Summary of distinctions

MISOSAVS

e-IMPACT

BackgroundINNOVATIVE

FEATURESMISOSA IMPACT

AcronymModified In-School Off-School Approach Instructional Management by Parents,

Community and Teachers

Description

•Is meant to address the problem of congestion (overcrowding due to classrooms, teacher shortage, etc. ); also for seasonal absentees, those living in conflict/disaster- areas, chronically ill, indigenous children and those engage in earning a living to augment the family income)

•Implemented in large classes with more than 50 students in grades 4, 5 and 6.

• makes us of the “para-teacher” to handle half of the class in an alternative venue (off-school).

• Makes use of Self-Instructional Materials (SIMs) in the different learning areas which learners can work on independently in a venue other than a regular classroom under the supervision of a Teacher -Facilitator.

• Is meant to address issues of both ACCESS and QUALITY by enabling schools to deliver complete levels (1 to 6) despite shortage of teachers, classrooms, etc)

• implemented in all 6 levels using the Community Learning Center :

• this is a System in which the parents and the community and the students themselves collaborate and cooperate (accepting active roles) with the school toward the education of the child.

• Makes use of Spaces for Small Group learning (like kiosks and sheds that can be easily built by the local community) within school premises with the modular instructional materials (MIMS)

Summary of distinctions: ALTERNATIVE DELIVERY MODE SYSTEMS

INNOVATIVE FEATURES

MISOSA IMPACT

Benefits

• Resolve the issue of shortage of instructional materials (textbooks mostly)

• Improve classroom management• Promote equal access and opportunity for

learning—pupils may continue learning despite absences due to work, inclement weather, natural disasters, armed conflict etc. through the SIMs

• Institutionalize systematic monitoring• Develop pupil’s study habits, love for learning

and self-esteem• Attend to unique need of individual pupil,

• Children in the system are reported to be more spontaneous even uninhibited in their activities and expressions.

• The system has helped develop among the children an intrinsic desire to learn.

• Children under the system are more confident particularly in taking tests and in interacting with visitors.

• Their skills for self-study is enhanced that even when they are absent from class due to unavoidable reasons, the children make up for it through self-study using modules

• The system has developed in pupils a strong sense of responsibility and commitment through group contracting scheme.

• As children are given the chance to become programmed teachers or peer group leaders, they develop self-confidence as they experience being looked up to, obeyed and respected.

INNOVATIVE FEATURES MISOSA IMPACT

IMPLEMENTATION

SCHEMESchool Type

•Implemented in large classes with more than 50 students in grades 4, 5 and 6.

•Community Learning Center•Spaces for Small Group learning Like kiosksFor levels 1 to 6

Means

•Makes use of Self-Instructional Materials (SIMs) in the different learning areas which learners can work on independently in a venue other than a regular classroom

•Modular Instructional Materials (MIMs)

Scheme

•Each class is grouped into 2: the in-school group with the classroom/subject teachers and the off-school group with the teacher facilitator

•Child may go to through each module individually or with a peer group or programmed teacher

INNOVATIVE FEATURES MISOSA IMPACT

Progress

Indicator

•Teachers and Teacher Facilitators monitor the progress of the children•The activity notebook will form part of pupils’ portfolios; the portfolio will be rated to constitute a certain percentage of the grade.•The– Implementing grading system per Deped order 33, series 2004 Guidelines on the Performance Based Grading System for SY 2004-05 •Pupils in the off-school group will take the periodical tests and other assessment activities as scheduled.

•Progress is monitored through number of modules completed and mastered as indicated by scores in module posttest by the child•Contracting is an integral part of group learning

Supervising Personnel

• Teacher Facilitator

• Teacher is called Instructional Supervisor

• School head as Instructional Coordinator

• IS: IS Aide, Itinerant teacher, Tutor

INNOVATIVE FEATURES MISOSA IMPACT

Supervising Personnel

Teacher Facilitator

Teacher is called Instructional SupervisorSchool head as Instructional Coordinator

IS: IS Aide, Itinerant teacher, Tutor

Main Responsibiliti

es/

Daily activities

of Supervis

or

Before actual activity- setting the mood of the pupils in the

preparation for the activity- distributing the modules to pupils- setting standards for pupils to follow

for the duration of the activityDuring actual activity

- clearing out queries from pupils when necessary

- giving warm-up activities every after 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 available test in the module)- coordinating learning activities which

may require the expertise of the subject are teacher/stakeholder

Grouping pupilsScheduling learningMonitoring and guiding learningThere is an Itinerant Teacher who takes

care of PE, Arts, Music and ScoutingThere are Resource Teachers who are

specialized in the subjects they are teaching who provide enhancement lessons integrating ICT through audio, video supplements and through use of computers

Testing teachers prepare posttest, administer them, record scores and forward them to the IS

INNOVATIVE FEATURES MISOSA IMPACT

Modes of Instructional

Delivery

• For the first 4 days, the groups are convened separately , the in-school in classrooms with their textbooks and the off-school group with their exercises and activities separately using the SIMs

• On the 5th day, the subject teachers meet both groups as one class for assessment of pupils’ progress. For the succeeding week, the off-school becomes the in –school group and vice versa.

• In group (programmed teaching, transition learning and peer-group learning

• Others Transition Learning Learning through tutors Itinerant teachers Basic Skills Practice

o -Learno -Practice o -Use

Skills Training by Community Resource Persons

School Attendance

4 days off-school, 1 day for assessment, the in-school

Follows DepEd regulations in terms of attendance

Grade Level Grades 4, 5 and 6 Non-graded and set up by family