5. Consider what this intervention would look like at another grade level. (For example, If your class included younger students, consider what it would look like with mid-grade students. If your class included middle level learners, consider what it might look like with younger learners. If your class included older learners, consider what it would look like with mid-grade students). Explain whether or not this intervention would be appropriate at the other level and what adjustments would be needed for success at that level. Provide a rationale that is consistent with the needs of the learners being considered.

If we envision this intervention at a younger grade level, say for first graders, we would need to incorporate more visual aids and hands-on activities. Young learners thrive on engagement, so using colorful illustrations, interactive games, and relatable stories could effectively capture their attention. Adjustments might include breaking down tasks into smaller, more manageable steps and incorporating movement to encourage active participation. If we shift to considering mid-grade students, the intervention could be appropriately adapted by emphasizing critical thinking and peer collaboration. Middle schoolers often benefit from discussions and project-based learning, so incorporating group work and real-life scenarios could make the intervention more relevant. Adjustments should include providing them with opportunities for choice in how they demonstrate their understanding, appealing to their growing independence and varied interests.