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ICT Literacy Skills Development Training of Trainers

EXPECTATION SETTING, WORKSHOP OBJECTIVES, ICT4E
Session Guide

ICONS USED IN THIS GUIDE: Materials and
 Things you need to state equipment
 Input/explanation has a corresponding Powerpoint slide needed for the
 There are special process instructions for the activity entire morning:
 Laptop
*Paragraphs in bold are important messages which need to  LCD projectors
be emphasized and clearly explained.  Masking tape
 Manila paper
 (optional) Laser
Expectation Setting (15 minutes)
pointer
Slide 1: Expectation Setting
Powerpoint
Presentation:
Ask the participants to answer the following questions:
• DepEd ICT
1. For me, ICT literacy is…
Literacy Workshop
2. A concern I have about this training/workshop is…
Agenda
3. After this workshop, I hope I’ll come away with…
4. The questions I would like answered during this
training/workshop are…

 The facilitator asks the participants to write their answers to
each question on the particular manila papers provided.
Give them 10 minutes to do this. After which, The facilitator
can ask for volunteers to read the answers to the questions.

The participants’ answers should be visible during the
workshop. At the end of the workshop, the facilitator should
review the expectations with the group to see if their
expectations have been met.

Workshop Objectives/ICT4E (45 minutes) Powerpoint
Presentation:
Introduce this session and state the session objective as • DepEd ICT
shown in Slide 1. Literacy Workshop
Agenda
Slide: Objectives

 State the objectives of the workshop and relate it with
the expectations of the participants

Slide: Agenda/Program
 Present the workshop agenda/program to the
participants
 Present the Timeline of activities related to the ICT
literacy skills training

ICT Literacy Skills Development Training of Trainers -1-

Slides: Appropriate use of technology can contribute
to the Agency’s thrusts and direction
 State that the DepEd recognizes that appropriate use
of technology is important for the efficient and
effective delivery of its mandate of providing quality
education to its citizens; in the planning,
implementation, monitoring and evaluation of its
programs and projects; and in communicating with all
its stakeholders.
 DepEd’s ICT in education goals are anchored in the
following 4 pillars:
o Improving Technology Infrastructure – this is
done through
 provision of computers in schools through
the DepEd Computerization Program
(DCP)
 internet connectivity for schools through
the DepEd Internet Connectivity Project
(until 2015) and increase in the
maintenance and other operating
expense (MOOE) budget of schools in
order that the schools can
purchase/subscribe for internet
connectivity
 improve and secure office network in the
DepEd central, regional and division
offices
o Strengthen Information Systems – this is done
through
 Improvement of gathering of school
information through the Enhanced Basic
Education Information System (EBEIS). The
EBEIS contains information on
 Improvement of gathering of learner
data through the Learner Information
System (LIS)
 Improvement of gathering of DepEd
personnel data through the electronic
Personal Data Sheet (ePDS) / Human
Resource Information System (HRIS)
 Gathering of geo-spatial analysis or
mapping of schools
o Enhancing Communication and Engagement –
this is done through
 DepEd email – for communication
among employees. There are many
advantages in using the DepEd email.
Employees get up to date information
from the Central Office. DepEd email has
unlimited storage capacity in Google

ICT Literacy Skills Development Training of Trainers -2-

Drive. Employees can make use of its
other features such as Google Docs,
Sheets, and Forms. There is also a plan to
use a single sign on using the DepEd
email credentials in order to access the
different DepEd systems.
 Social Media and online presence – for
communication with the general public.
DepEd has various social media
accounts on Facebook, Twitter, etc.
o Enhance Teaching and Learning – this is done
through
 Curriculum Reform – via the K to 12
curriculum where students 1) learn about
ICT through the teaching of digital
literacy skills starting in Grade 4, and 2)
learn with ICT through the application of
ICT in teaching other subjects
 Professional Development – DepEd
teachers and employees will have
opportunities to learn more about how
ICTs can help them develop in their
profession
 Learning Resource Development – the
Learning Resource Management and
Development System (LRMDS) is
continuously being enhanced to provide
access to quality teaching and learning
materials

 The facilitator concludes the slide by saying that the 4
pillars will be discussed in more detail in the succeeding
slides.

 DepEd aims to provide all schools and learners access to
technology

 The DepEd has pushed for the increase in the school
computerization budget in order to be able to reduce
the computer provision cycle. The school
computerization initiated by the Department of Trade
and Industry through the PCs for Public Schools
Program saw that the first batch of recipients receive
their computer replacement only after 10 years. With
the increase in the computerization budget, the
DepEd will be able to reduce the computer provision
cycle from 10 to 5 years.
 The increase in the school computerization budget has
also allowed DepEd to provide at least one (1)
computer package to all the public schools with
electricity (up to DCP FY2014 budget). And with the

ICT Literacy Skills Development Training of Trainers -3-

Slide 8: A study was conducted to reduce these forms  The study that was conducted saw the significant reduction in the number of forms. school buildings and employees. Because of the manual forms’ tedious process.2 million likes (as of 23 November 2015). press releases. learners. the data from the schools gathered at the beginning of the school year is received by Central Office at the end of the school year. and 2) multiple computer packages for schools with large enrolments. The DepEd Philippines Facebook (FB) Page has more than 1. announcements. etc. In addition. The DepEd Philippines Facebook (FB) Page has more than 1. projects. the actual forms need not be purchased from printing presses or bookstores and may just be printed using regular printer and paper Slide 9: An information strategy was required to get to know the schools better  The information strategy does not only give information on the summary or consolidated data but also data on individual schools. DepEd’s social media acocunts are used mainly to communicate with the general public on DepEd’s programs.2 million likes (as of 23 November ICT Literacy Skills Development Training of Trainers -4- . Slide 11: Technology allows us to communicate with the people concerned faster  This is done through the various social media accounts of DepEd. and even the hours spent by teacher and school heads in filling out the forms. significant increase in the computerization budget from PhP500M to PhP8B in FY2015. Slide 7: DepEd had numerous manual forms with repetitive data fields  The DepEd conducted a study to improve its data gathering process. it has allowed DepEd to provide 1) computer packages even for schools without electricity. the number of data elements. Slide 10: Technology allows us to communicate to a bigger audience  This is done through the various social media accounts of DepEd. In the study it was found that there are numerous manual forms where the same information is being asked multiple times.

