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Modified In-School Off-School

Approach (MISOSA)
 Introduction
• The Modified In-school Off-School Approach (MSOSA) is an
alternative delivery mode 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.
• The problem if left unaddressed results to poor school
performance in terms of learning achievement, participation
and completion rates.
• The approach makes use of Self-Instructional Materials
(SIMs) in the different learning areas which learners can work
on independently in a venue other than the regular classroom
under the supervision of a Teacher-Facilitator (TF).

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Project Objectives
MISOSA is an Alternative Delivery Mode (ADM) for ensuring
equal access to quality education which aims to:

• Solve congestion in schools with big enrolment, and

• Address the needs of 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
Aside from addressing the issue of congestion, MISOSA
implementation may also contribute to the following:
• 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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 Implementation Scheme
The project is being implemented with the support of DepEd Central
Office through the Bureau of Elementary; the Regional Division and
District offices, the parents, LGUs, NGOs and other community
partners.

The KEY PLAYERS for implementing MISOSA are the following:

● The Designated Division MISOSA Coordinator who facilitates
MISOSA implementation throughout the division;
● The school head who manages MISOSA implementation, and
● The Teachers and Teacher-Facilitator who implement the project
and supervise the learners in the program

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Implementing MISOSA
● MISOSA shall be implemented for large classes with an
enrollment of fifty pupils or more in Grades IV, V, and VI. Each
MISOSA class shall be grouped into two: the in-school group
with the classroom/ subject teachers and off-school group with
a Teacher-Facilitator using the SIMs in a separate venue.
● The learners move from one group to the other in a weekly
basis.
● For the first four days (Monday to Thursday) the group are
convened separately.

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 Implementing MISOSA

● The in-school group goes through their lessons with

the subject teachers using the textbooks while the off-
school group does the activities/exercises
independently using the SIMs.

● On the fifth day (Friday) the subject –teachers meet

both as one class for assessment of the pupils’
progress.

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 Implementing MISOSA
● For the following week, pupils in the off-school group move to
the classroom with the subject teachers (becoming the in-
school group for the week) 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).

● This is done alternately by week throughout the school year.

Note: This group should not use the same set of SIMs used by
the previous off-school group).

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Implementing MISOSA
● They are to use the SIMs corresponding to the lessons in
their regular class.

● By the end of the school year, both groups should have

covered all the skills/competencies lined-up in the MELC
through a combination of classroom instruction and SIMs.

● Lesson taken up in the classroom should not be covered

through the SIMs, lessons through the use of SIMs should
no longer be discussed in the classroom.

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The MISOSA Implementation Scheme:
In-School Group Off-School Group
(with the Teacher) (with the TF)
Introduces Lessons Introduces Lessons
Presents developed lessons using Presents developed lessons using
textbook SIMs
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CHAMPIONS

Monday With Teacher Working with SIMs

Tuesday With Teacher Working with SIMs

Wednesday With Teacher Working with SIMs

Thursday With Teacher Working with SIMs

Friday In-School Group and Off-school Groups are combined with the teachers
 Schedule of Classes
in a week under the
MISOSA Scheme
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Working with SIMs
● Each SIM corresponds to a lesson in the regular
curriculum.

● Working with a SIM like attending a regular class because

both have the same coverage and time allotment.

● The main difference is that in the classroom, the learner

interacts with the teacher and classmates, while in the
working with the SIM, the pupils interact with material.

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Working with SIMs
● Each SIM comes complete with instructions in going
through the entire lesson from review to evaluation
activities.

● A pupil’s understanding of the lesson is gauged by

accomplishing the evaluation exercises in each module, the
answer to which are written in an activity notebook.

● Results of the evaluation are checked and recorded in a

separate form provided for the purpose.

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The Roles of the Teacher and the Teacher-Facilitator
● Teachers and Teachers-Facilitator are expected to work
hand in hand throughout the implementation of MISOSA.
● They should regularly confer with each other to ensure
that the off-school classes are synchronized.
● The TF gets instructions from the subject teachers
regarding the number of SIM that need to be
accomplished by the off-school group in a given day.
● The TFs report to the subject teacher what transpired
during each day including the attendance and
performance of the pupils.

