1. Interventions Katie Richardson

2. What is Intervention ?

• What does intervention mean?

• Griffin

• • ...the point at which the student is most ready to learn.

• • NB: It is NOT the students level of achievement but the level at which they are working or developing

• Vygotsky

• Children can be on the verge of being able to solve a problem at any given time

• To assist their problem solving, they require structure, encouragement, reminders, demonstrations, co-operative learning with discussion

3. How do we know where we need to intervene? What is Known (fully accessible) Point of intervention (accessible with help) ZPD What is Unknown (inaccessible)

• Often characterised by:

• most answers are correct

• Incorrect answers tend to be accidental

• Disengagement

• Lack of motivation

• Often characterised by:

• MKO is needed

• Ability +1

• 50:50

• motivation

• engagement

• Often characterised by:

• Nearly all answers are incorrect

• Correct answers tend to be accidental

• Disengagement

• lack of motivation

4. Linking developmental continua with planning for intervention

• So, how do we recognise the point of intervention?

• • Lets start with our assessment rubric...

• • • • • We write our assessment rubric using a developmental continuum

Here are just a few examples of developmental continua : Bloom's Taxonomy of Cognitive Domain Krathwohl's Taxonomy of Affective Domain The Dreyfus Model of Skills Acquisition The Problem Solving Continuum NB: Our aim is not to make the assessment totally objective. This is impossible given that we all have biases. Our aim should be to eliminate as much subjectivity as we can, so that our instrument is as objective as possible.

5. In this case we are using Dreyfus Process Novice Rigid adherence to rules Advanced Beginner Guidelines based on aspects may miss details Competent Standard and routine procedures Proficient Looks for most important, deviations perceived Expert No need to rely on rules, looks to the future

6. For ExampleA vocal performance Lets look at aesthetics Category: Technical Skill Category: Aesthetics Expert 3.3 Articulates the lyrics according to the context of the composition 4.4 Extracts meaning from the composition according to context, notation and knowledge of other extrinsic influences on the composition. 5.3 Contextualizes emotions in the song and conveys the emotions through voice, and facial expression. 6.3 Evokes emotions in the listeners that oscillate with the moods, interpretations and character contexts of the composition. 16-19 Proficient 1.3 Consistent placement of voice creating a warm and rich quality across the breadth of the vocal range. 2.3 Pitch accuracy and flexibility is supported by diaphragmatic control. 4.3 Conveys the context of the piece using notation and lyrics as a guide. 5.2 Uses the lyrics and notation to guide the light and shade of the performance 6.2 Arouses emotions in the listeners that are congruent with the intentions of the composition. 11-15 Competent 1.2 Consistent vocal quality that spans the breadth of the vocal range 3.2 Articulates consonants and rounded vowel sounds. 4.2 Emphasizes key lyrics according to context and notation 6.1 Conveys emotions according to lyrics and notation 7-10 Advanced Beginner 2.2 Accuracy of pitch varies depending on volume and height/depth of the notes. 4.1 Interprets the song based on an understanding of the lyrics. 5.1 Uses the context of the lyrics to emphasize meaning-laden words and phrases. 4-6 Novice 1.1 Breath control varies changing the quality of sound. 2.1 Accuracy of pitch varies throughout the song. 3.1 Clarity of articulation varies throughout the performance. 1-3 Indicators 1. Vocal quality 2.Pitch 3. Articulation of lyrics 4. Interpretation of the context 5. Expression 6. Pathos Cut- points

7. Summary statements of learning at each level Level 4: At this level, the student is learning to refine diaphragmatic control across the full vocal range to support pitch and tone, and to develop flexibility. S/he is learning to use the lyrics and notation to inform and convey an understanding of the contexts within the composition. Level 1: At this level the student is learning to use the diaphragm to breathe. He/she is learning to use the muscles of the vocal chords, face, mouth, throat, chest, back and abdomen to control the quality of vocal production and pitch. Level 5: At this level, the student is learning to interpret and communicate the underlying story and emotions within a composition. S/he is learning to use the voice to evoke emotions and imagination in listeners congruent with the story that is being told through the composition. Level 3: At this level, the student is learning to maintain a consistent quality of sound across the vocal range. S/he is learning to enunciate and emphasize lyrics in order to communicate the emotions of the context and the intentions of the composer. Level 2: At this level the student is learning to refine their use of muscles to control volume and pitch. S/he is learning to understand the relationship between the lyrics and the feelings that the song represents. S/he is learning to enunciate consonant and vowel sounds to convey meaning Category: Technical Ability Category: aesthetics Expert 16-19 Proficient 11-15 Competent 7-10 Advanced Beginner 4-6 Novice 0-3 Indicators 1. Control of Vocal Quality 2.Control of Pitch 3. Articulation of Lyrics 4. Interpretation of the Context 5. Expression relevant to the composition 6. Pathos communicated to the audience

8. Step 1: Turning the score into 1s and 0s

• Excel formula for changing the score to 1 or 0

• e.g. if you have 3 quality criteria for an indicator, you will need to insert 3 columns. If my score is in Column B, then I would insert the following formula into the neighbouring cell in:

• Column C: =IF(B3