Productivity – competencies related to ICT Literacy Skills Development Training of Trainers -5- . Slide 12: Technology allows us to communicate with the people concerned faster  Hashtags (word or phrase preceded by hash or pound sign) are also used by DepEd to help locate messages on a certain topic. disasters. Slide 14: ICT enhances teaching and learning  The DepEd is addressing the implementation of ICTs in teaching and learning on three fronts (3): o ICT in the curriculum: ICT literacy used to be introduced in high school but is now being introduced in Grade 4 under the new curriculum o Teacher Development: ICT is already being introduced in the pre-service level. Concepts. announcements. LRMDS. Slide 13: Technology allows us to communicate even while we’re asleep  The DepEd has a new website that is easier to navigate and where data is easily searchable. DepEd’s social media acocunts are used mainly to communicate with the general public on DepEd’s programs. The DepEd website also has links to our various systems such as LIS. 2015). press releases. traffic. EBEIS. etc. projects. In the in- service level. etc. These are some of the hashtags being looked into by DepEd during typhoons. school mapping data. accessible and downloadable. etc. capacity building for effective T/L through technology is also being implemented o Learning Resources: The DepEd has already made available not only printed materials but also access to digital materials through the LRMDS Slide 15: Capacity building activities aim to raise the ICT literacy of school heads and teachers  We need to build on the skills in using ICT to perform job roles related to teaching and school administration  Our capacity building activities aim to prepare teachers to become users of various ICT to help both the students and themselves benefit from the technology Slide 16: ICT Competencies for Teachers  Here are the general domains of the competencies that teachers need to learn: o Technological Operations.

competencies related to the use of technology in the following components of an instruction process: planning and designing effective learning environments and experiences supported by technology. maintenance. innovation and collaboration ICT Literacy Skills Development Training of Trainers -6- .competencies related to social. facilitating and monitoring teaching and learning strategies that integrate a range of ICTs to promote and enhance student learning. Facilitate equitable access to technology that addresses learning. social and cultural diversity o Pedagogical . ethical. computer operation. implementing. troubleshooting.supported learning environment. internet o Social and Ethical . model and promote a safe and sound technology. legal and human issues. Recognize and practice ethical use of technology in both personal and professional levels. use of productivity tools.competencies related to the use of ICT for professional growth and development. and community linkage. Plan. research. and assessing and evaluating student learning and performances o Professional . such as Understand and observe legal practices in the use of technology.

• 1. please let us hear your team sound” (after all teams) “Remember your team sound. do) team sound while this is ongoing)  Permanent markers (at least Special note to Lead Facilitators: 2 per group) Ensure that the tables are far apart enough for the subgroup  Masking tape activities. please think of a “team instructions slides sound” – your “team sound” is a short cheer that we will be asking you to do throughout the workshop. to identify your Handout: team. please move to other • Teaming up slide groups. Make sure that the chairs  Mic/ Sound around the tables only correspond to the number of System members. Group 2. We will ask you to do it from time to time within the workshop” Special note to Lead Facilitators: If there is an internet connectivity problem.ICT Literacy Skills Development Training of Trainers ACTIVITY-BASED ICT LITERACY SKILLS TRAINING Session Guide ICONS USED IN THIS GUIDE: Materials and  Things you need to state equipment needed  Input/explanation has a corresponding Powerpoint slide for the entire  The participants will have group activity session:  There are special process instructions for the activity  Laptop  LCD projectors *Paragraphs in bold are important messages which need to (at least two if be emphasized and clearly explained.# of members per team. distribute the pdf files of the activity cards to all groups during this time. (the facilitating team can do a demo)  PDF files of the Activity Cards (give participants 15 minutes to do this) Other materials: State: (after the break)  Session guide for facilitator “Let’s hear your team sound.3 Game slides • Activity Cards In your groups. Ideally strips of paper only a maximum of 10 groups.2. When I call on the team number. Form groups of 5-10 participants in each group. Label each table already as Group 1. possible)  Timer and bell/alarm Team Up! (Working Break-15 mins) (digital timer will (show  Team up instructions . during our break.  (optional) Clicker/ Pointer  Team up instructions State: Powerpoint “Please make sure that each group only has ___ participants Presentation: each. at the count of 3. If there are groups with more. ICT Literacy Skills Development Training of Trainers -7- .  Metacards or etc.

Just play the game over and over again until I say • Facilitation/Intro stop. 1.3. You may choose the and yellow person next to you so you don’t need to move around too metacards for much. All person Bs. we will add a few more instructions” ICT Literacy Skills Development Training of Trainers -8- . pink. with keep track of the mistakes you make” the corresponding  1. In 3.3 Collaboration Game (Working Break-15 mins) Materials and equipment needed  1. 2. please change partners (anyone except the one you were originally with” “Again.2.Game for the session: State:  Laptop “Before we move on to our next activity.2. please assign a person A and a person B. you will be the paper on the one to start the game.).3 team numbers State: “Here’s how the game goes. With your partner. To make the game a bit more challenging. we will not need your laptops. If you make a mistake. so  Permanent please close all your laptops/ put them to sleep mode in the markers (1 for meantime.” (wait for all participants to close their laptops)” each subgroup)  Masking tape  Metacards or  Find a Partner: Assign a person A and a person B strips of paper (a State: set of blue.2.” each subgroup and many extra Person A : Starts the game sets with the Person B : Keeps track of mistakes Lead Facilitator) State:  Cartolina/Manila “All person As (ask them to raise their hands). Each round will be played for 30 seconds (facilitator to LACs PPT readies a timer)” “Round 1! Please face your partners. assign a person A and a person B. go!” (start the 30 second timer)  Check up! “Let’s check on how everyone faired (please answer by raising your hands) a. etc. Get ready. (person A:1. With your partner. How many pairs did not make any mistakes b. person A starts Presentation: again. your job is to quietly wall in front.  1. Person A:3. you will count from 1 to 3. we will first play a  LCD projector game! For this game. “Please stand up and find a partner. Person Powerpoint B:1. Person A: 2. How many pairs made more than 4 mistakes  Change partners! Assign a person A and a person B State: “For round 2. Person B:2. How many pairs made 1-3 mistakes c.

assign a person A and person B. Person A:3. In 3. which you will be doing as a group.  Replace 2 with a clap. 2. don’t forget to say “woohoo!” with your partner when you make mistakes Ready? Round 3! Please face your partners. we will now pick up the pace.3 State: “For our last round. Count from1 to 3. we will just keep 2 rules. Get ready. Person B:clap. etc) – demonstrate in front with a volunteer. 1. 1. go!” (start the 30 second timer)  Change partners! Assign a person A and a person B “’Now that you’re used to it. (read instructions from slide) Also. go!” (start the 30 second timer)  Back to your original partners State: “For our last round. replace 3 with a right foot stomp “ Here are some additional instructions for our next round. With your new partner. 2. both persons in your pair should raise your arms and say “woohoo!” (demonstrate. 2. In 3. For the next round. 1. “Round 2! Please face your partners. please go back to your original partners”  1.2. Get ready. In 3. we actually learned key traits we will need for the next few activities. What do you think they are?” (ask 3-5 participants to share)  Check up! ICT Literacy Skills Development Training of Trainers -9- . Person A: 1. ask participants to give everyone a round of applause. and ask participants to try it”  Replace 2 with a clap “We will also replace number 2 with a clap” (ex. The facilitator processes the activity: “In the activity we just had. please find a new partner. and continue to say “woohoo!” if you make a mistake” Please face your partners.  Woohoo! “Whenever you make a mistake. go!” (start the 30 second timer) After the last round. Get ready. and sit down.

