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Special Publication: IMPACT Guidebook
February 2020

Excerpts

“One of the country’s long running and effective alternative delivery modalities is the Instructional Management by Parents, Community and Teachers (IMPACT) learning system conceived more than 30 years ago by SEAMEO INNOTECH with support from IDRC (International Development Research Centre), Canada. From its inception, IMPACT pioneered the use of non-traditional delivery strategies such as programmed instruction, peer learning, self-directed learning and the transformation of the teacher into a learning manager and facilitator. Many of these strategies, which promote active learning by students as well as engaging parents and community stakeholders as educational partners, are now recognized as examples of pedagogical best practice of 21st century learning.

Over the year, IMPACT has evolved and its geographical reach slowly expanded. It has been externally evaluated on several occasions by independent evaluators and was consistently found to be a responsive, effective, and cost-effective modality for delivering accessible and high quality elementary education. As part of the present education reform agenda of the Philippine government, the DepEd is keen to scale up proven alternative delivery modalities, such as IMPACT, on a nation-wide basis.

In support of this scaling-up process, SEAMEO INNOTECH has developed this comprehensive IMPACT Guidebook as a resource for DepEd education officials, school administrators, teachers, parents, and community stakeholders tasked with implementing the IMPACT learning system. The Guidebook will also serve as important resource material for DepEd officials tasked with training others on how to go about implementing the IMPACT learning system.

For school communities at the onset of accepting the IMPACT system in their respective schools, this Guidebook is a handy resource tool to assist them in their endeavour to successfully implement IMPACT. The Guidebook comprising nine (9) sections, offers its readers a systematic explanation of the design principles, delivery strategies, and implementing guidelines of the IMPACT system. Its step-by-step procedural guidelines on how to make IMPACT operational and sustainable at the school level focus on information and explanations that can be understood by school heads, teachers, parents and community members. The supporting video presentations, power point slides and other advocacy materials will also help parents and key stakeholders visualize this learning system and understand their key roles in supporting and participating in this noble effort. Sample training designs with training materials are also provided for easy reference of IMPACT trainers.

Each section of the Guidebook is loaded with clear and valuable information on how the IMPACT system could contribute in reducing or eliminating school drop outs among basic education students and in improving their learning outcomes.”

Contents

ACKNOWLEDGMENTS i
FOREWORD ii
INTRODUCTION 1
ALTERNATIVE DELIVERY MODES IN THE PHILIPPINES 1
What are Alternative Delivery Modes (ADMs)? 1

SECTION 1
THE IMPACT LEARNING SYSTEM 5

Why was IMPACT developed as an ADM? 9

Has the IMPACT System Undergone Systematic Evaluations to Determine if it Works? 10

How is Instruction Delivered under the IMPACT System? 11

  • Programmed Teaching 12
  • Peer-Group Learning 13
  • Resource Teaching 15
  • Individualized Study / Self-Instruction 16
  • Other Modes of Learning 18
  • Transition Learning 18
  • Learning through Tutors 18
  • Itinerant Teaching 19
  • Basic Skills Practice 19
  • Enhancing HOTS in Learners 20
  • Testing 20

Skills Training by Community Resource Persons 21

What are the Learning Materials in the IMPACT System? 21

  • Print Materials 21
  • Non-Print Materials 22
  • Audio Clips 22
  • ELSA/T2T Audio and Video Clips 22
  • Media Technologies 23

How are Learning Materials Used? 23

  • Programmed Teaching Modules 23
  • Peer-Group Learning Modules 23
  • Itinerant Learning Modules 24
  • Technology-Enhanced Materials 24
  • Post Tests 24 Leader’s Book 25

What other Instructional Materials are being Uses in the IMPACT System? 25

  • DepEd Textbooks 25
  • Teacher-Generated Instructional Materials and Visual Aids 26
  • Other References / Reading Materials in the Library 26
  • Internet-based Resources 26

How is Learning Assessed in the IMPACT System? 27

  • Diagnostic Tests 27
  • Module Post Tests as Long Quizzes 27
  • Exercises in the Modules as Short Quizzes 28
  • Periodical Tests 28
  • Recitation, Homeworks, and Projects 29
  • Being Programmed Teachers and Peer-group Leaders 29
  • Co-curricular Activities 29
  • Other Forms of Assessment 29
    • Individual Progress Chart (IPC) 30
    • Learner’s Portfolio 30
  • Other DepEd Assessments 31
    • The School Readiness Assessment (SReA) 31
    • The Philippine Informal Reading Inventory (Phil-IRI) 32
    • The National Achievement Test (NAT) 32

