HOW TO DEVELOP STRATEGIC INTERVENTION MATERIALS?
How to make a SIM or Strategic Intervention Materials? First, lets us define what is a SIM...
SIM or Strategic Intervention Material refers to teaching aid introduced into the teaching methods to stimulate the activity of the students and thereby increasing their level of understanding.
Let us also define the wordIntervention, operationally as it was used in my research study, it means that the learning of the students is enhanced with the integration of the use of Strategic Intervention Materials (SIM) together with the use of Science IV (Physics) textbook.
The following are the different Parts of the SIM called Cards:
The description of each part/card is given below under the
Guide in Developing and Reviewing Strategic Intervention Materials (SIM):
1. Gives a preview of what students will learn.
2. Stimulates interest in the topic.
3. Presents the focus skills.
a. Mentions the learning competency (LC).
b. States at least 3 sub-tasks (activities).
c. Builds on prior learning/ prerequisite skills.
d. Mentions the concrete outcome or product students are expected to demonstrate/ produce.
4. Cites briefly the activities.
5. Challenges the learner in performing the tasks.
6. Translates the focus skills into at least 3 activities.
7. 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).
8. Provides transition statements that recognize students’ accomplishments.
9. Provides questions that:
a. guide the development of concepts/focus skill.
b. elicit the message or meaning that astudent 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 skills in the three domains.
10. Provides exercises, drills or 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.
11. Formulated in standard test formats to give students practice in test-taking techniques.
12. Gives clear directions.
13. Provides an Answer Key (in a separate card)
14. Provides activities that reinforce the content of the lesson
15. Provides opportunities for students to:
a. apply what they have learned to other subject areas or in new
b. work independently or in groups to explore answers to their own
16. Provides readings that relate content with students’ life experiences
17. 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.
 Psychological principles that create an impact on learning, from “How Children Learn” by Estella Vosniadou, International Academy of Education, International Bureau of Education.
4.20 - 5.00 VE - Very Evident
3.41 - 4.19 E - Evident
2.61 - 3.40 ME - Moderately Evident
1.81 - 2.60 LE - Less Evident
1.00 – 1.80 LE - Least Evident
The above scale and interpretations were the ones used in my research study, however the criteria were the Standard criteria issued by the Department of Education (DepED),Bureau of Secondary Education (BSE) in 2005.