PEDAGOGICAL RETOOLING IN

MATHEMATICS, LANGUAGES,
AND SCIENCE (PRIMALS)
Learning Action Cell
 OBJECTIVES:
 Enhance understanding on Learning Action Cell
Mechanism
 Equip school heads with knowledge, skills, and attitudes to
continuously support teachers professional development
through Learning Action Cell
 Be familiar with the guidelines in the implementation of
the Learning Action Cell in Schools/District
 Develop a plan to effectively implement Learning Action
Cell to address the holistic development of the teachers
What is Learning Action Cell?
DepEd’s Vision and Mission

As a learner centered public institution

The Department of Education,

Continuously improves itself to better serve its

stakeholders

5
Activity (Part 1)
1. Form 8 groups
2. On metacards, list down keywords relative to the Learning
Action Cell
a. Learning Action Cell- White
b. Purpose-Violet
c. Process-Red
d. Persons Involved -Yellow
3. Write one idea per metacard.
4. Post these programs in your assigned area.
 Activity (Part 1)
 What are the common answers?

a. Learning Action Cell

b. Purpose
c. Process
d. How often
e. Persons Involved
Activity (Part 2)
1. Group yourselves according to the district you belong

2. On a manila paper, accomplish the following table:

Topics /Issues
discuss REASON FOR
during LAC in Choosing the Difficulties TARGET
schools/
3. Each topic/issue
group will present their output PARTICIPANTS
district

8
What is LEARNING
ACTION CELL?
Learning Action Cell

-isa group of teachers who engage in a collaborative

learning sessions to solve shared challenges encountered in
the school facilitated by a school head or a designated
LAC Leader
THEORETICAL
FRAMEWORK
 TOPICS FOR LAC SESSIONS
May be determined by the teachers themselves
under the general guidance of the school head of
LAC leader.
 TOPICS FOR LAC SESSIONS
Special emphasis must be done on some
key features of the K to 12 Basic Education
Program. (Republic Act No. 10533, the
Enhanced Basic Education Act
of 2013)
 TOPICS FOR LAC SESSIONS

Learner Diversity and Student Inclusion

• Diversity emanates from a variety of factors
(which may be in combination) such as gender,
community membership,
religious beliefs, family configurations, and
special learning needs.
 TOPICS FOR LAC SESSIONS
Content Pedagogy of the K to 12
Basic Education Program.
• Studying K to 12 curriculum, teachers will
be better able to prepare for lessons and
will be more relaxed in executing lesson
plans.
 TOPICS FOR LAC SESSIONS

Teachers can collaboratively plan weekly

lessons during the LAC and these can be
implemented for the specified period of
time, after which, teachers can share their
experiences to improve subsequent lessons.
 TOPICS FOR LAC SESSIONS
Assessment and Reporting in the K to 12
Basic Education Program
• Assessment provides teachers and learners
with the necessary feedback about learning
outcomes. This feedback informs the
reporting cycle and enablesteachers to
continually select, organize, and use sound
assessment processes.
 TOPICS FOR LAC SESSIONS

 21st Century Skills and ICT Integration in

Instruction and Assessment
• Teachers must enrich lessons with simple
integration strategies utilizing Information
and Communication Technology (ICT) that
are developmentally appropriate.
 TOPICS FOR LAC SESSIONS

Curriculum Contextualization, Localization,

and Indigenization
• Curriculum contextualization is the
process of matching the curriculum content
and instructional strategies relevant to
learners.
 TOPICS FOR LAC SESSIONS

Curriculum Contextualization, Localization,

and Indigenization
• The localization of curriculum is an essential
feature of the K to 12 Curriculum. Linking new
content to the local experiences that are familiar
to students, learning will be more efficient for
and relevant to them.
 TOPICS FOR LAC SESSIONS

