It is a teaching aid introduced into the teaching method

which meant to re-teach the concepts and skills (least

mastered).

It is a material given to students to help them master

competency – based skills which they were not able to develop
during a regular classroom teaching. It consists of both
learning strategies (for students) and content enhancement
(for teachers).
 gives an overview of the lesson; It presents the
“BIG PICTURE”
of what is to be
 presents the focus skills; learned.

 engages the learners’ interest, and

 leads the learners toward the performance

tasks
 It defines the task that the learner should undertake in
order to develop a skill as it is competency-oriented.

It provides enough practice for the learner so that he can

perform the skill automatically.
Always remember the activities should be
short, simple as well as fun for the learners.

Plan carefully so that the activities can be

done INDEPENDENTLY, in PAIR, or in GROUPS.
Embedding the principles of Learning in the
Activity Card

Begin where the learners are.

Adopt the activity to the learners’ style

1. Translates the focus skills into at least 3 activities

2. Activities should:
a) Be organized (properly sequenced)
b) Have clear directions
c) Provide examples
d) Be completed in pairs, in small groups, or independently
e) Leads to discoveries
f) Challenging
g) Be localized and contextualized.
3. Provides transition statements that recognize students’
accomplishments.
4. 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.
 It helps the learner measure his/her level of
mastery upon completion of the task(s).

The results are needed to know if the

competencies were achieved and what skills
needed to develop further.
1. 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.
2. Formulated in standard test formats to
give students practice in test-taking
techniques

3. Gives clear directions

4. Provides Answer Key

 Key Checkpoints

Ensure alignment of activities with the task/objectives;

Keep the activities short and simple;

Provide a variety of activities to cater to the diverse

learning styles

Provide a number of activities (at least three per task)

so that the learner can have enough practice in
developing the skill.
 It provides opportunity to apply
learned concept into a new
context.

The enrichment card extends learning by

providing additional exercises for further
application of knowledge and allows the
learners to work independently or in groups
to explore answers to their own questions.
1. Provides activities that reinforce the
content of the lesson
2. 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.
 The reference card provides additional
content to the coverage in the textbook.

It may also list the resources that the

learner may refer to for further reading.
 Take Note SEE i ! ! !

Simplicity
Easy to Understand
Easy to reproduce
It is interactive
THANK YOU!
Good luck and let’s
do it for the benefit
of our students
 Strategic Intervention
Materials (SIM)
 An instructional material meant to re-teach
the concepts and the skills (Bunagan,2002).

 Refers to a teaching aid which is used to

stimulate the activity of the students and
thereby increase their level of understanding
(Dy,2011).

 Regarded as a tool for remediating poor

achievements of the learners.
STRATEGIC INTERVENTION MATERIAL CONTEST FOR TEACHERS

FEBRUARY 9-12, 2019

BAGUIO CITY, PHILIPPINES