Alternative Delivery Modes

EDM 209

Lesson 1: Course Orientation

February 4, 2023

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 Objectives
1. identify Alternative Delivery Modes suited for
various types of learners;
2. point out the features of Alternative Delivery
Modes that will fit to learners in various
circumstances; and
3. cite strategies to maximize the utilization of
ADM in schools.

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 Group Activity
 The class will be divided into 10
“We’re Open, groups with at least 5members
each.
Please Come In”  Each group will act as
waiters/waitresses
 Different learners will get inside
the restaurant as customers (pre-
assigned).
 The group shall recommend what
DepEd program/s, delivery mode
is appropriate to the needs of the
customer.

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 Your Customers
A. Allan, 13 working student at a factory from 8 am to 5
pm.
B. Becky, 15, high performing, easily gets bored at class,
independent student and wants to help her mother in
the market from 6 am to 2 pm.
C. Cesar, 9, met at accident and became paralyzed
D. Dindin, 13, is an average Grade 7 student enrolled. She
fell in love with her classmate. Months later, she found
out that she is pregnant.
E. Enteng, 23 did not finish his schooling last year in high
school due to migration.
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 Your Customers
F. Fely, 17, studied in a home school program and she plans
to go to college to pursue Business Management.
However, the office of Admissions won’t accept her.
G. Gary, 10, is at risk of dropping out. His parents don’t want
him to go to school because he needs to help his father in
the farmland.
H. Helen, 40, wants to go back to school. She only finished
Grade 2.
I. Inday, 13, lives in a conflict affected area. Her family was
displace and forced to vacate their area. She missed
almost 5 months of classes.

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 Analysis
1. How did you select the programs for the
learners?
2. What did you consider in your group’s proposed
intervention?
3. What existing programs do we have that
matched the profile and needs of our
customers?
4. Are the programs available in your school?
5. What could be the facilitating/hindering
factor/s on your decisions?

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 Analysis
1. How did you select the programs for the
learners?
2. What did you consider in your group’s proposed
intervention?
3. What are the existing programs do we have that
matched the profile and needs of our
customers?
4. Are the programs available in your school?
5. What could be the facilitating/hindering
factor/s on your decisions?

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 Program Description

ADM is an educational intervention that caters

to marginalized and disadvantaged school
age learners who are unable to attend
regular class, have dropped out from school,
and those at risk of dropping out

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 Alternative Delivery Modes

Modified In-School Off-School Project (MISOSA)

Instructional Management by Parents

Community and Teachers (IMPACT)

Open High School Program (OPHS)

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 Modified In-School
Off-School Project
(MISOSA)

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 What is MISOSA?

 an Alternative Delivery Mode that was

originally designed to address issue on
congestion.
 addresses issue of congestion plus helping
pupils who are enrolled but are
• habitual/ seasonal absentees,
• living in conflict/disaster areas,
• chronically -ill, or
• engaged in earning a living to augment family
income

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 How is MISOSA Implemented?
1. Use of Self-Instructional
Materials (SIMs) that contain
the lessons to be learned for
the day.
– include learning
objectives, activities to
work on, exercises and
questions to answer,
enrichment activities
utilizing the community
resources.

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 How is MISOSA Implemented?
2. Utilization of community school
– as a laboratory for learning aside
from the classroom i.e. half of
the class stays with the teacher
while the other half stays with
the teacher-facilitator in the
community school.
3. Involvement of different school’s
internal/external stakeholders.

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 What are the Benefits in
Implementing the MISOSA
1. Addresses the issue of congestion
2. Resolves the issue of shortage of instructional
materials
3. Improves classroom management
4. Promotes equal access and opportunity for learning
5. Institutionalizes systematic monitoring
6. Develops pupils study habits, love for learning and
improving self-esteem
7. Attends to the unique needs of individual pupils

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 Work Plan MISOSA
• Consultative Conference/meeting with Field
Implementers
• Revision and Finalization of MISOSA Modules and
Manuals of Implementation
• Training/Orientation of MISOSA Implementers
• Printing and Distribution of MISOSA Modules (c/o IMCS)
• Development, Field Testing of Monitoring and
Assessment Tools
• Monitoring of Implementing Schools

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 Instructional
Management by
Parents
Community and
Teachers
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 What is IMPACT?

 This is a management system where the

parents, teachers and community collaborate
to provide the child with quality education at
less costs.
 This was developed to address high student
population and high percentage of dropouts.

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 Principles of IMPACT

1. Children become active participants of the

learning process.
Three Primary Modes of Delivery

Programmed Teaching Peer Group Learning Individual Study

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 Principles of IMPACT

2. Learning materials are

based on the national
curriculum standards
of the Department of
Education.

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 Principles of IMPACT

3. The essence of education is the learning process.

• Education in the e-IMPACT system encourages
and develops in the children the skill to learn
independently and eventually become self-
and lifelong learners.
• IMPACT also encourages peer learning and
peer mentoring as important strategies for
empowering learners as active partners in the
instructional process.

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 Principles of IMPACT

4. Learning can take place anywhere.

• Learning is not confined in the classrooms.
• Learning Kiosks provide alternative learning
venues for Peer Groups.

Peer group learning in a Peer group learning can

Learning Kiosk happen anywhere…

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 Principles of IMPACT

5. Progress of learners is based on individual

mastery and speed.
• Students learn independently at their
own pace.
• The system recognizes individual
differences and each student’s
potential.
• IMPACT develops in children an
intrinsic motivation to learn.

