Lac session 1 - 9 b

L A C S e s s i o n 9 B
L A C - O N T H E I M P L E M E N T A T I O N O F T H E L E A R N I N G
D E L I V E R Y M O D A L I T I E S ( L D M ) C O U R S E S
TERMS OF REFERENCE (TOR)
OF
LAC PARTICIPANTS
B A B Y L Y N C . D A T I O S e p t e m b e r 3 , 2 0 2 0

T E R M S O F R E F E R E N C E ( T O R ) O F
L A C P A R T I CI P A N T S
L A C L e a d e r L A C D o c u m e n t e r
L A C F a c i l i t a t o r L A C M e m b e r
B A B Y L Y N C . D A T I O L A C S e s s i o n 9 B
TERMS OF REFERENCE (TOR) OF
LAC PARTICIPANTS:
 LAC Leader
 LAC Facilitator
 LAC Documenter
 LAC Member

LAC Leader
 Oversees the implementation of the LAC(s).
 Leads in the development of a LAC Plan.
 Organizes LAC groupings and ensures that
each LAC has an assigned facilitator.
 Mobilizes resources for the conduct of
LACs.

LAC Leader
 Provides feedback and submits LAC Progress
Reports.
 Adapts and shares LAC best practices from
other participants.
 Ensures the monitoring of LAC sessions.
 Agrees with LAC Members on how to
observe or monitor application of learning.

LAC Leader
 Provides feedback
 Gathers evidences of implementation or
application of learning
 Meets with facilitator to decide on next LAC
topic and to prepare or plan for the next
session
 Monitors the LAC implementation vis-à-vis

LAC Facilitator
 Convenes the LAC team meetings
 Provides technical assistance in the
development of the LAC timetable of team
meetings, and other activities
 Checks and monitors attendance of members
and submission of materials and sees to it that
team meetings start and end on time, and that
agenda for the meeting are covered

LAC Facilitator
 Encourages active engagement and
participation of members
 Serves as resource person on specific topics
 Assigns a documenter on rotation basis
 Invites external resource persons when
necessary
 Reports regularly to LAC leader on LAC

LAC Facilitator
 Prepares his/her session plan that identifies the
topic, objectives, materials needed, and outline
of activities (at the very least) and where
necessary, consults the LAC Leader and
members
 Ensures that the venue and equipment are
available and prepares the necessary learning
materials such as reading materials, videos,

LAC Documenter
 Documents LAC proceedings following the
template agreed upon
 Keeps records of attendance and output of
members
 Helps the LAC Leader and Facilitator in
writing the progress reports to be submitted to
the District, Schools Division, Regional, and
Central Office

LAC Documenter
 Devices innovative and efficient ways to
document and synthesizes the agreements
during the LAC sessions Provides the
information on the progress of the LAC and the
insights of the teachers about student learning
Takes down minutes and captures the processes
in the LAC
 Gathers evidences of implementation (e.g.,

LAC Member
 Attends LAC meetings regularly and
participates actively in LAC sessions
 Serves as LAC facilitator or documenter or
resource person for certain topics when
assigned such roles
 Develops plans to apply what has been learned
and implements agreed action plan in one’s
classroom

LAC Member
 Monitors one’s progress in relation to the
LAC Plan
 Prepares and submits documents or materials
as needed and brings materials relevant to
the topic
 Observes agreed norms of behavior
 Captures evidences of implementation

LAC Member
 Shares with colleagues in informal settings
 Prepares to share in each LAC session
 Allows LAC leader to observe how the
learning was applied
 Provides the LAC leader with evidences of
application of learning.

LAC PROTOCOLS
&
NORMS

L A C P R O T OC OL S & N O R M S
LAC PROTOCOLS & NORMS:
1) Attendance and Punctuality – webinar
2) Participation
3) Respect and openness for ideas of others
4) Willingness to contribute and to learn

LAC FORMS

L A C F O R M S
L A C F o r m 1 L A C F o r m 3
LAC FORMS:
 Form 1 - LAC Profile
 Form 2 - LAC Facilitator Information Sheet
 Form 3 - LAC Session Report
 Form 4 - LAC Engagement Report

