MISOSA Framework
and Implementing
Guidelines
Marcial B. Cubelo, Jr.
PSDI / ADM Division Coordinator
“THE MISOSA”
• 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 –
overcrowding due to classrooms
and;
teachers’ shortage resulting to big
class size, less contact time with
pupils, absenteeism and insufficient
learning materials.
This problem if left unaddressed
results to poor school
performance in terms of learning
achievement, participation and
completion rates.
This approach makes use of
Self-Instructional Materials
(SIMs) in the different learning
areas
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.
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. In compliance with
existing policies:
1. DepEd Order #23, s.2005
re time allotment
2. DepEd Order No. 33, s.
2004 re grading system
3. DepEd Order No. 53, s.
2011 re policy guidelines
4.Involvement of the
following school
internal/external
stakeholders:
1.Grade IV, V, and VI pupils
4.2.Classroom Teachers
4.3.Teacher-Facilitators
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.
MISOSA IMPLEMENTATION SCHEME
In-School Group Off-School Group
(W/ the Teacher) (W/ the TF)
Introduces the
Working with SIMs
lesson
Pupils do the
Monday Presents or
activities/exercises
develops lessons
on their own
using textbooks
Tuesday With Teacher Working with SIMs
Wednesday With Teacher Working with SIMs
Thursday With Teacher Working with SIMs
In-school and Off-School Groups
Friday
are combined with the teachers
Note:
In-school group should not use the
same set of SIMs used by the
previous off-school group.
By the end of the school year, both
groups should have covered all the
skills/competencies lined-up in the
PELC through a combination of
classroom instruction and SIMs.
The Role of the Teachers
work hand in hand with the TF
sort the modules needed for the
day.
give the modules to the TF and
give instruction to the TF
The Role of the Teacher-
Facilitator(TF)
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.
The specific roles of the
Teacher-Facilitators
Before the actual activity:
Setting the mood of the
pupils in preparation for the
activity
Distributing the modules to
pupils
During the activity:
Setting standards for pupils to
follow in the duration of the activity
Clearing out queries from the
pupils when necessary
Giving warm-up activities after
every modules or when
necessary
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 activities
to learners
Conducting assessment of learners. (Use
the available test in the module.)
Coordinating learning activities which may
require expertise of subject area
teacher/stakeholders
Frequently Asked Questions
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?
Aside from the roles stated in Part I. Roles of
Teachers-Facilitators, they are also expected
to:
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
How will the pupils be graded?
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.
Will the pupils’ scores in the
exercises provided in the enrichment
activities be included in the
computation of their grades?
The activity notebook will form part
of the pupils’ portfolios; the portfolios
will be rated to constitute a certain
percentage of the grade
Are the pupils in the off-school
group included in the periodical
tests?
Pupils in the off-school group will
take the periodical tests and other
assessment activities as
scheduled.
During IMPLEMENTATION
Does the Teacher-Facilitator have a hand in giving
grades to the pupils? How does he/she go about
this?
The Teacher-Facilitator turns over all
records (including the narrative report on the pupil
s’ behavior, performance, etc.) of the off-school
group to the subject teacher who in turn
consolidates/computes the grade
Who monitors the activities of the Teacher-
Facilitator? How often and what monitoring
instrument will be used?
The principal shall regularly monitor the activities
of the Teacher-Facilitator in the same manner a
regular teacher is monitored.
What if pupils do not perform in a given
module as expected? What does the
Teacher-Facilitator do?
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.
What if a learner is too fast in
finishing a module? What should the
Teacher-Facilitator do?
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.
Will the pupils in the off-
school group be able to
participate in school activities/
programs (Ex. Quiz Bee,
Sportsfest)?
Yes, pupils in the off-school
group can participate in all
school activities/programs.
Will parents be allowed to
observe ongoing activities of the
MISOSA off-school group?
Yes, parents are partners in the
teaching-learning process. Their
presence is always welcome,
however, they should not
interfere with the conduct of the
activities for the day.
Other Concerns
If a topic doesn’t seem to jibe with
any skill within the prescribed
learning competencies (PELC),
what should be done?
The topics and activities therein
were carefully conceptualized and
developed according to skills lined-
up in the PELC of the different
learning areas.
Will a Teacher’s participation in
the MISOSA Project have a
bearing (plus factor) on his/her
performance for the semester?
For the school year?
If deemed meritorious by the
principal, teachers maybe given
credit points.
Should Teacher-Facilitators be paid
for her/his services?
Yes, Teacher-Facilitators should
be paid for services rendered.
Funds for this may be sourced from
LGU, NGOs/POs, PTA and other
civic-minded individuals.
On Proper Care of the MISOSA SIMs
Go over the material. The modules may
not be sequentially-arranged.
Separate the modules according to topics
for convenience, easier handling and use.
Number or code each module for easy
tracking.
Remind the pupils of the proper use and
care of the modules.
Schools may reproduce the SIMs as
needed.
Suggested Line-Up of Activities
By the opening of the school :
MISOSA class (Grade and section)
identified;
Teacher and Teacher-Facilitator assigned;
Commitment of Barangay and community
partners secured;
Off school venue readied; and
SIMs segregated, numbered and coded,
and readied for use.
By the end of June:
Teachers, pupils and parents
oriented;
Adequate SIMs assured;
Working relation between Teacher
and Teacher-Facilitator established;
and MISOSA program started.
•
By the middle of the school year
Feedback conference with the
parents conducted;
Consultative conference with subject
area teachers and Teacher
Facilitators conducted;
Implementation gaps and possible
solutions identified;
SIMs intended for the 1st and 2nd
grading periods worked on and
accomplished; and
MISOSA classes monitored.
By the end of the school year
All SIMs worked on and accomplished;
Evaluation meeting conducted;
Implementation gaps corrected;
Solutions to implementation gaps
evaluated;
All SIMs retrieved and inventoried;
Implementation experience and
lessons learned documented.
•
MISOSA (SWOT) - Strengths
MISOSA (SWOT) -Weaknesses
MISOSA (SWOT) -Opportunities
MISOSA (SWOT) - Threats
Output
Template 1.b. Action Plan
Areas of Objectives Action Time Persons Resour Success
Concern steps Frame Respon ces Needed Indicator/s
sible
Pre
Implementati
on
During
Implementati
on
Post
Implementati
on
Instructional
Management by
Parents, Community
and Teachers
(IMPACT)
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
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