In the game we had. How many pairs made 1-3 mistakes c. How many pairs did not make any mistakes b. one of the main challenges for participants is their fear of making mistakes-most specially for those who do not perceive themselves as “techie”. we will use a particular training model/ learning material. where all of us learn a software by doing things step-by-step. because you need to work well with each other. ICT Literacy Skills Development Training of Trainers . and at the same time. (refer to slide). relaxed. Then. it will pose a challenge/goal (ex. excited. “Let’s check on how everyone faired (please answer by raising your hands) a. there will be detailed instructions and illustrations/ screenshots to guide you along the way. Before you start your training. Instead of the usual guided tutorials. and to encourage them to just explore and try again in case they do. in the next slides. but also collaboratively”  PROCESS (screenshots of activity guides) State: “You will be given digital copies of these activity cards. First. These are PDF files that look like this.  Activity-based Training with Activity Cards (2 hours and 45 mins)  ACTIVITY-BASED SKILLS TRAINING State: “Today. Create a poster). What did you feel when you were given the instruction to say “woohoo!”? (expected answers: fun. In trainings like this. The cards will have 2 main parts. How many pairs made more than 4 mistakes  Collaboration State: Processing point: a. the activity-based tech skills training approach will give you a chance to work independently. most specially ICT trainings. we actually experienced collaboration – this will be a key trait we will need in the next few activities.  Woohoo! State: Processing point: a. etc) b.10 - . it would be good to reassure participants that there is space to make mistakes and learn from them.

given the allotted time (from now to 1:30 PM). A facilitator will approach you to take note of the activity you’ve done and will tally it in front so you can see each other’s progress. the facilitator may give participants the freedom to use other pictures. “woohoo!””  When everyone in your team is done State: “When everyone in your team finishes each task. Ideally. or to customize the form of the output. as long as the key skills targeted will still be evident.google. go around to ICT Literacy Skills Development Training of Trainers . Also. The doing of the tasks will be individual. you can collaborate and teach each other when needed. If in case there are resources missing to come up with the expected product in the activity cards. at least 3 activity cards. each group should decide on which activity card to do first. This way. If possible. but we would like you to do it as a group. just raise your hands and say. “ (the facilitator can give a simple token/ reward for all groups who will be able to finish at least 3 activity cards)  If you will need help… State: “While you work. If in case some activity cards are not doable because of internet connectivity issues or lack of software. USBs may be provided so that everyone can get a copy. or if you have questions/ clarifications.com/site/ictskillstot State: “Here is the site where you can download the activity cards and necessary resources. Good luck!” Special note to Lead Facilitators: Ensure that each group has copies of the activity cards.11 - . An offline file can also be copied to your USB if you have trouble connecting to the internet. From time to time. and do it together. in case it is not possible to download the materials from the training site. “  Training resource website address : https://sites. let us hear your team sound. update the participants about the time allotted and the progress of the groups. if you will need the help of any of the facilitators. Our goal is to finish. and help each other as necessary. participants may opt to do the other activity cards first. distribute this already during the break.

Possible categories (facilitators may choose): longest hair. If arranged alphabetically by first name – the last member on the list. until the “energy” gets to your last member. and that person in your group will be the one to start to do an action that shows he has energy. smallest member. before participants go back to work. member with the highest voice. If arranged alphabetically by first name – the last member on the list. assist participants who may need help and to entertain queries. AFTER LUNCH. Do a recap of accomplishment of all groups and facilitate the ACTIVITY FEEDBACK SESSION. The short exercise we’ll do is called “pass the energy”. you should continue to do the energy gesture until all members have received the energy already. then tap the next one. When you have been tapped. We will identify the person who will start. AT THE END. Energizer: PASS THE ENERGY (10 minutes)  PASS THE ENERGY State: Since we just had a good meal for lunch. smallest member. When the last person receives the energy. we might be feeling a little relaxed and sleepy. Then. The person who falls in that category will be the start passing the energy. he/she should raise both hands and say “woohoo!” (Facilitating group does a demo) Round 1: Per group Facilitator announces a category. and will tap the next person. ICT Literacy Skills Development Training of Trainers . member with lowest voice. start off with an energizer. member with lowest voice. review the progress of all groups and encourage the rest to push for the minimum of 3 accomplished activity cards. The person who falls in that category will be the start passing the energy. When the next person is tapped. Possible categories (facilitators may choose): longest hair. member with the highest voice. so let’s have a short activity to energize ourselves.12 - . the he/she should also do the gesture. Round 2: Per group Facilitator announces a category.

choose a category that is observable and easier to determine) Round 4: Everyone Facilitator asks a co-facilitator to start it from the back of the room. Activity Feedback Session (30 minutes) Materials needed:  LIKE/ DID NOT LIKE Slide Metacards and State: pentel pens for Assign a leader. What you liked/did not like may be what your co- teachers will like/not like as well. ask each group to share their answers. Possible categories (facilitators may choose): longest hair. What did you like? What were the things that you feel and “Didn’t like” was most helpful and engaging. each group If you look back at your experience of working on the Metacards with activity cards. Special note to Lead Facilitators: You may opt to use a different Icebreaker/energizer as you see fit. smallest member. since you want to do more of what you liked.13 - . The goal is for the energy to reach the facilitators in front. Processing point: a. (For this bigger group. and post the likes/dislikes under the headings on the wall after each group shares. Limit what you write to keywords/phrases. The documenter will be in charge of taking note of the answers/insights. member with lowest voice. If arranged alphabetically by first name – the last member on the list. headings “Like” a. documenter and reporter for your group. ICT Literacy Skills Development Training of Trainers . It’s important to keep this in mind as a facilitator. Then. member with the highest voice. What did you not like? What was least helpful? What got in the way of learning? Give the participants 10 minutes to discuss these two questions. b. Round 3: Merge 2-3 groups Facilitator announces a category. The person who falls in that category will be the start passing the energy. and do less or avoid what you did not like.

