DEVELOPING SELF-

INSTRUCTIONAL MATERIAL
in Science

MA. COLLEEN L. EMORICHA, ED.D

 Title of the training : Division Seminar-Workshop on
Self-Intervention Material in Science for Successful Learning
_______________________________________________________________________

• Rationale/ Objectives

 Science has a rapidly changing knowledge base and expanding relevance to

societal issue. Even science content also increases and changes. Hence,
teacher’s understanding of science must keep pace with this revolution and
they need to grow and build for themselves a wide range of pedagogy in
teaching science .
 Concern for the quality of science education , in general ,has been heightened
for over a decade. Evidence of “crisis” in science teaching includes declining
scientific literacy, negative student’s attitude towards science, declining
achievement, unrefined, aging and outdated and or newly –born experimental
curriculum .
 Angara (1992) in his “ Agenda for Reform ; An Overview, stated that ‘ the
telltale signs of a decline in the quality of education are all around us today
and palpable even to the untrained eye.” This is evident in our students’
performance which is consistently low in national and international test such
as National Secondary Achievement Test and the Third Mathematics and
Science Study ( TMSS ).

In the light of the above findings and reports and to address the low
performance, teachers need to be updated about new trends, best practices,
and or modern methods to enhance their skills in innovative educational
practices and teaching capabilities .

Hence , this Seminar-Workshop on Self – instructional Material will focus on

developing teaching intervention in science .
What is SIM ?
• It is generically called Strategic Intervention Material
• In Science academe, it is popularly known as
Science Intervention Material .
- Now, it is appropriately named as Self-Instructional Material ( SIM )
• SIM refers to teaching aid introduced into the teaching methods to
stimulate the activity of the students and thereby increasing their
level of understanding.
 It is an instructional material meant to re-teach the concepts
and skills not mastered. It is an intervention material to help
teachers provide the students the needed support to make
progress.
 One good use of SIM is when conducting remedial classes for
slow learners .
• The Simplified Parts
of SIM
 I. Title
• Includes intended subject / grade level
• Catchy, Sexy and thought-provoking
• Engages learners’ interest
• In attractive background and color.
 II. METADATA
( Introductory Part)
• This part defines the competency that the learner should
undertake in order to develop a skill.
• The competency is based on least – learned or not mastered
by the students within the current grading period or
previous quarter .
• It presents the competency, title of SIM, type, grade level,
subject area, brief description and type of learners.
 META DATA
Competency Title Of SIM Type Grade Level Subject Area Type Of Brief Description
Learners (State if the material is for
motivation,springboard during
assessment,as learning
developmental activity or as a drill)

*Booklet
*Module Grade 7 Science Average This Self-Instructional Material(SIM) in
*Lesson Slow Science Grade 10 is a tool whichcan
Exemplar beused as learning developmental
activity. It is meant to reinforce the
concepts and skills on constructing ray
diagram and in describing the
location,orientation,size,and type of
image formed in convex lens and
concave lens.
 III. What Happened?
 Help the learners measure his/her mastery of
the skill .
 It is a Pre-assessment Test/Pretest
 The result of the assessment identifies the
knowledge/skills(s) that the learner may need
to enhance or develop further.
 IV. What Do You Need to
Know?
 This part reinforces learning by
providing important science concepts
and information for further application
of knowledge or skill.
 It also contains explanations and notes
from the teacher .
 It may include illustrations, graphs,
sample problems,examples,tables for
better understanding .
V. What Have You Learned?
• Contains the exercises or tasks for
reinforcement of learning .
• It presents the Post test (15-item test)
previously given as pretest , with or
without modification.
 VI. Reference
• It contains the sources of information.

• Cites the reference materials- books,

magazines, web sites, authors , etc.
 VII. ANSWERS
• Provides answer(s) to the task(s) or the
test questions .

• May add explanations to the answers.

 • EMBEDDING THE PRINCIPLES OF
LEARNING IN THE SIM
• stimulate students’ interest
• -give preview of what they would learn
• -present the focus skills (objectives )
• -mention the learning competency
• -engages the learners in performing
the tasks and answering test questions
.
 EMBEDDING THE PRINCIPLES OF
LEARNING IN THE SIM
• Introduce the activity by :
• Building on prior knowledge
• Drawing on prior experience
• Start with simple and familiar
• Organize the activities base on the sequence of the objectives.
• Include examples to concretize the concepts
• Activities should challenge learners’ critical thinking
EMBEDDING THE PRINCIPLES OF LEARNING
IN THE SIM

• Ensure alignment of activities with the

task/objectives.
• Keep the activities short and simple.
• Provide a variety of activities to cater to
diverse learning styles.
• Provide a number of activities (at least 2)
so that the learner can have enough
practice in developing the skill.