 Curriculum Contextualization, Localization,

and Indigenization
• Providing spaces for unique cultures in the
K to 12 Basic Education Program is a key
strategy for student inclusion and ensuring
relevance of education processes for all
learners.
 TOPICS FOR LAC SESSIONS
3. Teachers should also find time to discuss
how their community linkages can support
the curriculum and how the LAC sessions
promote their own professional growth.
▪ school participation
▪ attendance
▪ completion and assessment
▪ child-finding activities
 TOPICS FOR LAC SESSIONS

 programs to be offered so as to
include more learners in schools
 results-based practices, and
technologies
 school successes
Values and Culture of
Effective Learning Action
Cells
SCHOOL HEADS’ DEVELOPMENT PROGRAM
INTERMEDIATE COURSE
 Session Objective

At the end of the session, the participants will be

able to:

Identify and appreciate the values and culture that

would create and sustain effective learning action
cells.
Think of a personal experience in a learning
community that was a place of positive learning
for you.
Activity 3
LAC IMPLEMENTATION
PROCESS
▄ Before the LAC Session
▪ Assessment of Needs.
Needs are identified with reference to the
professional teacher standards set for
one’s career stage.
 LAC IMPLEMENTATION
PROCESS
▄ Before the LAC Session
▪ Formation of LAC.
a. Every teacher must be part of a LAC
b. One LAC could be composed of five (5)
to 15 members
c. Each LAC should have a leader, a facilitator, a
documenter, and members
 LAC IMPLEMENTATION
PROCESS
▄ Before the LAC Session
▪ Identification of Appropriate Intervention.
Interventions could be in the form of
learning materials, instructional materials,
equipment, facilities, strategies in teaching,
modality in teaching, program, etc.
 LAC IMPLEMENTATION
PROCESS
▄ Before the LAC Session
▪ Scheduling of Meetings.
a. LAC members can decide on the schedule,
length, and frequency of meetings
b. One to two hours a week is strongly
recommended
c. LAC sessions, however, should be
conducted at least once a month
****** schools are encouraged to prioritize
LAC sessions instead of administrative
meetings, which should be scheduled
separately from LAC sessions
 LAC IMPLEMENTATION PROCESS

▪ Setting up of Resources
Resources could be human or material
that should be prepared or set up before
the implementation of the sessions.
a. Human resources could be individuals
who are tapped as resource persons
b. Material resources could be the supplies,
worksheets, videos, equipment, budget, food, venues and other
things needed in the conduct of LAC session
 LAC IMPLEMENTATION
PROCESS
▪ Assignment of Work
The LAC members could be given specific
roles to perform during LAC sessions. These
roles could be rotated among the members
of the group.
▪ LAC Implementation Norms
Norms are the framework from which team
members commit to conduct business.
 LAC IMPLEMENTATION
PROCESS
▪ LAC Implementation Norms
a. Time and Venue
b. Listening
c. Confidentiality
d. Decision Making
e. Participation
f. Expectations
 LAC IMPLEMENTATION
PROCESS
▪ Preparing Line-item Budget
The budget shall come from the school’s
respective MOOE and other external grants,
provided that only expenses allowed under
the school MOOE may be included, subject to
existing accounting rules and regulations.
 LAC IMPLEMENTATION
PROCESS
▪ Writing of LAC Plan
a. LAC Plan should be written and documented
following the template
b. Schools are allowed to modify the template
based on their needs
c. This plan should be integrated or linked
with the School Improvement Plan (SIP) or
Annual Implementation Plan (AIP)
 LAC IMPLEMENTATION PROCESS
▄ During the LAC Session
▪ The priorities set out in the LAC Plan are
implemented through a variety of activities:
a. Lectures
b. Practicum
c. Orientation
d. Coaching
e. Workshops
f. Development and utilization of instructional
materials
 LAC IMPLEMENTATION
PROCESS
▄ After the LAC Session
▪ LAC members are expected to implement
the proposed strategies or activities in their
classroom or school or community as
appropriate and evaluate their success.
▪ LAC members should be prepared to
report back on the success of these activities
in future LAC sessions.
 LAC IMPLEMENTATION PROCESS

