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    Module 1: Course Orientation

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    RB Catbagan
    This document provides an overview of Module 1 of an online professional development course for teachers. It outlines 3 activities for teachers to complete, including reflecting on how the course can help with instruction during the pandemic, identifying personal strengths and obstacles to course completion, and forming a learning action cell (LAC) with other teachers. The activities guide teachers to think about how the course content applies to their specific contexts and circumstances and how working collaboratively in a LAC can support their ongoing learning and teaching improvement.

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    Module 1: Course Orientation

    Uploaded by

    RB Catbagan
    61 views6 pages
    This document provides an overview of Module 1 of an online professional development course for teachers. It outlines 3 activities for teachers to complete, including reflecting on how the course can help with instruction during the pandemic, identifying personal strengths and obstacles to course completion, and forming a learning action cell (LAC) with other teachers. The activities guide teachers to think about how the course content applies to their specific contexts and circumstances and how working collaboratively in a LAC can support their ongoing learning and teaching improvement.

    Original Description:

    LDM Answer

    Original Title

    MODULE-1

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    This document provides an overview of Module 1 of an online professional development course for teachers. It outlines 3 activities for teachers to complete, including reflecting on how the course can help with instruction during the pandemic, identifying personal strengths and obstacles to course completion, and forming a learning action cell (LAC) with other teachers. The activities guide teachers to think about how the course content applies to their specific contexts and circumstances and how working collaboratively in a LAC can support their ongoing learning and teaching improvement.

    Copyright:

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

    Module 1: Course Orientation

    Uploaded by

    RB Catbagan
    This document provides an overview of Module 1 of an online professional development course for teachers. It outlines 3 activities for teachers to complete, including reflecting on how the course can help with instruction during the pandemic, identifying personal strengths and obstacles to course completion, and forming a learning action cell (LAC) with other teachers. The activities guide teachers to think about how the course content applies to their specific contexts and circumstances and how working collaboratively in a LAC can support their ongoing learning and teaching improvement.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    MODULE 1: COURSE ORIENTATION

    LESSON 1: COURSE OVERVIEW


    ACTIVITY 1.

    Read the LDM Course Overview. Reflect on the overview by answering the following questions.
    Write down your insights in your Study Notebook.

    1. What is the main delivery of this course?

    The course aims to orient teachers about the process of designing instruction in the
    preferred learning modality. It also intends to train teachers on how to plan and prepare
    for learning materials and educational resources.

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

    The course is standardized so ,as a teacher, I have to be fully equipped with necessary
    knowledge and skills before delving into the delivery of instruction in the “new” normal.

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

    The two support mechanisms that will help me are the technical assistance from the
    immediate heads, facilitators and assistance from my colleagues and available resources
    that I can make use in finishing the portfolio as my evidence of learning.

    ACTIVITY 2.

    Answer the following questions by copying and filling out the table in your Study Notebook.

    1. How will my personal characteristics and circumstances affect (positively or negatively)


    my participation in this course?
    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 me (What will push me to (Where will I accomplish
    repeatedly do that may
    from participating fully participate in this the requirements of this
    affect my participation
    in this course?) course?) course? Describe this
    in the course in a
    positive or negative environment)
    way?)

    Whenever I have Nothing will prevent The knowledge I can I will accomplish the
    difficulties on certain me. If there is any, gain and updates on requirements in a
    things, I never stop perhaps a serious teaching pedagogies place that I feel
    until I accomplish the illness. are reasons enough comfortable so I can
    assigned tasks. I to keep me going. focus well.
    exhaust all means to
    resolve whatever
    issues that may arise.
    Though I
    procrastinate
    sometimes, I always
    keep reminding
    myself that I have to
    meet the deadline.

    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.

    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:

    4 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
    1 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.

    The first challenge to having a successful LAC is commitment among the participants.
    The member will attend LAC session religiously even without compulsion because he/ she is
    fully aware that attending LAC continually helps him/her grow professionally. Furthermore, the
    sense of commitment let the member finish the different tasks efficiently within the period of
    time set.
    Secondly, effective collaboration of each member of the LAC is another important thing
    to consider. As part of the organization, the contribution of the members of the group is very
    important. Each member will have a role to play so he/ she is expected to work effectively with
    others.
    Lastly, effective monitoring and evaluation in the conduct of LAC poses a challenge. The
    success of the sessions can only be measured by the result itself. Constant monitoring is
    necessary to ensure sustainability of the proposed activities in the LAC. Evaluation, on the other
    hand, serves as a tool and basis of making important decisions.

    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.

    See Figure 1 for reference.


    Figure 1.LAC Composition and Coaching Arrangement for LDM2 Teachers

    LDM2 for LDM2 for


    Instructional Coaches Teachers

    LAC Leader 1 LAC 1


    (MTs/Head Teacher/ Members
    Dept. Head/Senior Teachers) (Teachers)
    LAC Instructional
    Coach LAC Leader 2 LAC 2
    (SDO/District (MTs/Head Teacher/ Members
    Supervisors or Other Dept. Head/Senior Teachers) (Teachers)
    Instructional Leaders)

    LAC Leader n LAC n


    (MTs/Head Teacher/ Members
    Dept. Head/Senior Teachers) (Teachers)

    ACTIVITY 3.

    List down the members of your LAC and their respective roles in your Study Notebook.

    LAC LEADER: MAYETTE F. SIBAYAN, HT-III

    NAME OF MEMBERS: TESSIE DR. FRONDA, MT-I


    VERONICA M. MANGILA, T-III
    MARICEL B. PERIDAS, T-III
    RONA C. CAPIA, T-II
    VIOLETA R. SOLIS, T-I
    MARIVIC P. GAGARIN, T-I
    ROWENA B. BARTOLAZO, T-I
    GENEVA RUBY G. CABANELA, T-I
    MARIEROSE E. RIMANDO, T-I
    MARK JUN A. CALDERON, T-I
    LETICIA M. ROQUE, T-I

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