Professional Documents
Culture Documents
Module 1
Module 1
Department of Education
The views expressed in this work are those of the authors and do not necessarily reflect those of the
National Educators Academy of the Philippines or the Department of Education; the Foundation for
Information Technology Education and Development or the International Development Research
Centre; or Save the Children or the Australian Government.
ACKNOWLEDGEMENTS
The National Educators Academy of the Philippines (NEAP), Department of Education, is
grateful for the generous support and assistance of our Education Forum Partners in developing
this course. In particular, we give special mention and thanks to:
• Bureau of Curriculum Development (BCD), Department of Education, led by Director Jocelyn
D. R. Andaya;
• Bureau of Learning Delivery (BLD), Department of Education, led by Director Leila P. Areola,
and the BLD Teaching and Learning Divison, led by Chief Rosalina J. Villaneza;
• Foundation for Information Technology Education and Development (FIT-ED) for the
TPD@Scale Coalition for the Global South, led by FIT-ED Executive Director Victoria
L. Tinio and funded by the International Development Research Centre (Canada);
Finally, NEAP acknowledges with thanks the contributions of the instructional designers, consultants
and module developers who worked tirelessly to develop the course modules and tools.
Anne T. Choi, Sylvia A. Garde, Sarah Pouzevara (RTI International), Camille G. Quiambao,
Monalisa T. Sasing, Maria Regina Corazon Sibal (Deutsche Gesellschaft für Internationale
Zusammenarbeit), John Arnold S. Siena, Victoria L. Tinio and Adelina Velasco (SERG/ Australian
Government/Save the Children)
Module Developers
MODULE OBJECTIVE
By the end of this Module, you will be able to describe what this course is about
and how it will help you manage the teaching-learning process in the modalities.
MODULE CONTENT
ESTIMATED TIME REQUIRED
4 hours
*LAC Sessions are included in the activities but may be optional as determined by the LAC
members under the guidance of the LAC Leader
This overview will cover the why, what, and how of this course. It will walk you through the
coverage of the course as it relates to the teaching-learning process in the LDMs adopted by
your School.
By the end of this lesson, you will be able to describe the course and plan how to go about
the course.
Key Topics/Concepts
LCP capacity building framework; course rationale and objectives; course design, content and
delivery; self-learning modules; learning action cell
Resources Required
LDM Course Overview
Study Notebook
Study Notebook Guide
ACTIVITY 1.
Read the LDM Course Overview. Reflect on the overview by answering the following questions. Write
down your insights in your Study Notebook.
ACTIVITY 2.
Answer the following questions by copying and filling out the table in your Study Notebook.
ACTIVITY 3.
Look for a colleague with whom you would like to discuss your answers and reflections with
to the questions in Activities 1 and 2.
Well done! You have completed Lesson 1. You may now proceed to Lesson 2.
Key Topics/Concepts
LAC; LAC roles and responsibilities; LAC Forms
Resources Required
3 DepEd 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
3 LAC Session 1 Guide
3 Form 1. LAC Profile
3 Form 2. LAC Facilitator Information Sheet
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 SchoolBased 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
LAC Instructional
Coach LAC Leader 2 LAC 2
(SDO/District (MTs/Head Teacher/ Members
Supervisors or Other Dept. Head/Senior Teachers) (Teachers)
Instructional Leaders)
ACTIVITY 3.
List down the members of your LAC and their respective roles in your Study Notebook.
Congratulations! You have completed Module 1. You are now ready for Module 2.