HOW TO DEVELOP STRATEGIC INTERVENTION MATERIALS (SIM)?

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 word Intervention, 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:

1.Guide Card

2.Activity Card

3.Assessment Card

4.Enrichment Card

5.Reference Card

  The description of each part/card is given below presented in a table under the Guide in Reviewing Intervention Materials:

PPs[1]		VE	E	ME	LE	LE
4 1 7 4 1 9 1, 2 7* 1 11 3 12 5 3, 6 6 4 11 6,8 9 10 10 9 9 8 2 3,11 10	Guide Card 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  Comments:__________________________  Activity Card 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 a student 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. Comments: __________________________________                                                                       Assessment Card   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) Comments:____________________________ _____________________________________ _____________________________________ Enrichment 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 contexts. b.     work independently or in groups to explore answers to their own questions. Comments:____________________________ _____________________________________ _____________________________________ Reference Card 16.   Provides readings that relate content with students’ life experiences 17.   Provides a carefully researched list of resources that ·           will reinforce concepts/ skills learned. ·           provide additional content not found in the textbook. ·           students may refer to for further reading. Comments:____________________________ _____________________________________

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[1] Psychological principles that create an impact on learning, from “How Children Learn” by Estella Vosniadou, International Academy of Education, International Bureau of Education

                          Scale:                                 Interpretation:

                                                           

            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. 

TEACHING PHYSICS THROUGH STRATEGIC INTERVENTION MATERIALS (SIM)

My doctoral dissertation was specifically focused on preparation, validation and testing the effectiveness of the Strategic Intervention Materials (SIM) in teaching Science IV (Physics). The SIMs prepared were tested in the two sections of a fourth year class for two grading periods. The twelve (12) Strategic Interventions Materials (SIM) prepared are given below as what they appeared and compiled and bookbounded. Each SIM will be posted here. These are all taken from my unpublished doctoral dissertation book, 2007.

INTRODUCTION

“Rich countries are science-rich and poor countries are science-poor”. This statement was made by Dr. Frank Tui, the companion of Senator Emmanuel Pelaez, the “father” of Science Act of 1958.

Physics is one of the main fields of Science. Physics as a subject in the secondary Basic Education Curriculum is concerned with the basic laws of nature. It deals with the study of matter and energy and their relationship.

Physics is concerned on the physical science around which the other sciences are founded. Its full and complete understanding is important to the comprehension of the natural sciences such as astronomy, geology, and meteorology. Similarly with chemistry which uses modern atomic theory to predict structures of atoms and interaction between atoms. Living things are composed of matter and transform energy, and therefore, biology must consider this phase of Physics.

In the study of this subject, it calls for active participation of the students in learning the concepts and principles of Physics. The inductive techniques through hands-on activities lead to a deeper understanding of Physics.

The manner by which the topics are presented follows the latest list of learning competencies published and disseminated by the Department of Education (DepEd).Hence, the topics cover the Energy in the Environment on Unit II found in the Science IV (Physics) textbook, from the Behavior of Light down to the Diffraction Property of Light.

One of the purposes of this developed Strategic Intervention Materials (SIM) is to persuade students that Physics is fundamentally a collection of just a few concepts, but very powerful concepts that bring insight and understanding toa surprisingly large array of phenomena.

It is expected that the discussion of any of the topics using the Strategic Intervention Materials (SIM) or in any science lessons, the greater emphasis is on developing the science process skills, the acquisition of values and habits of the mind that make the student a better problem solver and an efficient decision maker.

RATIONALE

Students are the focus in an educative process. Teaching-learning situations provided to the students are as important as the students in the classroom. It is a recognized fact that every classroom encounter is a product of significant factors of the learning environment such as the ability of the pupils, background information previously learned, availability of instructional materials, and other facilities in the science room.

Science teaching is more productive when there available and sufficient instructional materials. However, with the present situation of Philippine educational system wherein there are shortages in the classrooms throughout the country. Thus, funds are not enough to cater to the needs on instructional materials needed in every science classroom. The science teacher therefore, is responsible to devise and provide the necessary materials for use in science classes.

Science IV (Physics) is one among the science subjects in the secondary curriculum where there is a dearth of instructional resources like books and supplementary reading materials like science magazines, etc. Hence, the Strategic Intervention Materials (SIM) in Science IV (Physics) developed by the researcher-writercan be a response to the inadequacy of books and related materials in the said subject.

OBJECTIVES

The Strategic Intervention Materials (SIM) aim to provide the students with a learning experience which could give them the opportunities to harness their scientific skills and values through a simpler way of understanding the contents of the subject. Categorically, the objectives of the entire set of Strategic Intervention Materials (SIM) are:

1.Investigate the reflection and refraction properties of light using simple optical devices (e.g. plane mirror, curved mirror [convex and concave] and lenses [convex and concave]).

