Strategic Intervention

Materials
SIM
What is a S.I.M.?

• an aid meant to reteach the concept/s and skill/s

• a tool to master a competency-based skill not learned

by the students during the regular class

• an instructional material intended for remediation

Is SIM just another name for a Module?
If not, what's the difference?
Indicator S.I.M. MODULE

Focus Skills not mastered Skills/ topics

by the students included in a
during regular class chapter

Intent Remediation Regular classroom

teaching
Do I need S.I.M. in my class?
A big YES!
What should I do to come up with a
S.I.M.?
• Identify the least mastered skill (focus skill/s).
• Transform the focus skills into at least 3 activities.
• Design means for assessment/evaluation of
learning.
• Make enrichment activity/ies to reinforce learning.
• Acknowledge and/or recommend your sources, sum
up what the material has brought to the learner
and/or add up information aside from what is
brought by the material.
Identify and use idiomatic expression.
• Recognize idiomatic expression;
• Matching illustrations with idiomatic expressions; and
• Guessing idioms with the aid of illustrations.
Identify the information taken from the
different parts of the book.

• Identify the different parts of the book.

• Get information from the different parts of the book.
• Identify the book part where the given information belongs.
Natutukoy ang mga katangian ng isang
kabataan.

• Nailalarawan ang sariling pananaw bilang kabataan.

• Nailalahad ang mga katangiang taglay ng isang kabataan.
• Naibabahagi ang mga mabubuting katangian bilang kabataan.
What are the basic parts of the Strategic
Intervention Materials?
• (Title Card)

• Guide Card (Kard ng Patnubay)

• Activity Card (Kard ng mga Gawain)

• Assessment Card (Kard ng Pagtataya)

• Enrichment Card (Kard ng Pagpapayaman ng Natutuhan)

• Reference Card (Kard ng Sanggunian)

The Guide Card
• Gives a preview of what students should master.
• Stimulates interest in the topic.
• Presents the focus skills.
a. Mentions the learning competency (LC).
b. States at least 3 sub-tasks a task that is part of a larger task (activities).
c. Builds on prior learning/ prerequisite skillsRequired as a prior condition.
d. Mentions the concrete outcome or product students are
expected to demonstrate/ produce.
• Cites briefly the activities.
• Challenges the learner in performing the tasks.
Kard ng Patnubay/Gabay sa Pagkatuto
• Ang patnubay ay nagbibigay ng kabuuan ng aralin;
• Inilalahad nito ang pangunahin o pinagtutuunang
kasanayan;
• Ipinakikilala ang mga gawain;
• Pinupukaw ang kawilihan o interes ng mag-aaral; at
• Ginagabayan ang mga mag-aaral sa pagsasagawa ng
gawain.
Guide Card Hi! I’m Pergie, a fourth year student. I
wonder how much energy is locked up in an
ordinary matter. I also want to know the
amount of energy released when nucleus
splits or combines with other nucleus.
Can you help me?

One of the least mastered skills in Science IV,

Physics is “Calculating the mass defect and nuclear
binding energy of an atom using Einstein’s matter-
energy equivalence”. To make it easier, it is broken down
into four subtasks:
•Determine the individual masses of protons and neutrons
in an isotope;
•Compare the nuclear mass of an isotope to the combined
masses of protons and neutrons that make it up;
•Compute the mass defect and binding energy of a given
isotope.
•Calculate the energy released during nuclear fission and
fusion.
Are you ready to tackle the job? Let’s go!
The Activity Card
• Translates the focus skills into at least 3 activities.
• Provides activities that:
a. are organized based on the sequence of the focus skills (in the Guide Card).
b. have clear directions.
c. provide examples to concretize the concepts, particularly those drawn from
real-life experience.
d. students can complete independently, in pairs, or in small groups.
e. allow students to make discoveries and formulate ideas on their own.
f. guides and challenges students’ thinking and learning.
g. uses local data and situations (e.g., interacting with people in the
community).
The Activity Card
• Provides transition statements that recognize students’
accomplishments.
• Provides questions that:
a. guide the development of concepts/focus skill.
b. elicit the message or meaning that a student can take away
from an activity/ experience.
c. elicit an explanation, not one-word answers.
d. establish the relationship between the topic/lesson and what
students already know or are familiar to them.
e. develop the skill/s.
The Activity Card