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The Specific Role of the Teacher Facilitator
Before the actual activity:

● Clearing out queries’ from the pupils when

necessary

● Giving warm-up activities every after modules or

when necessary

● Acting an opportunities for incidental learning

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The Specific Role of the Teacher Facilitator
After the activity:

● Making marginal notes in each module for

improvement/enrichment
● Listing pupil’s 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
module.)
● Coordinating learning activities which may require expertise of
subject area teacher/stakeholders.

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 Guide for Implementation

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During Orientation
How are the children for MISOSA chosen?

● Children are not chosen, it’s the section.

● MISOSA is implemented 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.

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 During Orientation
● Slow learners in these classes need not be reassigned. More attention can
be given to them by the TF.
● They can also tutored by peers, since the SIMs promote cooperative
learning.

Where does the MSOSA off-school group with the TF hold their classes? What
provision needs to be considered in choosing the venue for this group?

● The off-school may hold classes in any of the following:

● Community Learning Center (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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During Orientation
● Provision for choosing the venue should include: safety and
security, accessibility, and in general, conducive to learning
(well-ventilated and lighted, free from noise, with sufficient
space and with provisions for writing and reading).
● On choosing a venues, it is always preferable to have the
venue near the school.
● In case there is no available place, this can be coordinated
with the barangay officials or other community partners for
the security and provision of free transportation to and from
the venue.

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During Orientation
Who chooses the TF? What are the qualifications/requirements
for TF?

● The Principal chooses the TF from the RQA. When no one

from the RQA is interested or available, the TF 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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During Orientation
What are the tasks of the TF? Will he/she limit his/her task to checking
the activity notebooks of the MISOSA off-school pupils/learners?

● They are also expected to:

 Work in regular coordination with the subject area teachers (daily
and or as need arises)
 Conduct priming and motivational activities like singing songs,
playing games, etc.
 Keep track of pupils’ progress, provide feedback to the subject
teachers who 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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 During Orientation
How will the pupils be graded? Will the pupils’ scores in the exercises
provided in the enrichment activities be included in the computation of
their grades? Are the pupils in the off-school group included in the
periodical tests?

● The activity notebook will form a part of the pupils’ portfolios; the
portfolios will be rated to constitute a certain percentage of the
grade.
● The grading system reflected on DepEd Order No. 33, s. 2004
should likewise be followed.
● Pupils in the off-school group will take the periodical tests and other
assessment activities as scheduled.

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During Implementation
Does the TF have a hand in giving grades to the pupils? How does
he/she go about this?

● The TF 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 monitor the activities of the TF? How often and what monitoring
instrument will be used?

● The Principal shall regularly monitor the activities of the TF in the

same manner a regular teacher is monitored.

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 During Implementation
Will the pupil in the off-school group be able to participate in school
activities/programs (Ex. Quiz Bee, Sports Fest)?

● Yes, pupil 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.

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During Implementation

Should TF be paid for his/her services?

● Yes, TF should be paid for services rendered. Funds for

this may be sourced from LGU, NGOs, Pos, PTCA, and
other civic-minded individuals.

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Other Uses of MISOSA SIMs
Although MISOSA is originally designed for decongesting large
classes, the SIMs may also be used by the following groups of
children who are enrolled but:

● Habitual/seasonal absentees
● Living in disaster/conflict areas
● Chronically-ill
● Engaged in earning a living to augment family income

Note: This SIMs can be used to enable them to catch-up with the
lessons missed.

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 References
● DepEd Memorandum 194, S. 2006 – Expansion of the Modified In-School
Off-School Approach: (MISOSA) An Alternative Delivery Mode in Public
Elementary Schools

● DepEd Order 53, S. 2011 – Policy Guidelines on the Utilization of Funds for
Alternative Delivery Modes (ADMs) In Formal Basic Education

● ADM (MISOSA) [Link] ([Link])

● Alternative Delivery Modes - SDGs - Philippines ([Link])

● DepEd Flexible Learning Options: ADMs and ALS – TeacherPH

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 Updates
● PIR of MISOSA at BP Makiling, Los Baños Laguna
○ Workshops
○ Plans

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