What is the Learning Environment under the IMPACT System? 33

IMPACT School as a Community Learning Center (CLC) 33

Physical Environment 34

  • Classrooms 34
  • The Learning Resource Center or Library 34
  • Testing Rooms 35
  • Spaces for Small Group Learning 35
  • Kiosks 36
  • EPP (Edukasyong Pantahan at Pangkabuhayan) Room 36
  • Canteen 36
  • Clean Comfort Rooms for Boys and Girls 36
  • Hand Washing Facilities 37
  • Playground Areas 37

School/Learning Environment 37

  • School Atmosphere 38
  • Classroom Atmosphere 38

Who are the Key Players in an IMPACT School? 39

  • Role of Parents as Key Players 39
  • Role of Community Members 41
  • Role of Local Government Officials 42
  • Roles and Functions of School Staff in the IMPACT System 43
  • The Instructional Coordinator (IC) 43
  • The Roles of the Instructional Coordinator 44
    • The Instructional Supervisor 46
    • Resource Teachers 50
    • Testing Teachers 51
    • Itinerant Teachers 52
    • IS Aide 52
    • External Tutors 52
  • Role of Learners 52
    • Programmed Teachers 52
    • Peer-group Leaders 53
    • Peer-group Tutors 54

Does an IMPACT School Provide Kindergarten Program? 54

Why is Collaboration and Teamwork Important in an IMPACT School 54

Section 2
PREPARING A SCHOOL FOR THE IMPACT SYSTEM 55
How is a School Made Ready for the IMPACT System? 55

  • Advocacy and Social Mobilization 56
  • Engagement of School Officials 57
  • Engagement of Parents 58
  • Engagement of Other Key Stakeholder 58
  • Two-Week Training on the Instructional Delivery Strategies,
    • Technology Enhancements, and Development of
    • Instructional Visual Aids under the IMPACT System 59
  • Other Preparatory Activities 60

Section 3
FIRST YEAR OF IMPACT IMPLEMENTATION – THE TRANSITION YEAR 62
What Tasks are to be Undertaken to Startup Implementation of the IMPACT system? 62

  • Organizing the Pupils 62
  • Grouping Learners by Families 63
  • Class Scheduling 64
  • Sample Schedules for Instructional Supervisors and Resource Teachers 66
  • Sample Schedule of the Library and/or Testing Teacher 70
  • Sample Schedule for a Computer Teacher 71
  • Room Assignments 71
  • Training of Programmed Teachers and Peer-Group Leaders 72
  • Launching of the IMPACT System in the School 73
  • Managing the Change Process 73
  • Strategies for Change in an Organization 76

Section 4
SUSTAINING THE IMPACT SYSTEM IN SCHOOL 79
How will the IMPACT System be Sustained in Schools? 79

  • School Management 79
  • Monitoring and Evaluation 80
  • Classroom Management 82
  • Compliance to DepEd Form 82
  • IMPACT Forms 85
  • Monitoring and Supervision 88
  • School Portfolio 88 Frequency of Monitoring Visits by IMPACT Experts 88
  • Role of Key Players in Terms of Monitoring and Supervision 90
  • Reporting and Communication Process 92
  • Monitoring Tools and Their Use 92
  • Some Tips in Conducting Monitoring and Supervision in IMPACT Schools 93
  • Monitoring Best Practices 96

What other Sustainability Mechanisms are Needed to Help IMPACT Schools? 97

  • Training on Coaching and Mentoring for IMPACT Schools 97
  • Training on 21st Century Skills for Teachers 97
  • Training for Teachers on Developing HOTS (Higher Order Thinking Skills) in Learners 98
  • Training Course on Developing Assessment Tools 99
  • Training Course on Developing IMPACT Learning Materials 99
  • Other Support Mechanisms 100

Section 5
VARIATIONS OF IMPACT BASED ON LOCAL CONTEXT 102
How Does IMPACT Implementation Vary Based on Local Context? 102

  • Multigrade Schools 102
  • Small to Medium-sized Schools 103
  • Big Schools 104
  • Conflict-affected Communities 104
  • Areas Affected by Natural Calamities 105
  • ADM for Out-of-School Children 105

Section 6
SUCCESS STORIES OF SOME IMPACT SCHOOLS 107
Are there IMPACT Schools that are Able to Share someof their Success Stories? 107
Culianan Learning Center, Zamboanga City 107

Section 7
FINANCING A SCHOOL’S CONVERSION TO THE IMPACT SYSTEM 117
What are the Cost Elements in Converting to the IMPACT System? 117

What are some of the Ways by which a School can Access Financial Support? 119

Section 8
ANNEXES 120
ANNEX 1 — The IMPACT system and Its Development Stages 120

ANNEX 2 — Some Results of Evaluation Studies Conducted on the IMPACT system 124

ANNEX 3 — External Evaluation Conducted on ADM by INTEM as Commissioned by UNICEF 130