Transition statements should recognize students

accomplishments.
• Example:
You have done well!
Yes! It’s really easy!
Great job!
Well done!
You’re doing great!
Kard ng mga Gawain
• Isinasaad sa Gawain ang iba’t ibang pagsasanay na
makatutulong sa mag-aaral upang malinang ang kasanayan
• Ibinabatay ang mga pagsasanay sa resulta ng task analisis
na nag-iisa-isa ng kahinaan o pangangailangan ng mag-
aaral
• Ang mga pagsasanay ay isinasaayos ayon sa antas ng
kahirapan ng Gawain
- kaalaman - Pagsusuri
- Pag-unawa - Pagbubuo
- Paglalapat - Pagbibigay-halaga
Kard ng mga Gawain
• Ang bawat gawain ay nakatuon sa kompetensi at
maaring pangkatan o indibidwal na gawain.
• Layunin ng gawain na magkaroon ng sapat na
pagsasanay ang mga mag-aaral upang maging
awtomatiko ang pagpapamalas ng kasanayan.
Kailangan, kung gayon ang magkaroon ng
maraming pagsasanay upang mahasang mabuti
ang mag-aaral.
Mga Dapat Tandaan sa Paghahanda ng
Gawain
• Simulan ang gawain sa mga bagay na pamilyar sa mag-
aaral.
• Iangkop ang gawain sa istilo ng pagkatuto ng mag-aaral.
• Tiyaking magkaugnay ang gawain sa nililinang na
kasanayan.
• Kailangang maikli lamang ang mga gawain upang
matapos sa itinakdang panahon.
• Maglaan ng sapat na dami ng gawain upang magkaroon
ng ibayong pagsasanay ang mag-aaral.
The Assessment Card
• Provides activities that allow students to:
a. assess their understanding of what they have learned
and correct errors when appropriate.
b. monitor their learning and use feedback about their
progress.
• Formulated in standard test formats to give students practice in
test-taking techniques.
• Gives clear directions.
• Provides an Answer Key (in a separate card)
Kard ng Pagtataya
•Sinusukat sa pagtataya ang antas ng
kasanayan ng mag-aaral pagkatapos ng
gawain.
•Ang resulta ng pagtataya ang magiging
batayan ng pagtukoy sa kasanayang dapat
pang paunlarin.
The Enrichment Card
• Provides activities that reinforce the content of the
lesson
• Provides opportunities for students to:
a. apply what they have learned to other subject
areas or in new contexts.
b. work independently or in groups to explore
answers to their own questions.
Kard ng Pagpapayaman ng
Natutuhan
•Ibinibigay sa pagpapayaman ang mga
karagdagang pagsasanay upang mapahusay
pa ang mag-aaral o mapalawak ang
kaalaman.
The Reference Card
• Provides readings that relate content with students’
life experiences
• Provides a carefully researched list of resources that:
a. will reinforce concepts/ skills learned
b. provide additional content not found in the
textbook
c. students may refer to for further reading.
Kard ng Sanggunian
•Naglalarawan ito ng karagdagang
impormasyon para sa pagpapalawak ng
nilalaman ng aklat.
•Maari rin itong magtala ng mga aklat na
mapghahanguan ng iba pang impormasyon.
Reminders:
• Make sure that activities are congruent with the tasks/objectives .
• Keep in mind that the activities are short and simple.
• Provide activities that cater to the nature of the learners.
• Provide a number of activities (at least 3) so that the learner can have
enough practice to master the skill/s.
Reminders:

• Simplicity

• Easy to Understand

• Easy to Reproduce
References/Credits
Strategic Intervention in English I, 2005, Eferza
Academic Publication, Purok 6, Bagong Pook, Lipa
City, Batangas.
Adeline V. Bulalacao

Josephine T. Penaflor

Senen S. Rafael

Luningning D. Gaza
 When something goes wrong, its more
important to fix it rather find someone to be
blame for it…..

Anonymous