L A C F O R M S
FORM 1:
LAC PROFILE
This form should be
accomplished by
the LAC Facilitator
and its members at
the first LAC
session.
REGION:
LAC ID (name or number): Number of LAC members:
Name of LAC Facilitator: Designation/Position:
LAC Members
NAME Male/ Female DESIGNATION/ POSITION DIVISION/S Contact details
(email, mobile
number)
Preferred contact
mode (email, phone,
Skype, Zoom, Google
Meet, Viber, FB)

L A C F O R M S
FORM 2:
LAC Facilitator
Information Sheet
This form should be
accomplished by the
designated
LAC Facilitator on or
before the first LAC
session.
Region:
Division:
NAME: Male/Female: Date of Birth: Age:
Contact details: Email: Mobile Number: Facebook Name:
Preferred contact
mode:
(Indicate all: email, phone, Skype, Viber, WhatsApp, Zoom,
Googlemeet, FB, Messenger, etc.)

L A C F O R M S
FORM 3:
LAC Session
Report
This form should be
accomplished by
the LAC Facilitator
at the end of every
LAC session.

L A C F O R M S
FORM 4:
LAC
ENGAGEMENT
REPORT
This form should be
accomplished by
each LAC Member
at the end of every
LAC session.

LEARNING DELIVERY
MODALITIES COURSE FOR
DIVISION AND SCHOOL
LEADERS

M O D U LE 1 : G E T T I N G S T A R T E D
MODULE OBJECTIVE ESTIMATED TIME REQUIRED MODULE CONTENT
MODULE OBJECTIVE:
By the end of this Module, you will be able to
describe what this course is about and how it
works.
MODULE CONTENT:
Lesson 1. Course Overview
Lesson 2. Organizing Your Learning Action Cell
(LAC)
LAC Session 1
ESTIMATED TIME REQUIRED:
3 hours

MODULE OBJECTIVE ESTIMATED TIME REQUIRED MODULE CONTENT
LESSON 1: COURSE OVERVIEW
Key Topics/Concepts
Resources Required

LESSON 1: COURSE OVERVIEW
This overview will cover the why, what and how
of this course. It will situate the course within
the larger capacity building framework for
teachers and school leaders of the Basic
Education Learning Continuity Plan (LCP). By
the end of this lesson, you will be able to explain
the rationale and objectives of the course; its
design, content and delivery; expected outputs;
and assessment.

Key Topics/Concepts
LCP capacity building framework; course
rationale and objectives; course design, content
and delivery; self-learning modules; learning
action cell.

Resources Required:
 Study Notebook
 Study Notebook Guide

OVERVIEW:
When the first COVID-19 case was recorded in
March this year, the country was placed under a
state of national emergency. COVID-19 ushered
in a new normal in the way people conduct
business and deal with each other. To prevent
the further spread of infection among the
populace, various measures were put in place
such as a ban on mass gatherings,
restrictions on movement, social distancing,
preventive practices like hand washing and the
wearing of masks, etc.

OVERVIEW:
In the face of this continuing health threat, the
Department of Education (DepEd) formulated its Basic
Education Learning Continuity Plan (LCP) to put into
motion the marching orders of the Secretary—ensure
that learning continues while ensuring the health, safety
and wellbeing of all learners, teachers and other DepEd
employees. The LCP recognizes that DepEd must adopt
alternative modes of delivering learning if it is to reach
all learners regardless of who they are or where they
are. Where school-based, Face-to-Face Learning is not
possible, the LCP identifies three learning delivery
modalities that schools may implement: Distance
Learning, Blended Learning and Home Schooling.

OVERVIEW:
A critical component of the LCP is capacitating
teachers and school leaders to use these learning
delivery modalities effectively (see Figure 1). LCP
capacity building will have two streams. This course
you are taking now – LDM1 – is part of the first
stream focused on the implementation and
management of the alternative learning delivery
system at all levels of the education system, and
intended for school and division leaders. The second
stream – LDM2 – is intended for teachers and
focused on the instructional implications of using
these alternative learning delivery modalities.

Course Objectives:
By the end of this Course, learners will be able
to:
1. Demonstrate an understanding of the
learning delivery modalities specified in
the LCP.
2. Utilize data to select appropriate learning
delivery modalities for their
school/division.
3. Develop a learning delivery

Course Design, Content and
Delivery:
This is a task-oriented, blended learning
course that combines guided study
using self learning
modules and co-learning and
collaboration through the Learning
Action Cell (LAC).

THANK YOU!!!

Lac session 1 - 9 b

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