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Packet Guide in Developing Strategic Intervention Material: Said M. Macabago Master Teacher-I

The document provides guidance on developing strategic intervention materials (SIMs), which are designed as alternative learning materials to help students who need intensive support master certain objectives, and includes descriptions of the parts of a SIM including guide cards, activity cards, assessment cards, and reference cards. It also outlines the criteria for evaluating SIMs, including their specification and format, congruency with content and skills, usability and functionality, and replicability.

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Chea Laroza
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© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
420 views

Packet Guide in Developing Strategic Intervention Material: Said M. Macabago Master Teacher-I

The document provides guidance on developing strategic intervention materials (SIMs), which are designed as alternative learning materials to help students who need intensive support master certain objectives, and includes descriptions of the parts of a SIM including guide cards, activity cards, assessment cards, and reference cards. It also outlines the criteria for evaluating SIMs, including their specification and format, congruency with content and skills, usability and functionality, and replicability.

Uploaded by

Chea Laroza
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Packet Guide in

Developing Strategic
Intervention Material
SAID M. MACABAGO
Master Teacher-I
Strategic Intervention Material (SIM) Parts of the SIM

• SIMs are alternatives for traditional learning • Guide Card contains the preview, preliminary
materials. These can be used as enrichment motivation scheme and focus skills desired.
and reinforcement materials (DepeD Memo
• Activity Card as mentioned contains the
459, s. 2005).
doings that would translate the focus skills to
• SIMs are designed for those learners who are activities
really in need of an intensive learning care of
• Assessment Card contains drills or exercises
teachers (DepeD Memo 459, s. 2005).
that assess pupils understanding of what they
• SIMs consist of both learning strategies for have learned and correct errors when
pupils and content enhancement routines for appropriate.
teachers. SIMs are self-learning kits similar to
• Enrichment Card provides activities that
modules, Sicat (2009).
reinforce the content of the lesson, provides
• SIM is an instructional package dealing with a opportunities for pupils to apply what they
single conceptual unit of subject-matter. SIMs learned to other subject areas or in new
are designed to help the students accomplish context, and work independently to explore
certain well-defined objectives. answers to their own questions.
• SIMs are module disguised as activity card to • Reference Card provides readings and
eliminate the stereotype behavior of students references that relate content with pupils’ life
on books. experiences. Provides answer key to the
activities.
The Cover/title page

The heading should contain the name of the


school and address.

The middle part is the eye-


catching/interesting title related to the topic
of SIM that can arouse learner’s interest

Illustration related to the title/topic may be


used to capture learner’s interest.

Task is stated which is considered as least


mastered skill. The code (PELC) should be
indicated.

The task should be translated in at least


three sub-tasks (behavioral objectives). It
covers the domain of learning: Cognitive,
affective and psychomotor.

The SIM indicates the name of the author


(proponent), and the editor/consultant (if
any).
The Table of Contents

The table of contents shows proper sequence


of its content.

Cover page does not contain page number.


Table of contents is a preliminary page. It
shouldn’t be the first page.
The Guide Card

The guide card previews of what the leaners


will learn.

Stimulates interest in the topic.

It mentions the learning competency (task).

States at least three sub-tasks (activities).


Cites briefly the activities.

Mentions the concrete outcome or product


students are expected to demonstrate/
produce.

Challenges the learner in performing the


tasks.
The Guide Card

The guide card builds (reviews) on prior


learning/ prerequisite skills.

For catchier guide card, an animated icon is


used.

Uses illustrations that are adequate,


attractive, culturally relevant properly
labeled, and realistic with appropriate colors.

Presents the concepts the learners will learn.


The Activity Card

Provides activities…
that are organized on the sequence of the
focus skills (in guide card)

Have clear directions

Provide examples to concretize the concepts,


particularly those drawn from real-life
experience.

Leaners can complete independently, in pairs,


or in small groups.

Provides questions that:


Guide the development of concepts/focus
skill.

elicit an explanation, not one-word answers.

Provides transition statements that recognize


students’ accomplishments
The Activity Card

Translates the focus skills into at


least 3 activities.

Establish the relationship between the


topic/lesson and what students already know
or are familiar to them.
The Activity Card

Provides activities…
Allows leaners to make discoveries and
formulate ideas on their own.

uses local data and situations (e.g.,


interacting with people in the community).

Provide examples to concretize the concepts,


particularly those drawn from real-life
experience.
The Activity
Activity Card
Card

Provides activities…
establish the relationship between the
topic/lesson and what students already know
or are familiar to them.

develop the skills in the three domains.


The Activity
Activity Card
Card

Provides activities…
provide examples to concretize the concepts,
particularly those drawn from real-life
experience.

establish the relationship between the


topic/lesson and what students already know
or are familiar to them.
The Activity
Activity Card
Card

Provides questions…

guide the development of concepts/focus skill.

elicit the message or meaning that learners


can take away from an activity/ experience

elicit an explanation, not one-word answers

. establish the relationship between the


topic/lesson and what students already know
or are familiar to them.

develop the skills in the three domains.


The
The Assessment
Assessment Card
Card

Provides exercises, drills or activities


that allow students to:

Gives clear directions.

assess their understanding of what they have


learned and correct errors when appropriate.

monitor their learning and use feedback about


their progress.
The
The Assessment
Assessment Card
Card

Formulated in standard test formats to give


students practice in test-taking techniques.

Provides an Answer Key (in a separate card)


The Enrichment Card
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
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
The
The Reference
Reference Card
Card

Provides readings that relate content with


students’ life experiences

provide additional content not found in the


textbook

students may refer to for further reading.


The
The Reference
Reference Card
Card

Provides a carefully researched list of


resources that:
a. will reinforce concepts/ skills learned
b. provide additional content not found in
the textbook

APA style is observed.


Others:
• It observes correct punctuation
marks and capitalization.
Observes correct grammar and spelling.
It observes correct sentence construction and
without conceptual error.
There is no obsolete information and factual and
computational error.
Criteria Point
Subtasking (15)
Specification and Format
 Competency-based 5
Lay out  Bloom’s Taxonomy followed 6
Paper Size: 13x 8.5  SMART 4
Margin: Top 1.0”, Left 1.5”, right 1.0”, Congruency (15)
bottom, 1.0”  Activities in line with content and skills 5
Orientation: Portrait  Assessment in line with content and skills 10
Cover page Background color Usability and Functionality (45)
 Language 3
Mother tongue: White  Title Card 3
English: Red
 Guide Card 5
Science: Blue
 Activity Card 14
Math-Yellow
 Assessment Card 3
Filipino: Green
Araling Panlipunan/HeKaSi-Orange  Enrichment Card 3
EPP/TLE: Pink  Answer Card 3
MAPEH- Silver  Packaging & Lay out (DM 199, s. 2015) 8
EsP: Gold Replicability (25)
Page Number: bottom page, right corner  Validated before classroom use 5
Soft Bound  Dev. Mat based on least Learning 5
Competency
 Materials used improved mastery level 10
 Handy and easy to copy 3
 Cost 2
Total 100

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