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Lac toolkit v3_1
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Learning'Action'Cell'Toolkit:''
An'Implementation'Guidebook'
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ISBN'12345678910'
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©'2018'BEST'Program'
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First'Edition'
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Published'by:'
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Unit'14D,'14th'Floor,''
Marco'Polo'Business'Office,''
Sapphire'Road,'Ortigas,'
Pasig'City'1605'Philippines'
www.best.org.ph'
Lead'Offices:''
Dr.'Marilette'R.'Almayda,'Director,'Bureau'of'Learning'Delivery'
Dr.'John'Arnold'Siena,'Director,'National'Educators'Academy'of'the'Philippines'
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Writers:''Dr.'Rosalina'Villaneza'(Lead)]'Claire'Barcelona,'Reyna'Joyce'Barutu,'Leah'Bautista,'
Dr.'Angelina'Buaron,'Nerio'Benito'Eseo,'Doris'Esmero,'Abdul'Aziz'Iya,'Jerry'Jimmy,'Emma'
Luberanes,' Dr.' Victoria' Mangaser,' Dr.' Victoria' Mayo,' Alea' Anne' Macam,' Joan' Protacio,'
Giovanna'Raffinan,'and'Patrick'Jay'Veril''
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'''''''''''''''''''''
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Lorna&Dig&Dino&
Undersecretary'for'Curriculum'and'Instruction'
Department'of'Education'
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Premium' to' realizing' the' Department' of' Education’s' vision' to' continuously' improve' as' a'
learning_centered'institution'is'the'continuing'professional'development'and'advancement'of'
teachers'who'are'tasked'to'deliver'basic'education'to'the'students,'our'stakeholders.'Quality'
teaching'results'to'quality'learning,'thus,'as'an'institution'of'learning,'it'is'an'utmost'important'
to'enhance'teacher'quality'based'on'the'principle'of'lifelong'learning.'''
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One' of' the' mechanisms' to' support' professional' development' of' teachers' is' through' the'
institutionalization'of'DepED'Order'35,'series'of'2016'otherwise'known'as'the'“The$Learning$
Action$Cell$as$a$K$to$12$Basic$Education$Program$School<Based$Continuing$Professional$
Development$Strategy$for$the$Improvement$of$Teaching$and$Learning”,'that'aims'to'develop'
and'support'successful'teachers'by'nurturing'their'knowledge,'attitudes,'and'competencies'in'
terms'of'curriculum,'instruction,'and'assessment'in'their'work'stations.'
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Moreover,'alongside'this'policy'is'the'approval'of'the'accreditation'of'the'National'Educators'
Academy'of'the'Philippines'(NEAP)'as'service'provider'for'CPD'for'teachers.'This'include'
granting'LACs'as'creditable'activity'for'CPD''which'means'that'by'attending'and'facilitating'
LACs,' teachers' can' earn' CPD' units' which' they' can' use' to' meet' the' requirements' of'
Professional'Regulation'Commission'(PRC)'for'the'renewal'of'teacher’s'license.''
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These' two' policies' are' now' operationalized' and' developed' through' this' LAC' Toolkit:' An'
Implementation' Guidebook' which' presents' the' step_by_step' process' of' implementing' the'
LACs'in'your'work'stations.'This'LAC'toolkit'covers'activities'for'pre_LAC,'during'LAC,'and'
post' LAC' which' are'presented' into'nine' (9)' readable,' realistic,'and'user_friendly' resource'
booklets.'We'hope'that'this'LAC'toolkit'will'guide'your'school'in'the'planning,'implementing,'
monitoring,'and'evaluating'your'LACS.''
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It'is'our'hope'that'your'motivation'to'actively'participate'in'LACs'is'not'only'contingent'to'
compliance' or' CPD' units' but' as' your' self_commitment' to' continually' improve' oneself' to'
contribute'to'the'achievement'of'DepED’s'vision,'mission,'and'goals.''
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Let'us'all'move'one'with'love…in'the'service'of'the'Filipino'children!''
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Thank'you!'
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CONTENTS'
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Page'
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' Book&1:&Learning&Action&Cell&Overview&and&Content&Guide& '
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Pre_'LAC'
Activities'
Book&2:&&Setting&Up&LAC&Implementation&Plan& '
LAC'Planning'Process' '
Identifying'Needs'and'Topics' '
Organizing'Learning'Groups'and'Identifying'of'Learning'Goals' '
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Book&3:&Establishing&LAC&Culture&and&Norms& '
Collaborative'Learning'and'Skills' '
Selection'Protocols'for'Learning'Facilitator,'Coach,'and'Mentor' '
Roles'and'Responsibilities' '
Setting'Up'of''Resources' '
Establishing'LAC'Time' '
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Book& 4:& Menu& of& SchoolJBased& Professional& Development& Learning&
Activities&
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During'
LAC'
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Book&5:&Implementing&the&LAC&Plan&&
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Pre_,'
During'
and'Post'–'
LAC'
Activities'
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Book&6:&Monitoring&and&Evaluating&LAC&Activities&
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Post' LAC'
Activity'
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Book&7:&Evaluating&School&PLC&Practices&
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Pre' and'
Post' LAC'
Activity'
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Book&8:&Accrediting&LAC&Activities&for&CPD&Units&
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' Book&9:&LAC&Tools&and&Templates& '
TABLE&OF&
CONTENTS&
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Coach'
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a' classroom' teacher,' school' head,' district' head,' and'
division'supervisor'who'has'the'content'knowledge'and'
advanced'skills'in'a'certain'skill'and'can'be'responsible'
for'helping'other'teachers'in'the'school'to'improve'their'
teaching'skills'and'competencies'
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Coaching'
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a'learning'approach'for'adults'that'is'used'to'improve'a'
peer’s'skill'or'practice'
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Group'Facilitator'
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a'teacher'who'is'a'member'of'a'LAC'group'or'learning'
group'who'is'assigned'to'facilitate'a'learning'discussion.'
A' group' facilitator' may' not' necessarily' be' the' more'
knowledgeable'person'in'the'group.'
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Learning' Facilitator' or'
LAC'Facilitator'
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a' classroom' teacher,' master' teacher,' school' head,'
district' head,' or' division' supervisor' who' has' an'
advanced'content'knowledge'and/or'pedagogical'skills'
in'a'certain'topic'or'competency'
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LAC'or'Learning'Activity'
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school_based' learning' activities' teachers' embark' in' to'
improve'their'practices.'LAC'activities'can'take'form'of'
any' learning' modalities' such' as' structured' group'
learning'sessions,'one_on_one'learning'sessions,'or'self_
managed' learning' sessions,' or' multi_school' learning'
sessions.''''
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LAC' Group' or' Learning'
Group'
a'group'of'teachers'that'have'a'common'learning'goal,'
and'that'participates'in'learning'activities'to'achieve'their'
goal.' A' LAC' group' is' composed' of' a' LAC' facilitator,'
group'facilitator,'and'LAC'members.'''
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LAC'Member'
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teachers'who'engage'in'a'learning'activity'with'a'LAC'
facilitator,'group'facilitator,'mentor,'or'coach'facilitating'a'
professional'discussion.'''
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Mentoring'
a'one_to_one'relationship'between'a'more'experienced'
and' a' less' experienced' teacher' which' is' based' on'
encouragement,' constructive' comments,' openness,'
mutual'trust,'respect'and'a'willingness'to'learn'and'share'
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DEFINITION&OF&
CRITICAL&TERMS*
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AIP' ' Annual'Improvement'Plan'
APP' ' Annual'Procurement'Plan'
ASDS' Assistant'Schools'Division'Superintendent'
AUSAID' Australian'Aid'
BEST' ' Basic'Education'Sector'Transformation'
CID' Curriculum'Implementation'Division'
CLMD' ' Curriculum'and'Learning'Management'Division'
CO' ' Central'Office'
COP' ' Communities'of'Practice'
CPD'' ' Continuing'Professional'Development'
DepED'
'' Department'of'Education'
DFAT' ' Department'of'Foreign'Affairs'and'Trade'
EFA' ' Education'For'All'
EGRA' Early'Grade'Reading'Assessment'
EGMA' Early'Grade'Mathematics'Assessment'
ELLN'' ' Early'Language,'Literacy,'and'Numeracy' '
ELNA' ' Early'Language,'Literacy,'and'Numeracy'Assessment'
EPS' ' Education'Program'Supervisor'
FGD' ' Focused'Group'Discussion'
HRDD'' Human'Resources'Development'Division'
HRTD' ' Human'Resource'Training'and'Development'
ICT' ' Information'Communication'Technology'
IE'' ' Inclusive'Education'
INSET'' In_service'Training'
IPCRF'' Individual'Performance'and'Commitment'Review'Form'
KPI'' ' Key'Performance'Indicators'
LAC'' ' Learning'Action'Cell'
LF' ' Learning'Facilitator'
LRDMS' Learning'Resource''
MOOE'' Maintenance'and'Other'Operating'Expenses'
NAT'' National'Achievement'Test'
NEAP' ' National'Educators'Academy'of'the'Philippines'
GLOSSARY&OF&
ACRONYMS&
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NCBTS_TSNA'National' Competency_Based' Teachers' Standards' –' Teacher' Strengths' and'
Needs'Analysis'
Phil_IRI' Philippine'Informal'Reading'Inventory'
PIR' ' Performance'Implementation'Review'
PLC'' ' Professional'Learning'Communities'
PPST' ' Philippine'Professional'Standards'for'Teachers'
PRC'' ' Professional'Regulations'Commission'
PRIMALS' Pedagogical'Retooling'in'Mathematics'and'Languages'
PRODED' Program'for'Decentralized'Education'Development'(PRODED)'
PSDS'' Public'Schools'District'Supervisor'
RBMS_SAT' Results'Based'Management'System_Self_Assessment'Tool'
RO' ' Regional'Office'
SBM' ' School_Based'Management'
SDO' ' Schools'Division'Office'
SDS' ' Schools'Division'Superintendent'
SEDIP'' Secondary'Education'Development'and'Improvement''Project'
SEPS' ' Senior'Education'Program'Specialist'
SG'' ' Session'Guide'
SIP' ' School'Improvement'Plan'
SRC' ' School'Report'Card'
SWOT'' Strengths,'Weaknesses,'Opportunities,'Threats'
TA' ' Technical'Assistance'
TEEP''' Third'Elementary'Education'Project'
UNESCO' United'Nations'Educational,'Scientific,'and'Cultural'Organization' '
USAID'' United'States'Agency'for'International'Development'
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The'Learning&Action&Cell''(LAC)'Toolkit'is'a'resource'material'that'aims'to'operationalize'
DepED'order'35,'s'2016'and'guide'school'heads'and'teachers'in'planning,'implementing,'and'
assessing'their'school_based'professional'development'activities.'Developed'by'the'Basic'
Education'Sector'Transformation'(BEST)'and'the'Department'of'Education'(DepED),'this'LAC'
toolkit'combines'policies'and'memos'issued'by'DepED,'baseline'study'conducted'by'BEST,'
and'the'innovations'and'best'practices'gathered'in'the'field'to'come'up'with'a'comprehensive,'
user_friendly,'and'updated'guidelines'on'LAC.''
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This' LAC' Toolkit' comprises' nine' (9)' booklets' that' describes' the' step_by_step' process' in'
implementing'pre_LAC'activities,'during'LAC'activities,'and'post_LAC'activities.'These'are'the'
following'booklets:''
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Setting&Up&LAC&Implementation&Plan&
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This'section'provides'an'overview'of'the'planning'process'that'the'school,'district,'or'division'
can' follow' when' developing' LAC' implementation' plan.' The' section' also' presents' the'
components'of'an'effective'LAC,'provides'insights'on'identifying'professional'development'
needs'and'topics,'enumerates'key'roles'and'responsibilities'vis'a'vis'LAC'planning'process,'
and'prescribes'a'LAC'implementation'template.''
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Establishing&Culture&and&Norms&
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This'section'introduces'the'concept'of'collaborative'learning'and'skills'such'as'mentoring,'
coaching,'and'feedback'giving,'that'facilitators,'mentors,'or'coaches'need'when'engaged'in''
LACs.' It' also' features' the' processes' of' selecting' and' identifying' LAC' resources' and'
establishing'LAC'schedule'and'frequency.''
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Menu&of&SchoolJbased&Professional&Development&Learning&Activities&
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This'section'presents'a'variety'of'professional'development'activities'from'where'the'school'
heads'and'teachers'can'choose'from.'It'includes'description'of'the'learning'modalities'that'
are'grouped'into'four:'(1)'group'learning'activities,'(2)'one_on_one'learning'activities,'and'(3)'
supported' self_managed' learning' activities]' and' (4)' multi_school' learning' activities.' It' also'
provides'insights'on'how'school'heads'and'teachers'identify'learning'modalities'that'best'suit'
their'schools.''
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Implementing&LAC&Plan&
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This'section'describes'the'processes'that'take'place'in'a'typical'LAC'session'or'a'facilitated'
group'learning'activity.''
