This document provides guidance for a mid-year in-service training for school heads and teachers in Cadiz City, Philippines. It discusses the importance of Learning Action Cells (LACs) as stipulated in Department of Education Order 35, and provides instructions for participants to: design a template for an LAC plan based on assessed needs; discuss policy statements; classify topics for LAC sessions; identify participant roles; design concept maps for implementation processes and evaluation tools. The training aims to improve teaching and learning through collaborative learning sessions where teachers solve shared challenges in groups facilitated by LAC leaders.

2. Republic of the Philippines
Department of Education
Region VI – Western Visayas
Division of Cadiz City
Cadiz District IV
Mid -year In-Service Training
For School Heads And Teachers
October 2018

5. Fill up and present the template for LAC
Plan based on their assessed and/or felt
needs with corresponding evaluation
tool

6. Briefly discuss the importance of LACS as stipulated in DO 35, s. 2016;
State and explain the policy statements;
Classify various topics and subtopics to be delivered during sessions;
Identify LAC participants and their roles for delivery of instruction;
Design a concept map for the implementation processes of LAC sessions; and,
Develop a simple evaluation tool to monitor effectiveness

7. collaborative learning
sessions
solve shared challenges
group of teachers
facilitated by LAC leader

8. LAC is a group of teachers who engage in
collaborative learning sessions to solve shared
challenges encountered in the school facilitated
by the LAC leader.

9. Groups 1 & 2: Rationale
Groups 3, 4 & 5: Policy Statements

10. DepEd works to protect and promote the right of the
Filipinos to quality basic education.
Quality of learning is greatly influenced by the
quality of teaching.
Successful teaching is a result of the systematic use
of appropriate strategies.
1
2
3

11. Different methods of teacher professional
development are implemented to improve the TLP.
A bottom-up teacher development program where
colleagues can learn as a group.
4
5

12. Good educational systems ensure that professional
development programs are available and accessible to teachers.
Action points that directly address the quality of TLPs must be
included in the SIP.
DepEd institutionalizes LAC that aim to develop and support
successful teachers.
1
2
3

13. LACs will become the school-based communities of
practice that are positive, caring and safe spaces.
Key aspects of the process are ongoing collaborative
learning or problem solving.
LACs are the most cost – effective CPD.
4
5
6

14. Groups 3,4,5: Complete the chart by
classifying the subtopics for LAC sessions.
Groups 1 & 2: Identify LAC participant and
their roles.

15. Gender
Religious Beliefs
Special Learning
Needs
Competencies
Inquiry-Based
Collaborative
Formative Tests
Feedback
Rubrics
LEARNER DIVERSITY
and
STUDENT INCLUSION
CONTENT & PEDAGOGY
OF THE K-12 BASIC
EDUCATION
PROGRAM
ASSESSMENT &
REPORTING IN THE
K-12 BASIC
EDUCATION PROGRAM

16. Communication Skills
Kahoot
Basic/Advance
Computer Skills
Flora and Fauna
Food and Products
Local Heroes
21ST CENTURY SKILLS &
ICT INTEGRATION IN
INSTRUCTION AND
ASSESSMENT
CURRICULUM
CONTEXTUALIZATION,
LOCALIZATION
& INDIGENIZATION

18. LAC LEADER:
Usually, this is the school head (SH)
Oversees the implementation of LAC
Integrates LAC into the SIP or AIP
Mobilizes resources
Meets with facilitators to decide on
the next LAC topic

19. LAC facilitator:
Could be the SH, MT or a senior
member of the faculty
Provides TA in the development of the
LAC
Serves as resource person
Invites external resource persons
when necessary

20. LAC members:
Participates actively
Develops plan and implements it in the
classroom
Captures evidence and shares it with the
LAC leader
Prepares and submits documents
Allows LAC leader to observe the
implementation process

21. LAC DOCUMENTER:
Documents LAC proceedings
Keeps record of attendance and
outputs of members
Gathers evidences of implementation
Helps the LAC leader in writing
reports
Provides info on the progress of the
LAC

22. LAC resource person:
Shares current trends and best
practices
Mentors or coaches students on
content and pedagogies
Coordinates with the LAC facilitator
on materials and equipment to be
used

24. Groups 2,3,4 will make a concept map on the different processes
before the LAC session is done.
Group 5 will make a concept map for the different tools for
monitoring and evaluation of the sessions.
Group 1 will also make a map for the different strategies or activities
on which sessions can be done.

25. Before (planning):
Assessment of Needs
Prioritization of Topics or Agenda
Formation of LAC
Identification of Appropriate Intervention
Scheduling of Meetings

26. Before (planning):
Setting Up of Resources
Assignment of Work
LAC Implementation Norms
Preparing Line-Item Budget
Writing of LAC Plan

27. During (strategies/activities):
Lectures
Practicum
Orientation
Workshops
Development and Utilization of IMs

28. after (evaluation tools):
Checklist
Survey
Validation
Researches
Performance Rubrics

29. 1. Group yourselves to 5 – 7 members.
2. Fill up the template based on assessed or felt needs.
3. Make a very simple evaluation tool which corresponds to your
LAC session to measure success.
4. Present your outputs after 30 minutes.