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ICT Literacy Workshop Day 2

Regional RTOT
Train-the-Trainer

1
LEARNING ACTION CELLS
(LAC) SESSIONS

ANDREW TORIBIO B. TAACA


Information Technology Officer I
SDO Cagayan
LAC Session Simulation Mechanics

•Role play of a LAC session: 3 Groups to simulate the LAC Session and
3 Groups that will serve as observers.

•Participants have been pre-selected to perform certain roles, while the


rest of the members of the participants will serve as observers. The
role of the observers is to be “fully present, open the ears, mind, heart
and will.”

•Observers need to check Facilitation Checklist features observed. This


Facilitation Checklist list builds on the good practices that were
identified earlier. Ask if these features are clear.

•Be ready to supply the specific instances wherein the skills were
displayed as this will be discussed during the processing. In case you
observe good practices not on the list, they can add these features.
That’s what the blanks are for.
Facilitation Skills Demonstrated

The identified groups that will serve as


observers please take identify 3-5
facilitation skills that you observed.
Specify the situation for each skill.
Facilitation Features Checked

Feature
Ensures availability of materials/equipment/facilities

Reminds teachers about ground rules


Emphasizes the importance of/models active listening and respecting
others’ ideas
Makes sure that all group members have an opportunity to participate
Begins the session with an icebreaker that allows participants to share
something about themselves in a non-threatening, enjoyable way
Gives clear directions for all activities so that participants will not be
confused and lose interest
Avoids allowing just a few group members to monopolize "air time”
Facilitation Features Checked

Feature

Keeps the group on the topic and focused


Resists the urge to "teach"—listens, talks with, and learns something from
the teachers/participants and their experiences instead
Watches nonverbal cues in the form of body movement, facial expression,
and gesture
Deals with misinformation in a positive and constructive way
Brings ideas together; highlights certain points made before the end of the
session
Has the group members share one new thing they learned or something
they may do differently at the end of the session
Keeps track of time; starts and ends on time
Processing Questions for the Role Play

•How did the skills identified contribute in


facilitating and managing the LAC session?

•What do you think were some of the areas


for improvement in the role play (content
and process)?
Why are these facilitation features/skills important?

•Active Listening & Conveying Acceptance allows the


facilitator to show 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 and this is crucial to the participation of members

•Linking allows the group to connect the dots by linking


related ideas and even insights which may initially appear
as disparate thoughts.
The importance of modeling

“If the group (LAC) facilitator


consistently undertakes the above
mentioned functions, the members
eventually learn and exhibit these
skills themselves. This will also
allow the members to exhibit the
warmth and openness in the group
and that the group possesses great
--Taken from the Group
Process and the Inductive potential and that they can grow
Method: Theory and Practice professionally within this group and
in the Philippines by Carmela
D. Ortigas
perhaps even with any other group.”
The importance of being concerned about the process

•LAC session is a group process,


hence the LAC facilitator must be
concerned about the content and
the process. Content is about the
LAC topic and what the teachers are
talking about in the actual session.

Process is about ‘how’ thing are


being done, the dynamics being
observed while the interaction is
going on. It is important for the LAC
facilitator to be conscious of these two
elements so that appropriate
intervention can be provided.
ICT LACs or LACs for ICT

•A mechanism to share to
other teachers what the ICT
coordinator has learned from
a training;

•A way to support teachers


who have received ICT
training (issues/challenges in
the programs introduced in
the training; new ways of
using programs introduced in
the training).
End of Simulation

THANK YOU FOR YOUR


PARTICIPATION!

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