U.

SMART (Unconventional Smart): Encouraging Students in Showcasing Their

Artistic Intelligence and Capabilities

B02 - BAGGAY, Jon Andre H

B04 - BEJAR, Joshua Wyze Balthazar D.

B07 - CAMMA, Fredrick Lerry C.

B09 - DAPA, Arldrick John A.

B14 - LIMON, Jarmenkel M.

B17 - MARIANO, Floyd Renzo S.

B18 - MARZADO, Romar Benedict V.

B19 - PACOMA, Gabriel Peter G.

Committee Members

Mr. Ador Antonio F. Batac

Empowerment Technologies Teacher

 OVERVIEW

I. Introduction

Every student has their own strengths and fields in which they excel the

most. However, certain subjects are known to trigger strong emotions in students

which can impact their academic performance for years (Pekrun et al., 2017).

According to Gafoor and Kurukkan, 2015, Mathematics is considered the most

difficult subject by 51 ninth-grader Indian students. It is further backed up by an

education technology startup iChamp after conducting a survey among 5000

Indian students claiming Mathematics as the most challenging subject of all.

Meanwhile, in a survey conducted among Grade 10 students of Caloocan

National Science and Technology High School, Trigonometry, which is a branch

of Mathematics, is considered the most difficult subject by 95 out of 110 (86.4%)

students. This notion may occur within the minds of many students due to

various reasons such as difficulty in understanding the subject or in remembering

its equations and ways to solve problems. Moreover, the perception of

Mathematics as a difficult subject can be associated strongly to lower

self-efficacy and negative expectancies (Zan and Martino, 2008, Gafoor and

Kurukkan, 2015). In a long run, if many students will feel bad about themselves

just because they performed poorly in their math-related subjects, they will more

likely be subjected to negative emotions and poor achievement which can result

to low level of self-esteem

2
 It is stated in Multiple Intelligences Theory of Howard Gardner that an

individual can possess many kinds of intelligences including musical,

interpersonal, spatial-visual, and verbal-linguistic intelligences, and not just

limited to intellectual capacity. This concept will therefore aid in understanding

behind issues that most students face, as well as how and why this approach can

help them in understanding who they are and what they are capable of. Our main

aims are to introduce the concepts of different forms of intelligences to students

of Grade 10 and to redirect their thinking that each and every one has different

but equal strong points.

A. Mission

To help students get rid of their doubt in themselves and enable them to

unlock their full potential. To provide a way to express themselves with

confidence and liberty on their side.

To ensure that every student's entry will be confidential to other sections, to

work on unity and build camaraderie inside the section.

To form a family within the class and a sense of security on problems that are

to be addressed.

B. Vision

To dream of students who are not judged based on their intellectual abilities

and understand that there's more aspects of intelligence that they might possess,

wherein they support each other despite all the difficulties we all face and help

each other grow to become the person they want to be.

3
 To dream of students that can utilize their full potential in order for them to

grow as an individual, to overcome their weaknesses, and further enhance their

strengths and capabilities.

Description of the Campaign

Our topic entitled Encouraging Students in Showcasing Their Artistic

Intelligence and Capabilities aims to let students acknowledge that intelligence is

not limited only to technical and analytical intelligence. In our campaign we will

focus on the Grade 10 students since we believe that helping students

acknowledge their capabilities would make them choose their career path with

more certainty.

We named our campaign U.SMART which means unconventional smart-

unusual smart or intelligence of individuals. Unconventional, meaning “not based

on or conforming to what is generally done or believed”.

II. Purpose

The purpose of our campaign is to show students that every one of us is

intelligent in our own ways; that we should not feel sad or envious when we feel

like we don't excel in a field. It aims to inform students that there are also many

forms of intelligence which are not based on analytical side but also in creativity,

language, and many more. We hope to use this opportunity to also show

students how to develop themselves, enhance their strengths and improve upon

their weaknesses.

4
 The campaign and its activities will try to open our minds that we, the

students of CalNatSci, are intelligent and equal.

III. Description

A. Methodology

Our campaign’s objectives will be accomplished through surveys,

campaign proper, seminar, facebook page, website, and infographics.

Before the campaign, we coordinated with the subject teachers and

advisers of each section to know whether their students have been doing great or

not with their subjects. We also coordinated with the Grade 10 students by

conducting a survey to know how they were feeling with their performance this

1st quarter. A Facebook Page was also created for the Grade 10 students to

view, like and see some announcements, dates of activities, and motivational

quotes for them to ponder.

