Learning Action Cell
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LAC refers to a school-based professional development program where teachers engage in instructional dialogues and team learning. School heads and teachers are responsible for conducting LAC meetings. Meetings typically involve teachers sharing experiences, introducing new instructional topics, preparing instructional materials, and providing feedback to each other. LAC meetings aim to improve teaching quality and are intended to take place weekly or bi-weekly for 2-4 hours with topics focused on curriculum, instruction, assessment, and teacher development. Schools receive funding from their MOOE budgets to support LAC activities. The roles of different educational offices are also outlined to support and monitor LAC implementation across school, district, division, and national levels.
Learning Action Cell
- 1. Reference: DepEd-SEAMEO-USAID Presented by: Ram Basingan during the Division of Baguio City 2016 Quezon District Mid Year Review
- 2. WHAT IS LAC? A school-based professional instructional dialogues A forum for team learning among teachers
- 3. An alternative means to cascade a model of teacher-training A school-based problem solving process A school-based In- Service Training (INSET)
- 4. WHO IS/ARE RESPONSIBLE IN CONDUCTING THE LAC ? School Heads Teachers
- 5. HOW? Before meeting: Teachers will be asked to meet and select an upcoming lesson or topic Prepare to share orally their experiences from past month’s learning Bring students’ works or learning materials developed in the past month
- 6. Sharing Session (30 minutes) Share in pairs Efforts are congratulated and celebrated
- 7. Focal Instructional Practice (20 minutes) New topic is introduced Guide questions are processed
- 8. Professional Activity (50 minutes) Preparation of IMs Preparing for lessons where new topic may be applied
- 9. Sharing (20 minutes) Each teacher shares what he/she is planning to do Together, they discuss and help one other
- 11. Framework for School or Cluster-based INSET/LACs
- 12. Planning -Identification of training needs or problems of school personnel through TSNA -setting desired objectives -determining alternative strategies Follow-up -corrective measures -policy decisions -reassignment -retraining Implementation Evaluation -employment of appropriate strategies (lectures, discussion, practicum, orientation, meetings, cliniquing. coaching, workshop) -development of instructional materials -determining performance efficacy (impact on students) -assessment of training strategies Application of skills learned in training
- 13. COMPOSITION OF LACS a. Small schools – all teachers in the Key stage b.Big schools – all teachers in a particular grade level c. Multi-grade schools – all teachers d.2 to 15 members per LAC grouping
- 14. HOW OFTEN? Weekly Bi- Weekly 2 – 4 hours
- 15. TOPICS Curriculum: Adaptation of K – 3 literacy and numeracy curriculum for special groups (IPEd, ALIVE, etc.)
- 16. INSTRUCTIONAL MATERIALS Utilization or adaptation of TGs, LMs, and other IMs
- 18. Teacher Development: Training strategies or training designs for improved teaching processes
- 20. Instruction: Emergent literacy skills Beginning reading skills Numeracy skills Multi-media assisted instruction Differentiated instruction Developmentally appropriate practices
- 21. FINANCING Reference: DepEd Order No. 12, s. 2015 School MOOE - refreshments for LAC meetings - school supplies needed - transportation for inter-school LACs - photocopy of professional development materials
- 22. Roles of the Different Offices
- 23. A. School’s Role: 1. Plan, implement, document, evaluate LACs; 2. Integrate LACs in the school’s SIP/AIP; 3. Mobilize resources for the conduct of LACs; 4. Provide feedback to the District and Division 5. Share with and adapt LAC practices from other schools; and 6. Communicate LAC successes to stakeholders
- 24. B. District and Division’s Role: 1. Publish and promote effective interventions 2. Scale-up and adopt effective strategies/good practices 3. Incentivize effective practices 4. Monitor and evaluate
- 25. C. Region’s Role: 1. Monitoring and evaluation of LACs, District LACs, and Division LACs 2. Provide technical assistance to school divisions 3. Showcase successful interventions through Regional LAC conferences 4. Create content and resources for LAC use 5. Incentivize effective LAC with awards and citations
- 26. D. Central Office’s Role: 1. Monitoring and evaluation 2. Create policies on LACs 3. Provide technical assistance to Districts, Divisions, and Regions 4. Create content and resources for LAC use 5. Communicate successes to stakeholders
- 27. SOME PEOPLE SEE A CLOSED DOOR AND LEAVE, OTHERS SEE A CLOSED DOOR AND TRY THE KNOB, AND IF IT DOESN’T OPEN THEY LEAVE. OTHERS SEE A CLOSED DOOR AND TURN THE KNOB, AND IF IT DOESN’T OPEN THEY USE A KEY. VERY FEW PEOPLE TRY THE KNOB, AND IF IT DOESN’T OPEN THEY LOOK FOR A KEY, AND IF THE KEY DOESN’T FIT, THEY CREATE A NEW ONE!
- 28. Thank you! KEEP ON CREATING KEYS THROUGH LACS