8. Parts
of
SIM
(Salviejo, et al., 2014)
Activity
Card
2.
Reference
Card
5.
Guide
Card
1.
Enrichment
Card
4.
Assessment
Card
3.
Answer
Key
6.
9. GUIDE CARD
This section gives students an overviewof
what they will learn.
It presents the focus skills mentioned in
the learning competencies.
This part must also cite prerequisite
skills and concrete outcome
or product.
10. ACTIVITY CARD
It consists of activitiesthat will
develop understanding of the students
related to the given objective
of a specific lesson stated in the guide card.
11. ASSESSMENT CARD
It is made up of
activitiesand tests
concerning what the
students learned
from the previous activities of the
SIM
17. SIM AND RESEARCH
Good SIMs enable
students to gain mastery
of the science lessons
presented to them.
(Paras, 2014)
The use of SIM,
henceforth, was viewed
by many teachers to have
two major impacts, i.e.
promotion of
autonomous learning and
memory enhancement.
(Dacumos, 2016)
18. SIM AND RESEARCH
Mathematics teachers should be geared
with appropriate knowledge on the use of
21st century teaching and learning
resources such as Strategic Intervention
Material to help a student who finds
mathematics concepts difficult to
comprehend.
(Abuda et al., 2019)
20. References
Abuda, B., Ballazo, G., Orque, J., Cabili, M., & Maestre, M. (2019). Struggling Learners’ Mathematics Achievement Level using
Quick Response Embedded Strategic Intervention Material. INTERNATIONAL JOURNAL IN INFORMATION TECHNOLOGY IN
GOVERNANCE, EDUCATION AND BUSINESS, 1(1), 39–45.
https://www.researchgate.net/publication/339213943_Struggling_Learners’_Mathematics_Achievement_Level_using_Quick_Re
sponse_Embedded_Strategic_Intervention_Material
Dacumos, L. (2016). Perspective of Secondary Teachers in the Utilization of Science Strategic Intervention Material (SIM) in
Increasing Learning Proficiency of Students in Science Education. STEN Journal of Teacher Education, 1(2).
https://po.pnuresearchportal.org/ejournal/index.php/asten/article/view/293
DepEd Memorandum no. 117 s 2005. TrainingWorkshop on Strategic Intervention Materials for Successful Learning
DepEd Order No. 39 s. 2012 Policy guidelines on addressing learning gaps and implementing a reading and writing program in
secondary schools effective school year 2012-2013.
Paras, S. (2014). USE OF MODIFIED STRATEGIC INTERVENTION MATERIALS (MSIM) IN ENHANCING THE
PERFORMANCE OF THE GRADE FIVE PUPILS IN SCIENCE. https://depedro1.com/wp-content/uploads/2019/02/Sherwin-
Paras.pdf
Salviejo, E., Aranes, F., & Espinosa, A. (2014). Strategic Intervention Material-Based Instruction, Learning Approach and
Students‘ Performance in Chemistry. International Journal of Learning, Teaching and Educational Research, 2(1), 91–123.
https://www.academia.edu/35177210/Strategic_Intervention_Material_Based_Instruction_Learning_Approach_and_Students_P
erformance_in_Chemistry?auto=download
21. Output
Let’s try it out!
TITLE
Standards
1.Guide Card
2.Activity Card
3.Assessment Card
4.Enrichment Card
5.Reference Card
22. 1. Which part of the SIM provides the objectives, students‘ exercises, activities, and drills
with clear directions to develop necessary skills?
A. Guide Card
B. Activity Card*
C. Assessment Card
D. Reference Card
2. This part may be used by students as source for additional information concerning the topic
covered.
A. Guide Card
B. Activity Card
C. Assessment Card
D. Reference Card*
Editor's Notes
Thank you for this opportunity. Having been invited to an event such as this is a pleasure.
At the end of the session, I hope that we will be able to understand the why, what and how of SIM.
It is nice to know that most of us think and do make interventions when learning gaps are observed. I hope that after this session, I will be able to give you another nice option in dealing with learning gaps.
Now, why SIM or why make a self-developed intervention or instructional material. In one of the sections of The Basic Education Act of 2013, it is stated that development of locally produced learning materials is encouraged. It is also stipulated in DepEd Order No 39 that teachers are encouraged to make interventions to address learning gaps.
One of the strategies suggested by the Department is the STRATEGIC INTERVENTION MATERIAL.
It is meant to reteach the least mastered skill. It is also approach to help students to become independent and successful learners.
When developed appropriately, the material can really improve student performance while learning independently.
A SIM has 6 parts which we will be discussing. These are…
This section gives a preview of what students will learn. This card should stimulate the interest of the students with respect to the topic covered by the strategic intervention material. It presents the focus skills mentioned in the learning competencies. This part must also cite prerequisite skills. Also concrete outcome or product should be there so that learners know what to expect.
This section is considered the heart of the Strategic Intervention Material. This part also provides the objectives, students‘ exercises, activities, and drills with clear directions to develop necessary skills in the three domains and concrete concepts, particularly those drawn from real – life situations.
This test measures how much students learned from the given activities in the activity card. It is made up of questions in different forms (multiple choice, interpreting graph, identification, and matching type). This section may be used to determine the effect of this material as a tool for teaching remediation.
This also involves applications of the topic in their daily life, in industry or in other technologies.
This part may be used by students as reference for additional information concerning the topic covered.
And the last one is the answer key which.
How is a SIM evaluated?
Subtasking – Is the SIM competency-based? Specific, Measurable, Achievable, Relevant, Timed, and Challenging, Bloom’s
Congruence – Congruence from top to bottom is expected of our SIM. Dicsussion, activities, assessment have to be aligned.
Usability/Functionality – Language and each part must well designed.
Replicability – Is it handy? Is is practical to use? Will it be easy to replicate it?
Again these are from an enclosure in the previous contest among science teachers. If you have your own tool, it is nice that we know them so that we are guided when we develop our own.
You may visit our DepEd portal for some SIMs … We may use them if we want or use them as our guide when we make our own.
There is a number of researches conducted by teachers about SIM and may their findings be a source of motivation for us to try to use SIM as well.
There is a number of researches conducted by teachers about SIM and may their findings be a source of motivation for us to try to use SIM as well.
With this, let me end the discussion with the hope that everyone will continue to seek inspiration and motivation in the eyes of our children. And let this be the fuel to keep our passion for teaching burning. Thank you very much!
I hope these references can help as you start working on your own SIM.
