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Session 3

MISOSA Framework and Implementing Guidelines

Session Objectives:
1. Explain the implementing guidelines of
MISOSA 2. Identify the roles and responsibilities of MISOSA implementers. 3. Verify some tips, issues and concerns on the implementation and monitoring of MISOSA. 4. Design an action plan to implement MISOSA in their divisions. 5. Integrate good values in the implementation of MISOSA.

Alternative Delivery Modes (ADM) of Education

The Philippine education sector: has adopted the greatest number of reforms, has embarked on countless and continuing solutions to make education work and has tested and piloted alternative delivery mode of education with purposes of improving quality not readily achievable in some situations by the conventional means of education.

Modified In School Off School Approach (MISOSA)

as an ADM of education meant to address the problem of congestion overcrowding due to classrooms and; teachers shortage resulting to big class size, less contact time with pupils, absenteeism and insufficient learning materials.

This problem if left unaddressed results to poor school performance in terms of learning achievement, participation and completion rates.
This approach makes use of Self-Instructional Materials (SIMs) in the different learning areas

MISOSA Objectives
MISOSA as an Alternative Delivery Mode (ADM) for ensuring equal access to quality education aims to: solve congestion in schools with big enrolment, and address the needs of children:

children who are enrolled but are habitual/ seasonal absentees, living in conflict /disaster areas, chronically-ill, indigenous children and those engaged in earning a living to augment family income for adequate learning materials

Benefits of Implementing MISOSA

resolving the issue of shortage of instructional materials;

improving classroom management;

promoting equal access and opportunity for learning; institutionalizing systematic monitoring; developing pupils study habits, love for learning and self-esteem; attending to the unique needs of individual pupils.

The KEY PLAYERS for implementing MISOSA The Designated Division MISOSA Coordinator who facilitates MISOSA implementation throughout the division;

The School Head who manages MISOSA implementation; and

The Teachers and Teacher-Facilitators who implement the project and supervise the learners in the program.

The Implementing Schools

Region Region VII Division Bohol Cebu Lapu-Lapu Mandaue Naga Negros Oriental School Bulilis ES SOBE Schools Consolacion ES Marigondon ES Marigondon ES Cubacob ES Paknaan ES Naga CES Datagon ES Candugay ES Macario Espanol ES Talisay Lawaan ES


In-School Group (W/ the Teacher) Introduces the lesson Presents or develops lessons using textbooks With Teacher Off-School Group (W/ the TF)


Working with SIMs Pupils do the activities/exercises on their own


Working with SIMs


With Teacher

Working with SIMs


With Teacher

Working with SIMs


In-school and Off-School Groups are combined with the teachers

In-school group should not use the same set of SIMs used by the previous off-school group.

By the end of the school year, both groups should have covered all the skills/competencies lined-up in the PELC through a combination of classroom instruction and SIMs.

The Role of the Teachers

work hand in hand with the TF
sort the modules needed for the

give the modules to the TF and

give instruction to the TF

The Role of the TeacherFacilitator(TF)

gets instructions from the subject teachers regarding the number of SIMs that need to be accomplished by the off-school in a given day
reports to the subject teacher what transpired during each day including the attendance and performance of the pupils.

The specific roles of the Teacher-Facilitators

Before the actual activity:

Setting the mood of the pupils in preparation for the activity Distributing the modules to pupils

During the activity:

Setting standards for pupils to follow in the duration of the activity Clearing out queries from the pupils when necessary Giving warm-up activities after every modules or when necessary Acting on opportunities for incidental learning

After the activity:

Making marginal notes in each module for improvement/enrichment Listing pupils strengths and weaknesses Organizing a learning group of individuals (slow with fast learners) Providing mentoring and tutoring activities to learners Conducting assessment of learners. (Use the available test in the module.) Coordinating learning activities which may require expertise of subject area teacher/stakeholders

Frequently Asked Questions

During ORIENTATION How are the children for the MISOSA chosen? Children are not chosen individually, but as a whole section. We implement MISOSA in congested classes regardless of who the children are.

Do we need to reassign a child to another section if the teacher finds out that he/she is not ready for MISOSA?
MISOSA is designed for Grades IV,V and VI classes. It is assumed that all pupils in these grades are readers. Slow learners in these classes need not be reassigned. More attention can be given to them by the Teacher-Facilitators. They can also be tutored by peers, since the SIMs promote cooperative learning.

Where does the MISOSA off-school group with the Teacher-Facilitator hold their classes? The off school group may hold classes in any of the following: Community learning centers (including church premises, barangay halls, public libraries, etc.) Any available space within the school premises (library, roof deck, LRCs, unused rooms, etc)

What provisions need to be considered in choosing the venue for this group? Provisions for choosing the venue should include: safety and security, accessibility, conducive to learning (wellventilated and lighted, free from noise, with sufficient space and with provisions for writing and reading)

Who chooses the Teacher-Facilitator?

The principal chooses the Teacher-Facilitator from the Division Registry of Qualified Applicants (RQA) .

What are the qualifications / requirements for Teacher-Facilitator? When no one from the RQA is interested or available, the TeacherFacilitator can be any of the following: retired teacher, regular teacher who is willing to serve opposite his/her official time, relieving/ancillary teacher, new LET-passer who is not yet included in the RQA.

