MODULE 1: COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW

Activity No. 1
1. What is the main delivery of this course?
2. How can this course help ensure that you will be able to deliver quality instruction in the “new normal”?
3. What are the two support mechanisms that will help you with your learning in this course?

Activity No. 2
Answer the following questions by copying and filling out the table in your Study Notebook.

1. How will my personal characteristics and circumstances affect (positively or negatively) my participation in
this course?

2. How can I ensure that I am able to sustain my strengths and address the obstacles that will hinder me
from completing this course?
Activity No. 1
Look for a colleague with whom you would like to discuss your answers and reflections with to the questions
in Activities 1 and 2.

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

Activity 1

Begin by refreshing your memory on the Learning Action Cell. Read DepEd Order No. 35 s. 2016 titled “The
Learning Action Cell as the K to 12 Basic Education Program School-

Based Continuing Professional Development Strategy for the Improvement of Teaching and

Learning.”

Once you’re done, answer the following questions. Write your responses and any other ideas
and reflections in your Study Notebook.

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.

Rank the following objectives from easiest to the most difficult to achieve:

__ To improve the teaching-learning process to improve learning among students

__ To nurture successful teachers

__ To enable teachers to support each other to continuously improve their content

and pedagogical knowledge, practice, skills, and attitudes

__ To foster a professional collaborative spirit among School Heads, teachers, and

the community as a whole

2. What are the top three challenges to having a successful LAC? List down and

elaborate.

Activity 2

According to DO 35, s. 2016, a LAC should have no less than 2 but not more than

15 members each. Get in touch with your designated Coach or LAC Leader in forming

your LACs.

1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC

Session 1 Guide for the conduct of your LAC.

2. During this meeting, decide on your groupings and designate one LAC Facilitator and
 one LAC Leader per LAC.

3. Note the following in forming your LACs:

• LACs should be composed of teachers. Discuss your preferred LAC composition

with your assigned Instructional Coach (this will be a district or division

supervisor assigned to your LAC).

• After forming your respective LACs, there should a LAC Leader assigned to you

from among the following school members:

»» Master Teacher

»» Head Teacher/Department Head

»» Other senior teachers who have proven competence, potential to lead, or

subject expertise to lead the LAC.

• Teacher LACs can connect with their Instructional Coach through the LAC Leader.

This Instructional Coach will also be handling multiple LACs through a network of

LAC Leaders.

Activity 3

List down the members of your LAC and their respective roles in your Study Notebook.

UNPACKING OF MELCS

CODE MELCS Learning Objectives

EN10LC-Ia- Use information from news
11.1 reports, speeches,
informative talks, panel
discussions, etc. in
everyday conversations and
exchanges
EN10RC-Ia- Determine the effect of
2.15.2 textual aids like advance
organizers, titles, non-linear
illustrations,
etc. on the understanding of
a text
EN10VC-IVc- Appraise the unity of plot,
29 setting and characterization
in a material viewed to
achieve the
writer’s purpose
N10VC-IVa- Compare and contrast the
15 contents of the materials
viewed with outside sources
of
information in terms of
accessibility and
effectiveness
EN10LC-IIe- Employ analytical listening
13.2 in problem solving
use information taken from news reports, speech,
informative talks, panel
discussion, etc.,
raise awareness to the general public valid and reliable
information
through your own infoposter;
exhibit the importance of information affecting our daily life
functions and
the community.
identify the different types of graphic organizers and their
uses; use graphic organizers in organizing a text.
recognize textual aids in text; and
identify textual aids in different forms.
understand text with the aid of an advance organizer.
read non-linear text;
use non-linear text in understanding a text.
determine the effect of an outline in understanding a text.
appraise the unity of the plot, setting and characterization in
a material viewed to achieve the writer's purpose.
compare and contrast viewed material from other sources of
information.
compare and Contrast formal from informal language.
define accessibility and effectiveness in relation to viewed
materials and other
sources of information.
define analytical listening;
distinguish the concepts of analytical listening; and
state the significance of analytical listening.
 identify the types of listening
differentiate each type of listening; and
perform the indicated tasks.
Evaluate and make evaluate text content of a short story using a set of criteria
judgements about a range of or standard
texts using a set of criteria
e.g. comparing
arguments on the same
topic, critiquing a short story
EN10G-IVa- Evaluate spoken texts using evaluate an argumentative text based on given standard.
32 given criteria, e.g. fluency, evaluate spoken text based on given criteria.
tone, cohesion, correctness

ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE

I can use the modality with ease.      

 

I can confidently use the      

platforms in the modalities.  
I can use pedagogies associated      
with the modalities and  
platforms.

I can very well manage my      

learners/class in the modality  
that my school has adopted.

I can very well engage with      

parents and community partners  
in assisting learners.