MARIS

 MARIS

Jacinto S. Bose

Aligned with the Department of Education's Inclusive Education program, focusing on providing diverse opportunities to nurture learners' skills and talents beyond academics. Introduced at La Paz Integrated School in 2017 under the name SIRIB (Sustained Inclusive Education to Raise Performance and Increase Accomplishment of Learners), it commenced with the RONDALLA strand, specifically targeting learners interested in string instruments.

The project gained enthusiastic participation, offering separate classes within the MAPEH subjects to enhance instrumental skills. As it progressed, objectives were gradually achieved, with enrollees advancing in their respective abilities. The project's success extended to the Division Office of Abra, becoming an integral part of division programs and attracting support from prominent leaders. 

Buoyed by this success, the project expanded to include two additional branches: SPA Dance and SPA Vocals. However, just as these new strands gained momentum, the pandemic struck. Despite the challenges posed to the Philippines' educational system, Project SIRIB adapted, employing various learning modalities to mitigate the impact on skills-based education. While facing the difficulties of pandemic-era education, Project SIRIB, now renamed Project MARIS, maintained its commitment to enhancing school participation rates, reducing dropouts, and fostering skills development. 

Aligned with DepEd Order No. 72 s.2009 on Inclusive Education, the project not only focuses on academic achievements but also aims to involve internal and external stakeholders for effective implementation. Originally launched at La Paz Integrated School, it evolved into MYBBMNHS with additional strands, including music and dance using brass instruments. 

Project MARIS, a training ground for music and dance enthusiasts, contributed significantly to the school's cultural identity and global competitiveness. The project's objectives, as outlined during its launch, emphasized improving participation and promotion rates, enhancing academic performance, fostering creativity, sustaining inclusive education, and strengthening parent-teacher relationships.

To realize these objectives, a systematic strategy was implemented. Learners dedicated time to mastering musical notes and instrument skills, accompanied by dance training for aesthetic performances. Teachers and trainers consistently supported students, enabling them to showcase their progress during school events. Recognizing students' efforts, certificates and prizes were awarded, fostering a sense of achievement.

The collaboration among the proponent, teachers, students, parents, and the local government facilitated the project's expansion. This involved incorporating more instruments and providing additional platforms for learners to showcase their talents, further enriching the school's cultural and artistic landscape.

Project CAKE (Care, Appreciation, Keep Engagement productive)

 Project CAKE 
(Care, Appreciation, Keep Engagement productive)

PRESCILA B. TESORO

Project CAKE is defined as Care, Appreciation, Keep Engagement productive which means that this innovation would help the school faculty of Dolores Central School and Cardona Elementary School motivated and encouraged to generate a productive workplace. It was intended to make the staffs feel the love, thoughtfulness and sense of belongingness they truly deserve in their chosen profession. This innovation served as a commemoration of the school’s staffs and perseverance and hard work in doing their job in school.

Project CAKE that aimed to lessen stress, motivate and create a harmonious relationship among the school community, served as commemoration of the school staffs’ perseverance and hard work in fulfilling their job. This were attained through various activities such as Zumba, tribute program with cake and simple message with gift giving. As a result, the staffs develop care and appreciation among each other which builds a harmonious relationship among workers for a productive and collaborative engagement.

The impact of this innovation was measured through the schools’ performance in the mean percentage scores of each subjects because it reflected the teachers’ motivation in fulfilling their job which is to teach and hone young minds. There was a rise in the mean percentage score of each school up to 2.47% and 5.47% in Dolores Central and Cardona Elementary School respectively.

It is important to ensure that Project CAKE provision matches the ethos of the Dolores Central School and Cardona Elementary School, its staffs and learners and its way of working. Motivating teachers must be given top priority in order to enhance the teachers’ performance and radiate into fulfilling their job. The activities specified should be carry on since it has been proven that it can boost the teachers as well as the learners’ confidence in teaching and learning process.

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.