Summary of distinctions

MISOSA
VS
e-IMPACT
 Background Summary of distinctions: ALTERNATIVE DELIVERY MODE SYSTEMS

INNOVATIVE MISOSA IMPACT

FEATURES
Modified In-School Off-School Approach Instructional Management by Parents,
Acronym Community and Teachers
Is meant to address the problem of Is meant to address issues of both ACCESS
congestion (overcrowding due to classrooms, and QUALITY by enabling schools to deliver
teacher shortage, etc. ); also for seasonal complete levels (1 to 6) despite shortage of
absentees, those living in conflict/disaster- teachers, classrooms, etc)
areas, chronically ill, indigenous children and
those engage in earning a living to augment implemented in all 6 levels using the
the family income) Community Learning Center :

Implemented in large classes with more this is a System in which the parents and
than 50 students in grades 4, 5 and 6. the community and the students themselves

Description makes us of the para-teacher to handle

collaborate and cooperate (accepting active
roles) with the school toward the education
half of the class in an alternative venue (off- of the child.
school).
Makes use of Spaces for Small Group
Makes use of Self-Instructional Materials learning (like kiosks and sheds that can be
(SIMs) in the different learning areas which easily built by the local community) within
learners can work on independently in a school premises with the modular
venue other than a regular classroom under instructional materials (MIMS)
the supervision of a Teacher -Facilitator.
INNOVATIVE
FEATURES
Resolve the issue of shortage of instructional Children in the system are reported to be more
materials (textbooks mostly) spontaneous even uninhibited in their
Improve classroom management activities and expressions.
Promote equal access and opportunity for The system has helped develop among the
learningpupils may continue learning children an intrinsic desire to learn.
despite absences due to work, inclement Children under the system are more confident
Benefits

weather, natural disasters, armed conflict etc. particularly in taking tests and in interacting
through the SIMs with visitors.
Institutionalize systematic monitoring Their skills for self-study is enhanced that even
Develop pupils study habits, love for learning when they are absent from class due to
and self-esteem unavoidable reasons, the children make up for
Attend to unique need of individual pupil, 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

Implemented in large classes Community Learning Center

IMPLEMENTATION with more than 50 students in Spaces for Small Group
SCHEME grades 4, 5 and 6. learning
School Type Like kiosks
For levels 1 to 6

Makes use of Self- Modular Instructional

Instructional Materials Materials (MIMs)
(SIMs) in the different
Means learning areas which learners
can work on independently in a
venue other than a regular
classroom

Each class is grouped into 2: Child may go to through

the in-school group with the each module individually or
Scheme classroom/subject teachers with a peer group or
and the off-school group with programmed teacher
the teacher facilitator
INNOVATIVE
FEATURES MISOSA IMPACT

Teachers and Teacher Facilitators Progress is monitored through

monitor the progress of the children number of modules completed and
The activity notebook will form part of mastered as indicated by scores in
pupils portfolios; the portfolio will be module posttest by the child
Indicator
Progress

rated to constitute a certain percentage Contracting is an integral part of

of the grade. group learning
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.
Teacher is called Instructional
Supervisor
Supervising School head as Instructional
Teacher Facilitator
Personnel Coordinator
IS: IS Aide, Itinerant teacher,
Tutor
INNOVATIVE
FEATURES MISOSA IMPACT
Teacher is called Instructional Supervisor
Supervising School head as Instructional Coordinator
Teacher Facilitator
Personnel
IS: IS Aide, Itinerant teacher, Tutor

Before actual activity Grouping pupils

- setting the mood of the pupils in the Scheduling learning
Daily activities of Supervisor

preparation for the activity Monitoring and guiding learning

- distributing the modules to pupils There is an Itinerant Teacher who takes care of
- setting standards for pupils to follow for PE, Arts, Music and Scouting
the duration of the activity There are Resource Teachers who are
During actual activity specialized in the subjects they are
Main Responsibilities/

- clearing out queries from pupils when teaching who provide enhancement lessons
necessary integrating ICT through audio, video
- giving warm-up activities every after supplements and through use of computers
modules or when necessary Testing teachers prepare posttest, administer
- acting on opportunities for incidental them, record scores and forward them to
learning the IS
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
 INNOVATIVE
FEATURES MISOSA IMPACT
For the first 4 days, the groups In group (programmed teaching,
are convened separately , the in- transition learning and peer-
school in classrooms with their group learning
textbooks and the off-school group
with their exercises and activities Others
separately using the SIMs Transition Learning
Modes of
Learning through tutors
Instructional
On the 5th day, the subject Itinerant teachers
Delivery teachers meet both groups as one Basic Skills Practice
class for assessment of pupils o -Learn
progress. For the succeeding week, o -Practice
the off-school becomes the in o -Use
school group and vice versa. Skills Training by Community
Resource Persons

School 4 days off-school, 1 day for Follows DepEd regulations

Attendance assessment, the in-school in terms of attendance

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