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CONTENT&&
GUIDE&
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OVERVIEW&
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Understanding+the+Learning+Action+Cell+
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The'institutionalization'of'teacher'professional'learning'communities'(PLCs)'in'schools'has'
been'significantly'considered'as'a'contributing'factor'towards'individual'teachers’'professional'
development'(Goldman'&'Popp,'2016).'Hord,'1997'in'Stoll,'Bolam,'McMahon,'Wallace,'and'
Thomas'(2006),'defines'PLCs'as'a'community'of'teachers'and'administrators'in'a'school'
whose'goal'is'to'enhance'their'teaching'practice'to'improve'students’'learning'by'continuously'
sharing'their'practices'and'learning'with'each'other.''Through'PLCs,'individual'professional'
growth'of'teachers' is' achieved,' which'then' contributes' to'the'overall' school' improvement'
(Brilman,'1995'as'cited'in'Filion,'Koffi'and'Ekionea,'2015).'In'schools,'PLCs'are'innovation'to'
improve'teachers’'mastery'of'the'content'subjects'and'instructional'practices'''(DuFour'&'
DuFour,'2012,'p.3).''Likewise'research'studies'also'reveal'that'PLCs'can'potentially'impact'
students’'achievement'in'a'“powerful'and'positive'way”''(DuFour'&'DuFour,'2012,'p.3).'In'
many' countries,' established' professional' learning' communities' have' been' identified' as' a'
potent'strategy'for'school'change'and'improvement'(White,'2012).''
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In'the'Philippines,'the'establishment'of'teacher'PLCs'is'legalized'and'standardized'through'
the'Department'of'Education'Order'No.'35,'s.'2016'entitled'“The'Learning'Action'Cell'as'a'K'
to'12'Basic'Education'Program'School_Based'Continuing'Professional'Development'Strategy'
for'the'Improvement'of'Teaching'and'Learning”.'Under'this'order,'the'Department'emphasizes'
its' support' to'the'continuing'professional' development'activities'through' the' school_based'
Learning'Action'Cell'(LAC)'to'help'teachers'improve'their'teaching'and'learning'practices'
(Department'of'Education,'2016).''
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The' Learning' Action' Cells' (LACs)' is' DepEd’s' primary' mechanism' for' the' professional'
development'of'teachers.'It'is'defined'as'“a'group'of'teachers'who'engage'in'collaborative'
learning' sessions' to' solve' shared' challenges' encountered' in'the' school' facilitated'by' the'
school'head'or'a'designated'LAC'leader”'(DepEd'Order'26,'2016).'Essentially,'LACs'are'
purposeful,'school_based,'and'cost_efficient'professional'development'activities'which'aim'to'
continuously'improve'teachers’'pedagogical'skills,'instructional'strategies,'and'assessment'
practices,' which' in' turn,' will' result' in' students’' improved' academic' achievement.' This' is'
reflected'in'the'framework'below.''
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The'process'of'LACs'is'anchored'in'the'framework.'The'community'of'practice,'which'in'this'
case' is' LACs,' is' a' mechanism' for' teachers' to' collaborate,' plan,' solve,' problems,' and'
implement'action,'which'in'turn'improve'teachers’'pedagogical'skills,'instructional'practices,'
and'assessment'practices,'which'ultimately'results'in'enhanced'student'learning.''
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LACs'was'introduced'in'the'Philippines'as'a'professional'development'activity'implemented'
from'the'school'level'to'the'regional'level'by'the'Ministry'of'Education'(now'Department'of'
Education)'in'1985.'The'early'application'of'school_level'LACs'principles'was'supported'by'
the' Program' for' Decentralized' Education' Development' (PRODED),' the' Third' Elementary'
Education'Project'(TEEP),'and'Secondary'Education'Development'and'Improvement'Project'
(SEDIP)'(UNESCO'ISO'2006).''Over'the'years,'with'innovations'embarked'by'DepEd'and'
other'non_government'agencies'supporting'DepEd'schools,'LACs'has'evolved'into'a'more'
structured'and'relevant'professional'development'activity.''In'2015,'DepEd'released'a'policy'
in'support'of'LACs'in'the'early'grades.''Department'of'Education'Order'12'series'2015'entitled'
“Guidelines'on'the'Early'Language,'Literacy,'and'Numeracy'(ELLN)'Program:'Professional'
Development'Component”'is'a'policy'of'school_based'Learning'Action'Cells'and'mentoring'to'
support' the' implementation' of' a' literacy' and' numeracy' program' from' Kinder' to' Grade' 3'
teachers.'''
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The' direction' of' teachers’' professional'
development'program'is'outlined'in'Department'of'
Education'Order'42'series'2017'entitled'“National'
Adoption' and' Implementation' of' the' Philippine'
Professional'Standards'for'Teachers”.'Teachers’'
personal' and' professional' development' needs'
are' determined' through' the' Philippine'
Professional' Standards' for' Teachers' (PPST),'
which' is' a' compendium' of' competencies' that'
constitute'teacher'quality'in'the'context'of'the'K'to'
12' reform.' LACs' serves' as' a' venue' to' deliver'
professional'development'programs'of'DepEd'for'
teachers'to'help'attain'higher'career'stage'along'
the'PPST.'Alongside'the'issuance'of'this'policy'is'
DepEd’s' initiative' to' ' qualify' teachers’' participation' in' LACs' as' points' to' earn' Continuing'
Professional'Development'(CPD)'units.'This'means'that'by'attending'and'facilitating'LACs,'
teachers'can'earn'CPD'units'which'they'can'use'to'meet'the'requirements'of'Professional'
Regulation' Commission' (PRC)' for' the' renewal' of' teacher’s' license' as' stipulated' in' the'
Continuing'Professional'Development'(CDP)'Act'of'2016.'
Improved
teacher’s content
knowledge,
pedagogical skills,
assessment
strategies, and
professional ethics
Student learning
and holistic
development
Community of
practice with
collaborative
planning,
problem solving,
and action-
implementation
Essentially, LACs are
purposeful, school-based,
and cost-efficient
professional development
activities which aim to
continuously improve
teachers’ pedagogical skills,
instructional strategies, and
assessment practices.
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The'policies'enable'teachers’'motivation'and'participation'in'LAC,'but'as'caveat,'teachers’'
active'involvement'in'LAC'should'not'just'be'attributed'as'compliance'to'a'mandate'but'it'is'
part' of' their' self_commitment' in' continually' improving' oneself' ' and' in' contributing' to' the'
improvement' of' peers' professionally' to' in' turn' contribute' to' the' achievement' of' DepEd’s'
vision,'mission,'and'goals.'''
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References:'
•' Department'of'Education'Order'No.'83,'s.'2012,'“Implementing'Guidelines'On'The'
Revised' School_Based' Management' (SBM)' Framework,' Assessment' Process' And'
Tool'(APAT)”'
•' Department'of'Education'Order'No.'12,'s.'2015,'“Guidelines'on'the'Early'Language,'
Literacy'and'Numeracy'Program:'Professional'Development'Component”''
•' Department'of'Education'Order'No.'35,'s.'2016,'“The'Learning'Action'Cell'as'a'K'to'
12' Basic' Education' Program' School_Based' Continuing' Professional' Development'
Strategy'for'the'Improvement'of'Teaching'and'Learning”'
•' Department'of'Education'Order'No.'44,'s.'2015,'“Guidelines'on'the'Enhanced'School'
Improvement'Planning'(SIP)'Process'and'the'School'Report'Card'(SRC)'
•' Department'of'Education'Order'No.'35,'s.'2016,'“The'Learning'Action'Cell'as'a'K'to'
12' Basic' Education' Program' School_Based' Continuing' Professional' Development'
Strategy'for'the'Improvement'of'Teaching'and'Learning”''
•' Department' of' Education' Order' No.' 42,' s.' 2017,' “National' Adoption' and'
Implementation'of'the'Philippine'Professional'Standards'for'Teachers”'
•' DuFour,' R.' (2010).'Learning$ by$ doing$ :$ A$ handbook$ for$ professional$ learning$
communities$at$work'(2nd'ed.).'Bloomington,'Ind.:'Solution'Tree'Press.'
•' Stoll,'Louise,'Ray'Bolam,'Agnes'McMahon,'Mike'Wallace,'and,'Sally'Thomas'(2006).'
Professional' Learning' Communities:' A' Review' of' the' Literature.' ' Journal' of'
Educational'Change'(2006)'DOI'10.1007/s10833_006_0001_8'
•' Professional'Regulation'Commission'Resolution'No.'1032,'s.'2017'
•' UNESCO'Regional'Office'for'Education'in'Asia'and'the'Pacific,'1985.'Manual'Co_
operation'for'Schools'Development.'Bangkok,'Thailand.'
•' LAC' Starter' Guide' for' LAC' Leaders.' Basic' Education' Sector' Transformation' with'
Department'of'Education,'2016.'
•' Philippine' Professional' Standards' for' Teachers.' Department' of' Education' and'
Teacher'Education'Council,'2017.'
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LAC&PLANNING'
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Section&Overview&
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Planning'for'continuous'professional'growth'of'teachers'is'essential.'Premium'to'an'effective'
Learning'Action'Cell'program'is'a'well_designed'planning'exercise'where'teachers'and'the'
school'head'collaborate.'In'this'stage,'the'school'shall'clearly'define'their'goals'and'targets,'
identify'specific'students’'and'teachers’'needs,'and'establish'culture'and'norms.'This'section'
gives'an'overview'of'the'planning'process,'present'the'components'of'an'effective'LAC,'and'
guide'the'schools'and'the'teachers'in'developing'their'LAC'Implementation'Plan.''''
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The&Planning&Process&
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The' planning' process' for' Learning' Action' Cell' requires' several' activities' that' need' to' be'
conducted'by'key'actors.''In'this'stage,'the'school'shall'be'able'to'assess'the'professional'
and'growth'needs'of'the'teachers,'identify'topics'based'on'needs,'establish'LAC'culture'and'
norms,'select'appropriate'learning'modalities,'and'develop'monitoring'and'evaluation'process.'
The'framework'below'provides'step_by_step'process'of'developing'a'LAC'plan.'
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'
'
'
'
Gather'and'
Assess
What%are%the%professional%
development%needs%of%
teachers%based%on%DepED%
prescribed%tools%%(ie%RPMSG
SAT,%IPCRF,%Leanring%
Assessments)?
Establish'Culture'
and'Norms''
What%are%the%shared%
values%and%vision%of%the%
school?%%How%do%teachers%
learn%from%ot%the%
experience%of%thier%peers?
Identify'and'
Define
What%are%the%possible%topics%based%
on%the%teachers'%needs?%What%are%
the%learning%goals/outcomes?%
Develop'
LAC'
Implementation'
Plan
What%are%the%most%effective%ways%to%
meet%teachers’%need?%
Who%should%teachers%be%working%with,%
when,%and%toward%what%end?
How%many%LAC%groups%will%be%formed?%
When%and%where%are%LACs%conducted?%
What%are%the%modalities%that%will%be%
used%during%the%conduct?%What%
resources%are%needed?%
Develop
Progress'Monitoring'
and''Evaluation'Plan
How%will%we%know%if%we%are%
meeting%our%goals?
How%will%we%evaluate%success?%
- 16. Page%|%16%%
%
STEP&1.&Gather&and&Assess&
&
The'first'step'in'the'LAC'planning'process'is'gathering'and'assessing'the'professional'needs'
of'the'teachers.'The'school'head'or'the'LAC'leader'shall'lead'in'this'exercise'through'the'use'
of'DepED'prescribed'assessment'tools'such'as:''
'
1.' Results_based' Performance' Management' System' –' Self' Assessment' Tools' for'
Teachers'(RMPS_SAT)'
2.' Individual'Performance'Commitment'and'Review'Form'(IPCRF),''
3.' National' Competency_Based' Teachers' Standards' –' Teachers' Strength'and' Needs'
Analysis'(NCBTS_TSNA)''
4.' Philippine'Professional'Standard'for'Teachers'(PPST)''
'
Results'of'teacher'and'student'assessments'can'also'be'used'such'as:''
5.' Test'of'English'Proficiency'for'Teachers'and'Process'Skill'Test''
6.' National'Achievement'Test''
7.' Early'Grade'Reading'Assessment''
8.' Early'Language,'Literacy'and'Numeracy'Assessment''
9.' Philippine'Informal'Reading'Inventory'&
&
After'collating'all'teachers’'and/or'student'data,'the'school'shall'analyze'and'assess'the'needs'
that'shall'be'prioritized'for'LACs.''
&
Step&2:&Establish&Culture&and&Norms&
&
Much'of'the'success'of'effective'learning'communities'such'as'LACs,'are'driven'by'values'
and'culture'that'the'group'builds'together.'The'LAC'leader'shall'lead'in'establishing'culture'
and' norms' within'the'LAC'groups' before' the' conduct'of' the'LAC' sessions.' This' includes'
forming' LAC' groups,' agreeing' on' LAC' schedule' and' frequency,' determining' learning'
modalities,'setting'up'of'resources,'and'determining'shared'values,'vision,'and'expectations.'