ANNEX 4 — The Different Lessons and Item Programs in Programmed Teaching 181

ANNEX 5 — Sample Learning Contract 196 ANNEX 6 — Sample Individual Contract 197

ANNEX 7 — Complete List of Modules by Levels and Subject Areas 198

ANNEX 8 — List of Audio Lessons for the IMPACT system 199

ANNEX 9 — List of ELSA Audio and Video Clips 202

ANNEX 10 — Pictures of Some Instructional Materials 213

ANNEX 11 — Some Guidelines in Using the Internet as Instructional Resource for Learners 214

ANNEX 12 — Individual Progress Chart Form 217

ANNEX 13 — Tips on IMPACT Classroom Management 218

ANNEX 14 — Ways of Motivating IMPACT Programmed Teachers and Peer-Group Leaders 224

ANNEX 15 — DepEd Order No. 53, s. 2011 228

ANNEX 16 — Adopt-a-School Program 240

ANNEX 17 — Frequently Asked Questions about the IMPACT Learning System
during Monitoring and Supervision Visits 257

ANNEX 18 — Training Package: Two-week Training on the Instructional Delivery
Strategies, Technology Enhancements, and Development of Instructional
Materials under the IMPACT system 263

ANNEX 19 — DepEd Order No. 31, s. 2012 – Policy Guidelines on the
Implementation of Grades 1 to 10 of the K to 12 Basic Educational
Curriculum (BEC) Effective SY 2012 – 2013 264

ANNEX 20 — Sample Program for IMPACT Launching in a School 282

ANNEX 21 — Change Management 283

ANNEX 22 — Sample School Observation Checklist 287

ANNEX 23 — Additional Tips for Effective Monitoring and Evaluation 290

ANNEX 24 — School Register Form (Blank) 292

ANNEX 24A — School Register Form (Filled-up) 293

ANNEX 25 — DepEd Form 2 (Blank) 294

ANNEX 25A — DepEd Form 2 (Filled-up) 296

ANNEX 26 — DepEd Form 3 (Blank) 298

ANNEX 26A — DepEd Form 3 (Filled-up) 300

ANNEX 27 — DepEd Form 137 – E 304

ANNEX 28 — DepEd Form 138 – E 306

ANNEX 29 — DepEd Form 18-E-1 308

ANNEX 30 — DepEd Form 18 – E-2 310

ANNEX 31 — Civil Service Form 48 312

ANNEX 32 — IMPACT Form 1 (Learning Contract) with Sample Data 314

ANNEX 33 — IMPACT Form 2 (Programmed Teaching Assignment) 316

ANNEX 33A — IMPACT Form 2 (Programmed Teaching Assignment) with
Sample Data 317

ANNEX 34 — IMPACT Form 3 (Individual Progress Chart) 319

ANNEX 34A — IMPACT Form 3 (Individual Progress Chart) with Sample Data 320

ANNEX 35 — IMPACT Form 4 (Leader‘s Record) 322

ANNEX 35A — IMPACT Form 4 (Leader‘s Record) with Sample Data 323

ANNEX 36 — IMPACT Forms 5 and 6 (Pupil‘s Progress Report Card) 325

ANNEX 36A — IMPACT Form 5 (Pupil‘s Progress Report Card) with Sample Data 326

ANNEX 37 — IMPACT Form 6 (Letter to the Parents) 327

ANNEX 37A — IMPACT Form 6 (Letter to the Parents) with Sample Data 328

ANNEX 38 — IMPACT Form 7 (Individual Learning Contract) with Sample Data 329

ANNEX 39 — IMPACT School Monitoring Form 1 330

ANNEX 40 — IMPACT School Monitoring Form 2 332

ANNEX 41 — IMPACT School Monitoring Form 3 334

ANNEX 42 — IMPACT School Monitoring Form 4 337

ANNEX 43 — ACT School Monitoring Form 5 339

ANNEX 44 — Supportive Supervision 342

ANNEX 45 — Training Package on Coaching and Mentoring 348

ANNEX 46 — GURO21 Brochure 349

ANNEX 47 — Training Package on Developing Assessment Tools 351

ANNEX 48 — Training Package on Developing IMPACT Learning Materials 352

ANNEX 49 — Video Presentation on How IMPACT Is Implemented in Multigrade Schools 353

ANNEX 50 — Video Presentation on How IMPACT Is Used in Conflict-affected Areas 354

ANNEX 51 — Video Presentation on the Use of IMPACT as ADM for Out-of-School Children 355

ANNEX 52 — DepEd Order No. 54, s. 2012 356

Section 9
GLOSSARY 363

(Original post date: Feb 28, 2014)

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