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    Department of Education: Lesson 1: Course Overview

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    Randy Edrada
    This document provides an overview of a Learning Delivery Modalities Course 2 (LDM2) for teachers in the Philippines. The course aims to equip teachers with knowledge of alternative learning delivery modalities to ensure continuity of learning during the pandemic. It will help teachers deliver quality instruction in different contexts. The course consists of self-learning modules and collaboration through Learning Action Cells (LACs). Forming effective LACs and addressing potential challenges are discussed.

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    Department of Education: Lesson 1: Course Overview

    Uploaded by

    Randy Edrada
    106 views6 pages
    This document provides an overview of a Learning Delivery Modalities Course 2 (LDM2) for teachers in the Philippines. The course aims to equip teachers with knowledge of alternative learning delivery modalities to ensure continuity of learning during the pandemic. It will help teachers deliver quality instruction in different contexts. The course consists of self-learning modules and collaboration through Learning Action Cells (LACs). Forming effective LACs and addressing potential challenges are discussed.

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    Study-Notes

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    This document provides an overview of a Learning Delivery Modalities Course 2 (LDM2) for teachers in the Philippines. The course aims to equip teachers with knowledge of alternative learning delivery modalities to ensure continuity of learning during the pandemic. It will help teachers deliver quality instruction in different contexts. The course consists of self-learning modules and collaboration through Learning Action Cells (LACs). Forming effective LACs and addressing potential challenges are discussed.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    106 views6 pages

    Department of Education: Lesson 1: Course Overview

    Uploaded by

    Randy Edrada
    This document provides an overview of a Learning Delivery Modalities Course 2 (LDM2) for teachers in the Philippines. The course aims to equip teachers with knowledge of alternative learning delivery modalities to ensure continuity of learning during the pandemic. It will help teachers deliver quality instruction in different contexts. The course consists of self-learning modules and collaboration through Learning Action Cells (LACs). Forming effective LACs and addressing potential challenges are discussed.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 6

    Republic of the Philippines

    Department of Education
    Region I
    SCHOOLS DIVISION OF ILOCOS NORTE
    PANCIAN ELEMENTARY SCHOOL
    PAGUDPUD
    NAME: RANDY R. EDRADA DESIGNATION: TEACHER I
    SCHOOL: PANCIAN ES DISTRICT: PAGUDPUD
    DIVISION: ILOCOS NORTE REGION: I

    LEARNING DELIVERY MODALITIES COURSE 2 (LDM2) FOR TEACHERS

    MODULE 1: COURSE ORIENTATION

    LESSON 1: COURSE OVERVIEW


    ACTIVITY 1
    1. What is the main delivery of this course?

    This course was formulated in compliance with the DepEd Secretary’s order
    to ensure learning continuity while guaranteeing the health, safety, and welfare of all
    learners, teachers, and other DepEd employees, Hence, its main delivery is focused
    on the instructional implications such as alternatives learning delivery modalities
    (LDMs) that the school may implement to reach learners’ needs regardless of who
    and where they are.

    2. How can this course help ensure that you will be able to deliver quality instruction in
    the “new normal”?

    Amidst this pandemic, this course can help me ensure to deliver quality
    instruction in the “new normal” setup of learning by being fully equipped with the
    features, uses and pedagogies of the different LDMs and platforms. Aside from
    these, this also helps me in terms of instructional preparedness, allowing me to plan
    and develop the most effective and appropriate strategies and resources for my
    students in different learning contexts.

    3. What are the two support mechanisms that will help you with your learning in this
    course?

    There are two support mechanisms that will help me with my learning in this course:
    1. Through LAC Sessions. Collaboration with colleagues will help me to better
    understand a particular lesson and/or to easier accomplish specific tasks.
    2. Through the Self-Learning Modules (SLMs)
    LESSON 1: COURSE OVERVIEW
    ACTIVITY 2
    1. How will my personal characteristics and circumstances affect (positively or
    negatively) my participation in this course?
    Being a teacher entails a burning spirit to learn and grow professionally
    amidst adversities. My enthusiasm and passion to participate in this course is
    a pivotal characteristic in attaining professional growth and development.
    Further, being able to understand this course will help me achieve and
    develop an optimum instruction/ teaching method that could reach all the
    learners, physically or not, despite the horror of this pandemic.
    On the other hand, there are also circumstances that can hinder me
    from participating in this course. First is my mental and emotional health. This
    pandemic has been affecting me in any way I could have never imagined—
    being a teacher at work and at the same time a mother of 3 online children,
    and of two seniors to care of due to this lethal virus, being an emotional
    absorber (paradoxical to my age), being bombarded with bulks of works and
    etc. These are some factors that can easily deflect my attention to work,
    perhaps on participating in this course too. Keeping my sanity has been my
    struggle.
    Second that may affect me from participating is the poor speed internet
    connection at home especially that we are on the ground of work-at-home
    arrangement. Having this kind of problem or condition at home may also
    worsen emotional and mental health. Accomplishing tasks and activities is not
    difficult, however, submitting them online given the turtle net connection is
    entirely far difficult.
    Nevertheless, I am a teacher. Whatever crisis I may experience; I must
    live up the standards that this profession requires me to do.