▄ After the LAC Session

▪ LAC facilitators and LAC leaders should
monitor these activities and evaluate how
far they are contributing to improved outcomes for
learners at school.
▪ School heads or principals should support the
LACs by doing class observations and
encourage teachers to continually improve
instruction so that student learning will also improve.
Activity 4

 CRAFTING OF LAC
IMPLEMENTATION
PLAN
Presentation of Output
ROLES AND RESPONSIBILITIES OF
VARIOUS DepEd OFFICES

▄ School Level
▪ School Head should lead in organizing the LAC
and in ensuring that the practice of holding regular
LAC sessions is established, maintained, and sustained.
▪ School Head should take the lead in
monitoring school LAC activities and in
evaluating their impact on the total school
improvement.
 ROLES AND RESPONSIBILITIES OF
VARIOUS DepEd OFFICES

▄ School Level
▪ School Heads or principals will be
vital in facilitating and implementing
effective LACs within their schools.
 ROLES AND RESPONSIBILITIES OF
VARIOUS DepEd OFFICES
▄ School Level
▪ School Heads will be providing
administrative support and academic leadership to
the LACs which will strengthen the school’s
development of
professional learning communities that
value their communities of practice in favor of
student learning and holistic development.
ROLES AND RESPONSIBILITIES OF
VARIOUS DepEd OFFICES

▄ Schools Division Level

▪ Schools Division Office (SDO) Curriculum

Implementation Division (CID) should
support the schools in establishing,
maintaining, and sustaining their LAC practice. It
should provide technical assistance (TA) as may
be required.
ROLES AND RESPONSIBILITIES OF
VARIOUS DepEd OFFICES

▄ Schools Division Level

▪ SDO personnel are expected to provide

technical assistance to schools and conduct
systematic monitoring so that good teaching
happens in all classrooms throughout the
country.
ROLES AND RESPONSIBILITIES OF
VARIOUS DepEd OFFICES

▄ Schools Division Level

SDO should also find ways to
▪
encourage the schools to conduct action
research about pedagogies and assessment
methods that successfully support student
learning and holistic development.
ROLES AND RESPONSIBILITIES OF VARIOUS
DepEd OFFICES
 ▄ Schools Division Level

▪ When organizing LACs session at this

level, District and Schools Division Level LAC
may also be constructed flexibly, but
could include any of the following:
a. Teachers
b. District supervisors
c. Division supervisors
d. division supervisors
e. School LAC leaders
ROLES AND RESPONSIBILITIES OF
VARIOUS DepEd OFFICES
▄ Regional Level
▪ The Regional Offices (ROs) through the Curriculum
and Learning
Management Division (CLMD) should provide more
explicit guidance
to SDOs and schools regarding the conduct of LACs.
▪ The RO should monitor school data over time and see
if LAC sessions
are effectively improving teaching and learning
processes.
ROLES AND RESPONSIBILITIES OF
VARIOUS DepEd OFFICES
▄ Regional Level
▪ When organizing LAC sessions at this
level, the membership may be constructed
flexibly depending on the purposes of the
LAC and the strategy agreed upon.
ROLES AND RESPONSIBILITIES OF
VARIOUS DepEd OFFICES
▄ Central Office
▪ The Central Office (CO) shall review the policy and its
implementation in light of the
feedback gathered from the field. The CO through the
Office of the Undersecretary
for Curriculum and Instruction shall coordinate efforts at
the central and field offices
to ensure that the support systems and mechanism to
sustain LAC practice
 ROLES AND RESPONSIBILITIES OF
VARIOUS DepEd OFFICES
▄ Central Office
are established and responsive such as
putting in place rewards system and
allocating funds for the program.
▪ When organizing LAC sessions at this
level, the membership may be constructed
flexibly depending on the purposes of the LAC
and the strategy agreed upon.
Thank you!