How does this improve the teaching-learning situation? ICT Literacy Skills Development Training of Trainers . please discuss and answer the following questions. How can you use these tools in your teaching? (in doing your work as a teacher) b. Clarification on using activity cards: When you go back to your schools. LESSON IDEAS DISCUSSION (1 hour)  LESSON IDEAS DISCUSSION State: When we talk about technology integration. if it will help. b. How can you use these tools in learning? (as activities that you can ask students to do) c. like this. Document all answers in meta cards. You may also create your own activity cards. We will provide you with the template. and it will be up to you to choose which one fits your context-which one will be most helpful for your co-teachers. a. please make sure that each group assigns a leader. or you may also use particular activity cards one by one. documenter and reporter for your group.14 - . In your groups. Like our previous activity. it’s important for us not to end just with the ICT skills taught and learned. We will be providing you with several acivity cards. but to bring this back to your context as teachers. you may opt to conduct a similar training.

If some of the  Metacards or participants are already in the same LAC group (meaning their LAC is strips of paper composed of teachers and school heads from a cluster of schools or a  Manila paper District LAC). and 2 for the Label each table already as Group 1. you can put them together in one group. documentor)  Masking tape Ask members of each sub-group to sit together. Powerpoint Presentation: • Facilitation/Intro to LACs PPT Handout:  LAC Facilitation Checklist Other materials:  Role Sheet for Role Play (10 sheets so that each actor gets one sheet)  Debriefing sheet for trainers ICT Literacy Skills Development Training of Trainers . In Make sure there facilitator and are only 10 chairs per table (there are 10 people per sub-group).ICT Literacy Skills Development Training of Trainers LAC FACILITATION TRAINING Session Guide ICONS USED IN THIS GUIDE: Materials and  Things you need to state equipment  Input/explanation has a corresponding Powerpoint slide needed for the  The participants will have group activity entire morning:  There are special process instructions for the activity  Laptop  LCD *Paragraphs in bold are important messages which need to be projectors (at emphasized and clearly explained.15 - . least two if possible) Registration and Opening (show  Workshop Title Slide from Galvin and  Timer and bell/alarm Christine while this is ongoing)  Permanent markers (12: Special note to Lead Facilitators: 10 for the subgroups Ensure that the tables are far apart enough for the subgroup activities. Group 2.  (optional) Laser pointer Make sure that participants were advised about the homework that they need to do to facilitate Session 1. etc.

(Pause until assignments are done. if possible INTRODUCTION / ADULT LEARNING 45 minutes Materials and equipment Introduce this session and state the session objective as shown in Slide needed for the 1. In your group. please take turns sharing your responses to these questions (questions on Slide 3) Read out the process questions below (which they had to answer as homework the night before) and show this slide as they discuss in their sub-groups: “Looking back at your own experience in facilitating/being part of INSET/LAC/TQC other school-based/local professional development sessions: Slide 3 ICT Literacy Skills Development Training of Trainers .16 - . There should  Manila paper be a maximum of 10 participants per table. You are already divided into subgroups by table. For 20 minutes. (Pause until homework is retrieved. Please bring it out now if you wrote some notes and be Powerpoint ready to share. session:  Laptop Slide 1: Session Objective  LCD projector  Permanent  Share experiences and lessons from exemplary INSET/LAC/TQC markers (1 for sessions each subgroup)  Masking tape Further explain that this session will provide the context of the  Metacards or succeeding discussion. Other requirements: 2 break-out rooms. then each sub. to LACs PPT and a reporter who will share this summary to the plenary. The lessons that will be generated from the strips of paper sharing of experiences will serve as inputs as participants think of how (a set of blue. in your subgroups. We will be using your responses to the homework assigned to you. they can facilitate their LAC sessions pink. and yellow Slide 2: Session Mechanics metacards for each For this session. 2.) Presentation: 3. a documentor who will summarize what has been shared. subgroup and group will be sharing to the plenary. we will be working in sub-groups first. please assign a facilitator who will make sure • each will get a turn at sharing and that the sharing is clear to Facilitation/Intro all.) 4. many extra sets with the Give the following instructions: Lead Facilitator) 1.

Process Question 3 will generate the necessary (observable) skills in facilitation which made the LAC session effective and other strategies employed which made the teachers fully engaged in the process. stimulating. ICT Literacy Skills Development Training of Trainers . if you were not the one doing the actual facilitation)? (BLUE metacards) 2) Why was it satisfying. Adults will learn only what they feel they need to learn Adults are practical in their approach to learning. highlight the following areas: Process Questions 1-2 will generate the high points and success factors they experienced in facilitating a teacher professional development session. how was the facilitator being and what helped the teachers to be more engaged in the discussion? (YELLOW metacards) Instructions for the Lead Facilitator: After 20 minutes. Using your co-trainer’s documentation. 1) What was the most satisfying. but active participation is more important among adults. what facilitation skills were demonstrated. “How is this going to help me right now?” Be practical. After the plenary sharing. You can ask three or four reporters to come to the front. 2. make sure to highlight these. Adults need to be able to use these skills immediately so that they see their relevance. Devote the next 20 minutes to plenary sharing of group summaries ( Please ask a co- trainer to document the sharing on Manila paper as you facilitate).17 - . how did you (or the facilitator) manage the session. Mention that these will be used in a later session (Session 2). each reporter will only summarize the group’s responses to the 3 questions. the elements that contributed to the satisfying and stimulating experiences. call the entire cluster together. spend 10 minutes to summarize the group sharing/output. Connect these skills and strategies to the elements of Adult Learning (Slide 4). stimulating. Give each reporter 3 minutes to report. Slide 4 1. The other groups’ reporters can then add their groups’ responses by taping their metacards on the Manila paper. they want to know. and/or thought-provoking? (PINK metacards) 3) In this particular experience. and/or thought-provoking INSET/LAC/TQC session you have ever conducted/facilitated (or even observed/participated in. and then orally adding whatever the three reporters did not cover. Adults learn by doing Children learn by doing. be direct.