During the campaign, selected members will discuss Multiple Intelligence

in order for students to know and learn about the different intelligence that each

person has and Infographics will be handed out to them to know more about

Multiple Intelligence. They will also share some suggestions and tips for teachers

on how to utilize each student’s intelligence in order to grow better as a person.

One of the activities we shall prepare is titled “Wall of Art” where we will provide

a bulletin board and this will serve as the “wall” where the students can post their

5
artworks that shows their Visual/Spatial and Verbal/Linguistic intelligence. We will

collect the artworks weekly and will post the artworks on our Facebook page. We

will try to communicate with their MAPEH, ESP, Trigonometry, Mathematics, and

Basic Electronics teachers to give incentives for the said event. We will also give

them certificates of participation as a proof that they will receive the incentives

and we will also provide a copy of the list of the students who will participate in

this event for the subject teachers. Next is "Uncovering Your Covers". We will

send a Google Drive link to the Grade 10 sections and this will be the portal or

platform to send their song and dance covers that will showcase their Musical

and Bodily/Kinesthetic intelligence. Their entries will also be posted on our

Facebook page. Just like the “Wall of Art”, the participants will also receive

incentives on the subjects and certificates of participation. We will provide a copy

of the list of participants on this event for the subject teachers.

After the campaign, we will conduct a survey to know what improvements

the Grade 10 students have made after we conduct our campaign to them. We

will also ask some suggestions from them on what other activities we can do to

help them improve their intelligence.

B. Objectives

● Discuss and expound the involved Multiple Intelligence (Musical,

Bodily-Kinesthetic, Visual-Spatial, Verbal-Linguistic) to Grade 10

students

6
 ● Encourage the Grade 10 students to showcase their different

talents and intelligence that they have.

● Help students to know their true capabilities and intelligence and

guide them to their true potential.

C. Timeline

Nov. 28 - Dec ● Preparation for our campaign - creation of Facebook Page,

2, 2022 Infographics, and Website

Dec. 5 - Dec. ● Visiting the Grade 10 students classroom by classroom

9, 2022 ● Start of our campaign - explaining about the title, aims,

objectives, and the activities we will conduct.

● The given time by the selected subject teachers are prioritized

to do the said activity.

Dec. 12 - Dec ● Collecting data from the activities that were conducted

16, 2022 ● Gathering and organizing of the activities

Jan. 2 - Jan ● Conducting the final survey for the assessment of our

6, 2023 campaign’s impact and effectiveness to Grade 10 students

D. Support

In our campaign, monetary funding is not necessary. Everything that we

made for the campaign was made online like our FB Page, Infographics,

Website, and PowerPoint Presentation.

7
E. Contacts:

Name: Joshua Wyze Balthazar D. Bejar

Email:bejarjoshua16@gmail.com

Cp#: 09166551681

Name: Arldrick John A. Dapa

Email: ajdapa03@gmail.com

Cp#: 09317086600

Name: Fredrick Lerry C. Camma

Email: fredricklerrycamma@gmail.com

Cp#: 09561185927

Name: Romar Benedict V. Marzado

Email: romarmarzado59@gmail.com

Cp#: 09157186601

Name: Jon Andre H. Baggay

Email: jonandrebaggay.sns@gmail.com

Cp#: 09064843627

Name: Jarmenkel M. Limon

email: jarmenkel.limon@gmail.com

Cp#: 09925281771

Name: Gabriel Peter G. Pacoma

Email: gabrielpeterp8@gmail.com

Cp#: 09387151185

Name: Floyd Renzo S. Mariano

8
 Email: floydrenzomariano@gmail.com

Cp#: 09568742347

Website:

U.SMART (Unconventional Smart)

https://ajdapa03.wixsite.com/u-smart

Facebook Page

U.SMART
https://www.facebook.com/profile.php?id=100088152336143&mibextid=ZbW
KwL

Email:

unconventionalsmart@gmail.com

References:

Cherry, K. (2022, October 19). Gardner's theory of multiple intelligences. Verywell Mind.

Retrieved from https://www.verywellmind.com/gardners-theory-of-multiple-intelligences-2795161

Livemint. (2019, June 3). Maths remain most challenging subject of all for students, study. Mint.

Retrieved from

https://www.livemint.com/education/news/maths-remain-most-challenging-subject-of-all-for-stud

ents-study-1559567129641.html

Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement

emotions and academic performance: Longitudinal models of Reciprocal Effects. Child

Development, 88(5), 1653–1670. https://doi.org/10.1111/cdev.12704