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Guide in Reviewing Intervention Materials:

PPs[1]

VE
Guide Card

4 1.
2.
1 3.
7 a.
b.
c.
d.
4

Gives a preview of what students will learn


Stimulates interest in the topic
Presents the focus skills
Mentions the learning competency (LC)
States at least 3 sub-tasks (activities)
Builds on prior learning/ prerequisite skills
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:__________________________

1
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
9
focus skills (in the Guide Card).
b. have clear directions.
c. provide examples to concretize the concepts,
1, 2
particularly those drawn from real-life
experience.
d. students can complete independently, in pairs,
7*
or in small groups.
e. allow students to make discoveries and
formulate ideas on their own.
guides and challenges students thinking and
1
learning.
g. uses local data and situations (e.g., interacting
with people in the community)
8. Provides transition statements that recognize
students accomplishments
11 9. Provides questions that:
a. guide the development of concepts/focus skill.
3 b. elicit the message or meaning that a
student can take away from an activity/

ME

LE

LE

experience.
12 c. elicit an explanation, not one-word answers.
d. establish the relationship between the
5
topic/lesson and what students already know
or are familiar to them.
e. develop the skills in the three domains.
3, 6
Comments:
__________________________________
6

Assessment Card

10. Provides exercises, drills or activities that


allow students to:
a. assess their understanding of what they have
11
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)
6,8
Comments:____________________________
9
_____________________________________
10
_____________________________________
Enrichment Card
14. Provides activities that reinforce the content of
10
the lesson
15. Provides opportunities for students to:
a. apply what they have learned to other subject
9
areas or in new contexts.
b. work independently or in groups to explore
9
answers to their own questions.
Comments:____________________________
_____________________________________
_____________________________________
Reference Card
16. Provides readings that relate content with
8
students life experiences
17. Provides a carefully researched list of
2
resources that
will reinforce concepts/ skills learned.
provide additional content not found in the

textbook.
students may refer to for further reading.
Comments:____________________________
_____________________________________

3,11
10

[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:
4.20 - 5.00
3.41 - 4.19
2.61 - 3.40
1.81 - 2.60
1.00 1.80

Interpretation:
VE
E
ME
LE
LE

- Very Evident
- Evident
- Moderately Evident
- Less Evident
- 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.
http://jho-o.blogspot.com/

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: Snells Law (Bend to the Right,Bend to the Left!)
SIM 6 -Total Internal Reflection of Light (Dont 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