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 Principles of IMPACT

6. Education is a socializing and leadership

training process.
– Group Learning is the primary mode of learning.
– Students interact and help each other to learn.
– Students in levels 4, 5 and 6 play the role of
Programmed Teachers who lead the groups of
levels 2, 3 and 1 respectively in the learning
process.
– As Programmed Teachers and Peer Group
Leaders, students develop leadership skills.

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 A Peer Group
Leader in a demo
class with his
teachers. This
develops the
learner’s self-
confidence

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 Principles of IMPACT
7. Instructional Management and Delivery of Instruction
is not only the responsibility of the teachers, but of
the parents and community as well.
• Community and parental participation is
substantial and technical.
• Parents are encouraged to assist their children by
tutoring them at home and monitoring their
progress.
• Skilled workers in the community may contribute
by sharing their expertise to the students.
• Use community resources to aid in educating the
children.

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 Continuous
school-based
teacher
conferences

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 Principles of IMPACT
9. The teacher is the manager of the learning
process.
– The teacher becomes the Instructional
Supervisor in the IMPACT system. The role of
the teacher shifts from directly teaching the
students to:
(1) facilitating the learning process, and
(2) managing the resources the school

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 How does IMPACT work?

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 Class Set-up

• Class sections become “families”.

• Levels 1 to 6 are combined in one family.
• Each family is composed of 40 to 50
students
• One Instructional Supervisor (IS) may
handle 2 families
• Total pupils for one IS should not exceed
120

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 New Roles

STUDENTS FACULTY
• Programmed Teachers • Instructional Coordinators
• Peer Group Leaders • Instructional Supervisors
• Life-long Learners • Resource Teachers
• Testing Teachers
COMMUNITY
• Instructional
Supervisor’s (IS) Aide
• Tutors

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 Learning Opportunity for All:
Anytime, Anywhere

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 What is Open High School Program
(OHSP)?

It is one of the alternative delivery

modalities of education (ADM) that
uses distance learning within the
confines of the formal system that
allow secondary schools to deliver
quality basic education (Grades 7-10).

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 What are the Goals and Objectives
of the OHSP
• to provide equal learning opportunities for all types
of learners anytime, anywhere;
• to produce functionally literate graduates or who
have mastery of the basic competencies, capable of
problem-solving, and are productive members of
their families and communities;
• Prevent potential school leavers and encourage those
who are out of school to finish basic education
(Grades 7-10);

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 What are the Goals and Objectives
of the OHSP (cont.)
• Provide opportunity to graduates of Grade VI,
high school drop outs, and successful
examinees of the Philippine Educational
Placement Test (PEPT) to complete basic
education;
• Reduce high school drop outs and increase
participation rate; and Increase achievement
rate through quality distance education.

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 WHO ARE QUALIFIED
TO ENROLL IN THE OHSP?

- It is open to all school aged Filipino learners

who can demostrate capacity for independent
learning and who are willing to undergo self-
directed learning.

- Enrolment will coincide with the opening of

classes.

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 Initial Assessment and Placement

• Initial Assessment is undertaken to establish

baseline data for decision making on the placement
and modality appropriate to the learner as well as
referrals for other interventions needed thru the
Independent Learning Readiness Assessment (ILRA).
• The ILRA results shall become one of the bases in
determining the frequency of face-to-face session
and the type of teaching support to be given to the
learner.

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 Initial Assessment and Placement

• Not Yet Ready - The learner is temporarily placed in the

transition program which will provide a bridging program
focused on the development of the learning-to-learn skills.
• Almost Ready - for independent learning. The learner is
placed in the blended learning program when undertaking
the required curriculum.
• Ready for Independent Learning – The learner may do the
entire curriculum on his/her own, or be home-schooled,
with option to seek guidance from the teacher-facilitators
or assistance from experts or resource persons in the
community.

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 Program Delivery
• The teacher-facilitators provide the learners an
orientation on the OHSP specifically the delivery system;
preparation of learners' learning plan; the agreed schedule
for face-to face meetings; and the instructions in the use
of self-learning materials/modules.
• Learner reports to school once or twice a week or based
on the agreement of the learner and the subject area
facilitator for face-to-face interactions and validation of
competencies.
• Subjects, which require hands-on experience like Physical
Education, Music, Computer, Laboratory classes, etc., are
classroom-based and are individually scheduled.

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 Assessment and Evaluation

1. Evaluation of learning in each subject

area can include written and oral
tests and the assessment of required
outputs.
2. Promotion is based on the fulfillment
of the requirements and mastery of at
least 75% of the competencies in each
subject area.

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 Assessment and Evaluation

3. Accelaration by subject area and by year

level shall be determined upon fulfillment
of the requirements and mastery of at least
90% of the competencies in the subject
area.
4. Retention of the learner in the program is
for a maximum of six years with the option
to be mainstreamed in the regular program
anytime within the period of the study.

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 Application
1. Examine your enrolment data. Identify number of leavers
2. Answer the following questions:
a. How many learners in your community are not captured?
b. What are the possible reasons for their non-participation?
c. Cite specific strategy to address this gap.
d. What alternative delivery mode can you use to capture
these learners who are in special circumstances?
3. Share your answer with your group.

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 THINGS TO PONDER

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