Read the Facilitator’s Guidelines for the Orientation Activity.

As a Training Team, agree on facilitation assignments for the sessions. Feel free to add notes
about each role.

Session Facilitator Co-Facilitator (to manage questions)

Session/
Lesson 1

Session/
Lesson 2

Session/
Lesson 3
FACILITATOR’S GUIDELINES FOR CONDUCTING ONLINE ORIENTATIONS - SYNCHRONOUS DELIVERY OF TRAINING

The following activity will guide you on the standards of conducting the online orientation. Specifically, you will gain an understanding of the
standards and appreciate them as they apply to the implementation of the orientation module for teachers.

Note that these guidelines are for synchronous or combination orientations.

I. Do your own initial research on the best practices in conducting training programs. Organize your research according to the table below.
Find as many useful resources as you can.

Source (Could be a book, an education expert, Recommendations for Effective Online Meeting/ Other notes, if any
website, or other online resource) Training

1.

2.

3.

II. Read the following recommendations in conducting the online orientations. Compare these with the recommendations from your own
research and look for the similarities, as well as new things you can add.

1. Decide on delivery platform/s. Some approaches include:

a. One online platform for all participants, speakers, and working committees
■ For example: Participants, speakers, and committees all work inside the same Zoom or Google Meet session.
b. Separate online platforms for participants, another for the speakers, and another one for the working committees. This style mirrors
a backstage/stage/audience model in face-to-face training.
■ For example:
 ● Participants watch the orientation through Facebook livestream.
● Speakers present at the orientation using Zoom or Google Meet.
● Working Committees discuss logistics and answer questions through Facebook Messenger Group Chat.
c. Two platforms for participants and another one for speakers and working committees, or any combination of the three, using the
mentioned online platforms.
2. Disseminate information about the platforms you will use. Make sure all participants will register and have access to the platform.
3. Anticipate any technical issues that may arise and prepare specific actions to mitigate or prevent them entirely. Discuss and assign someone
or several people to take care of these issues.
4. Orient all speaker/s about the platform; if possible, rehearse separately with the speaker/s prior to the program. This is so you can check for
any technical difficulties, internet connection problems, or any other challenge that will delay the program proper. If there are any, seek to
resolve these immediately.
5. Ensure that all participants are informed of what they need to do prior, during, and/or after the event, or any requirements they need to
secure prior to their participation in the online orientation.
6. As with a face-to-face setup, prepare your script for the different parts of the program.

III. Incorporate any additional recommendations you may have realized after reading through these guidelines. Good luck!

IMPLEMENTATION PLAN FOR THE LDM2 COURSE ORIENTATION

The goal of this Implementation Plan is to help you smoothly carry out the Orientation Module for Teachers and School Heads.
It is recommended that this will be done synchronously with Module 1 - Course Orientation of the LDM Course for Teachers. You may modify or
add to the areas of concern depending on what you identify as your concerns to be addressed as part of the implementation planning.

AREAS OF CONCERN ACTIVITIES OUTPUTS WHEN PERSON IN CHARGE

Program

Platform for Online

Delivery

Orientation Materials

Enrollment and
Registration

Participants’
Management and
Technical Assistance

LDM TRAINING TEAM ASSIGNMENTS

Coordinate with school heads and organize yourselves into a Training Team. Discuss which personalities will constitute the team and assign their
respective responsibilities.

ROLE NAME TERMS OF REFERENCE (DUTIES AND RESPONSIBILITIES)

TEAM LEADER
 TEAM CO-LEADER

MEMBERS

Note: Add more rows as needed.

RISK MANAGEMENT PLAN FOR ORIENTATION

What can hinder the smooth implementation of the Orientation Module? How will you prevent them or mitigate its possible adverse effect(s) on
the plan? Answer these questions using the table below and discuss them with your colleagues in LAC or with your assigned Coach.

DESCRIPTION OF RISK LIKELIHOOD TO HAPPEN SEVERITY OF EFFECT ON PREVENTIVE ACTION MITIGATION ACTION
(Very Likely, Likely, THE PROJECT (What to do to prevent the (If or when a risk happens,
Unlikely) (High, Medium, Low) risk from occurring) what do you need to do to
 mitigate its effect on the
project)

Note: Add more rows as needed.

LAC ROLES ORGANIZER

This is a template of your record of all the LACs assigned to you as an Instructional Coach. You may edit and add as many rows as you need depending on the
number of Schools and LACs assigned to you. You may also use the LAC ID naming convention to track the groups.

For example: There are three schools assigned to you: School A (1), School B (2), School C (3), with 5 LAC groups each.
● LAC 2-002 - 2nd LAC group in School B
● LAC 3-005 - 5th LAC Group in School C
● LAC 3-004 - 4th LAC Group in School C

Reminders:
1. A LAC shall have 2-15 members per DepEd Order No. 35 s. 2016
2. LAC roles may differ every meeting, if the LAC members so decide
 3. A coach may have no more than 5 LACs teams to support

LAC Number Name School

LAC - 3-001

LAC Leader

LAC Facilitator

LAC Documenter

LAC Members

LAC - 3-002

LAC Leader

LAC Facilitator

LAC Documenter

LAC Members

LAC - 3-003

LAC Leader

LAC Facilitator

LAC Documenter

LAC Members

LAC - 3-0nn

LAC Leader
LAC Facilitator

LAC Documenter

LAC Members