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    This document describes the Modified In-School Off-School Approach (MISOSA), an alternative education delivery model used in the Philippines. MISOSA involves subdividing overcrowded classes into in-school and off-school groups, with the off-school group learning from volunteer or para-teachers. It aims to address problems like classroom shortages, teacher shortages, and absenteeism. The off-school group works through self-instructional materials under the guidance of teacher-facilitators, who coordinate with subject teachers and ensure pupil progress is tracked and reported. The goal of MISOSA is to promote equal access to education through flexible learning arrangements.

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    This document describes the Modified In-School Off-School Approach (MISOSA), an alternative education delivery model used in the Philippines. MISOSA involves subdividing overcrowded classes into in-school and off-school groups, with the off-school group learning from volunteer or para-teachers. It aims to address problems like classroom shortages, teacher shortages, and absenteeism. The off-school group works through self-instructional materials under the guidance of teacher-facilitators, who coordinate with subject teachers and ensure pupil progress is tracked and reported. The goal of MISOSA is to promote equal access to education through flexible learning arrangements.

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    36 views8 pages

    MISOSA

    Uploaded by

    Kathlyn Aragon
    This document describes the Modified In-School Off-School Approach (MISOSA), an alternative education delivery model used in the Philippines. MISOSA involves subdividing overcrowded classes into in-school and off-school groups, with the off-school group learning from volunteer or para-teachers. It aims to address problems like classroom shortages, teacher shortages, and absenteeism. The off-school group works through self-instructional materials under the guidance of teacher-facilitators, who coordinate with subject teachers and ensure pupil progress is tracked and reported. The goal of MISOSA is to promote equal access to education through flexible learning arrangements.

    Copyright:

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    of 8

    MISOSA

    MODIFIED IN-SCHOOL OFF-SCHOOL


    APPROACH
    • It is an Alternative Delivery Mode (ADM) of education meant to address
    different problems in the present condition of our education and to ensure
    equal access to quality education.
    • It involves subdividing congested classes (with more that 50 students) in
    grades 4, 5, and 6 into an in school groups with classroom and subject
    teacher and an off-school group with para or volunteer teachers.
    WHAT IS MISOSA AS ADMS
    TO ADDRESS THE FOLLOWING PROBLEMS

    • Chronically ill student


    • Classroom shortage
    • Students living in conflict/disaster areas
    • Teacher shortage
    • Indigenous students
    • Insufficient learning
    • Students engaged in earning a living to
    • Season absentee students
    augment family income for adequate
    learning materials
    HOW IS MISOSA IMPLEMENTED?
    1. USE OF SELF-INSTRUCTIONAL
    MATERIAL 4. Involvement of the School
    2. UTILIZATION OF COMMUNITY IN in/external stekeholders:
    SCHOOL
    Grade IV, V and VI pupils
    3. IN COMPLIANCE WITH EXISTING
    POLICIES Classroom Teachers
     DepEd order #23, s2005 retime allotment
     DepEd order #33 s.2004 regrading system Teacher Facilitators
     DepEd order #53, s.2011 policy Guidelines
    BENEFITS IN IMPLEMETING THE MISOSA

    • Resolving the issue of shortage of instructional


    materials
    • Improving classroom management
    • Promoting equal access and opportunity for learning
    THE ROLE OF TEACHER-
    FACILITATOR
    Gets instruction from the subject teacher regarding the number of SIMs
    that need to be accomplish by off-school in a given day
    Reports to the subject teacher what transpired during each day including
    the attendance and performance of the pupils
    Work in regular coordination with the subject area teachers (daily and/or
    as the needs arise)
    Conduct priming and motivational activities like singing songs, playing
    games etc.
     Keep track of pupil progress, provide feedback to the subject area 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
     Turn over all records (including the narrative report on the subject teacher who in turn
    consolidates/computes the grade)
     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 maybe restored to peer
    tutoring, mentoring or taking home unfinished modules.
     The teacher-facilitator should make sure that fast learners are not idle. Creative
    activities may be work out by the fast learners such as drawing, writing poem, jingles
    or solving puzzles relevant to the lessons.
    THE END
    PREPARED BY: DAPNISAN, R.O

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