They want to choose options based on their individual needs. Let them discuss issues and decide on possible solutions. INTRO TO LACs/LAC SIMULATION (90 MINUTES) Materials and equipment  Suggested breakdown for this 90-minute activity: needed for the Objectives.18 - . This can be an asset and a liability. Make the environment relaxed. adults learn only what they feel they need to know. etc. let’s now look at some facilitation skills that can • further contribute to your management of LAC sessions and make the Facilitation/Intro experience for you and your co-teachers even more fulfilling. Use the learners’ experience (negative or positive) to build a positive future by making sure that negative experiences are not part of their experience in your program. 3. Involve adults in the learning process. Adults want guidance Adults want information that will help them improve their situation or that of their children. and what are its essential elements. Adults learn best in an informal situation Children have to follow a curriculum. 5. COFFEE BREAK/BATHROOM BREAK (15 MINUTES)  Use this time to gather the role play actors for a quick review of their roles. Often. You can also request the training staff/venue staff to help you set up the fishbowl arrangement (10 chairs in the center and the rest of the chairs will be arranged around the 10 chairs) at this time. This way.” to LACs PPT State the session objective as shown in Slide 6: Handout: Facilitation Slide 6: Session Objective Checklist  Enhance facilitation skills in managing INSET/LAC/TQC sessions Other Materials: Role Play Guide Sheet ICT Literacy Skills Development Training of Trainers . informal and inviting. what is a LAC. The summary needs to be cleaned up and be posted in the wall. 4. participants can refer to the lists during Session 2.: 30 session: minutes  Laptop Distribution of Facilitation Checklist and participants’ taking of their  LCD projector places: 10 minutes  Activity Card Actual role play: 40 minutes. They do not want to be told what to do. Experience affects adult learning Adults have more experience than children. including presentation of one activity card File Slide 5: Session 2: Enhancing INSET/LAC/TQC Facilitation Skills Powerpoint “Now that we’ve looked at your successes in facilitating professional Presentation: development sessions.

This is exactly what we will do in this particular session. Refer back to posted plenary summaries for Questions 1-3 created in Session 1. and the premise that teachers learn best through collaboration and work based learning.19 - .  Who have Learning Action Cells in their schools? For those who have LACs in their schools. but this kind of PD needs to be supported by local contextualized professional development efforts. Slide 7: Review of LACs “Before we discuss the mechanics of the activity. Slide 9: What are Learning Action Cells in the first place? Learning Action Cells are groups of teachers/school heads/supervisors who engage in collaborative learning sessions to solve shared challenges encountered in the school/cluster of schools/district. BEST has created a Learning Action Cell Team to work alongside DepEd to support a number of LAC initiatives in identified DepEd priority areas. The need to support teachers in various modes/in complementary ways is more urgent at this point in time given the enormous reform that is the K-12. Explain that this session will help them further strengthen their facilitation skills needed for effective ICT INSET/LAC/TQC sessions. Briefly review the facilitation skills which were highlighted in Question 3. This is where the Learning Action Cells come in. and encourages them to reflect and collaborate with each other. what are the key aspects of a LAC? Slide 10: What are the key aspects of a Learning Action Cell? Its key aspects are: ICT Literacy Skills Development Training of Trainers . Given DepEd’s efforts to revive LACs. It is imperative that we support teachers in mastering a new curriculum and introducing student-centered inclusive pedagogy. This will help us when we do the activity. the recognition of the importance of expanding the way we think about Teacher Professional Development. let me just do a quick introduction of DepEd’s efforts to revive the LACs. Slide 8: Why the need to revive the LACs?  We need to expand how we think about Teacher Professional Development. but we also need to do it in a way that empowers teachers. Mass training will remain important. “One effective strategy to facilitate learning the skills is to actually observe how they are done and then practice them.

and the LAC does that. As we have emphasized since this morning. • Reflective practice leading to action and self evaluation. • Ongoing collaborative learning / problem solving within a shared domain of professional interest. any attempt to engage adults in learning has to consider their needs. teacher learning is recognized as a school-based collaborative process. In other words. Slides 11-12: What are the steps in conducting a Learning Action Cell session? ICT Literacy Skills Development Training of Trainers . as well as their need to exercise choice and agency. and • Collective competence development and peer coaching/learning The concept of the LAC has the basic assumption that knowledge is situated in teachers’ everyday experiences and the best way to think about those experiences is to reflect on them with peers/colleagues. their experiences. • Self-directed learning.20 - .

mind. The checklist will help them. etc. 5) She realizes how it was effective in motivating her students. She goes back to the LRMDS and looks for similar activities that she can use in class. open the ears. etc. but they have to be ready to supply the specific instances wherein the skills were displayed as this will be discussed during the processing. while the rest of the members of the participants will serve as observers. Slide 13: Mechanics Now that we have looked at the LAC process. In case they observe good practices not on the list. shares in a meeting what a wealth of resources the LRMDS is. how she contextualized it. They also become more curious about the LRMDS and arrange a meeting for exploring the Filipino lesson plans further. she shares specific LRMDS activities she found particularly useful. Teacher Leo.” Distribute the Facilitation Checklist and emphasize that this list builds on the good practices that were identified earlier. 1) Reflection/identification of problem: One teacher in Happy Hallow High School. 3) One English teacher sees an activity she can use in her next lesson and tells the group that she will tell them how she used the acivity.21 - . The other teachers are interested to discover the portal so Leo arranges a LAC session for the LRDMS.  If the instructions are clear and you have no questions about the Facilitation features. 6) (start of a new LAC cycle)In the next LAC session. We will have a role playing of a LAC session using (select one activity card/topic which the participants successfully finished the day before) as the LAC topic. The teachers ask his questions about the portal---how to access it. That’s what the blanks are for. how to search for specific materials. Highlight that they have to take note of the facilitation skills being demonstrated. let’s proceed to the mechanics of the next activity. heart and will. Two teachers find the activities she shared promising and thinks they can modify it and use it in their Filipino classes. etc. Participants have been pre-selected to perform certain roles. let’s proceed to the role play (actors take their places in the fishbowl arrangement and start acting).  Role play will use the Activity Card as a springboard for discussion so ICT Literacy Skills Development Training of Trainers . 4) The English teacher incorporates the activity in her lesson. they can add these features. The role of the observers is to be fully present. Ask if these features are clear. 2) Teacher Leo uses the LRMDS activity card to share how he uses the LRMDS portal---which resources he has found useful.

