Crafting Intervention Materials for the Students

2. ADD A FOOTER 2

3. Oxford Languages
•action taken to
improve a situation
3

4. Cambridge English Dictionary
• the action of
becoming intentionally
involved in a difficult
situation, in order to
improve it or prevent it
from getting worse
4

5. Rethinking Perceptions
• specialized instruction
that targets a specific
academic content area in
which a student exhibits a
deficit. The goal is to
progress the students'
abilities in the area of
difficulty so that they meet
grade level expectations 5

6. CONSIDERATIO
NS IN
CRAFTING
EFFECTIVE
INTERVENTION
ADD A FOOTER 6

7. 7
Education is not the filling of
a bucket, but the lighting of
a fire.
- W.B. Yeats

8. 8
• Intervention can be so much more dynamic ( as a way
to "light a fire" in your students)
• intervention should motivate students-not just for the
enjoyment of learning, but also to engage students in
higher-order thinking
• Intervention should meet students’ individual learning
needs through their levels of readiness, learning styles,
and interests.
• And it should address the depth and complexity of state
standards.

9. Incorporat
e the
3Ds
9

10. 10
1. DIAGNOSE
-identify the student’s needs and the standards to
master
-administer a pre-test or diagnostic assessment that
provides a snapshot of students’ levels of mastery on
key learning targets or standards

11. 11
2. DECIDE
-utilize an assessment item analysis
to determine which learning targets
and standards need to be taught

12. 12
3. DELIVER
-deliver engaging lessons to
meet the needs

13. Develop
Language
and
Vocabular
y
13

14. 14
• Language and vocabulary development are
essential components of an intervention program.
• By frontloading the language and vocabulary that
is used in a lesson, the instruction becomes more
comprehensible for students.
• Academic language needs to be explicitly taught
so students have the words and sentence
structures to express their thoughts and ideas.

15. Differentiate
to Meet
Students’
Needs
15

16. 16
• Utilizing the 3D’s will help determine
which standards to focus on and
which lessons to teach, but even
within a standard or lesson, students
will have varying needs and levels of
mastery. Therefore, differentiation is
still needed.

17. 17

18. Integrate
Games and
Enrichment
Activities
18

19. 19
• motivate students to come and learn
• break boredom
• Enrichment can be science labs, art
integration strategies, performing
Reader’s Theater, playing games, or
project-based learning.

20. Start
Planning
Early
20

21. 21
• The more you can plan ahead,
the more prepared you will be
for effective implementation.

22. 22
Here are some questions to keep
in mind when planning
intervention.

23. 23
• When will my intervention program
take place?
• How will I decide which students will
need to be involved?
• How will parents be notified that
their children qualify for
intervention?

24. 24
• Are there trainings that I’ll be needing
attend to be equipped with skills in
conducting the intervention program?
• Will students use consumable
resources?

25. Developing
Strategic
Intervention
Material
25

26. 26
• These are instructional materials developed
by the teachers for intervention purposes for
those learners who failed to master the
competency after the class presentation of
the lesson or an assessment activity like
formative test, weekly test, unit test,
summative test and periodical examination.

27. 27
• Learner participants to this activity are
determined through their scores or
performance after the formative or any
assessment activities. ▪ The teacher will
select 1 competency which will be the basis
of SIM from the list of Least Mastered
Competencies. It should be certified by the
Grade Head/ Adviser and noted by the
School Head.

28. 28
• The teacher will:
➢ do a task analysis for this competency that
will help him/her pinpoint problem areas, make
appropriate corrections, and ensure that
students have the necessary skills and
subskills to complete the task; and

29. 29
• The teacher will:
➢ determine the skill(s) and subskill(s) that
learners should have in order to develop the
target competency and keep this as a guide
when writing the SIM.

30. 30
1. THE GUIDE CARD
The Guide Card presents the big picture.
➢ gives an overview of the lesson;
➢ presents the focus skill
➢ introduces the activity/activities
➢ engages the learner’s interest; and
➢ leads the learner in performing the
tasks

31. 31
1. The Activity Card
The Activity Card defines the task(s) that the
learner should undertake in order to develop the
skill.
➢ The task is competency-oriented and may be
individual or group work.
➢ The purpose of the task is to provide enough
practice for the learner so he/she can perform
the skill automatically

32. 32
2. The Activity Card
The Activity Card defines the task(s) that the
learner should undertake in order to develop the
skill.
➢ The task is competency-oriented and may be
individual or group work.
➢ The purpose of the task is to provide enough
practice for the learner so he/she can perform
the skill automatically

33. 33
3. The Evaluation or Assessment Card
The Assessment Card helps the learner measure
his/her level of mastery of the skills upon
completion of the task(s).
➢ The result of the assessment identifies the
knowledge/skill(s) that the learner may need to
develop further or enhance.
➢ The score of the learners will not be used as
basis for his/her grade.

34. 34
4. The Enrichment Card
The Enrichment Card extends learning
by providing additional exercises for
further application of knowledge or
skill.

35. 35
5. The Reference Card
The Reference Card provides
additional content to the coverage of
the textbook. It may also list resources
that the learner may refer to for further
reading.

36. 36
6. The Answer Key
The answer key shall provide answers to all
exercises and activities. This is a self-
learning material where learners will study
and answer with less assistance and
supervision from the teacher. The role of the
teacher is only to give instructions on what
to do and let the students manipulate the
material during vacant time or remediation
period.

37. 37
• Teachers are encouraged to make
each section brief and simple
• Pictures, diagrams, illustrations, and
manipulative materials are suggested
to make the material attractive and
interesting.

38. 38
• Samples of SIM