Peer Teaching Strategy

 Peer Teaching Strategy

Noe B. Magayam

Teaching ALS learners is not easy as teaching school age learners, it might be because of the span of years, and they stopped in a formal school in which learners are hardly difficult to recall what they have learned. Another is, learners, however, can’t focus on the topics due to work/activities at home, because most of the learners are married and they have their responsibilities in their own family.

Peer Teaching is one effective way of teaching adults and out –of-school youth in an informal setting or classroom setting, it boasted the confidence of the learners because the one who teaches is not his/her teacher rather his/her classmates or another teacher who has an expertise in that particular topic or lesson.

The Peer Teaching strategy was applied sometimes in the year 2014 and has continued until today. There are significant implications for this strategy because when this strategy is not being practiced, the results of the Accreditation and Equivalency Test (A&E) are low. However, for the seven consecutive years, the performance of Schools Division of Abra in terms of Presentation Portfolio Assessment (PPA) and Accreditation and Equivalency Test (A&E) passers has been increased.

In order to sustain this best practice, there is continuous monitoring and evaluation by the SBM School Heads, Public Schools District Supervisors and Education Program Supervisors.

eGammeng

 e-GAMENG

Enhanced- Gearing for Action to Make Education Nurturing and Guiding

Jeselle T. Balandin

e-Gameng is an Ilokano word that means object or a material used for a certain purpose. e-GAMENG also pertains to the instructional materials developed for teaching and learning.  True to its term, Education is like a GAMENG, a very useful and prevailing tool that needs to be developed and enhanced. e-GAMENG aims to improve the Literacy Skill and Reading Habits of the learners, capacitate teachers to become developers of Quality Assured Learning Resources (SLM, LAS, TVI, RBI), record locally developed learning materials for harvesting and utilization in the District, Division and Regional Level and motivate learners with the use of supplementary materials

Project e-GAMENG insinuated the need to act and conduct sustainable activities to promote awareness in the utilization of the SLRC and use it as a venue to improve the literacy skill and reading habits of the learners. Aside from the development of different print and non-print learning resource materials used for remediation and learning activities, this innovation also includes the following activities: Oplan MARE (Manabo LGU Assistance on Reading Enhancement). This is a school reading remediation program with three (3) LGU-paid teachers who will focus on conducting after-class reading enhancement for slow learners in the different grade levels. And, Ok sa KSA (Klase sa Silid Aklatan), a program wherein teachers take turns in bringing their pupils in the school resource center to conduct story readings and story-telling.

The concerted effort of this innovation reflected the following impacts; provided a wide range of learning resources used in the teaching-learning process, increased performance of the pupils as shown in the school’s MPS for every quarter for the SY 2020-2021 from 78.18 in the First Quarter, 80.88 in the Second Quarter, 82.68 in the Third Quarter and 84.78 in the Fourth Quarter. Finally, produced certified teacher-developers (SLM) with 11 developed SLM’s, 15 LAS, 7 TVI’s and 1 RBI.

e-GAMENG is set to evolve and adapt to the changing needs of the learners. To ensure the sustainability of this innovation, the following actions were considered: maintain the functionality of the SLRC, refurbish the contents of the SLRC with new and updated learning materials, provide constant technical assistance to teachers through SLACs and INSET, continuous implementation of Oplan MARE and OK sa KSA and Craft other strategies to improve learning.