The'school’s'LAC'culture'is'reflective'of'their'LAC'implementation'plans.''
&
Step&3.&Identify&and&Define&
&
The'assessment'of'all'the'teachers’'needs'shall'be'identified'and'translated'into'LAC'topics'
to'be' spread' out'throughout' the' school' year.' All' LAC' topics' shall' clearly' define'teachers’'
learning'outcomes'and'indicators'of'learning.'Remember'that'all'learning'outcomes'must'be'
measurable'so'that'at'the'end'of'the'year'the'school'will'be'able'to'evaluate'progress.''
'
&
Step&4:&Develop&LAC&Implementation&Plan&
&
The'LAC'Implementation'Plan'shall'be'developed'once'the'groups'are'formed,'the'topics'are'
identified,'and'norms'and' culture'are'established.'A'prescribed' LAC' Implementation' Plan'
template'(see'Annex'A)'can'be'used'in'developing'the'LAC'program.''
&
Step&5:&Develop&Progress&Monitoring&and&Evaluation&Plan&
&
Monitoring'is'essential'in'determining'the'success'of'the'implementation'of'LAC.'The'LAC'
Leader' shall' initiate' clear' plans' to' quality' assure,' monitor,' and' assess' teachers’' learning'
activities.'Plans'for'progress'monitoring'shall'be'considered'throughout'LAC'implementation.''
'
A'suggested'Monitoring'and'Evaluation'tool'(see'Annex'B)'can'be'reviewed'during'the'LAC'
planning'process.''
&
- 17. Page%|%17%%
%
The'LAC'leader'and'the'members'shall'agree'on'how'the'LAC'sessions'will'be'evaluated.''
The' results' of' the' evaluation' shall' be' used' to' enhance' the' LAC' plan' for' next' year’s'
implementation.'Prescribed'evaluation'tools'(see'Annexes'B_G)'can'be'reviewed'during'the'
LAC'planning'process'to'ensure'alignment.''
'
'
Who&are&involved&in&the&planning&process?&&
&
Developing'an'effective'LAC'implementation'plan'involves'collaboration'of'the'LAC'leader'
and'the'members.'In'the'planning'process,'roles'and'responsibilities'of'every'one'are'identified'
and'key'tasks'are'assigned.'The'table'below'shows'the'different'levels'of'LAC'groups'and'the'
key'task'per'level.'''
Steps& School&level&LAC&& District&level&LAC&
Division& level&
LAC&&
&
Gathering& and&
Assessing&
Professional&
Development&Needs&&
Lead:'Principal'/'School'head'/'
Teacher_in_charge'
CoJLead:&Subject'Coordinator'/'
Department'Head'
Lead:' PSDS' /'
Program'
Supervisors'
'
CoJlead:&
Assigned'Principal'
/' School' head/'
Teacher_in_charge&
Lead:'ASDS'
CoJLead:'
Assigned' CID'
/HRDD'
&
Identifying&Topics&and&
Defining& Learning&
Goals&and&Outcomes'&
Lead:'Principal'/'school'head'/'
teacher_in_charge'
Lead:' PSDS' /'
Program'
Supervisors'
'
CoJlead:&
Assigned'Principal'
/' School' head/'
Teacher_in_charge'
Lead:'ASDS'
CoJLead:'
Assigned' CID'
/HRDD'
&
Establishing& Culture&
and&Norms&
Lead:'Assigned'LAC'facilitator'
/' principal' /' school' head' /'
teacher_in_charge''
Lead:' Assigned'
LAC' facilitator' /'
District' Supervisor'
/'Principal'
Lead:' Assigned'
LAC' facilitator' /'
HRDD'/'CID'
&
&
Developing& LAC&
Implementation&Plan&
Lead:'Principal'/'school'head'/'
teacher_in_charge' /' teacher)' /'
Assigned'LAC'facilitator'
Documenter:& Assigned' LAC'
member'
Monitor:' Assigned' LAC'
member'
&
Lead:' Assigned'
LAC' facilitator' /'
District' Supervisor'
/'Principal'
'
Lead:'ASDS'
CoJLead:'
Assigned' CID'
/HRDD'
&
&
Developing& Progress&
Monitoring& and&
Evaluation&Plan&
'
Lead:'Principal'/'school'head'/'
teacher_in_charge' /' teacher)' /'
Assigned'LAC'facilitator'
CoJlead:& Assigned' LAC'
member&
'
Lead:' PSDS' /'
Program'
Supervisors'
'
CoJlead:&
Assigned'Principal'
/' School' head/'
Teacher_in_charge'
'
Lead:' Assigned'
LAC' facilitator' /'
HRDD'/'CID'
'
- 19. Page%|%19%%
%
IDENTIFYING&NEEDS&AND&TOPICS'
'
&
Section&Overview&
'
This'section'describes'how'schools'will'identify'teachers’'professional'development'needs,'
organize'teachers'according'to'their'professional'development'needs,'and'plan'their'learning'
activities'for'the'school'year.'''
&
It'is'important'for'the'teachers'and'the'school'head'to'set'a'LAC'strategic'objective'that'is'
aligned'with'the'School'Improvement'Plan'(SIP)'to'underpin'the'LAC'activities.'This'strategic'
objective'should'support'the'specific'goal'for'student'performance'stated'in'the'SIP'and'should'
guide'the'identification'of'priority'of'teacher’s'professional'development'needs'and'the'LAC'
topics'to'realize'the'SIP'targets.''
&
Tools&to&Identify&Teacher&Professional&Development&Needs&&&
&
Identifying'teachers’'professional'development'needs'is'the'first'step'that'schools'and'districts'
need'to'do'in'planning'their'LACs.'The'conduct'of'a'thorough'and'consultative'assessment''
helps'schools'understand'their'teachers’'professional'development'needs.''
'
The'needs'are'identified'with'reference'to'the'professional'teacher'standards'set'for'one’s'
career'stage.'These'needs'could'be'captured'through'different'forms'like'self_assessment'
tools,' classroom' observation' results,' critical' reflections,' surveys,' research_based' teacher'
development' needs,' students’' assessment' results.' Existing' documents' can' help' map' out'
professional'development'needs'of'teachers,'like:'''
'
•' National' Competency_Based' Teachers' Standards' _' Teachers' Strength' and' Needs'
Analysis'(NCBTS_TSNA)'
•' Consolidated'report'of'the'analysis'of'the'Individual'Performance'Commitment'and'
Review'Form'(IPCRF)'and'professional'development'needs'of'school'personnel'
•' Instructional'supervisory'report'of'instructional'leaders'
•' Results' of' student' assessments' (i.e.,' NAT,' Phil' IRI,' EGRA,' ELNA)' and' teachers'
assessment'(i.e.'Test'of'English'Proficiency'for'Teachers'and'Process'Skill'Test)'
•' Philippine'Professional'Standard'for'Teachers'(PPST)''
'
&
Analyzing&Teacher&Professional&Development&Needs&&
'
The'school'head'or'the'LAC'leader'meets'the'teachers'or'LAC'members'to'review'relevant'
documents'gathered.'S/he'shall'be'guided'in'analyzing'professional'development'needs'of'
teachers'by'following'the'process'below:'
''
1.' The'school'head'reminds'the'teachers'or'LAC'members'to'bring'available'documents'
they'have'in'the'meeting.'''
2.' If'the'group'is'big,'the'school'head'can'divide'the'members'into'sub_groups'according'
to'their'grade'level,'key'stage,'learning'area,'or'a'combination'of'these.'A'facilitator'
should'be'assigned'to'facilitate'discussion'in'his/her'sub_group.'Each'sub'group'is'
asked'to'review'the'documents'using'the'Needs&Assessment&Activity&Sheet&(Annex'
H)'as'suggested'in'the&LAC'Starter'Guide'to'analyze'their'professional'needs.''
3.' After'going'through'the'documents'and'answering'the'questions'found'in'the'second'
column' of' the' Needs' Assessment' Activity' Sheet,' the' facilitator' of' the' sub_groups'
categorizes' similar' responses' to' come_up' with' a' list' of' professional' development'
- 20. Page%|%20%%
%
needs.'In'their'groups,'they'are'to'prioritize'their'needs'by'ranking'them'from'the'most'
to'least'important.'The'basis'for'prioritization'could'be'in'terms'of'urgency'of'need,'
time'needed'in'addressing'the'need,'interest'or'in'whatever'way'agreed'upon'by'the'
members'of'the'group.''
4.' The'school'head'or'LAC'leader'then'compares'the'categories'or'lists'across'each'sub_
groups'have'generated.''He/she'identifies'similar'and'unlike'categories'across'the'
group.''''
''
'
Organizing&Learning&Groups&and&Identification&of&Learning&Goals&&
&
Every'teacher'and'school'head'must'be'part'of'Learning'Action'Cells'(LACs).'LACs'shall'be'
formed'primarily'according'to'the'prioritized'needs.'In'addition,'the'number'of'teachers'in'a'
school' or' cluster' of' schools,' and'teachers’' learning' style' play'a' factor' in'determining' the'
number'of'learning'groups.''In'general,'the'formation'of'LACs'shall'be'but'not'limited'to'key'
stages,'grade'levels,'learning'areas,'DepEd'programs,'by'school'size'or'by'clusters.'''
'
School_based'Learning'Groups''''
•' Key+Stages.+Refer'to'DepEd’s'key'stages'in'the'K'to'12'curriculum.'Key'Stage'1'
consists'of'kinder'to'grade'3.'Key'Stage'2'consists'of'grades'4'to'6.''Key'Stage'3'
consists'of'grades'7'to'10.'Key'Stage'4'consists'of'grades'11'to'12.'In'small'or'medium'
schools,'all'teachers'in'a'key'stage'can'form'one'learning'group.''
•' Grade+Levels.$Refer'to'teachers’'grade'level'teaching'assignments'(e.g.,'grade'1,'
grade'7,'etc.).'In'big'schools,'teachers'of'the'same'grade'level'can'form'one'learning'
group.''''
•' Learning+Areas.$Refer'to'academic'subjects'in'the'K'to'12'curriculum'(e.g.,'English,'
Mathematics,' Science,' Filipino,' Mother' Tongue,' etc.).' In' big' schools,' teachers'
handling'the'same'subject'can'form'one'learning'group.'''$
•' Programs.+ Refer' to' any' programs' to' support' teaching' and' learning' (e.g.,' ELLN,'
PRIMALS,' Indigenous' People' Education,' Continuous' Improvement,' inclusive'
education,'positive'discipline)'
•' Individual+or+Self=Managed.+Refers'to'teachers'who'prefer'to'study'a'topic'on'their'
own'first,'and'then'with'a'partner'or'a'peer'group.''+
•' Pair+ or+ Partner+ Meet=up.+ Refers' to' one_on_one' teacher' pairing' for' mentoring' or'
coaching'activities.''Teachers'can'both'be'a'member'of'a'bigger'learning'group'in'
addition'to'their'one_on_one'activities.&
'
Multi_school'Learning'Groups'''
'
•' Multigrade+Schools.+Refer'to'schools'with'teachers'who'handle'a'combination'of'two'
to'three'grades'in'a'class'(e.g.,'kinder'and'grade'1]'grade'1'and'2]'grade'1'to'3,'etc.).$
•' Clustered+Schools.+Refer'to'a'group'of'small'and'medium'size'schools'that'cluster'
together'on'the'basis'of'having'the'same'professional'development'needs.''$
+
The'school'head'or'the'LAC'leader'uses'the'priority'list'in'the'Teacher'Needs'Assessment'
Activity'Sheet'to'determine'the'learning'groups'and'their'members.'He/she'shall'be'guided'in'
determining'this'by'following'process'below:'
'
1.' The'school'head'or'LAC'leader'uses'the'priority'needs'in'organizing'LAC'learning'
groups'and'in'identifying'group'members.''Organizing'learning'groups'according'to'
professional' development' needs' makes' LAC' relevant' and' responsive' to' teachers’'
need.' Teachers' can' have' multiple' learning' group' membership,' however,' the' LAC'
leader'would'need'to'carefully'arrange'schedules,'or'apply'different'learning'modalities''''
- 21. Page%|%21%%
%
2.' The'school'head'facilitates'a'whole'school'discussion'to'identify'the'members'of'each'
subgroup.' In' big' schools,' the' school' head' may' assign' a' teacher' to' facilitate' the'
discussion.''
3.' In'each'subgroup,'the'members'can'choose'a'facilitator'whose'main'role'is'to'facilitate'
the'completion'of'the'LAC'Implementation'Plan.''
4.' Upon'determining'the'members'of'a'learning'group,'the'group’s'facilitator'will'then'
proceed' with' planning' their'group’s' learning' plans'using' the' LAC' Implementation&
Plan&Template'found'(Annex'A).'
