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MISOSA Implementation for Large Classes

The document outlines the implementation process for MISOSA, an educational program for large classes of grades 4-6 students. It describes how each class is divided into an in-school group that meets with the classroom teacher and an off-school group that meets separately with a teacher-facilitator using self-instructional materials. The groups switch weekly, with assessment on Fridays. The teacher-facilitator's roles for the off-school group include clearing queries, preparing students, distributing materials, assessing learning, and coordinating activities.

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Seesongnasong Kimkatwing
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164 views1 page

MISOSA Implementation for Large Classes

The document outlines the implementation process for MISOSA, an educational program for large classes of grades 4-6 students. It describes how each class is divided into an in-school group that meets with the classroom teacher and an off-school group that meets separately with a teacher-facilitator using self-instructional materials. The groups switch weekly, with assessment on Fridays. The teacher-facilitator's roles for the off-school group include clearing queries, preparing students, distributing materials, assessing learning, and coordinating activities.

Uploaded by

Seesongnasong Kimkatwing
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd

MISOSA Hand-out 1.

Implementation Processes

 MISOSA may be implemented for large classes with an enrolment of 50 pupils or more
in Grades 4,5 and 6. Each MISOSA class shall be grouped into two:
1. The IN-SCHOOL group with the classroom/subject teacher and;
2. The OFF-SCHOOL group with the teacher-facilitator using Self-Instructional Materials
(SIMs) in a separate venue.

 The learners move from one group to the other on a weekly basis. For the first four days
(Mondays- Thursdays), the groups are convened separately.

 The IN-SCHOOL group goes through their lessons using textbooks while the OFF-SCHOOL
group does the activities/exercises independently using the SIMs.

 On the firth day (Friday), the subject teachers meet both groups as one class for
assessment of the pupils’ progress. For the succeeding week, pupils in the OFF-SCHOOL
group move to the classroom with the subject-teachers (becoming the IN-SCHOOL
group while those in the IN-SCHOOL group move out with the teacher-facilitator to work
with the SIMs (becoming the OFF-SCHOOL group for the week).

 The roles of the teacher-facilitator for the OFF-SCHOOL group are:


1. Clearing out queries from the pupils when necessary
2. Giving warm-up activities every after modules when necessary
3. Setting the mood of the pupils in preparation for the activity
4. Distributing the modules to pupils
5. Setting standards for pupils to follow for the duration of the activity
6. Making marginal notes in each module for improvement/enrichment
7. Listing pupils’ strengths and weaknesses
8. Organizing a learning group of individuals (slow with fast learners)
9. Providing mentoring and tutoring
10. Acting opportunities for incidental learning
11. Conducting assessment of learners (using available test in the modules)
12. Coordinating learning activities which may require expertise of subject
area/teacher

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