SCHOOL HEADS’ DEVELOPMENT PROGRAM |

FOUNDATIONAL COURSE | MODULE 1

Alternative Delivery Modes

of Education

Module 1: The School Head as Instructional Leader

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 Objectives
1. identify Alternative Delivery Modes
suited for various types of learners;
2. point out the features of Alternative
Delivery Modes that will fit to learners
in various circumstances; and
3. cite strategies to maximize the
utilization of ADM in schools.

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 Group Activity
 Each group will act as
“We’re Open, waiters/waitresses

Please Come In”

 Different learners will get inside the
restaurant as customers (pre-assigned).

 The group shall recommend what

DepEd program/s, delivery mode is
appropriate to the needs of the
customer.

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 Your Customers
• Allan, 13 working student at a
factory from 8 am to 5 pm.
• Becky, 15, high performing, easily
gets bored at class, independent
student and wants to help her
mother in the market from 6 am to
2 pm.
• Cesar, 9, met an accident and
became paralyzed
• Dindin, 13, is an average Grade 7
student enrolled. She fell in love
with her classmate. Months later,
she found out that she is pregnant.
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• Enteng, 15, studied in a home school
program and he plans to go to college
to pursue Business Management.
However, the office of
Admissions won’t accept him.
• Ferdy, 10, is at risk of dropping out.
His parents don’t want him to go to
school because he needs to help his
father in the farmland.
• Glenda, 13, lives in a conflict affected
area. Her family was displace and
forced to vacate their area. She missed
almost 5 months of classes.
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 Analysis
1. How did you select the programs for the
learners?
2. What did you consider in your group’s proposed
intervention?
3. What are the existing programs do we have that
matched the profile and needs of our customers?
4. Are the programs available in your school?
5. What could be the facilitating/hindering factor/s
on your decisions?

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 Program Description

ADM is an educational intervention

that caters to marginalized and
disadvantaged school age learners
who are unable to attend regular
class, have dropped out from school,
and those at risk of dropping out

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 Alternative Delivery Modes

Modified In-School Off-School Approach

(MISOSA)

Instructional Management by Parents

Community and Teachers (IMPACT)

Open High School Program (OHSP)

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 Modified In-School
Off-School
Approach (MISOSA)

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  an Alternative Delivery Mode that was
originally designed to address issue on
congestion.
 addresses issue of congestion plus helping
pupils who are enrolled but are
• habitual/ seasonal absentees,
• living in conflict/disaster areas,
• chronically -ill, or
• engaged in earning a living to augment family
income

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 1. Use of Self-Instructional
Materials (SIMs) that contain
the lessons to be learned for
the day.
– include learning objectives,
activities to work on,
exercises and questions to
answer, enrichment
activities utilizing the
community resources.

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 2. Utilization of community school
– as a laboratory for learning aside from the
classroom i.e. half of the class stays with
the teacher while the other half stays with
the teacher-facilitator in the community
school.
3. Involvement of different school’s
internal/external stakeholders.

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 What are the Benefits in Implementing
the MISOSA
1. Addresses the issue of congestion

2. Resolves the issue of shortage of instructional

materials

3. Improves classroom management

4. Promotes equal access and opportunity for learning

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 What are the Benefits in Implementing
the MISOSA

5. Institutionalizes systematic monitoring

6. Develops pupils study habits, love for learning and

improving self-esteem

7. Attends to the unique needs of individual pupils

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 • Consultative Conference/meeting with Field
Implementers

• Revision and Finalization of MISOSA Modules

and Manuals of Implementation

• Training/Orientation of MISOSA Implementers

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 • Printing and Distribution of MISOSA
Modules (c/o IMCS)

• Development, Field Testing of Monitoring

and Assessment Tools

• Monitoring of Implementing Schools

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 Instructional
Management by
Parents
Community and
Teachers
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  This is a management system where
the parents, teachers and community
collaborate to provide the child with
quality education at less costs.

 This was developed to address high

student population and high
percentage of dropouts.

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 Principles of IMPACT

1. Children become active participants of the

learning process.
Three Primary Modes of Delivery

Programmed Teaching Peer Group Learning Individual Study

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 Principles of IMPACT

2. Learning materials
are based on the
national curriculum
standards of the
Department of
Education.

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 Principles of IMPACT
3. The essence of education is the learning process.
• Education in the e-IMPACT system encourages
and develops in the children the skill to learn
independently and eventually become self-and
lifelong learners.
• IMPACT also encourages peer learning and
peer mentoring as important strategies for
empowering learners as active partners in the
instructional process.

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 Principles of IMPACT

4. Learning can take place anywhere.

• Learning is not confined in the classrooms.
• Learning Kiosks provide alternative learning
venues for Peer Groups.

Peer group learning in a Learning Peer group learning can happen

Kiosk anywhere…

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 Principles of IMPACT

5. Progress of learners is based on individual

mastery and speed.
• Students learn independently at their
own pace.
• The system recognizes individual
differences and each student’s potential.
• IMPACT develops in children an intrinsic
motivation to learn.

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 Principles of IMPACT

6. Education is a socializing and leadership

training process.
– Group Learning is the primary mode of learning.
– Students interact and help each other to learn.
– Students in levels 4, 5 and 6 play the role of
Programmed Teachers who lead the groups of
levels 2, 3 and 1 respectively in the learning
process.
– As Programmed Teachers and Peer Group Leaders,
students develop leadership skills.