'
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- 22. Page%|%22%%
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Identifying&topics&for&discussion&in&LAC&&&
&
The' topics'teachers' will' discuss' in' their' LAC' groups' may'be'determined'by' the' teachers'
themselves'under'the'general'guidance'of'the'school'head'or'LAC'Leader.'Teachers'can'use'
results'of'which'should'assist'the'LACs'in'listing'their'priority'areas'of'learning.''
'
Special' emphasis' must' be' made' on' some' key' features' of' the' K' to' 12' Basic' Education'
Program.'It'is'important'that'teacher_identified'topics'are'consistent'with'the'following'broad'
areas'of'discussion'that' enliven' the' features' of'the'K' to' 12' Basic' Education' Program'as'
articulated'in'Republic'Act'No.'10533,'the'Enhanced'Basic'Education'Act'of'2013,'and'in'
various'policies'of'the'Department'of'Education.'Some'ideal'topics'for'LAC'sessions'are:''
'
LAC&Instructional&Design&on&Suggested&Topics&&
Topic& Description&&&&
Teaching& Content&
and& Pedagogy& /&
Designing&Effective&
Instruction&
By'studying'the'K'to'12'Basic'Education'Curriculum,'teachers'will'be'
able' to' prepare' better' for' lessons' and' will' be' more' confident' in'
designing' effective' instruction.' The' teachers' are' able' to' implement'
developmentally_appropriate' teaching' methods' that' respect' the'
individual'differences'of'the'learners'in'terms'of'learning'styles'and'
needs.' Additionally,' teachers' can' jointly' craft' learning' goals' in'
collaboration'with'their'students.'Content'and'performance'standards'
and'learning'competencies'must'be'mastered'by'teachers'so'they'can'
plan'lessons,'deliver'instruction'effectively,'and'assess'the'learning'''
that'resulted'from'their'teaching.''
'
Teachers' can' collaboratively'plan' weekly' lessons' during' the'LACs'
and'these'can'be'implemented'for'the'specified'period'of'time,'after'
which,'teachers'can'share'their'experiences'to'improve'subsequent'
lessons.''
'
While'boosting'teachers'own'creative'and'critical'thinking,'their'skills'
in'developing'teaching_learning'materials'and'translating'curriculum'
content'into'relevant'learning'activities'also'grows.'Student'learning'
will' improve' because' teachers' will' be' more' systematic' and' better'
contextualized'to'the'learning'needs'of'students.''
'
Assessment& and&
Reporting&
Every' teacher' should' understand' how' to' implement' the' learner_
centered' assessment' policies' for' K' to' 12' Curriculum.' Discussions'
about'the'lessons'should'necessarily'include'ways'in'assessing'the'
learning'of'students' and'how' data' from' formative' assessment' can'
improve' subsequent' lessons.' It' is' also' important' to' utilize' the'
assessment'results'to'inform'instruction'and'improve'student'learning.'''
'
Assessment' provides' teachers' and' learners' with' the' necessary'
feedback' about' learning' outcomes.' This' feedback' informs' the'
reporting'cycle'and'enables'teachers'to'continually'select,'organize'
and'use'sound'assessment'processes.''
'
'
21st& Century& Skills&
and&ICT&Integration&
in&Instruction&
Bringing'21st'century'skills'into'the'teaching'and'learning'situation'is'
a'central'feature'of'the'K'to12'Basic'Education'Program.'Teachers'
must' enrich' lessons' with' simple' integration' strategies' utilizing'
Information' and' Communications' Technology' (ICT)' that' are'
developmentally'appropriate.'Instruction'and'assessment'processes'
- 23. Page%|%23%%
%
can' be' made' more' collaborative' with' ICT,' which' teachers' can'
implement'with'the'tools'and'equipment'available'in'their'schools.''''
'
Curriculum&
Contextualization,&
Localization& and&
Indigenization&
Curriculum'contextualization'is'the'process'of'matching'the'curriculum'
content' and' instructional' strategies' relevant' to' learners.' Student'
diversity'requires'that'teachers'always'consider'individual'differences'
in'lesson'planning'and'implementation.'Teachers'identify'and'respond'
to'opportunities'to'link'teaching'and'learning'in'the'classroom'to'the'
experiences,'interest,'and'aspirations'of'the'wider'school'community'
and'other'key'stakeholders.''
'
By'linking'new'content'to'the'local'experiences'that'are'familiar'to'
students,'learning'will'be'more'efficient'for'and'relevant'to'them.'The'
localization'of'curriculum'is'essential'feature'of'the'K'to'12'Curriculum.'
The' teacher’s' guide' and' learner’s' materials' may' be' modified' to'
accommodate'the'unique'contexts'of'a'particular'locality.''
'
Deepening' curriculum' contextualization' through' indigenization' is'
essential'for'school'communities'that'have'cultural'practices'that'are'
different'from'the'majority'of'people'in'the'same'locality.'Providing'
spaces'for'unique'cultures'in'the'K'to'12'Basic'Education'Program'is'
a' key' strategy' for' student' inclusion' and' ensuring' relevance' of'
education'processes'for'all'learners.'Teachers'and'school'systems'
must' make' sure'that' the' members' of' the' community'participate' in'
indigenization'processes,'so'that'the'curriculum'will'be'accurate'and'
faithful'to'the'culture'in'considerations.''
'
Learners&Diversity' Teachers'need'to'be'continually'attuned'to'diversity'of'learners'and'
learners'needs.'It'is'the'central'role'of'teachers'to'establish'learning'
environments'that'are'responsive'to'the'uniqueness'and'differences'
of'each'learner'in'the'classroom.'It'underscores'the'importance'of'
teachers’' knowledge' and' understanding' of,' respect' for,' learner’s'
characteristics'and'experiences.'Diversity'emanates'from'a'variety'of'
factors' such' as' gender,' community' membership,' religious' beliefs,'
family'configurations'and'special'learning'needs.'
'
Student&Inclusion' 'The'Student'Inclusion'as'possible'LACs'topic'focuses'on'Inclusive'
Education' (IE)' as' a' process' of' strengthening' the' capacity' of' the'
education' system' to' reach' out' to' all' learners' and' can' thus' be'
understood'as'a'key'strategy'to'achieve'the'Education'for'All'(EFA)'
goals.''
'
It'focuses'on'raising'Teacher’s'knowledge'and'capability'to'combat'
discriminatory'attitudes,'creating'welcoming'communities,'building'an'
inclusive' society' and' achieving' education' for' all' (UNESCO' Policy'
Guidelines'on'Inclusion'in'Education,'2009'p.'8).'
'
'
Special& Curricular&
Programs'
The'Special'Curricular'Programs'as'LAC'topic'address'children'with'
special' needs' differ' in' their' exceptionality' which' entails' varied'
instructional'approaches.'
'
The'Teachers'knowledge'play'significant'role'in'the'development'of'
learners'with'special'needs.''
- 24. Page%|%24%%
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'
Enhancement' and' enrichment' of' curriculum' is' based' on' learners’'
intellectual' capability,' critical' thinking' skills,' and' reflective' thinking'
skills'in'order'to'develop'them.'
'
Emerging&&
concerns& affecting&
teaching& and&
learning& from&
Instructional&
Supervision.'
The'LACs'may'also'serve'as'avenue'to'discuss'teachers'and'schools'
emerging' and' urgent' issues' or' concerns' affecting' teaching' and'
learning' from' the' Instructional' Supervision' conducted' by' school'
heads.'This'may'include'DepEd'releases,'Key'Performance'Indicators'
(KPI),' best' practices' and' other' concerned' deemed' urgent' and'
relevant'to'the'delivery'of'quality'education.''
'
+
&
&
&
References:&
D.O.'12,'s.'2015'
D.O.'35,'s.'2016'
BASA'PILIPINAS'Learning'Action'Cell'Facilitator’s'Guide'
BEST'LAC'Starter'Guide'for'LAC'Leaders'
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- 26. Page%|%26%%
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& & '
Section&Overview&
&
This'section'introduces'the'concept'of'collaborative'learning'and'skills'such'as'mentoring,'
coaching,'and'feedback'giving,'that'facilitators,'mentors,'or'coaches'need'when'engaged'in''
LACs.' A' summary' showing' the' similarities' and' difference' of' the' three' activities' is' also'
presented' at' the' last' part' of' the' section.' Lastly,' the' selection' protocol' to' be' a' learning'
facilitator,'coach,'and'mentor'is'detailed.''
'
The'skills'and'selection'protocol'described'in'this'section'shall'aid'school'heads'in'selecting'
their'schools’'learning'facilitators,'mentors,'or'coaches.'
&
&
&
Collaborative&Learning&and&Skills&
&
&
Collaborative&Learning&
'
Collaborative'learning'is'an'educational'approach'that'involves'group'of'teachers'working'
together' to' achieve' common' learning' goals.' In' PLCs,' teachers' engage' in' collaborative'
learning'when'they'capitalize'on'one'another’s'knowledge'in'order'to'learn'something'new,'
offer'and'solve'instructional'issues'and'challenges,'and'improve'instructional'practices.'In'
collaborative'learning'there'is'collective'learning'among'teachers'(Stoll'et'al.,'2006).'This'is'
usually'done'in'small'groups'so'that'all'teachers'are'given'the'time'and'opportunity'to'reflect'
on'their'current'practices,'share'their'practices'through'modeling'or'demonstrating,'develop'
appropriate'teaching_learning'materials,'discuss'their'challenges'and'successes'in'trying'out'
an'instructional'strategy'or'approach,'and'offer'solutions'to'their'current'challenges.'''
'
Facilitating&Adult&Learning&
&
Adults' learn' differently' from' children.' This' is' a' principle' that' learning' facilitators' should'
consider' in' conducting' professional' development' activities' in' a' collaborative' learning'
environment.'In'the'process'of'learning,'adults'bring'with'them'a'rich'life'experiences,'and'
have'a'wide'range'of'skills'and'knowledge'to'share'and'contribute'to'the'learning'activities.''
'
Malcolm'Knowles,'an'adult'educator'in'the'1960s,'identified'the'following'characteristics'of'
adult'learners:'
•' Adults$are$ autonomous$and$ self<directed.'Adults' learn'best' when'they'are' actively'
involved' in' the' learning'process.' This' means' that' in' the' professional' development'
activities,'the'learning'facilitators'should'provide'opportunities'where'adult'learners'
discover'new'knowledge'and'skills,'rather'than'being'directed'what'to'understand.''
•' 'Adults$bring$with$them$rich$experiences$related$to$their$life,$roles,$and$work.$'This'
means'that'adult'learners'need'to'connect'their'learning'activities'to'their'everyday'
activities.' In' this' way,' they' will' be' able' to' find' the' learning' activities' relevant' and'
interesting.'$
•' Adults$ are$ goal<oriented.$ Adult' learners' know' their' professional' needs.' They' find'
learning'programs'with'clearly'defined'elements'relevant'and'interesting'which'will'
help'them'achieve'their'goals.'$
•' Adults$are$relevancy<oriented.$Learning'must'be'directly'applicable'to'their'work'and'
daily' activities.' In' a' professional' development' program,' theories' and' concepts'
discussed'must'be'closely'linked'to'the'learners’'actual'work'and'practice.'$
- 27. Page%|%27%%
%
•' 'Adults$are$practical.$Learners’'focus'on'the'application'of'new'learning,'therefore,'the'
focus'of' the'professional' development'activities'should' be' more'than' theories'and'
concepts'but'more'on'how'these'can'be'applied'in'their'work'and'activities.'$
•' Adult$learners$need$to$be$shown$respect.$Learning'facilitators'should'acknowledge'that'
adult' learners' are' capable' of' sharing' and' learning.' They' should' be' constructively'
creating'new'knowledge'with'the'learning'facilitators.'$
'
' '
Active&Listening&
+ +
Learning'facilitators'of'LACs'should'be'active'listeners'in'facilitating'learning'among'a'group'
of' adult' learners.' Active' listening' is'a' communication' technique' which' involves' structured'
listening'and'responding'of'the'listener'to'the'speaker'to'achieve'mutual'understanding.''In'
the'process'of'active'listening,'the'listener'fully'attends'to'what'the'speaker'is'saying,'then'
repeats'in'his/her'own'words'the'important'details's/he'wants'to'emphasize.'The'listener'can'
paraphrase,' clarify,' and' reflect' on' the' information' received.' Active' listening' is' a' popular'
technique'because'it'helps'listeners'to'fully'concentrate'on'the'information'being'received,'
and'it'prevents'misunderstanding'because'of'the'open'communication'between'the'speaker'
and'the'listeners.'
'
Mentoring&and&Coaching&
'
Teachers'learn'to'improve'their'practice'from'participating'in'group'learning'activities,'they'
also' benefit' from' engaging' from' one_on_one' mentor_mentee' partnerships.' The' National'
English'Proficiency'Program'(NEPP)'defines'mentoring'as'a'journey'and'a'relationship'which'
gives'people'the'opportunity'to'share'their'professional'and'personal'skills'and'experiences,'
and' to' grow' and' develop' in' the' process.' It' is' a' one_to_one' relationship' between' a' more'
experienced'and'a'less'experienced'teacher'which'is'based'on'encouragement,'constructive'
comments,'openness,'mutual'trust,'respect'and'a'willingness'to'learn'and'share.'A'deliberate'
pairing'of'a'more'skilled'or'experienced'person'with'a'lesser'skilled'or'experienced'one,'with'
the' agreed_upon' goal' of' having' the' less' experienced' person' grow' and' develop' specific'
competencies.''