2.Describe images formed by plan mirror, curved mirror (convex and concave) and lenses (concave and convex) experimentally.

3.Locate and describe images formed by plane mirror, curved mirror (convex and concave) and lenses (convex and concave) through ray diagrams.

4.Locate and describe images formed by curved mirror (convex and concave) and lenses (convex and concave) using mirror equation.

5.Explain the different eyesight defects and how lenses correct these defects.

6.Demonstrate total internal reflection, interference, diffraction, and polarization properties of light.

7.Explain and cite applications of total internal reflection, interference, diffraction, and polarization properties of light.

STRATEGIC INTERVENTION MATERIALS (SIM) IN SCIENCE IV (PHYSICS)

The organization of the Strategic Intervention Materials (SIM) was:

SIM 1 - Behavior of Light (All About Light)

SIM 2 - Image Formation in Plane Mirror (How Do I Look?)

SIM 3 - Image Formation in Curved Mirror (All About Images)

SIM 4 -Mirror Equation (Solve Me and Make Me Bigger)

SIM 5 - Refraction of Light: Snell’s Law (Bend to the Right,Bend to the Left!)

SIM 6 -Total Internal Reflection of Light (Don’t Get Trapped)

SIM 7 -Image Formation in Lenses (Is It Bigger of Smaller?)

SIM 8 - Lens Equation (Is It Up Side Down?)

SIM 9 - Vision Defects (Are You Myopic or Hyperopic?)

SIM 10 - Interference of Light (Stripes of Light)

SIM 11 - Diffraction of Light (The Bent Edges)

SIM 12 - Polarization of Light (The Glow Around Me)

Source: My Unpublished Doctoral Dissertation entitled: Strategic Intervention Materials (SIM) in Teaching Science IV (Physics), 2007, author: Jocelyn O. Dy

SYNTHESIS OF THE CONDUCTED 3rd DEPED BICOL RESEARCH CONFERENCE

SYNTHESIS OF THE CONDUCTED 3rd DEPED BICOL RESEARCH CONFERENCE 

ON K TO 12 SCHOOLING

Naga Regent Hotel, Naga City,  Philippines

November 30-December 2, 2011

In-behalf of Dr. Marilette R. Almayda, Assistant Schools Division Superintendent of Albay Division, as she is attending an equally important undertaking today, she texted me to do the task for her in giving the synthesis of the conducted  DepED Bicol Research Conference on K to 12 Schooling from November 30-December 2, 2011, at Naga Regent Hotel, Naga City.

The Opening Program which was graced by Hon. Yolanda S. Quijano, Undersecretary for Programs and Projects, our Regional & Assistant Regional Directors respectively, Dir. Orfelina O. Tuy and Dir. Diosdado M. San Antonio, the officers and members of the Bicol Association of Schools Superintendents (BASS) headed by Dr. Emma Cornejo as the President, the mayor of Naga City, John G. Bongat, started on time, at 1:30 PM. The presence of everyone was properly acknowledged and it was noted  that there were many who had their on site registration or there were walk-in participants thereby exceeding the expected number of participants.

On the Resource Speakers:

During the opening program on Day 1, the keynote address of Undersecretary Yolanda Quijano on the theme of the Conference, “Educational Research: A Tool for Reflective Professional Practice” has opened pathways in the minds of everyone to go into research, to produce and multiply researches as she put emphasis on several fields in Educational Research such as 1.) Teaching Second Language Learners; 2.) Measurement of Achievement and Self-Concept; 3.)Biological Basis of Language and Cognition; 4.)Public School Finance; and 5.) Post Secondary and Life-Long Learning Outcomes..She further emphasized that we don’t need to go to other places just to find a research problem or look for a researchable topic because right there in our own respective backyards, in our school campuses, in our own offices we can find a workable topic for research.

On Day 2, The talk of Dr. Yolanda I. Castroverde on Data Management and Analysis has given the participants a refreshing recollection of their Statistics lessons both in the Undergraduate and Graduate classes, as emphasized by Dr. Castroverde that the data gathered won’t become a usable information unless we apply statistics with corresponding interpretations and implications. She further stressed that a researcher must consider the following in utilizing statistical tools such as 1.) Knowledge of the subject matter; 2.) capability to organize data;  3.) effective data presentation with some knowledge of the mathematical theory of statistics; and 4.) acquainted with a variety of statistical techniques, its advantages and limitations…Moreover, different research studies require different statistical tools, as a specific study requires specific statistical tool to be used.. as Dr. Castroverde said that there is no master key that can open several doors.

