Professional Documents
Culture Documents
and Implementing
Guidelines
• M-odified
I - n School
S - chool
O - ff
S - chool
A - pproach
Session Objectives:
Discuss the following to aid in making an
informed selection of alternative education
programs to be implemented that are
appropriate to the context:
• Pros and cons of alternative education
programs as applied to emergencies
• Strengths, weaknesses, opportunities and
threats for each alternative education program
• Suitability of alternative education program
• Teaching and learning components of education
in emergencies: curriculum adaptation,
pedagogies, learning materials, learning
assessment
ODIFIED IN-SCHOOL OUT-SCHOOL APPROACH (MISOSA)
Designed for Grades 4-6
Best for when children can’t regularly go to school everyday
Transition from f2f classes to this delivery mode and back is
relatively less challenging
Best suited for situations when there is lack of learning
spaces, learning materials and educators.
May be used for learners at risk of dropping out because of
constraints that keep them from attending school (i.e. over-
age learners, learners from GIDA)
May be combined with school feeding program during in-
school sessions to address issues on hunger
Remediation can also be included for those who need extra
help
IMPORTANCE OF ADMs
The ADMs address the learning
needs of the marginalized pupils
and those learners at risk of
dropping out in order to help them
overcome social and economic
constraints in their schooling.
Modified In School Off School
Approach (MISOSA)
as an ADM of education meant to
address the problem of congestion –
Introduces the
Working with SIMs
lesson
Pupils do the
Monday Presents or
activities/exercises
develops lessons
on their own
using textbooks
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 (well-
ventilated 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 Teacher-
Facilitator 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?
drawing,
writing poems,
jingles, or
solving puzzles relevant to the lesson.
Will the pupils in the off-
school group be able to
participate in school activities/
programs (Ex. Quiz Bee,
Sportsfest)?
Facilitators conducted;
Implementation gaps and possible
solutions identified;
Pre
Implementati
on
During
Implementati
on
Post
Implementati
on
Instructional
Management by
Parents, Community
and Teachers
(IMPACT)
ODIFIED IN-SCHOOL OUT-SCHOOL APPROACH (MISOSA)
May be used for learners at risk of dropping out because of constraints that keep them from
attending school (i.e. over-age learners, learners from GIDA)
May be combined with school feeding program during in-school sessions to address issues
on hunger
Remediation can also be included for those who need extra help
Direct involvement of key stakeholders in learning process
can address the possible shortage of teaching personnel
Program does not require specific learning space
Supports multi-age learning and will enable teachers to
accommodate more students with different capacities,
needs and learning styles
However, may not be suitable for children who are
illiterate and those with disabilities
To adapt IMPACT: modify modules, tools and schedule of
sessions.
IMPACT (SWOT) - Strengths
IMPACT (SWOT) - Weaknesses
IMPACT (SWOT) -Threats
IMPACT (SWOT) -Threats