Specify the situation for each skill. Show Slide 15 as a guide: Slide 15: Facilitation Skills Demonstrated in the Role Play: Sub-group discussion  “Give 3-5 facilitation skills that you observed. Highlight the features on Slide 16 mentioned by the group representatives (you can use a laser pointer if you have one). What specific facilitation skills were demonstrated by the LAC facilitator and how did these skills contribute in facilitating and managing the LAC session? You can call on group representatives to share some of what they discussed in their sub-group. Slide 16 Facilitation Skills Demonstrated in the Role Play: Plenary discussion In the plenary. refer to Role Play Guide Sheet and take down notes using the Facilitation Checklist. Say that now we will be sharing what we observed in the plenary. During the role play.22 - . projector is ready) before the actors take their places. convene the entire group. make sure it is ready (file containing Activity Card is open. Give each sub-group time (10 minutes) to huddle within their group and share what they observed in the role play. Then ask the questions on Slide 17.” Once the sub-groups are done sharing.  Slide 14 Processing of the Role Play (45 minutes) The Lead Facilitator acknowledges and thanks the performance of the LAC actors. Slide 17: Other Processing Questions for the Role Play 2. Remind them to use the checklist and specify actions/behaviors that reflected the features observed. ask groups the following questions: 1. Write your own observations– positives and areas of improvement. What do you think were some of the areas for improvement in the role play (content and process)? ICT Literacy Skills Development Training of Trainers . How did these skills contribute in facilitating and managing the LAC session? 3. Remind them that they should not focus their observations on the actors but on the practices/facilitating skills displayed.

validate what has been shared. you may add your own observations.” (G. Z. Spend more time highlighting the good practices observed and pointed out by the participants as inputs to them for the simulation in the afternoon. As Lead Facilitator. may I summarize what have just been shared and see how we can connect this to our main LAC topic/ or issues raised about grouping students… The linking function should be premised on the recognition that each member’s contribution. Then explain why the features are important.. affirm participants’ observations and provide additional inputs and insights. The facilitator may call for a pause of a long discussion to link these pertinent points in the discussion. When we speak of conducting effective group discussion we are speaking about an approach and a technique that enables an organization to evoke from the members the knowledge.23 - . would require from the facilitators to possess the most basic communication functions. You may use the following text to explain why the features are important: 1) “The first requirement for effective group discussion as a method for development is a strong commitment to the belief in the importance and value of the individual and a recognition that each member of the group has a unique contribution to make that is shaped by his/her own background. experience and beliefs. Ortigas) 2) Facilitating group process just like the LAC session. judgement and creative insights applying these to well-defined questions or situations and thus providing an important enzyme of growth of an organization. When the participants mention points for improvement. Linking: The facilitator also performs a linking function – connecting the dots by linking the related ideas and what may initially appear as disparate thoughts. link them to the good practices. – there seems to be a lot of data and information shared already. as follows (Slide 19): Slide 20: Basic Communication Functions of a Facilitator • Active Listening (connected to Item # 3 in Checklist) • Linking (connected to Item # 12 in Checklist)  Conveying Acceptance (connected to # 11 in Checklist) Active Listening: The LAC facilitator listens to both the content and feelings or attitude as the member of the group expresses oneself to be able to fully grasp the meaning of what is being shared. no matter how trivial is ICT Literacy Skills Development Training of Trainers .

Content is about the LAC topic and what the teachers are talking about in the actual session. important to the speaker.” --Taken from the Group Process and the Inductive Method: Theory and Practice in the Philippines by Carmela D. speaks a minimum of ‘shoulds’ and ‘should nots’. hence the LAC facilitator must be concerned about the content and the process. Ortigas Slide 22: The Importance of Being Concerned about the Process 2) “LAC session is a group process. giving unsolicited advice and moralizing during the session. It is important for the LAC facilitator to be conscious of these two elements so that appropriate intervention can be provided. Process is about ‘how’ thing are being done. Conveying Acceptance: Conveying acceptance is a crucial function to maximize participation within the group. observable behaviors and actions and avoiding evaluative words. After explaining why the features are important.24 - . using words. the dynamics being observed while the interaction is going on. make sure you emphasize these two points: Slide 21: The Importance of Modeling 1) “If the group (LAC) facilitator consistently undertakes the above mentioned functions. This will also allow the members to exhibit the warmth and openness in the group and that the group possesses great potential and that they can grow professionally within this group and perhaps even with any other group.” --Taken from the Group Process and the Inductive Method: Theory and Practice in the Philippines by Carmela D. Ortigas ICT Literacy Skills Development Training of Trainers . the members eventually learn and exhibit these skills themselves.

Introduce the topic or activity card by explaining why it’s relevant (e. When is it most appropriate to use this? 5. You can also just do one round of kamustahan to clear the air. sharing of LRDMS resources which might be useful. etc. What activities can you ask pupils to do with this? D. In the last meeting. Make sure you give clear instructions and that you address questions/concerns/special contexts.g. Participants can be given a fun question to ask to set the tone and get the conversation going. etc. You may use the following guide questions to facilitate the discussion: A. like What’s the most wonderful thing that happened to you this week? What is your favourite show/song. many teachers expressed wanting to know more about the LRDMS. Where can you use this in delivering lessons? C.25 - . (5 minutes) .etc.Instructions for facilitator (fish bowl activity): 1. How will you use this skill in your work? B. please take the time to go to the computer lab/an internet café and explore further the LRDMS portal. (5 minutes) ICT Literacy Skills Development Training of Trainers . End with a short review of the session and outline next steps (e. these days? . In the next few days. 2. Make sure that all participants get to participate. whether by doing a round of insights/questions (if the group is small. meaning 10 or below) or by grouping participants into small groups/pairs to allow everyone to speak.).g.g. Today we only got a taste of what the portal has to offer. Follow activity card steps.) (1 minute) 3. Start with an icebreaker.) Emphasize that the next LAC session will build on their experiences (e. (20 minutes) 4.

change the topic. confusion. Emphasizes the importance of/models active listening and respecting others’ ideas 4. 11. and learns something from the teachers/participants and their experiences instead 10. Gives clear directions for all activities so that participants will not be confused and lose interest 7. highlights certain points made before the end of the session 13. LAC Session Checklist for Facilitation Please put a check beside the features you observe. or discontent) to know when to take a break. talks with.26 - . Keeps track of time. Begins the session with an icebreaker that allows participants to share something about themselves in a non-threatening. change the pace. Deals with misinformation in a positive and constructive way 12. starts and ends on time ICT Literacy Skills Development Training of Trainers . etc. Resists the urge to "teach"—listens. Feature Specific Instance 1. Brings ideas together. Ensures availability of materials/equipment/facilities 2. Avoids allowing just a few group members to monopolize "air time" 8. Watches nonverbal cues in the form of body movement. Reminds teachers about ground rules 3. Note that you can add features which are not in this checklist. Keeps the group on the topic and focused 9. Makes sure that all group members have an opportunity to participate 5. and gesture (may indicate loss of attention. Has the group members share one new thing they learned or something they may do differently at the end of the session 14. enjoyable way 6. facial expression.