In the morning of day 3, Dr. Lily  P. Custodio, the speaker on the Trends in Research Approaches in Education has also given emphasis on some samples of topics for Educational research in which the same key points stressed out by USEC Quijano on day 1, Dr, Custodio emphasized that we can conduct research on the following areas: 1.) Drop-out of students; 2.) Absenteeism of students; 3.) Turn-over of teachers; 4.) Assessment of Curricuclar Programs; 5.) Performance of students across disciplines; and 6.) Performance of students in Regional and National Examinations. Applying the four (4) approaches in Educational Research such as the a.) Qualitative approach; b.) Quantitative; c.) Quanti-Quali/Quali-Quanti and the d.) Triangulation approach will surely lessen the problem in educational system particularly in our own respective stations.

On paper presentation:

          The paper presentation was conducted in four venues from the afternoon of day 1 till morning of Day 3 with a total of 16 sessions with the Schools Divisions Superintendents as the session managers assisted by the NEAP-Bicol staff as the assistant session managers. Research studies  where clustered into strands as assigned in each session venue such as School Based Management, Mother-Tongue Based Multi Lingual Education (MTB-MLE);  Science;  Mathematics;   Reading;  Information Technology (IT); Filipino; School Performance and  Student’s Achievement.

          Seven (7) out of 16 Schools Superintendents who were assigned to be the session managers were not able to make it due to their attendance to other equally important concerns, thus, the assigned assistant session managers took their place & sought the assistance of Education Supervisors from the Division Offices to be the assistant session managers.

            Two (2) of the 56 research studies submitted for oral presentation were not presented due to inattendance of the author-researchers. There were 39 research proposals submitted and 39 or (100%)  were actually presented through posters.

Significant Findings in the 4 venues composed of 16 sessions from Day 1-3, taken from the narrative reports of the assistant session managers:

Ø  All materials and paraphernalia in each session venue were made available before the start of the session;

Ø  Presenters were all prepared and ready with their presentation on the scheduled time except one (1) incidence of Presenter’s powerpoint presentation which had technical errors;

Ø  Sensible questions were asked by the participants to the presenters;

Ø  All of the presentations were time-bound, however, a number of presenters exceeded the time allotment but their presentations were cut to observe proper time management, thus the time for every paper presentation and for the open forum in the 4 venues was strictly followed;

Ø  Some presenters have their Slides/powerpoint presentation which were too detailed, the whole paragraph was placed in a slide;

Ø  Commendations and suggestions were given politely by the participants to the presenters;

Ø  Prescriptive comments to the presenter from attendees still present;

Ø  few participants were noted to have raised questions that tend to make the presenter feel embarrassed; some of the questions were trafficked by the session managers so as not to offend the presenter;

Ø  Issues raised by the participants were satisfactorily attended to and addressed by the presenters;

Ø  There was a maximum participation of the attendees by which the 10-minute allotted time was not enough to accommodate all the questions; and

Ø  Of the 16 sessions conducted in 4 venues from day 1 to 3, the average number of participants per venue is 78 out of the 100 expected participants per venue, perhaps the participants just failed to sign in the attendance sheets or they went to somewhere else.

Implications:

Ø  Capability building on the preparation of powerpoint presentations;

Ø  Longer time for presentations;

Ø  Open-forum needs more time;

Ø  Give orientation or session to the presenters as well as to the audience /participants before the research forum, on the proper giving & receiving feedbacks; and

Ø  The interactions and sharing of research experiences manifested by the participants during the session spelled out their engagement in this research endeavor.

On the Results of Research Paper Evaluation:

          Three (3) research papers were chosen from the 21 pre-screened papers of the completed research, ranked as 1^st, 2^nd and 3rd adjudged by the competent authorities in research in Bicol Region. Likewise, three winners shall be awarded from the 37 research proposals presented through posters, (note: for the information of everybody, the NEAP-Bicol and SED in the Regional Office has submitted also research proposals but they are in a non-competing category thus our posters were not included in judging, of the 39 research proposals, only the 37 were judged).

Going back to the conference objectives given in day 1:

1.)  To showcase the educational research initiatives in DepED-Bicol;

2.)  To recognize best educational research projects undertaken;

3.)  To update participants on new research techniques and trends; and

4.)  To Provide a forum for enhancing the skills of Bicol Educational researchers.

With all those things undertaken in the past 3days, we can boldly say that said objectives of the research conference have been achieved by 100%.

Prepared by:

JOCELYN O. DY

EPS, NEAP-B