ABSTRACT
Learning intervention is highly complicated. It is not a matter of using an algorithm into which we place what is known about the learner and out pops a teaching plan. Learning intervention is multidimensional and needs to be directed at the changes or learning that we intend to activate. It also needs to take into account the factors that influence specific instances of learning because individuals’ learning needs keep changing. Learning intervention is about providing opportunities to learn and involves the consideration of a number of key dimensions of decision-making relevant to responsive teachers and their collaborators. Throughout this book we delineate many of the dimensions of learning intervention, along with the kinds of questions that educational professionals ask as they design these kinds of learning opportunities. In this chapter, we discuss what is involved in defining the scope of an intervention so that it is manageable and has clear boundaries around it.