Ex.g. Adding text D. You can also just do one round of kamustahan to clear the air. meaning 10 or below) or by grouping participants into small groups/pairs to allow everyone to speak. whether by doing a round of insights/questions (if the group is small. 9. remind them of the time left. In the next few days. (at least two if possible)* 7. Start with an icebreaker Materials and . Periodically. etc. Create a poster discussion A. please take the time to go to the computer lab/an internet café and explore further the LRDMS portal ICT Literacy Skills Development Training of Trainers .g. like What’s the most wonderful thing that needed: happened to you this week? What is your favourite show/song. Why is this an appropriate tool/strategy for your curricular goals? 11. you are expected to: 1. End with a short review of the session and outline next steps (e. In the  Timer and last meeting. Saving and exporting 8.ICT Literacy Skills Development Training of Trainers LAC SESSION GUIDE for School ICT Coordinators Using Activity Cards PRE-APPLICATION LAC SESSION 6. How will you use this skill in your work? B. Announce the time given to them to accomplish the task in the given activity card. Introduce the topic or activity card by explaining why it’s relevant (e. identify a particular application of this ICT skill. Where can you use this in delivering lessons? C. What activities can you ask pupils to do with this? D.)  Activity card file State the objective/s and the Key ICT skills they will learn. Adding objects C. Application You may use the following guide questions to facilitate the discussion: Based on your curricular goals. Create a one page poster *If you would like to prepare ICT Skills: slides for your 1. Make sure you give clear instructions and that you address questions/concerns/special contexts. You may use the following guide questions to facilitate the discussion: A. Activity Proper Ask the participants to go through the activity cards exercise. The time it takes to finish an activity card task may vary depending on the complexity of the task. these  Laptop* days?  LCD projectors . (note: make sure that the time alloted is enough. Setting the page layout B. Participants can be given a fun question to ask to set the tone and get equipment the conversation going.27 - . Analysis and Discussion Note: Make sure that all participants get to participate. When is it most appropriate to use this? 10.etc. (distributed to Objectives: participants) At the end of the session. many teachers expressed wanting to know more about the bell/alarm LRDMS.

ICT Literacy Skills Development Training of Trainers . (5 minutes) POST-APPLICATION LAC SESSION 1. How did you use the ICT tool/strategy for your curricular goals? b. End with a short review of the session and outline next steps (e. What are adjustments that you can make to improve the use of the ICT tool/strategy in the future? b.etc) 7.g. Introduce the agenda/topic by explaining why it’s relevant (e.etc.28 - .g. Emphasize that the next LAC session will build on their experiences of trying out the tools/strategy in their class.). 4. sharing of LRDMS resources which might be useful. Now that we’ve tried this out in our respective classes.g. Participants can be given a fun question to ask to set the tone and get the conversation going. another LAC session to learn about more tools. like What’s the most wonderful thing that happened to you this week? What is your favourite show/song. You can also just do one round of kamustahan to clear the air. Application a. of the task.). (e. State the Objective: At the end of the session. Start with an icebreaker . we all learned about (particular ICT skill/strategy). What the use of the ICT tool/ strategy effective/ not effective? What made you say that it was effective/ not effective? c. you are expected to: Be able to identify the stenghts and weaknesses of using this ICT tool/strategy in teaching and learning. (e. What were the opportunities and challenges that using thie ICT tool/strategy presented? 5. these days? . etc.g. last LAC session. Emphasize that the next LAC session will build on their experiences of trying out the tools/strategy in their class. Analysis and Discussion You may use the following guide questions to facilitate the discussion: a. etc. sharing of LRDMS resources which might be useful. let’s hear about each other’s experiences) 3. What are other ICT tools/strategies that you would like to explore using to meet your curricular goals? 6. 2.

(In emphasizing this point. reducing the amount of time for manual report preparation) ICT Literacy Skills Development Training of Trainers . School Forms were reduced from 16 to 7 forms and most of these forms are now incorporated in the LIS so that data such as names of learners and other data already captured in the LIS can be automatically generated. EBEIS = 30%  Session guide for facilitator Processing point: Taking off from the participants’ responses on the objective of the LIS. and takes note of the % of the participants who fit the Powerpoint following statements: (who raised their hands). LIS = 70%. and the Other materials: corresponding percentages. 4 s. An assistant facilitator posts the headings on the wall. Ex.2014.29 - . Presentation: • Data • Who among you are involved in the LIS? governance and • Who among you are involved in the EBEIS? Information • Who among you are involved in updating the LIS and EBEIS Systems for the entire school? • Who among you are involved in the development of the SIP Handout/s: or are part of the SPT? • Digital version of • What is the objective of the LIS? (Randomly select at least 5 slides for participants to share their understanding of the objective of distribution the LIS. possible)  Masking tape  15 Metacards or 1:00 – 2:30AM DATA GOVERNANCE & INFORMATION SYSTEMS – 60 strips of paper minutes  Mic/ Sound  Warm up Questions System  (optional) State: Clicker/ Pointer The facilitator asks the participants each of the 5 questions on slide (one by one).ICT Literacy Skills Development Training of Trainers DATA GOVERNANCE / EBEIS/LISD Session Guide ICONS USED IN THIS GUIDE: Materials and Things you need to state equipment  Input/explanation has a corresponding Powerpoint slide needed for the  The participants will have group activity entire session: There are special process instructions for the activity  Laptop  LCD projectors *Paragraphs in bold are important messages which need to be (at least two if emphasized and clearly explained. emphasize 2 important objectives: a) The LIS aims to maintain an accurate and complete profiel of every learner in the basic education system to inform learner- centered decision-making at all levels b) The LIS aims to streamline the reporting processes at school level. mention DepEd Order No.

2. High quality data must be readily accessible by anyone who has a legitimate need 4. A recording of Ms. groups 7-10 to discuss topic 3. Discuss security risks and identify strategies to secure these data • Topic 3: Assess the school’s level of transparency and define the content and strategy for data transparency  The facilitator assigns topics for particular groups to discuss.30 - .  Set of slides on data governance principles Special note to Lead Facilitators: Presenter notes are available in the powerpoint slides provided. ICT Literacy Skills Development Training of Trainers . groups 4-6 to discuss topic 2. In the group assign a facilitator. 3. If there are 10 groups. documenter and presenter. Data is essential in the delivery of education servicesas it enables evidence-based decision-making. Allot 5 minutes for each presenter.DATA PRIVACY ACT OF 2012 (RA 10173) 5. Give them 20 minutes to discuss this. Ex. Organizations are stewards of enterprise data rather than owners of that data. DATA is an enterprise resource that must be managed from an enterprise perspective. Rechie Cruz facilitating this discussion is also provided for the facilitator’s review. Data must be secure -Data must be accurate. If we understand the value of data then we as an organization is compelled to manage data in most effective and efficient manner. These centrally managed systems were developed and implemented with the objective of improving governance. Public information must be published  Activity – LAC sessions • Topic 1: Discuss the most critical data quality issue in your school and identify actions to resolve these issues • Topic 2: Identify at least 5 most important data that needs to be secured. Ask 1 group per topic to share their answers/discussion to the bigger group. Key discussion points: Principles of Data Governance: 1. assign groups 1-3 to discuss topic 1. reliable and available when those with authorized access need it.