'
Coaching'is'a'learning'approach'for'adults'that'is'used'to'improve'a'peer’s'skill'or'practice'
(Rush'and'Shelden,'2005'in'Aikens'and'Akers,'2011).''
'
Below'are'the'following'key'characteristics'of'coaching:'
•' Coaching'is'a'one_to_one'or'small'group'conversation'which'is'targeted'towards'the'
learners’'development'through'self_awareness'and'sense'of'responsibility.'Although'
the' coach' facilitates' the' learning,' the' coachee' directs' his/her' learning' through'
questioning,'active'listening,'and'challenges'in'a'nurturing'environment'(Christian'van'
Nieuwerburgh,'2012).'
•' Coaching' is' task' oriented.' The' focus' of' coaching' is' on' concrete' tasks,' relevantly'
related' to' the' coachee’s' personal' work.' Examples' of' these' are' managing' more'
effectively,'speaking'more'articulately,'and'learning'how'to'think'strategically.'In'this'
scenarios,'an'expert,'who'is'the'coach,'should'be'capable'of'teaching'the'coachee'to'
develop'these'skills.''
•' Coaching'is'short_term'and'maybe'only'for'a'short'period'of'time'as'this'may'depend'
on'the'task'the'coach'and'the'coachee'are'undertaking.''
•' Coaching'is'performance'driven.&The'purpose'of'coaching'is'to'improve'the'individual's'
performance'on'the'job.'This'involves'either'enhancing'current'skills'or'acquiring'new'
skills.' Once' the' coachee' successfully' acquires' the' skills,' the' coach' is' no' longer'
needed.''
- 28. Page%|%28%%
%
•' Coaching'does'not'require'design.&Coaching'can'be'conducted'almost'immediately'on'
any' given' topic.' If' an' organization' seeks' to' provide' coaching' to' a' large' group' of'
individuals,'then'certainly'an'amount'of'design'is'involved'in'order'to'determine'the'
competency'area,'expertise'needed,'and'assessment'tools'used,'but'this'does'not'
necessarily'require'a'long'lead_time'to'actually'implement'the'coaching'program.''
'
Who'is'considered'to'be'a'mentor'or'coach?'
'
A'mentor'is'a'person'who'has'a'strong'understanding'of'the'learning'areas'in'which'they'are'
trained'in'terms'of'content'knowledge'and'pedagogy.'They'possess'the'requisite'knowledge,'
skills'and'values'that'support'the'teaching'and'learning'process.''
'
'
Feedback&Giving&
'
Feedback' is' always' meant' to' be' positive' since' its' goal' is' to' encourage' continued' good'
performance'or'to'improve'current'performance'or'situation.'It'is'never'meant'to'criticize'or'
offend.'When'good'feedback'is'given'it'builds'trust,'establishes'open'communication'and'
rewards'good'performance.''
'
Below'are'some'key'characteristics'of'feedback'giving:''
1.' Feedback$ should$ be$ focused$ on$ the$ action$ or$ behavior$ and$ not$ the$ person.$ The'
observer'should'be'objective'with'the'details'of'the'action'and'behavior.'The'observer'
can'start'with'the'general'observations,'then'details'these'through'specific'examples.''
'
2.' Feedback$should$be$specific$rather$than$general.'The'observer'can'cite'the'particular'
situation'including'the'time,'place'and'occasion'so'that'the'observant'will'be'able'to'
recall'the'situation.'
''
3.' Feedback$should$be$a$two<way$communication.$The'observant'should'also'be'given'
the'opportunity'to'explain' and'offer' ideas,' listen' actively,'use'body' language,' and'
paraphrase'key'points.''
'
4.' Feedback$should$include$both$the$positive$and$negative$actions$of$the$observant.$The'
purpose'of'the'feedback'giving'is'to'reinforce'the'positive'behaviors'and'performance,'
and'improve'areas'that'need'to'be'strengthened.''
'
5.' Feedback$should$be$under$the$foundation$of$mutual$respect$and$confidentiality.$The'
observer'and'observant'should'establish'a'relationship'based'on'respect'and'trust.'
Their'feedback'giving'exercise'must'be'between'the'two'of'them,'without'intermediary,'
and'that'the'discussions'must'not'be'disclosed'to'parties'not'involved'in'the'exercise.''
'
'
'
'
'
'
'
'
'
'
'
'
'
- 29. Page%|%29%%
%
The'difference'between'mentoring'and'coaching'is'summarized'in'Table'1.'
'
Table'1'
Elements& Mentoring& Coaching&
1.'Focus' focused'on'developing'the'
mentee’s'career'
focused' on' developing'
and' improving' coachee’s'
targeted' knowledge' and'
skills'
2.'Relationship'of'people' the'mentor'is'always'more'
experienced'and'qualified'
than'the'mentee''
'the'coach'is'an'expert'in'
the' skill' and' competency'
being'targeted'to'learn'by'
the'coachee''
'
3.'Time' ongoing' relationship' that'
can'last'for'a'long'period'
of'time'
relationships' are'
contracted' for' specific'
periods' of' time' or' when'
targeted' skills' and'
competencies'are'learned'
by'the'coachee'
4.'Approach' positive'and'encouraging' positive'and'encouraging'
5.'Process'of'Learning' sessions' can' be' more'
informal' and' meetings'
can' take' place' as' the'
needs'arise'
sessions' can' be' more'
structured' in' nature' and'
meetings' can' be'
scheduled' on' a' regular'
basis'
6.'Learning'Direction' agenda' is' set' by' the'
mentee,' with' the' mentor'
providing' support' and'
guidance'to'prepare'them'
for'future'roles'
agenda' is' set' by' the'
coachee,'with'the'focus'to'
be'agreed'between'coach'
and' coachee' across' a'
learning' series' and' at'
each'session'
'
&
&
Selection&Protocols&of&a&Learning&Facilitator,&Coach,&and&Mentor&&
&
1.'Who'can'be'a'Learning'Facilitator'(LF)?'
•' a'classroom'teacher,'master'teacher,'school'head,'district'head,'or'division'supervisor'
who''
•' has'an'advanced'content'knowledge'and/or'pedagogical'skills'in'a'certain'topic'
or'competency]''
- 30. Page%|%30%%
%
•' has'attended'a'training'or'seminar'at'the'national,'regional,'division'or'any'
accredited'or'recognized'service'provider'that'aims'to'enhance'the'knowledge,'
skills'and'attitude'of'teachers'to'increase'their'level'of'performance]'
•' is'committed'to'conduct'follow'through'activities'to'the'learning'activities'such'
as'classroom'observation.''
2.'Who'can'be'a'Coach?'
•' a'classroom'teacher,'school'head,'district'head,'and'division'supervisor'who''
•' has'the'content'knowledge'and'advanced'skills'in'a'certain'skill]'
•' can'be'responsible'for'helping'other'teachers'in'the'school'to'improve'their'
teaching'skills'and'competencies'
3.'Who'can'be'a'Mentor?&'
•' a'Master'teacher'or'higher'who''
•' has'reached'career'stage'3'as'a'Highly'Proficient'Teacher'in'PPST'and''
!' who'consistently'displays'a'high'level'of'performance'in'their'teaching'
practice'
!' who' manifests' an' in_depth' and' sophisticated' understanding' of' the'
teaching'and'learning'process'
!' who'has'a'high'education_focused'situation'cognition,'more'adept'in'
problem'solving,'and'optimizes'opportunities'gained'from'experience]'
!' who'provides'support'to'colleagues'in'their'professional'development,'
as'well'as'work'collaboratively'with'them'to'enhance'the'learning'and'
practice'potential'of'their'colleagues.''
•' is' recognized' in' school' as' someone' who' has' an' advanced' knowledge' in'
school’s'pedagogy'and'content'knowledge]''
•' who'has'served'as'a'learning'facilitator'in'different'learning'activities'or'has'
served'as'a'trainer'in'in_service'training'activities]''
•' has'shown'an'evidence'of'excellent'interpersonal'skills'and'a'commitment'to'
participate'in'professional'development''
•' is'responsible'for'helping'other'teachers'in'the'school'to'improve'their'teaching'
skills'and'competencies]'
•' who'has'the'time'for'one_one_one'and'face'to'face'discussion'with'the'regular'
feedback'session'with'the'mentee.''
•' '
Roles&and&Responsibilities'
Who'are'involved'in'learning'activities'and'what'are'their'roles'and'responsibilities?'
'
Key&Players& Before&learning&activity&
Roles& and&
Responsibilities&
During&learning&activity&
Roles&and&Responsibilities&
After& learning&
activity&
Roles& and&
Responsibilities&
School&
head&
•' Leads'in'the'development'
of'a'learning'activity'plans'
and'integrates'such'in'the'
SIP'/AIP'/APP]'
•' Organizes'learning'groups'
at' the' beginning' of' each'
school' year' and' ensures'
that' each' learning' group'
•'Oversees' the'
implementation' of' the'
learning'activities]''
•' Agrees' with' learning'
activities' peers' on' how' to'
observe' or' monitor'
application'of'learning]''
•'Provides' feedback'
and' submits'
learning' activity'
Progress'Reports'to'
District'and'Schools'
Division'Office''
•'Adapts' and' shares'
learning' activity'
- 31. Page%|%31%%
%
has' identified' topics' and'
learning'activities]'and''
•' Mobilizes' resources' for'
the' conduct' of' learning'
activities]'
'
•' Provides' feedback' and'
guidance'to'the'teachers]''
•' Gathers' evidences' of'
implementation' or'
application'of'learning]'
•' Meets' with' facilitator' to'
decide' on' next' learning'
activities' topic' and' to'
prepare'or'plan'for'the'next'
session]''
•' Monitors' the' learning'
activities' implementation'
vis_à_vis' the' school'
learning'activity'plan.''
'
'
best' practices' from'
other' schools,'
thereby' developing'
a' culture' of'
collaboration' and'
continuous'
improvement]''
•''Ensures' the'
monitoring' of'
learning' activity'
sessions' and'
related' activities'
and'evaluating'their'
impact' on' teacher'
professional'
development,'
quality' teaching,'
and' pupil'
achievement]''
'
Learning&
facilitator+&
•' Convenes' the' learning'
activity'team'meetings]''
•' Assigns'a'documenter'on'
rotation'basis]'''
•' Provides' technical'
assistance' in' the'
development' of' the'
learning' activity' plan,'
timetable' of' team'
meetings,' and' other'
activities'
•' Invites' external' resource'
persons'when'necessary]''
'
'
•' Checks' and' monitors'
attendance' of' members'
and' submission' of'
materials' and' sees' to' it'
that' team' meetings' start'
and'end'on'time,'and'that'
the' learning' objectives'
are'achieved]'
•' Encourages' active'
engagement' and'
participation'of'members]''
•' Serves' as' resource'
person'on'specific'topics]'
•' Prepares'his/her'session'
plan' that' identifies' the'
topic,' objectives,'
materials,' and' outline' of'
activities]'
•' Ensures' that' the' venue'
and' equipment' are'
available'and'''prepares'
the' necessary' learning'
materials]''
•' Runs' and' facilitates' the'
session' based' on' the'
plan'and'ensures'that'the'
agreed' norms' of'
behavior' are' observed'
and'that'the'objectives'of'
the'session'are'achieved.'
'
•' Reports' regularly'
to' learning' activity'
leader' on' learning'
activity'progress]''
•' Conduct'
classroom'
observation' to'
assess' whether'
the'teachers'apply'
what' they' learned'
in'learning'groups]'
•' Facilitates' post_
learning' activity'
wherein' the'
teachers' report' to'
the' group' the'
success' or' failure'
of' the' strategies'
discussed' during'
their' learning'
activities.''
'
Mentor& •' Discusses' and' identify'
with' the' mentee' the'
learning' areas' which' will'
•' Establishes' the' direction'
of'learning'phase'with'the'
mentee.''
•' Monitors' the'
mentee’s'activities.''
•' Keeps' a' progress'
chart' to' document'
- 32. Page%|%32%%
%
be' focused' on' in'
mentoring.'
•' Arranges' schedule' and'
venue' for' mentoring'
session.'
•' Agrees' with' the' mentee'
the'objectives,'behaviors,'
and'norms'to'be'observed'
during' the' mentoring'
sessions.''
•' Guides' and' support' the'
mentee' towards' change'
of'practice.''
•' Keeps'a'progress'note'of'
the'changes'in'mentee’s'
practice.''
the'changes'in'the'
mentee’s'
practices.''
•' Prepares'
materials,'
resources,' and'
activities' for' the'
next' mentoring'
session.''
