After most students passed a summative test but some failed, strategic intervention material (SIM) is recommended to help students master skills they did not develop in regular classes. SIM uses learning strategies and content enhancement for students and teachers, respectively, and requires less supervision than regular classes. SIM focuses on specific skills not mastered by students and may cover different topics than regular classes. It includes guide cards, activity cards, assessment cards, enrichment cards, and reference cards to engage students and assess their mastery of skills. Teachers should ensure SIM activities align with objectives and keep activities short, simple, and varied to accommodate different learning styles.

4. After recording the summative test given, you noticed that most students passed the test but some failed. Scene

5. Are you going to proceed to the next topic? Question:

8. Strategic Intervention Material
an instructional material meant to re-teach the concept(s) and skill(s) (Least Mastered)
Material given to the learners to help them master a competency-based skill which they were not able develop during regular classroom teaching.

9. Multifaceted approach to help students to become independent and successful learners
SIM consists of both learning strategies (for students) and content enhancement routines (for teachers)

10. It requires less teacher supervision.
Topic must be accompanied by a STUDY.
SIM must be easy to REPRODUCE.

11. Is SIM the same as MODULE?

12. Focuses on the skill not mastered by the students during regular class
May contain different topics included in a chapter.
Intended for remedial class
Intended for regular classroom teaching
No pretest and post test
With pretest and post test
Includes fun activities
Includes fun activities

13. Do I need SIM in my class?
DEFINITELY!!!

15. Parts of the SIM
GUIDE CARD
ACTIVITY CARD
ASSESTMENT CARD
ENRICHMENT CARD
REFERENCE CARD

16. The GUIDE CARD presents the big picture, it
Gives an overview of the lesson;
Presents the focus skill(s);

17. Builds on prior learning/prerequisite skills,
Engages the learner’s interest; and
Leads the learner towards the performance of the task(s).

18. Source: Bunagan, F. T., 2011, The Mystery of Light

19. Source: Bunagan, F. T., 2011, The Mystery of Light

20. The ACTIVITY CARD defines the task(s) that the learner should undertake in order to develop a skill.
The task is competency-oriented and may be an individual or a group work.

21. •Begin to where the learners are.
•Adopt the activity to the learners’ learning style.

22. ACTIVITIES should enhance the following skills

23. Source: Caliboso, E. L., 2012, Rad in Action

24. Source: Caliboso, E. L., 2012, Rad in Action

25. Source: Bunagan, F. T., 2011, The Mystery of Light

26. Source: Bunagan, F. T., 2011, The Mystery of Light

27. Source: Bunagan, F. T., 2011, The Mystery of Light

28. Source: Caliboso, E. L., 2012, Rad in Action

29. Source: Bunagan, F. T., 2011, The Mystery of Light

30. The ASSESTMENT CARD helps the learner measure his/her level of mastery of the skill upon completion of the task(s).
Provides exercises, drill or activities that allow students monitor their learning and use feedback about their progress.

31. •Formulated in standard test formats to give students practice in test-taking techniques.
•The result of the assessment identifies the knowledge/skill(s) that the learner may need to enhance or develop further.

35. The ENRICHMENT CARD extends learning by providing additional exercises for further application of knowledge or skill.
It may also contain additional information to extend knowledge.
(Blalock 2006)

38. The REFERENCE CARD provides additional content to the coverage in the textbook.
It may also list resources that the learner may refer to for further reading.
(Blalock 2006)

42. KEY CHECKPOINTS
Ensure alignment of activities with tasks/objectives;
Keep the activities short and simple and worth the time of the pupils
Provide a variety of activities to cater to the diverse learning styles; and

43. Provide a number of activities (at least 3 per task) so that the learner can have enough practice in developing skills.
The SIM must provide the students the key ideas/concepts.
Directions must be clear.
The TITLE MUST BE CATHCHY.

45. THE LOST SHEEP

46. LEAVE NO PUPIL BEHIND

47. "Ideal teachers are those who use themselves as bridges over which they invite their students to cross, then having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own." -- Nikos Kazantzakis

48. Thanks for listening!
Felix T. Bunagan Makati High School