Facilitator discuss the roles and responsibilities of Central. 2:30 – 3:30AM EBEIS/LEIS -60 minutes Materials and equipment Data collection Systems needed for the session: Special note to Lead Facilitators:  Laptop Presenter notes are available in the powerpoint slides  LCD projector  Permanent provided. markers (1 for each subgroup) Key discussion points:  Masking tape  Metacards or What are the data collection systems of DepEd? strips of paper (a • Enhanced Basic Educ. pink.31 - . movements and deployments  Cartolina/Manila paper on the How is data used in DepEd? wall in front. Info. must be reminded to prepare and asked to submit RADAR reports. Powerpoint • Enrolment.Maintaining School Profile . We have used this for team numbers resource allocation. • Internet • Languages/dialects and ethnicity are used to enhance programs connection for on IPEd and MTB-MLE. facilitator’s laptop • Enrolment in SPED and data on learner exceptionalities are used to enhance the SPED and other related programs.School Level data encoding and submission . existing inventories the determine remaining needs and other data like buildable space corresponding and electricity supply determine prioritization. programs offered and school locations were used for Presentation: SHS planning. System (EBEIS) set of blue. • Enrolment and teacher and classroom inventories are used for MOOE computation. Division Offices and School in EBEIS and LIS implementation from BOSY to EOSY. – Registry of schools – Annual school profile and yellow • Learner Information System (LIS) metacards for – Registry of learners each subgroup – Enrolment. • Facilitation/Intro • School addresses are used to determine which schools will be to LACs PPT along the projected typhoon path.LIS . EBEIS and LIS Operation Timeframe .Role of School Head and Class Adviser . grades & attendance and many extra • Personnel Tracking System (PTS) sets with the – Registry of personnel Lead Facilitator) – PDS. • Learner basic profile such as birth date and sex are used in the Other materials: computation of participation rate and other EFA indicators.Enrollment of Learners ICT Literacy Skills Development Training of Trainers .EBEIS . Guidelines for Operation . with • Enrolment determines resource requirements.Creation and Updating of Learner Profile . Region.

32 - .swf. EBEIS_data.Transfer.swf files can be played on any browser – drag the file to a browser window ICT Literacy Skills Development Training of Trainers . . Dropout and NLS . User Management .Enhancement EBEIS Instructional video – title slide  The facilitator shows 2 instruction videos on EBEIS (EBEIS_dashboard. If the volunteers cannot do it. (refer to ppt slides).swf.swf*) *. you may show the corresponding videos to demonstrate the task. EBEIS_data. (EBEIS_dashboard.swf files can be played on any browser – drag the file to a browser window  LIS Review Activity  The facilitator asks 7 volunteers to demonstrate the tasks shown on the slides.swf*) *.

Inform the participants that a guide template will be provided later for their reference but keep in mind that their implementation plan will still grow with more details as they continue to work on it since they will only be given a short time to draft one in the workshop.  Timer and bell/alarm Special note to Lead Facilitators:  (optional) Laser pointer Ensure that participants have space to work on their implementation plan.33 - .googl e.com/site/ictskills tot/home Introduce this topic as shown on the Planning Slide. Use the same groupings made from the earlier activities.ICT Literacy Skills Development Training of Trainers IMPLEMENTATION PLANNING for ICT Coordinators (School level) Session Guide ICONS GUIDE: Materials and  Things you need to state equipment needed  Input/explanation has a corresponding PowerPoint slide for the entire topic  The participants will have group activity to be discussed:  There are special process instructions for the activity  Laptop  MS Word *Paragraphs in bold are important messages which need to be  LCD projectors emphasized and clearly explained. Slide 1: Change Management Explain that each will have to think about how to:   Create a partnership with the right stakeholders and get their support and commitment  Share the goal of increasing the usage of DCP through integration in the classrooms via LAC sessions and/or teacher buddy systems Further explain that each participant will draft an implementation plan using the training approach of activity based learning (activity cards) in LAC sessions. ICT Literacy Skills Development Training of Trainers . PowerPoint Presentation: • Planning Other materials:  Google Site: https://sites.

Slide 2: Training Plan  Part of planning for a workshop even in a LAC session you will need to identify logistics such as:  Venue and schedule (When is the DCP and the participants available?)  Technical devices needed (laptop. Each will be given 3 minutes to present and no feedback will be provided by participants anymore at this time. Inform them to follow the file format provided in the next slide. This activity will be done in 20 minutes. * *For the sharing within the group. etc. This will be done in 20 minutes. dcp package. actual time and venue. metacards.google. they need not share other details – partners. you may use the following guide questions to put some focus: a. 4) After ask each group to assign a person to collect all draft files in a folder with their group name and submit to the Facilitator. explain that each member will be provided 1 minute to present their draft in their group and 1 minute for other members to provide comments and feedback. 2) Once done. Filename format: FirstName_LastName_DivisionName Example Filename: Ann_Amaro_Tacloban. ICT Literacy Skills Development Training of Trainers .docx  Ask the participants to 1) Create a draft implementation plan using MS Word following the basic template provided in the slide. projector. 3) Once done. markers. What are the topics do you plan to conduct LAC sessions/training on? b. ask each group to present one draft implementation plan to everyone. Assign a timer to make sure that each sharer only takes a minute. etc.com/site/ictskillstot/before-i-train Slide 3: Draft an Implementation Plan Show the implementation plan template and explain that they will be given 20minutes to draft their individual implementation plans and that each will present this in their respective groups.)  Show the sample checklist that can be downloaded in the google site: https://sites. applications needed)  Documentation (What are the approvals or documentation needed before starting a session)  Other logistics (such as pens. Why these topics/why this order? Note: when they share to their groupmates.34 - . paper.

35 - . TRAINING CHECKLIST: VENUE  Whiteboard  Projector screen  Sound system and mic  Tables and chairs  Food and drinks  Accommodation (if applicable) TECHNICAL  Laptop and desktops  Internet  Projector  Extension cords (if applicable)  USBs (if applicable) DOCUMENTATION  Attendance Sheet per day  Reimbursement forms and receipts (if applicable)  Certificate of attendance  Certificate of participation  Facilitator’s Guide  Facilitator’s note cards  Participant’s guide or reference materials OTHER LOGISTICS  Bond Paper  Manila Paper  Pens  Markers. whiteboard markers  IDs (if applicable)  Printer (if applicable) ICT Literacy Skills Development Training of Trainers .