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Session 3 MISOSA Framework and Implementing Guidelines

s3 Misosa Framework

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Page 1: s3 Misosa Framework

Session 3

MISOSA Framework and Implementing

Guidelines

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Session Objectives:1. Explain the implementing guidelines of

MISOSA

2. Identify the roles and responsibilities of MISOSA implementers.

3. Verify some tips, issues and concerns on the implementation and monitoring of MISOSA.

4. Design an action plan to implement MISOSA in their divisions.

5. Integrate good values in the implementation of MISOSA.

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Alternative Delivery Modes (ADM) of Education

The Philippine education sector: has adopted the greatest number of

reforms, has embarked on countless and continuing

solutions to make education work and has tested and piloted alternative delivery

mode of education with purposes of improving quality not readily achievable in some situations by the conventional means of education.

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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.

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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

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MISOSA Objectives MISOSA as an Alternative Delivery Mode (ADM)

for ensuring equal access to quality education aims to:

solve congestion in schools with big enrolment, and

address the needs of children:

children who are enrolled but are habitual/seasonal absentees,

living in conflict /disaster areas, chronically-ill, indigenous children and those engaged in earning a living to augment

family income for adequate learning materials

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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.

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The KEY PLAYERS for implementing MISOSA

The Designated Division MISOSA Coordinator who facilitates MISOSA implementation throughout the division;

The School Head who manages MISOSA implementation; and

The Teachers and Teacher-Facilitators who implement the project and supervise the learners in the program.

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The Implementing Schools

Region Division School

Region VII Bohol Bulilis ESSOBE Schools

Cebu Consolacion ESMarigondon ES

Lapu-Lapu Marigondon ES

Mandaue Cubacob ESPaknaan ES

Naga Naga CES

Negros Oriental Datagon ES

Candugay ES

Macario Espanol ES

Talisay Lawaan ES

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In-School Group(W/ the Teacher)

Off-School Group(W/ the TF)

With Teacher Working with SIMs

With Teacher

With Teacher

In-school and Off-School Groups are combined with the teachers

Monday

Tuesday

Wednesday

Thursday

Friday

Introduces the lessonPresents or develops lessons using textbooks

Working with SIMsPupils do the activities/exercises on their own

Working with SIMs

Working with SIMs

MISOSA IMPLEMENTATION SCHEME

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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.

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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

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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. 

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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

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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

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After the activity:

Making marginal notes in each module for improvement/enrichment

Listing pupils’ strengths and weaknessesOrganizing a learning group of individuals

(slow with fast learners)Providing mentoring and tutoring activities

to learnersConducting assessment of learners. (Use

the available test in the module.) Coordinating learning activities which may

require expertise of subject area teacher/stakeholders

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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.

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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.

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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)

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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)

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Who chooses the Teacher-Facilitator?

The principal chooses the Teacher-Facilitator from the Division Registry of Qualified Applicants (RQA) .

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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.

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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

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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.

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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

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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.

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During IMPLEMENTATIONDoes 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 pupils’ 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.

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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.

 

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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.

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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.

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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.

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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.

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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.

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 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.

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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.

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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; andSIMs segregated, numbered and coded,

and readied for use.

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By the end of June:

Teachers, pupils and parents oriented;

Adequate SIMs assured;Working relation between Teacherand Teacher-Facilitator established;and MISOSA program started.•  

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By the middle of the school year

Feedback conference with the parents conducted;

Consultative conference with subject area teachers and Teacher

Facilitators conducted;

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Implementation gaps and possible solutions identified;

SIMs intended for the 1st and 2nd grading periods worked on and accomplished; and

MISOSA classes monitored.

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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.

•  

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Template 1.b. Action PlanAreas of Concern

Objectives Action steps

Time Frame

Persons Respon

sible

Resources

Needed

Success Indicator

/s

Pre Implementation

During Implementation

Post Implementation

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Output

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Wrap-up1. What is MISOSA?

2. Can you identify the roles and responsibilities of MISOSA implementers?

4. What are the things to remember in the implementation and monitoring of MISOSA?

5. How would you emulate God-fearing attitude in the implementation of MISOSA?

6. Can you effectively implement MISOSA in your division based on what you learn? How?

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Reflection“ Where can I go”

If this is not a place where tears are understood,

Where do I go to cry?

If this is not a place where my questions can be asked,

Where do I go to seek?

If this is not a place where my spirits can take wings,

Where do I go to fly?

If this is not a place where my feelings can be heard,

Where do I go to speak?

If this is not a place where you’ll accept me as I am,

Where can I just be me?

If this is not a place where I can try, and learn and grow,

Where do I go to be?

Anonymous

 

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