What are the tasks of the Teacher-Facilitator? Will he/she limit her/his task to checking the activity notebooks of the MISOSA off-school pupils/learners?

Aside from the roles stated in Part I. Roles of Teachers-Facilitators, they are also expected to:
work in regular coordination with the subject area

teachers (daily and/or as the need arises); conduct priming and motivational activities like singing songs, playing games, etc.; keep track of pupils progress, provide feedback to the subject teachers which in turn take appropriate actions/steps; take initiative to maximize opportunities for learning; regularly provide the subject teacher with the results of assessment activities conducted

How will the pupils be graded?

The grading system reflected on DepEd Order No. 33, s. 2004 Implementing Guidelines on the Performance Based Grading System for SY 2004-2005 should likewise be followed.

Will the pupils scores in the exercises provided in the enrichment activities be included in the computation of their grades?

The activity notebook will form part of the pupils portfolios; the portfolios will be rated to constitute a certain percentage of the grade

Are the pupils in the off-school group included in the periodical tests? Pupils in the off-school group will take the periodical tests and other assessment activities as scheduled.

Does the Teacher-Facilitator have a hand in giving grades to the pupils? How does he/she go about this? The Teacher-Facilitator turns over all records (including the narrative report on the pupils behavior, performance, etc.) of the off-school group to the subject teacher who in turn consolidates/computes the grade Who monitors the activities of the TeacherFacilitator? How often and what monitoring instrument will be used? The principal shall regularly monitor the activities of the Teacher-Facilitator in the same manner a regular teacher is monitored.

What if pupils do not perform in a given module as expected? What does the Teacher-Facilitator do?

Teacher-Facilitator should give extra attention to pupils who lag behind. To ensure that pupils catch up with the lesson in the modules the following may be resorted to:
peer tutoring,
mentoring or taking home unfinished modules.

What if a learner is too fast in finishing a module? What should the Teacher-Facilitator do?
The Teacher-Facilitator should make sure that fast learners are not idle. Creative activities may be worked out by the fast learners such as:
drawing, writing poems, jingles, or solving puzzles relevant to the lesson.

Will the pupils in the offschool group be able to participate in school activities/ programs (Ex. Quiz Bee, Sportsfest)?
Yes, pupils in the off-school group can participate in all school activities/programs.

Will parents be allowed to observe ongoing activities of the MISOSA off-school group? Yes, parents are partners in the teaching-learning process. Their presence is always welcome, however, they should not interfere with the conduct of the activities for the day.

Other Concerns
If a topic doesnt seem to jibe with any skill within the prescribed learning competencies (PELC), what should be done?

The topics and activities therein were carefully conceptualized and developed according to skills linedup in the PELC of the different learning areas.

Will a Teachers participation in the MISOSA Project have a bearing (plus factor) on his/her performance for the semester? For the school year? If deemed meritorious by the principal, teachers maybe given credit points.

Should Teacher-Facilitators be paid for her/his services? Yes, Teacher-Facilitators should be paid for services rendered. Funds for this may be sourced from LGU, NGOs/POs, PTA and other civic-minded individuals.

On Proper Care of the MISOSA SIMs

Go over the material. The modules may not be sequentially-arranged.

Separate the modules according to topics for convenience, easier handling and use.
Number or code each module for easy tracking. Remind the pupils of the proper use and care of the modules. Schools may reproduce the SIMs as needed.

Suggested Line-Up of Activities By the opening of the school :

MISOSA class (Grade and section) identified; Teacher and Teacher-Facilitator assigned; Commitment of Barangay and community partners secured; Off school venue readied; and SIMs segregated, numbered and coded, and readied for use.

By the end of June: Teachers, pupils and parents oriented; Adequate SIMs assured; Working relation between Teacher and Teacher-Facilitator established; and MISOSA program started.

By the middle of the school year

Feedback conference with the parents conducted; Consultative conference with subject area teachers and Teacher Facilitators conducted;

Implementation gaps and possible solutions identified; SIMs intended for the 1st and 2nd grading periods worked on and accomplished; and MISOSA classes monitored.

By the end of the school year

All SIMs worked on and accomplished; Evaluation meeting conducted; Implementation gaps corrected; Solutions to implementation gaps evaluated; All SIMs retrieved and inventoried; Implementation experience and lessons learned documented.

Template 1.b. Action Plan

Areas of Objectives Action Time Concern steps Frame Persons Respon sible Resour Success ces Indicator Needed /s

Pre Implemen tation During Implemen tation Post Implemen tation

Develop an Action Plan for the implementation of MISOSA in your divisions. Dont forget to integrate values in your plan.

Ready get set go

1. What is MISOSA? 2. Can you identify the roles and responsibilities of MISOSA implementers? 4. What are the things to remember in the implementation and monitoring of MISOSA? 5. How would you emulate God-fearing attitude in the implementation of MISOSA? 6. Can you effectively implement MISOSA in your division based on what you learn? How?

Where can I go
If this is not a place where tears are understood, Where do I go to cry? If this is not a place where my questions can be asked, Where do I go to seek? If this is not a place where my spirits can take wings, Where do I go to fly? If this is not a place where my feelings can be heard, Where do I go to speak? If this is not a place where youll accept me as I am, Where can I just be me? If this is not a place where I can try, and learn and grow, Where do I go to be? Anonymous