Coach& •' Discusses' and' identify'
with' the' coachee' the'
learning'objectives'he/she'
wants' to' achieve' at' the'
end'of'the'learning'period.''
•' Arranges' schedule,'
venues,' and' other'
arrangements'for'the'''
•' Organizes' learning'
activities'which'will'have'
the' coachee' achieve'
their'set'objectives.''
•' Provides' constructive'
feedback' to' help' the'
coachee' develop'
targeted' skills,' and'
suggest'ways'on'how'to'
improve.''
•' Keeps' a' progress'
chart' to' document'
the'changes'in'the'
coachee’s'
practices.''
•' Prepares'
materials,'
resources,' and'
activities' for' the'
next' coaching'
session.'
Learning&
peers''
•' Develops' personal'
professional' development'
plans]'
•' Attends' learning' activity'
meetings' regularly' and'
participates' actively' in'
LAC'sessions]'''
•' Prepares'to'share'in'each'
learning'activity'session]''
•' Prepares' and' submits'
documents' or' materials'
as' needed' and' brings'
materials' relevant' to' the'
topic]''
•' Observes' agreed' norms'
of'behavior]''
•' Captures' evidences' of'
implementation]''
•' Reflects' on' the'
implementation' of' the'
learning'activities'
•'Applies' the'
instructional'
strategies' and'
approach'
discussed' in' their'
LAC' sessions' to'
their' instructional'
practices]'
•'Monitors' own'
progress' in' relation'
to' the' learning'
activity'plan]'
•'Allows' learning'
activity' leader' and'
facilitator' to'
observe' how' the'
learning' was'
applied]''
•'Reports' the'
success'or'failure'of'
the' strategies' and'
approaches' agreed'
with' the' learning'
groups]'and'
•'Provides' the'
learning' activity'
leader' with'
evidences' of'
application' of'
learning.'
'
Documenter& ' •' Documents' learning'
activity' proceedings'
•' Helps' the' learning'
activity' leader' and'
- 33. Page%|%33%%
%
following' the' template'
agreed'upon]'
•' Keeps' records' of'
attendance'and'output'of'
members]'
•' Devices' innovative' and'
efficient' ways' to'
document' and'
synthesize' the'
agreements' during' the'
learning' activity'
sessions]'
•' Provides' the' information'
on' the' progress' of' the'
learning' activity' and' the'
insights' of' the' teachers'
about'student'learning]''
•' Takes'down'minutes'and'
captures' the' processes'
in' the' learning' activity]'
and''
•' Gathers' evidences' of'
implementation' (e.g.,'
individual'plans,'etc.).''
'
facilitator'in'writing'
the' progress'
reports' to' be'
submitted' to' the'
District,' Schools'
Division,'Regional,'
and'Central'Office]''
'
External&
Resource&
Speaker&
•' Coordinates' with' the'
learning'activity'Facilitator'
on' materials' and'
equipment' to' be' used'
during'the'session]'
•' Shares'current'trends'on'
topics' assigned' and'
facilitates' delivery' of' the'
topic]''
•' Facilitates' the' activities'
during'the'session,'which'
may' include' workshops'
and'demonstrations]''
•' Mentors' or' coaches'
teachers' on' content'and'
pedagogies' for' a'
particular'lesson'unit'
•'Helps' the' learning'
activity' plan'
subsequent' action'
based' on' the'
session]'
•'Implements' agreed'
means' of'
verification' to'
monitor' the'
application' of'
strategies' or'
approaches' in' the'
teachers’'
instructional'
strategies.''
+
+
+
+
+
What&are&the&roles&and&responsibilities&of&the&offices&or&levels?&&
'
Governance&
Level&&
Before&learning&activities&
Roles&of&Different&Offices&
During&learning&activities&
Roles&of&Different&Offices&
After&learning&activities&
Roles& of& Different&
Offices&&
School&& •' plan,' implement,' document'
and' evaluate' learning'
activities'
•' share' with' and' adapt'
learning'activity'practices'
from' other' schools'
thereby' developing' a'
•' submit' school' &'
learning' centers' LAC'
plans'to'SDO'HRTD''
- 34. Page%|%34%%
%
•' integrate' learning' activities'
in'the'school’s'SIP/AIP'
•' mobilize' resources' for' the'
conduct'of'learning'activities'
'
culture' of' collaboration'
and' continuous'
improvement'
&
•' submit' to' NEAP' thru'
SDO'HRTD''''the'list'of'
teachers' and'
Teaching' personnel'
issued' Certificate' of'
Participation' with'
corresponding' credit'
units'on'or'before'15th
'
of'January'
•' submit' Completion'
Report'to'SDO'HRTD'
for' evaluation' and'
consolidation' every'
15th
' of' the' following'
month' using' PRC'
Template'H.''
•' provide' feedback' to'
the'district'and'division'
•' communicate' LAC'
successes' to'
stakeholders'
&
District& and&
Division&
Office&
&
•' ensures' that' all' schools'
under'their'supervision'have'
conducted' and' submitted'
learning'activity'plans'
•' Based' on' learning' activity'
plans,' identify' resource'
persons'or'experts'who'can'
potentially' support' the'
learning'activities'in'schools'
'
•' monitor,' evaluate,'
provide' TAs' on' conduct'
of'learning'activities'
•' publish' and' promote'
effective' interventions'
generated' from' learning'
activities'through'learning'
activity'conferences'
'
•' endorse' to' NEAP' the'
list' of' teachers' and'
teaching' personnel'
issued' Certificate' of'
Participation' with'
corresponding' credit'
units'on'or'before'the'
15th
'of'January''
•' submit' Consolidated'
Completion' Report' of'
all' LAC' Sessions'
conducted' for' the'
Calendar' Year' to'
NEAP'cc:'RO'HRTD'
•' scale_up' and' adopt'
effective' LAC'
strategies/LAC' good'
practices'and'promote'
communities' of' good'
practice'
•' incentivize' effective'
LAC'practices'
'
Regional&
Office&
&
•' create' content' and'
resources' for' learning'
activities’'use'
•' Complement' national'
policies' with' regional' level'
policies'applicable'to' local'
context'
&
•' monitor' and' evaluate'
LACs,' Dis' LACs' and'
DivLACs'
•' provide' technical'
assistance' to' school'
divisions' on' scaling' up'
good'practices'
&
•' submit'to'NEAP'the'list'
of' teachers' and'
teaching' personnel'
issued' Certificate' of'
Participation' with'
corresponding' credit'
units'on'or'before'15th
'
of'January''
•' showcase' successful'
interventions' through'
- 35. Page%|%35%%
%
Regional' LAC'
conferences'
•' incentivize' effective'
LAC' with' awards' and'
citations&
'
Central&
Office&
'
•' create'policies'on'learning'
activities''
•' create' content' and'
resources' for' learning'
activities'use'
''
'
'
•' monitoring' and'
evaluation' of' LACs,'
DisLACs,' DivLACs' and'
RLACs'
•' provide' technical'
assistance' to' districts,'
divisions'and'regions'
•' communicate' LAC'
successes' to'
stakeholders'
'
•' incentivize' effective'
LAC' with' awards' and'
citations&
'
&
'
References''
'
Aikens,'Nikki,'and'Lauren'Akers'(2011).'Background'review'of'existing'literature'on'coaching.'Final'
report.'Mathematica'Policy'Research.'Washington,'DC'
'
Department' of' Education' (2010).' Learning' Partnership' Program' Manual.' USAID' –' Education'
Quality'and'Access'for'Learning'and'Livelihood'Skills'Project.'
'
Department' of' Education' (2012).' Guidelines' on' the' Early' Language,' Literacy,' and' Numeracy'
Program:'Professional'Development'Component'
'
Department'of'Education'(2016).''The'learning'Action'Cell'as'a'K_12'Basic'Education'Program'
School_based'Professional'Development'Strategy'for'the'Improvement'of'Teaching'and'Learning.'
'
Stoll,'Louise,'Ray'Bolam,'Agnes'McMahon,'Mike'Wallace,'and,'Sally'Thomas'(2006).'Professional'
Learning'Communities:'A'Review'of'the'Literature.''Journal'of'Educational'Change'(2006)'DOI'
10.1007/s10833_006_0001_8'
'
Simpson,'M.'(2014).'Unlocking'Potential:'7'Coaching'Skills'That'Transform'Individuals,'Teams'
and'Organizations,'Grand'Harbor'Press.'
University' of' Greenwich' (2013).' The' Mentor' Handbook.' A' Practical' Guide' for' VET' Teacher'
Training.'European'Centre'for'the'Development'of'Vocational'Training'
'
http://schools.nyc.gov/NR/rdonlyres/EC6D30FF_B47B_4ACB_8480_
4FC10DE122FB/0/MentorGuide20112012.pdf'
'
'
'
'
'
'
'
'
'
'
'
- 36. Page%|%36%%
%
Setting&Up&of&Resources&
&
Section&Overview&
'
One'of'the'key'features'of'an'effective'LAC'facilitation'is'the'idntification'and'selection'of'
appropriate' resources.' These' resources' could'be' internal'or' external' manpower,' learning'
materials,'funds,'or'facilities'that'should'be'able'to'support'in'facilitating'LAC'among'teachers.'
A'good'selection'of'resources'is'very'important'because'it'can'effectively'facilitate'interaction'
among'teachers'during'the'learning'process'and'deepen'teacher’s'LAC'experiences'while'
meeting'different'learning'needs.'
'
This'section'will'guide'the'LAC'team'in'identifying'the'type'of'resources'they'need,'gathering'
available' DepED' prescribed' materials' and' web_based' resources,' availing' funds,' and'
assessing'materials'that'they'can'use'as'reference'when'conducting'LAC'session.''&
&
How&to&identify&resources&needed?&&
&
Resources'should'be'identified'and'selected'during'the'school'LAC'planning'stage.'In'the'
LAC'plan,'list'down'all'the'needed'resources'on'each'LAC'identified'topics'and'include'it'in'
the'LAC'plan'template.'The'LAC'Leader'or'School'Head'shall'take'the'lead'in'identifying'
needed'resources,'ensuring'availability'and'sustainability'as'stated'in'DepED'Order'35,'but'it'
does'not'limit'the'school'to'gather'suggestions'and'inputs'from'the'teachers'on'appropriate'
resources'needed'for'the'conduct'of'LAC.''
&
&
What&type&of&resources&to&tap&when&conducting&LAC?&
&
There'are'different'types'of'resources'that'are'needed'to'effectively'conduct'a'LAC'session.'
These'are'the'following:''
'
1.' Experts' –' this' is' a' resource' that' the' school' may' engage' in' such' as' an' internal'
specialist'or'an'external'resource'speaker'who'is'very'knowledgeable'to'the'identified'
LAC'topic.'''''
'
2.' Learning& Materials' –' these' are' resources' that' can' be' developed' or' are' readily'
available'that'the'LAC'facilitator'will'use'as'reference'in'the'conduct'of'LAC.'There'are'
a'wide'variety'of'learning'materials'that'may'be'looked'into'when'preparing'for'LAC'
such'as'textbooks,'reference'books,'curriculum'guides,'INSET'materials,'web_based'
resources,'multimedia,'among'others.''
'
3.' Fund'–'this'resource'will'be'used'when'purchasing'materials'such'as'meta'cards,'
bond' papers,' photocopying' of' handouts,' payment' for' the' resource' speakers,' and'
snacks'for'the'participants.''
'
4.' Facilities'–'resources'include'conducive'venue'for'the'conduct'of'LAC,'equipment'
such'projector,'wifi'connection,'printer,'laptop,'among'others.'''
Where&to&get&these&resources?&&
It'is'crucial'that'resources'are'identified'during'the'LAC'planning'as'some,'such'as'learning'
materials,'may'incur'time'when'preparing'for'a'LAC'session.''The'Department'of'Education'
has'wide'variety'of'readily'available'learning'materials'that'are'free,'downloadable,'printable'
and' shareable.' Moreover,' there' are' also' web_based' resources' available' that' the' LAC'
facilitator'may'use'as'reference.''
'
- 37. Page%|%37%%
%
1.' Learning& Resource& Portal' –' is' a' web' based' catalogue'and' repository'of' DepED'
approved' learning,' teaching' and' professional' resources.' It' functions' as' a'
clearinghouse'where'it'provides'information'about'the'location'of'learning'materials'
and'allows'users'to'access'directly'digitized'version'of'these'resources.'Curriculum'
guides'and'other'learning'materials'can'be'downloaded'in'this'site.'You'may'visit'the'
LR'Portal'here:'https://lrmds.deped.gov.ph/&
&
2.' INSET& Materials& –& these' are' handouts' and' guides' prepared' by' DepED'
Central/Region/Division'for'the'conduct'in_service'trainings.'A'LAC'topic'on'deepening'
what'you'have'learned'in'the'INSET'may'be'included'in'your'LAC'plan.'&
&
3.' Maintenance&and&Other&Operating&Expenses'–'the'budget'for'the'School'LAC'shall'
come'from'the'MOOE'and'other'external'grants,'provided'that'only'expenses'allowed'
under' the' MOOE' may' be' included,' subject' to' existing' accounting' rules' and'
regulations.''
