Philippine Normal University

The National Center for Teacher Education

Taft Ave., Manila

Professional Education 11 Altenative

Learning Education

Written Report
Modified In-school Off-school
Approach (MISOSA)

Submitted by:
Karen B. Santos
III-4 BSE Filipino

Submitted to:
Prof. Thelma Bayot

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.
This approach makes use of Self-Instructional Materials(SIMs) in the different
learning areas.
It aims to address the following problems:
1. classroom shortage
2. teachers shortage
3. Insufficient learning materials
4. seasonal absentee students
5. chronically ill students
6. students living in conflict/disaster areas
7. indigenous students
8. students engaged in earning a living to augment family income for adequate
learning materials.
The KEY PLAYERS for Implementing MISOSA
1. The Designated Division MISOSA coordinator who facilitates MISOSA
implementation throughout the division.
2. The School Head who manages MISOSA implementation.
3. The Teachers and Teacher-Facilitators who implement the project and supervise
the learners in the program.
The Implementation of MISOSA
MISOSA is designed for Grades IV,V and VI classes.
It is assumed that all pupils in these grades are readers.
Implemented in congested classes regardless of who the children are.
Classes are subdivided into 2 groups:
In-school group- taught by a regular teacher in the classroom
Off-school group- taught by a teacher-facilitator in an alternative venue.
The MISOSA Off-school group with their teacher-facilitator will hold their
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)
Provisions in choosing the venue for the Off-school group:
safety and security
accessibility
conducive to learning (well- ventilated and lighted, free from noise, with
sufficient space and with provisions for writing and reading)
The Off-school group will be graded according to 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.
Pupils in the off-school group will take the periodical tests and
other assessment activities as scheduled.
Pupils in the off-school group can participate in all school activities/programs.
Parents are partners in the teaching-learning process. Their presence is
always welcome to observe their child who belong to the off-school
group,however, they should not interfere with the conduct of the activities for
the day.
The principal chooses the Teacher-Facilitator from the Division Registry of
Qualified Applicants (RQA) .
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.
The MISOSA Implemetation Scheme
Day
Monday

Tuesday
Wednesday
Thursday
Friday

In-school group
Off-school group
Introduces the lesson
Working with SIMs
Presents or develops
Pupils do the
the lesson using
activities/exercises on
textbook
their own
With teacher
Working on SIMs
With teacher
Working on SIMs
With teacher
Working on SIMs
In-school and Off-school group are combined with the teacher.

The Role of the Regular Teacher Regarding MISOSA

Regularly teach the In-school students

Work hand in hand with the TF

Sort the modules needed for the day
Give the modules to the TF
Give instruction to the TF
The Role of the Teacher-Facilitator
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.
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
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.
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.
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.

The specific roles of theTeacher-Facilitators

Before the actual activity:
Setting the mood of thepupils in preparation for theactivity
Distributing the modules topupils
During the activity:
Setting standards for pupils tofollow in the duration of the activity
Clearing out queries from thepupils when necessary
Giving warm-up activities after every modules or whennecessary
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 activitiesto learners
Conducting assessment of learners. (Usethe available test in the module.)
Coordinating learning activities which mayrequire expertise of subject
areateacher/stakeholders

Example of School who Implement MISOSA

Region
Region 7

Division
Bohol Division
Cebu Division
Lapu-lapu
Division
Naga Division
Negros Oriental
Division
Talisay Division

School
Bulilis E/S, SOBE Schools
Consolacion E/S, Marigondon E/S
Marigondon E/S, Mandaue Cubacob E/S,
Paknaan E/S
Naga CES
Datagon E/S, Candugay E/S, Macario Espanol
E/S,
Lawaan E/S

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.

Reference:
http://www.scribd.com/doc/110521298/s3-Misosa-Framework#scribd