    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?

    HABITS OBSTACLES MOTIVATION ENVIRONMENT


    (What is it that I (What will prevent (What will push me (Where will I
    repeatedly me from to accomplish the
    do that may affect participating fully in participate in this requirements of this
    my course?) course?
    participation in the Describe this
    course in environment.)
    a positive or
    negative way?)
    Positive Habits: *Poor Speed * Blazing Desire to At school, since
    1. I am open to Internet become one of the our home is not
    receiving Connection pioneer of quality conducive enough
    feedbacks. *Lack of Focus education in the to work. I could
    2. I am focused on future. access a high
    learning * The Certificate of speed internet
    objectives. Participation that connection. And
    will be given after. more importantly, I
    Negative Habits: *Strong Internet can work well with
    1. Procrastination Connection other teachers.
    2. Lack of
    Organizational
    Skills

    LESSON 1: COURSE OVERVIEW


    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.

    School opening will not necessary mean traditional face to face learning in the
    classroom that is why the teachers had undergone webinars to uplift themselves of the
    different modalities. The learners are going to use self-learning modules in print or digital
    format, online distance learning and blended learning, whichever is applicable in the context
    of the learner.
    The conduct and implementation of Learning Action Cell have proven to be effective
    in engaging a group of teachers in collaborating and solving shared challenges. LAC Sessions
    encourage critical reflection amongst teachers which increases the understanding and
    knowledge of the curriculum and classroom practices.

    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:
    1 To improve the teaching-learning process to improve learning among students
    3 To nurture successful teachers
    2 To enable teachers to support each other to continuously improve their content and
    pedagogical knowledge, practice, skills, and attitudes
    4 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.
    Top Mastery on the Content and Pedagogy of the K-12 Basic Education Program. In
    1 every LAC session, the LAC leaders must master content and pedagogy of K-12
    curriculum, however, it is imperative for LAC members as well to be knowledgeable
    about it for better result of collaboration—from planning of lessons, effective
    delivery of lessons, and successful assessment of the learning from their teaching.

    Top Failure to Achieve the LAC Framework. This could be manifested when there are no
    2 specific guidelines in the implementation, no models to the flow of topics.
    Top Disruption of classes. Mostly, schools tend to shorten classes whenever LAC
    3 sessions are scheduled.

    LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)


    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.

    LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)


    ACTIVITY 3
    List down the members of your LAC and their respective roles in your Study
    Notebook.
    LAC MEMBERS NAME ROLES
    LAC Leader MR. NIEL G. FERRERAS *Oversees the
    implementation of the
    LAC(s);
    *Leads in the
    development of a LAC
    Plan and integrates such
    in the SIP and AIP;
    *Organizes LAC
    groupings at the
    beginning of school year,
    and ensures that each
    LAC has an assigned
    facilitator.
    *Mobilizes resources for
    conduct of LACs;
    *Provides feedback and
    submits LAC Progress
    Reports to District and
    School Division Office.
    LAC Facilitator MRS. JACQUELYNE E. *Convenes the LAC team
    GARANA meetings;
    *Provides technical
    assistnance in the
    development of the LAC;
    *Checks and monitors
    attendance of members
    and submission of
    materials and sees to it
    that team meetings start
    and end on time;
    *Encourages active
    engagement and
    participation of members.
    LAC Members All Teachers *Share common concerns
    such as grade level
    assignments or learning
    area assignments or key
    stage assignments
    *Attends LAC meetings
    regularly and participates
    actively in LAC
    sessions;
    *Develops plans to apply
    what has been learned
    and implements agreed
    action plan in one’s
    classroom;
    *Monitors one’s progress
    in relation to the LAC
    Plan;
    *Prepares and submits
    documents or materials
    as needed and brings
    materials relevant to the
    topic.
    LAC Documenter MRS. GEMMA-LYN D. *Documents LAC
    BADUA proceedings following the
    template agreed upon;
    *Keeps records of
    attendance and output of
    members;
    *Helps the LAC Leader
    and Facilitator in writing
    the progress reports to be
    submitted to the District,
    Schools Division,
    Regional, and Central
    Office;
    *Devices innovative and
    efficient ways to
    document and
    synthesizes the
    agreements during the
    LAC sessions;
    LAC Resource Person

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