'
4.' Other&webJbased&references'–''internet'has'a'wide'range'of'resources'and'tools'that'
you'can'explore'and'use'as'reference'for'your'LACs.'However,'because'anyone'can'
upload'information'in'the'net,'some'information'may'be'inaccurate,'outdated,'biased,'
distorted,'or'misinformed.'In'selecting'references'in'the'web,'use'the'criteria'checklist'
(Annex' I).' The' Learning' Resource' portal' has' prescribed' assessment' tool' in'
determining'appropriateness,'currency,'and'accuracy'of'web_based'resources.'&
&
How&to&develop&learning&materials&
&
When'good'content'is'matched'with'appropriate'learning'material,'even'the'most'complex'
concepts'become'understandable'and'readable.'When'preparing'for'a'LAC'session,'crucial'
to'the'efficacy'of'the'conduct'is'the'selection'of'appropriate'learning'materials.'However,'there'
are'instances'that'the'specific'learning'material'that'a'facilitator'needs'is'not'available'or'is'
too'broad'to'be'used'for'the'LAC'session.'When'this'happens,'it'is'suggested'that'the'facilitator'
develops'or'contextualizes'materials'to'fit'to'the'identified'LAC'topic.''
'
It'is'important'that'the'content'is'aligned'to'the'learning'objectives'of'the'specific'LAC'topic'
when' developing' materials.' Contextualization' is' the' process' of' matching' content' and'
instruction' strategies' to' make' them' more' relevant' to' the' learners.' Localization' and'
indigenization'are'the'two'levels'of'contextualization'that'teachers'can'explore'when'matching'
web_based'materials'to'the'learners’'needs.'Localization'is'the'process'of'relating'content'
specified' in' the' LAC' topic' to' local' information' and' materials' in' the' learners’' community.'
Indigenization'on'the'other'hand'refers'to'the'deepening'the'sourced_out'materials'in'relation'
to'bio_geographical,'historical,'and'socio_cultural'context'of'the'learners’'community.''
'
LACs'is'the'most'cost_effective'form'of'continuing'professional'development'if'the'teachers,'
LAC' facilitators,' and' school' head' know' where' to' get' appropriate' resources.' As' a' LAC'
facilitator,'it'is'important'that'he/she'identifies'and'select'verified'learning'resources,'draft'a'
proposed'budgetary'requirement,'and'list'down'school'facilities'that'may'be'required'for'the'
conduct'of'your'LAC'session.'The'school'head'should'be'able'to'help'you'not'just'identifying'
and'selecting'but'also'ensuring'that'these'resources'are'available'when'the'LAC'session'is'
conducted.'''
&
References&
Department' of' Education' (2009).' Guidelines' and' Processes' for' LRDMS' Assessment' and'
Evaluation.''
- 38. Page%|%38%%
%
Establishing&LAC&Time&
&
&
Rationale&/&Overview&
&
Establishing'LAC'schedule'and'frequency'is'an'important'decision'that'the'school'should'agree'on.'
Making' time' for' LAC' is' not' just' critical,' but' it' also' shows' how' much' a' school' values' continuing'
professional'development'of'teachers.'However,'because'of'the'diversity'of'teaching'conditions'and'
overlapping'activities,'some'schools'find'it'difficult'to'schedule'LACs.''
'
This' section' will' guide' you' with' your' LAC' members' in' determining' appropriate' LAC' schedule' and'
frequency.'It'is'crucial'that'the'schedule'and'frequency'are'discussed'and'agreed'upon'by'the'teachers'
and'the'school'head'and'that'the'agreements'should'be'aligned'to'the'annual'LAC'plan.''
&
Who&should&decide&LAC&schedule&and&frequency?&&
The' school' head' and' the' teachers' shall' agree' on' the' schedule,' length,' and' frequency' of' the' LAC'
session.'During'the'annual'LAC'plan,'the'schedule'and'frequency'shall'be'included'in'the'development'
of' LAC' culture' and' norms'from' which'team'members' will' agree' on.'The' agreed'schedule' shall' be'
printed'and'posted'on'the'teacher’s'table'or'be'included'in'the'teacher’s'class'program.'
What&are&the&possible&LAC&schedule&and&frequency?&
There'is'a'need'to'prioritize'LACs'because'of'its'value'as'a'mechanism'for'the'continuing'professional'
development' of' teachers' who' are' tasked' to' deliver' basic' education,' which' is' the' core' business' of'
DepED.'Activities'that'do'not'support'this'mandate'must'not'take'priority'over'the'learning'needs'of'
students.'Schools'shall'not'use'LAC'sessions'for'administrative'meetings,'which'should'be'scheduled'
separately' from' LAC' sessions.' Higher' priority' should' also' be' given' to' LAC' sessions' over' other'
extracurricular'activities.''
DepeED'Order'35'strongly'recommends'that'LAC'session'shall'be'done'one'to'two'hours'weekly'or'a'
minimum'of'twice'a'month.'The'schedule'and'frequency'will'depend'on'many'factors'such'as'the'school'
size,'school'type,'shifting,'among'others.'''
Another'major'determinant'of'the'frequency'of'the'LAC'sessions'is'the'amount'of'time'that'they'will'
need'to'attain'their'learning'objectives'for'the'year,'individually'and'as'a'group.'This'amount'of'time'
should'be'spread'across'the'year'and'would'then'guide'how'much'time'they'need'to'devote'to'learning'
activities'and'how'frequently'they'need'to'meet.''
&
What&are&the&strategies&to&establish&common&time&among&teachers?&&
&
Having' a' common' time' for' LAC' is' one' of' the' main' challenges' that' a' school' encounters' when'
determining'LAC'schedule'and'frequency.'Below'are'some'suggestions'that'your'school'can'adopt:''
'
Shortened&Period.&The'teachers'can'shorten'class'period'by'10'minutes'for'a'40_minute'class'and'20'
minutes'for'a'60_minute'class'to'have'ample'time'to'conduct'LAC'during'the'afternoon.''''
'
Parallel&scheduling.'Schedule'common'LAC'time'by'assigning'specialists'(music,'art,'etc.)'to'provide'
lessons'to'students'across'an'entire'grade'level'when'LAC'is'conducted.''
Shared& classes.' Combine' students' across' different' grade' levels' or' classes' into' one' class' for'
instruction.'While'one'teacher'or'team'instructs'the'students,'the'other'member'of'team'engages'in'
LAC'session.'(small'schools)'
Modular&Approach.&Teams'of'non_teaching'staff'members'or'parents'coordinate'activities'that'require'
supervision of'students'rather'than'instructional'expertise'while'teachers'engage'in'LAC.''
- 41. Page%|%41%%
%
SCHOOLJBASED&PROFESSIONAL&DEVELOPMENT&MODALITIES'
&
&
Overview&
&
This'section'presents'a'variety'of'professional'development'activities'from'where'the'
school' heads' and' teachers' can' choose' from.' Aside' from' the' description' and' the'
implementing' steps' for' each' activity,' this' section' also' allows' school' heads' and'
teachers'to'identify'learning'modalities'that'best'suit'their'schools'based'on'the'profile'
and'learning'goals'of'the'teachers,'available'resources,'and'the'number'of'teaching'
personnel.'Schools'that'implement'a'variety'of'professional'learning'modalities'make'
them'more' responsive' to' the' different' learning' needs' and' goals' of' their' teachers.'
Topics'that'are'discussed'among'teachers'in'a'learning'group'should'not'depart'from'
those'identified'in'the'LAC'Implementation'Plan.'These'topics'could'cover'curriculum'
issues,'least'learned'competencies,'instructional'strategies,'assessment'practices.'
'
The' school_based' professional' development' learning' modalities' presented' in' this'
section'are'categorized'into'four'groups:'(1)'group'learning'activities,'(2)'one_on_one'
learning'activities,'and'(3)'supported'self_managed'learning'activities]'and'(4)'multi_
school' learning' activities.' Each' group' is' presented' with' different' learning' varieties'''
and'provided'with'the'strengths'and'limitations'of'each'variety'to'guide'schools'in'
selecting'learning'modalities'that'best'suit'their'context.''''
'
1.&SchoolJbased&group&learning&activities&
&
School_based'group'learning'activities'are'types'of'professional'development'activities'
where'teachers'are'grouped'based'on'a'certain'criterion,'e.g.,'learning'goals,'subject'
matter,'grade'level,'and,'career'stage,'etc..'These'group'learning'activities'may'have'
a' facilitator' who' leads' the' discussion' and' identifies' methodologies' toward' the'
achievement'of'learning'goals.'In'other'activities,'the'groups'may'be'self_directed'and'
self_managed'whose'members'agree'on'learning'goals'and'their'strategies'to'achieve'
them.'''
'
1.1+Facilitated+Group+Learning+
'
•' What'is'this?'
'
Facilitated' group' learning' is' a' type' of' group' learning' activity' whereby' a'
facilitator,'or'a'more'knowledgeable'other,'leads'a'group'of'teachers'towards'
achieving'common'learning'goals.'This'is'the'typical'LAC'session'that'most'
public'schools'in'the'Philippines'practice.'The'facilitator'leads'the'session,'and'
in'the'process,'involves'all'participants'into'knowledge'building'and'problem'
solving.'This'type'of'group'learning'activity'benefits'both'the'facilitators'and'
teachers'as'everyone'brings'with'them'richness'of'their'experiences'about'the'
topic'to'be'discussed.''
'
•' How'does'this'happen?'
'
Before' the' actual' facilitated' group' learning,' the' facilitator' can' check' the'
common'learning'needs'of'the'participants,'and'will'then'design'methodologies'
- 42. Page%|%42%%
%
which' will' help' teachers' achieve' their' learning' goals.' The' topic' may' be' an'
identified'least'learned'skill'of'students,'or'a'topic'most'teachers'have'difficulty'
to'teach.'In'cases'when'ready_made'session'guides'are'available,'the'facilitator'
will'merely'prepare'the'materials'needed'in'the'session.'
'
During'the'facilitated'group'learning,'the'facilitator'leads'the'discussion'and'
provides'additional'input'on'the'topic'identified.'The'facilitator'then'involves'the'
teachers' by' allowing' them' to' share' their' experiences,' suggestions,' and'
recommendations.' Altogether,' members' of' the' facilitated' learning' team'
including'the'facilitator,'determine'and'agree'if'the'learning'goals'are'achieved.''
The'process'of'facilitated'team'learning'involves'activities'before,'during,'and'
after'the'activity.'The'process'following'this'type'of'learning'activity'is'described'
in'Box'1.'
'
Box'1.'Procedure'in'conducting'Facilitated'Group'Learning''
'
Procedure& and&
approximate& block& of&
time&
Task&description&&
Before'learning'session'
'
Before'the'meeting' The' facilitator' reminds' group' members' or' mentees' to'
bring'materials'(e.g.,'teachers’'uide,'learners’'material,'
curriculum' guide,' lessons' prepared,' instructional'
materials'developed'and'used,'samples'of'student'work)'
to'the'upcoming'learning'session.'
'
The'facilitator'reminds'group'members'to'prepare'a'short''
testimony'that'they'will'share'to'the'group.'Testimonies'
should' reflect' what' they' did' in' their' class,' how' the'
students' learned,' challenges' encountered,' success' or'
failure'of'a'strategy.'
'
Learning'session'proper'''
'
Sharing'of'experiences'
(30'minutes)'
The'facilitator'organizes'the'group'members'to'share'in'
pairs' or' groups' their' experiences' and' reflections'
pertaining'to'the'new'strategy,'activities,'and'approaches'
they'have'tried.'Their'experience'should'be'related'to'the'
previous'learning'session.'Together,'the'members'of'the'
learning' team' process' the' groups’' insights' and' key'
lessons'learned,'and'discuss'how'instructional'practices'
could'improve.''
'
Presentation' of' new'
topic'
(30'minutes)'
The'facilitator'presents'a'new'topic'through'an'activity,'
lecture,'or'workshop.''
''
'
Application'activity'
(50'minutes)'
Group' members' engage' in' an' activity' to' demonstrate'
acquisition' of' skill' or' knowledge' presented.' Activities'
they' could' perform' include' materials' development,'
demonstration'teaching,'preparation'of'lessons,'revision'
or'improvement'of'existing'lesson'plan.'''
- 43. Page%|%43%%
%
'
What'to'do'next'
(10'minutes)'
The'group'plans'specific'activities'to'apply'their'learning'
in' their' classroom' (e.g.,' classroom' observations,'
mentoring' activities),' and' identify' what' they' need' to'
present' in' the' next' learning' session' to' assess' the'
outcome'of'their'instruction.'
'
Next'steps' The'group'confirms'the'dates'for'next'learning'session.'
'
After'learning'session'
'
Implementation'' After' the' facilitated' group' learning,' the' teachers'
apply' what' they' learned' in' their' classroom' and'
evaluate'whether'the'strategies'share'to'them'work,'
or'do'not'work,'in'their'classroom'instruction.''