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 A Peer Group
Leader in a demo
class with his
teachers. This
develops the
learner’s self-
confidence

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 Principles of IMPACT
7. Instructional Management and Delivery of Instruction is
not only the responsibility of the teachers, but of the
parents and community as well.
• Community and parental participation is substantial
and technical.
• Parents are encouraged to assist their children by
tutoring them at home and monitoring their progress.
• Skilled workers in the community may contribute by
sharing their expertise to the students.
• Use community resources to aid in educating the
children.

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 Continuous
school-based
teacher
conferences

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 Principles of IMPACT

9. The teacher is the manager of the

learning process.
– The teacher becomes the
Instructional Supervisor in the
IMPACT system. The role of
the teacher shifts from directly
teaching the students to:
(1) facilitating the learning
process; and
(2) managing the resources the
school

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 How does
IMPACT work?
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 Class Set-up

• Class sections become “families”.

• Levels 1 to 6 are combined in one family.
• Each family is composed of 40 to 50
students
• One Instructional Supervisor (IS) may
handle 2 families
• Total pupils for one IS should not exceed
120

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 New Roles

STUDENTS FACULTY
• Programmed Teachers • Instructional Coordinators
• Peer Group Leaders • Instructional Supervisors
• Life-long Learners • Resource Teachers
• Testing Teachers
COMMUNITY
• Instructional
Supervisor’s (IS) Aide
• Tutors

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 Learning Opportunity for All:
Anytime, Anywhere

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 What is Open High School Program
(OHSP)?

It is one of the alternative delivery

modalities of education (ADM) that
uses distance learning within the
confines of the formal system that
allow secondary schools to deliver
quality basic education (Grades 7-10).

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 What are the Goals and Objectives of
the OHSP
• to provide equal learning opportunities for all
types of learners anytime, anywhere;

• to produce functionally literate graduates or

who have mastery of the basic competencies,
capable of problem-solving, and are
productive members of their families and
communities;

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 What are the Goals and Objectives of
the OHSP
• Prevent potential school leavers and encourage
those who are out of school to finish basic
education (Grades 7-10);

• Provide opportunity to graduates of Grade VI,

high school drop outs, and successful
examinees of the Philippine Educational
Placement Test (PEPT) to complete basic
education;

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 What are the Goals and Objectives of
the OHSP

• Reduce high school drop outs and

increase participation rate; and
Increase achievement rate through
quality distance education.

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 WHO ARE QUALIFIED
TO ENROLL IN THE OHSP?

- It is open to all school aged Filipino

learners who can demostrate capacity for
independent learning and who are willing
to undergo self-directed learning.

- Enrolment will coincide with the opening

of classes.

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 Initial Assessment and Placement
• Initial Assessment is undertaken to
establish baseline data for decision
making on the placement and modality
appropriate to the learner as well as
referrals for other interventions needed
thru the Independent Learning
Readiness Assessment (ILRA).

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 Initial Assessment and Placement
• The ILRA results shall become one of
the bases in determining the frequency
of face-to-face session and the type of
teaching support to be given to the
learner.

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 Initial Assessment and Placement
• Not Yet Ready - The learner is temporarily placed in the
transition program which will provide a bridging program
focused on the development of the learning-to-learn skills.
• Almost Ready - for independent learning. The learner is
placed in the blended learning program when undertaking
the required curriculum.
• Ready for Independent Learning – The learner may do the
entire curriculum on his/her own, or be home-schooled,
with option to seek guidance from the teacher-facilitators or
assistance from experts or resource persons in the
community.

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 Program Delivery
• The teacher-facilitators provide the
learners an orientation on the:

– OHSP specifically the delivery system;

– preparation of learners' learning plan;
– agreed schedule for face-to face meetings; and
– instructions in the use of self-learning
materials/modules.

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 Program Delivery
• Learner reports to school once or twice a week
or based on the agreement of the learner and
the subject area facilitator for face-to-face
interactions and validation of competencies.

• Subjects, which require hands-on experience

like Physical Education, Music, Computer,
Laboratory classes, etc., are classroom-based
and are individually scheduled.

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 Assessment and Evaluation

1. Evaluation of learning in each subject

area can include written and oral tests
and the assessment of required outputs.

2. Promotion is based on the fulfillment

of the requirements and mastery of at
least 75% of the competencies in each
subject area.

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 Assessment and Evaluation
3. Acceleration by subject area and by year
level shall be determined upon fulfillment of
the requirements and mastery of at least
90% of the competencies in the subject area.

4. Retention of the learner in the program is for

a maximum of six years with the option to
be mainstreamed in the regular program
anytime within the period of the study.

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 Application
1. Examine your enrolment data. Identify number of leavers
2. Answer the following questions:

a. How many learners in your community are not captured?

b. What are the possible reasons for their non-participation?
c. How can ADM respond to “Education in Emergency”
situations?
d. Cite specific strategy to address this gap.
e. What alternative delivery mode can you use to capture
these learners who are in special circumstances?

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 Application

3. Share your answer with your group.

4. Ask some volunteers to present their output to the

big group. (One volunteer per group to share)

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 Closing Activity

• On a sheet of paper, write

down the name of the learner
who is not in your school you
want to help through ADM
when you go back. Roll this
paper and put in the box that
will be passed around.

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 THINGS TO PONDER

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