ordered">Universal Design for Learning (UDL)

Blended Learning

Strategic Intervention Materials (SIM)-based instruction

The goal of the intervention is to improve students’ conceptual understanding of electricity while addressing learner diversity, low conceptual mastery, and limited engagement in traditional lecture-based science instruction.

The case is situated in a public secondary school context in the Philippines, where classrooms are often characterized by large class sizes, limited laboratory equipment, and varied learner proficiency levels in science.

2. Context of the Learning Environment

The classroom consists of 45 Grade 9 students with mixed academic performance levels. Based on diagnostic assessments, many students struggle with abstract physics concepts such as current flow, resistance, and circuit behavior.

Challenges observed:

Low engagement in traditional lecture-based instruction
Difficulty visualizing abstract electrical concepts
Limited access to laboratory materials
Diverse learning needs (language, pace, and comprehension differences)

To address these issues, the teacher designed a blended multimodal intervention using SIM and UDL principles supported by digital tools such as Google Classroom and Canva.

3. Conceptual Framework

This intervention is grounded in:

3.1 Universal Design for Learning (UDL)

UDL promotes:

Multiple means of representation
Multiple means of engagement
Multiple means of expression (CAST, 2018)

3.2 Constructivist Learning Theory

Learners actively construct knowledge through interaction and experience (Piaget; Vygotsky).

3.3 Blended Learning

Combines face-to-face instruction with digital learning environments.

3.4 Strategic Intervention Materials (SIM)

SIM is a localized instructional tool designed to support least-mastered competencies through structured, self-learning modules.

Implementing a Multimodal, UDL-Based Blended Learning Model Using Strategic Intervention Materials