'
After'the'facilitated'group'learning,'the'teachers'apply'what'they'learned'in'their'
classroom'and'evaluate'whether'the'strategies'shared'to'them'work,'or'do'not'
work,'in'their'classroom'instruction.'They'go'back'to'their'learning'groups'and'
report'the'success,'or'failure,'of'the'strategy.'Together,'the'members'of'the'
learning'team'plan'again'for'the'improvement'of'their'instructional'practices.'
'
•' Who'are'involved?''
'
"' School$Head.'The'school'head'plays'a'vital'role'in'choosing'teachers'
who'can'serve'as'learning'facilitators'in'the'school.'From'a'list'of'learning'
facilitators,' the' school' head' determines' learning' groups' where' the'
learning'facilitators'can'be'assigned.'It'is'also'the'responsibility'of'the'
school'head'to'ensure'that'teachers'are'grouped'based'on'their'common'
learning'goals,'profiles,'and'interest.'
"' School$ LAC$ Coordinator.' Oversees' all' the' learning' activities' in' the'
school'level.'He'or'she'can'be'a'master'teacher'or'any'teacher'who'has'
the'capability'in'managing'the'learning'activities.'The'coordinator'is'also'
responsible'in'the'consolidation'of'the'documentation'reports.''
"' Learning$Facilitator.'Learning'facilitators'are'teachers'whose'knowledge'
and'skills'are'advanced'compared'to'most'of'the'teachers.'This'could'
be'because'of'the'training'they'attended,'the'graduate'studies'they'are'
pursuing,' and' other' professional' development' activities' they' have'
participated'in.'''
"' Learning$Members.'In'a'facilitated'team'learning,'the'learning'members'
are' the' group' of' teachers' who' have' the' same' learning' goals,'
preferences,'and'profile.''
"' Documenter.'The'documenter'is'a'member'of'the'group'who'records'
highlights' of' the' discussions,' group' output' and' insights,' as' well' as'
agreements'reached.''
'
•' When'is'this'option'appropriate?'
This'type'of'learning'activity'suits:'''
- 44. Page%|%44%%
%
"' any'school'type'with'teachers'who'can'potentially'become'a'learning'
facilitator'whose'expertise'match'learning'needs'identified'by'teachers.''
"' schools' without' master' teachers,' but' have' a' more' knowledgeable'
teacher.'''
''
•' What'are'the'advantages?'
'
This'professional'learning'modality:'
"' provides' an' avenue' for' teachers' who' have' attended' seminars' and'
training'to'share'what'they'have'learned'to'their'fellow'teachers'who'
would'benefit'from'learning'a'new'material]'and'
"' allows' teachers' to' learn' something' new' from' someone' who' is'
considered'a'more'knowledgeable'other.''
'
•' What'are'the'limitations?''
'
This'type'of'learning'activity'might'not'work'in'schools'where:'
'
"' exposure'of'teachers'to'training'is'limited]'and,'
"' teachers'are'of'the'same'rank,'career'stage,'or'skill'level.''
'
1.2+Peer+Learning+
+
•' What'is'this?'
'
Peer'learning'is'another'type'of'group'learning'modality'that'allows'teachers'of'
the'same'learning'and'interest'to'learn'together'by'collective'problem'solving,'
discussion' of' ideas,' and' sharing' of' experiences.' A' peer' learning' group' is'
usually'self_managed'and'self_directed,'which'means'that'the'members'of'the'
groups' take' charge' in' building' new' knowledge' collectively.' One' important'
aspect'of'peer'learning'is'that'it'requires'everyone'to'share'their'experiences'
with'other'members'of'the'team'(Sims'and'Sims'2006).'Exposure'to'peers'with'
the'same'learning'goals'and'expectations'is'a'vital'source'of'learning'(Kayes'
and'Burnet'2006).'
'
•' How'does'this'happen?'
Before'the'peer'learning'session,'the'topic'to'be'discussed'should'be'identified'
in' the' PLC' individual' and' school' plans.' The' discussion' points' in' the' peer'
learning'activities'are'usually'topics,'problems,'and'experiences'that'everyone'
can'relate'to.'An'example'of'a'topic'that'can'be'discussed'during'peer'learning'
are'strategies'to'help'students'understand'word'problems.''
'
During'the'peer'learning,'the'facilitator,'who'is'also'a'member'of'the'team,'leads'
and'maintains'proper'flow'of'discussion'and'sharing'of'ideas.'Each'member'
shares' to' the' group' their' ideas' by' relating' some' experiences,' suggesting'
instructional'approaches,'or'discussing'key'concepts'which'they'think'can'help'
solve' the' problem.' ' At' the' end' of' the' peer' learning' session,' the' facilitator'
- 45. Page%|%45%%
%
synthesizes'the'suggestions'and'recommendations'based'on'the'discussion.'
The'process'of'peer'learning'involves'activities'before,'during,'and'after'the'
activity.'The'process'following'this'type'of'learning'activity'is'described'in'Box'
2.'
'
'
Box'2.'Procedure'in'conducting'Peer'Learning''
Procedure& and&
approximate& block& of&
time&
Task&description&&
Before'peer'session'
'
Before'the'meeting'' A' facilitator' reminds' group' members' about' the' slated'
schedule'for'peer'learning'session,'and'the'topic'that'will'
be' discussed' (e.g.,' interpreting' Phil' IRI' results' and'
reading'interventions).''
''
During'peer'session'
'
Presentation' of' a'
problem'
The'facilitator'introduces'the'topic'the'group'will'discuss,'
reminds'them'how'and'why'the'topic'was'identified,'and'
outlines'the'expected'outcome'of'the'session.''
'
The' facilitator' reminds' the' group' of' norms' agreed' in'
previous'sessions,'or'the'group'sets'the'guidelines'they'
need'to'observe'amongst'themselves.''
''
Reflect'' Group'members'reflect'their'current'practices'in'relation'
to'the'topic'or'problem'and'the'facilitator'manages'the'
discussion.''
'
Share'' Group'members'share'their'experiences,'practices,'and'
perspectives' about' the' topic' or' problem,' and' the'
facilitator'manages'the'discussion.''
'
Collaborate'' Group'members'contribute'ideas'to'solve'a'problem'or'
construe'new'ideas'about'a'topic.'They'come'up'with'an'
agreement'on'their'course'of'action.''
'
Next'steps' The' facilitator' summarizes' the' discussion' and'
agreements.'
The'group'confirms'the'dates'for'next'learning'session.'
'
After'peer'session'
'
Implementation'' The' teachers' apply' what' they' learned' and' evaluate'
whether'the'course'of'action'agreed'among'them'worked'
or' work.' Teachers' document' their' experience' and'
insights'in'their'LAC'journal.''
'
After'the'peer'learning'session,'the'teachers'apply'what'they'learned'in'their'
classroom'instruction'and'evaluate'whether'the'strategies'shared'to'them'work,'
or'do'not'work.'They'go'back'to'their'learning'groups'and'report'the'success,'
- 46. Page%|%46%%
%
or'failure,'of'the'strategy.'Together,'the'members'of'the'learning'team'plan'
again'for'the'improvement'of'their'instructional'practices.''
'
•' Who'are'involved?''
'
"' School$Head.'The'school'head'oversees'the'organization'of'peer'learning'
teams.'The'school'head'is'also'responsible'in'ensuring'that'teachers'are'
grouped'based'on'the'same'learning'levels'and'interests.''
"' School$ LAC$ Coordinator.$ The' coordinator' monitors' the' conduct' of' the'
session'and'report'the'progress'or'any'identified'gap'to'the'School'Head.'
"' Peer$Learning$Facilitator.$The'peer'learning'facilitator'is'also'a'member'of'
the'learning'team.'The'assigned'facilitator'manages'each'session'to'allow'
everyone'to'experience'handling'discussions'and'suggestions.''
"' Peer$Learning$Group.'This'is'composed'of'teachers'with'the'same'learning'
objectives'and'goals,'and'who'are'open'to'collaborating'with'others'to'learn'
new'instructional'strategies'and'approaches.'''
'
•' When'is'this'option'appropriate?'
This'type'of'learning'activity'is'suitable'in:'''
"' schools'where'teachers'are'of'the'same'level'and'rank]'and,'
"' schools'where'teachers'have'developed'mutual'trust'and'openness'in'
discussing'their'instructional'challenges.'
'
•' What'are'the'advantages?'
'
This'professional'learning'modality:'
"' benefits' teachers' who' learn' through' listening' to' others’' experience,'
suggestions'and'questions]''
"' deepens' teachers’' understanding' of' content' through' collaboration,'
clarifications'and'active'learning]'and,'
"' addresses'teachers’'answers'to'common'issues'in'instruction.'
'
•' What'are'the'limitations?''
'
This'type'of'learning'activity'might'not'work'in'schools'where:'
"' mutual'trust'and'respect'is'not'yet'established'amongst'teachers]'and,''
"' there'is'no'teacher'or'master'teacher'who'can'be'a'learning'facilitator''
'
'
'
C.+Study+Group+ +
' ' ' '
•' What'is'this?'
'
A'study'group'is'a'type'of'group'learning'activity'whereby'teachers'identify'a'
topic'they'are'not'familiar'with,'and'committed'themselves'to'understand'the'
- 47. Page%|%47%%
%
topic'by'studying'together.'Oftentimes,'they'all'learn'together'a'specific'topic'
using' materials'and'references,' both' individually' and'together,' and'achieve'
their'learning'goals'through'collaborative'discussion.'''
'
•' How'does'this'happen?'
Prior'to'the'scheduled'study'group,'the'team'should'identify'and'plan'learning'
goals.' These' learning' goals' are' then' communicated' to' each' member.'
Together,' the' members' prepare' for'the' topic' by' looking' for'references' and'
individually'studying'ahead.''
During'the'study'group,'a'pre_assigned'member'of'the'group'facilitates'the'
study'group'by'allowing'members'to'share'how'they'understand'the'topic.'The'
discussion' happens' when' other' members' of' the' team' clarify' concepts' and'
ideas,'or'when'others'share'to'the'group'how'they'understand'the'topic.'The'
group'then'comes'up'with'a'collective'understanding'of'the'topics'using'their'
reference' materials.' The' process' of' study' group' session' involves' activities'
before,'during,'and'after'the'activity.'The'process'following'this'type'of'learning'
activity'is'described'in'Box'3.'
'
Box'3.'Procedure'in'conducting'Study'Group''
Procedure& and&
approximate& block& of&
time&
Task&description&&
Before'study'group'session'
'
Before'the'meeting'' A'facilitator'reminds'group'members'of'the'topic'to'be'
discussed.' The' facilitator' reminds' the' members' to'
prepare'for'the'study'session'by'looking'for'references'
(from' the' internet,' audio' visual' or' print)' and' studying'
ahead.''
''
The'teacher'studies'or'reads'the'references'gathered'on'
her'own.'
During'study'group'session'
'
Presentation'of'a'topic' The'facilitator'introduces'the'topic'the'group'will'discuss,'
reminds'them'how'and'why'the'topic'was'identified,'and'
outlines'the'expected'outcome'of'the'session.''
'
The' facilitator' reminds' the' group' of' norms' agreed' in'
previous'sessions,'or'the'group'sets'the'guidelines'they'
need'to'observe'amongst'themselves.''
''
Share'' Group' members' share' what' they' have' learned' and'
gathered'from'their'self_study.''
'
Synthesize'' The'facilitator'summarizes'the'key'concepts'learned.'
The'group'confirms'the'topic'and'the'date'of'the'next'
learning'session.'
'
After'study'group'session'
'
![Page%|%2%%
%
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'
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'
'
'
'
'
'
'
Learning'Action'Cell'Toolkit:''
An'Implementation'Guidebook'
'
ISBN'12345678910'
'
©'2018'BEST'Program'
'
'
First'Edition'
'
Published'by:'
'
'
'
'
'
'
'
'
Unit'14D,'14th'Floor,''
Marco'Polo'Business'Office,''
Sapphire'Road,'Ortigas,'
Pasig'City'1605'Philippines'
www.best.org.ph'
Lead'Offices:''
Dr.'Marilette'R.'Almayda,'Director,'Bureau'of'Learning'Delivery'
Dr.'John'Arnold'Siena,'Director,'National'Educators'Academy'of'the'Philippines'
'
'
Writers:''Dr.'Rosalina'Villaneza'(Lead)]'Claire'Barcelona,'Reyna'Joyce'Barutu,'Leah'Bautista,'
Dr.'Angelina'Buaron,'Nerio'Benito'Eseo,'Doris'Esmero,'Abdul'Aziz'Iya,'Jerry'Jimmy,'Emma'
Luberanes,' Dr.' Victoria' Mangaser,' Dr.' Victoria' Mayo,' Alea' Anne' Macam,' Joan' Protacio,'
Giovanna'Raffinan,'and'Patrick'Jay'Veril''
'
'
''
'
'
'
'](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)