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Salient Features of Misosa: Project Free-Sulong Tarlac

This document outlines the salient features of the Modified In-School Off-School Approach (MISOSA) program implemented in large classes in grades 4-6 in the Philippines. The key points are: 1) MISOSA addresses overcrowding in classrooms by splitting large classes in half, with one group learning in the classroom with a teacher and the other group learning off-site with a para-teacher and self-instructional materials. 2) Each class is divided into an in-school group and off-school group that alternate between the classroom and off-site location each week. 3) The in-school and off-school groups learn separately for four days using different learning materials,

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Jobel Sibal Capunfuerza
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172 views2 pages

Salient Features of Misosa: Project Free-Sulong Tarlac

This document outlines the salient features of the Modified In-School Off-School Approach (MISOSA) program implemented in large classes in grades 4-6 in the Philippines. The key points are: 1) MISOSA addresses overcrowding in classrooms by splitting large classes in half, with one group learning in the classroom with a teacher and the other group learning off-site with a para-teacher and self-instructional materials. 2) Each class is divided into an in-school group and off-school group that alternate between the classroom and off-site location each week. 3) The in-school and off-school groups learn separately for four days using different learning materials,

Uploaded by

Jobel Sibal Capunfuerza
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Republic of the Philippines

PROVINCE OF TARLAC
Project FREE- SULONG TARLAC
University of St. La Salle
Bacolod City

Salient Features
of MISOSA

Prepared by:
JOBEL S. CAPUNFUERZA
PhD 6

Submitted to:
LILIA M. SANTIAGO, Ed. D.
Professor - Foundation of Education

Salient Features of MISOSA (Modified In-School Off-School Approach)


Is meant to address the problem of congestion (overcrowding due to classrooms,
teacher shortage, etc. ); also for seasonal absentees, those living in conflict/disasterareas, 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 use of the para-teacher to handle half of the class in an alternative venue (offschool).
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.
Each class is grouped into 2: the in-school group with the classroom/subject teachers
and the off-school group with the teacher facilitator
4 days off-school, 1 day for assessment, the in-school
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

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