PPT on National Learning Camp. This is for sharing

1. Promoting Collaborative
Expertise through Learning
Action Cell (LAC)

2. Objectives:
At the end of the session, the participants should be able to:
1. define Learning Action Cell (LAC) as a school-based
professional development for teacher; and
2. explain the what, why and how of LAC in the context of the
National Learning Camp (NLC)

3. Activity: Pop Quiz
YES
NO
Instruction:
Answer the
following questions
by raising the
Thumbs Up
Signage if “Yes”
and Thumbs Down
Signage if “No”.

4. Activity: Pop Quiz
1. LAC stands for
Learn Action
Cell

5. Activity: Pop Quiz
2. Learning Action Cell or LAC
is a school-based strategy
for teachers to discuss
pedagogy, K-12 curriculum,
school year activities, admin
and student concerns.

6. Activity: Pop Quiz
3. DepED Order 35, s 2015
institutionalized Learning
Action Cell as a school-
based professional
development for teachers

7. Activity: Pop Quiz
4. LAC is a new approach
for professional
development of
teacher that was
introduced in 2016.

8. Activity: Pop Quiz
5. Collaborative Lesson
Planning is a type of
Learning Action Cell

9. What is Learning Action Cell (LAC)?
LAC is a professional development approach
for teachers to continuously improve on their
content knowledge, pedagogical skills, and
assessment practices.

10. What is Learning Action Cell (LAC)?
As one of the practices in DepED, Learning
Action Cell is viewed as a group of teachers
who engage in collaborative learning sessions
to solve shared challenges encountered in the
school

11. Limitation:
Since LACs and LAC sessions are aimed as a continuous
professional development of teachers, the conduct of LAC
sessions shall be limited to the purposes stated in the
DepED Order. Prohibited purposes may include but shall not
be limited to the following: sale of goods and other
merchandise; lending transactions; political and
religious meetings, administrative meetings, and other
purposes which are not included in the DepED order.

12. Historical Context
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).

13. DepEd Order No. 87, s2010
School-based mentoring program as a
modality for continuous professional
development through the National
English Proficiency Program (NEPP).

14. DepED Order No. 12, s2015
Learning Action Cell as a modality for continuous
professional development program of the Early
Language Literacy and Numeracy in the school
level facilitated by trained school head and one
select K to 3 teacher using media-assisted
lecture video materials.

16. DepED Order No. 35, s2016
Learning Action Cell as a K to 12 Basic
Education Program School-Based Continuing
Professional Development Strategy for the
Improvement of Teaching and Learning
across all grade levels and subjects

17. School-based Continuous Teacher
Professional Development Through the Years
1985 2010 2015 2016
PRODED and
TEEP School
LAC
District LAC
NEPP school-
based
mentoring
ELLN and
PRIMALS
group LAC
and one-on-
one mentoring
LAC for all
grades and
subjects

18. Theoretical Framework
Community of
practice with
collaborative
planning,
problem-solving,
and action-
implementation
Improved
teacher's content
knowledge,
pedagogical skills,
assessment
strategies, and
professional ethics
Improved student
learning and
holistic
development

19. Elements of LAC
Planning Process
Identifying Professional Development Needs and Topics
Composition of LAC and Organizing LAC Groups
Schedule, Frequency and Resources
Implementing LAC Plan
Menu of School-Based Professional Learning Activities
Monitoring and Evaluation
Pre-LAC
activities
Pre-LAC
activities
During and
Post-LAC
activities

20. Teacher Timetable
for Collaborative Expertise

21. Start Time Activity
Time Allocated
(Minutes)
Notes on Focus
8:00am Sign In, School Announcements, Program
Orientation
20 Sign and receive materials, address any
initial issues
8:20am Move with subject/grade teams to a room 5 Move to room allocated for teachers of the
same subject and same grade level
8:25am Personal reading of materials 45 Focus is on teacher personally
understanding what is expected and
provided
9:10am Break 5
9:15am Collaborative discussion and sharing of ideas
on materials presented
45 Focus is on lesson plans and
approach/content and teacher notes as
well as students’ worksheets
10:00am Recess 15
10:15am Personal reading and initial planning 45 Teachers think of lesson goals, what they
will do and how they will do it
11:00am Break 5
11:05am Collaborative discussion and sharing on initial
planning Personal Reading & Initial Planning:
Teachers think of lesson goals, what they will
do and how they will do it
45 Teachers share their perspectives and
discuss any issues, and seek clarification
11:50am Lunch 70
M
O
N
D
A
Y
-
A
.
M
.

22. M
O
N
D
A
Y
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P
.
M
.
Start Time Activity
Time
Allocated
(Minutes)
Notes on Focus
1:00pm
Personal lesson preparation 45 With gathered
information teachers
finalize their approach
1:45pm Class break 5
1:50pm
Collaborative discussion and
sharing
60 Final approach shared
with peers
2:50pm
Insights and Closure 10 Teachers wrap up
discussion
3:00pm End of Day

23. Start Time Activity Time
Allocated
(Minutes)
Notes on Focus
8:00am Arrival
Gather week’s program, materials, and data
20 Sign in, gather any notes, and any data or
information collected during the week
8:20am Move with each subject/grade team to meeting rooms 5
8:25am Personal organization of ideas and feedback about
lessons: content, components, learnings within a grade
and a subject
45 Focus is on each teacher to reflect on their
point of view about the lesson content and how
the content was presented
9:10am Break 5
9:15am Collaborative discussion and sharing about lessons:
content, components, learnings, key observations noted
within a grade and a subject
45 Focus on sharing teacher observations and
hearing from peers in the same grade and
subject area
10:00am Recess 15
10:15am Personal organization of ideas and feedback about
student performance: abilities, processes used,
interesting occurrences, teacher learnings within a
grade and a subject.
45 Focus is on each teacher reflecting on how
students performed in class
11:00am Break 5
11:05am Collaborative discussion and sharing about student
performance: abilities, processes used, interesting
occurrences, teacher learnings. Key observations noted
within a grade and a subject
45 Focus is on sharing teacher perspectives on
how students performed in class, how they
reacted to the lesson, and how the content was
presented with peers from the same grade and
subject
11:50am Lunch 70
F
R
I
D
A
Y
-
A
.
M
.

24. F
R
I
D
A
Y
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P
.
M
.
Start Time Activity
Time
Allocated
(Minutes)
Notes on Focus
1:00pm Collaborative discussion and
sharing with teachers within a
grade and a subject
45 Focus is on sharing and
hearing teacher perspectives
on how students performed in
class and how they reacted to
the lesson, and how the
content was presented.
1:45pm Break 5
1:50pm Collaborative discussion and
sharing with teachers.
• Key global observations.
• Celebrate the week’s work
60 Focus on sharing and hearing
perspectives across different
grades and subjects
2:50pm Insights and Closure 10 Teachers wrap up discussion
3:00pm End of Day

25. Closing
Alone we can do so little; together we can do
so much.
- Helen Keller
Coming together is a beginning, staying
together is progress, and working together is
success.
- Henry Ford

26. Thank You
Daghang Salamat
Muchas Gracias