MODULE 1 LDM2 FOR TEACHERS

L
LEARNING D
DELIVERY
MODALITIE M
S COURSE
FOR TEACHERS 2

STUDY
NOTEBOOK
COURSE ORIENTATION
 MODULE 1 LDM2 FOR TEACHERS

MODULE L
1 D
COURSE
ORIENTATIO M
N 2

STUDY
NOTEBOOK
COURSE ORIENTATION
MODULE 1 LDM2 FOR TEACHERS

MODULE OBJECTIVE:
By the end of this Module, you will be able to describe what this course is about and how it
will help you manage the teaching-learning process in the modalities.

MODULE CONTENT:
Lesson 1: Course Overview
Lesson 2: Organizing your Learning Action Cell (LAC)
LAC Session 1

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MODULE 1 LDM2 FOR TEACHERS

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?
Based from DM 325,s 2020 or the so called Learning Delivery Modality, this task-
oriented course combines guided study differ from the traditional f2f or the face-to-face,
using self-learning modules made available through downloaded electronic copies and
printed copies and collaborative learning through LAC session suits our current situation
which both considered independent study and collaborative learning approach.

2. How can this course help ensure that you will be able to deliver quality instruction in
the “new normal”?
The assurance of delivering quality and competitive instructions to our clientele is
quite hard to rate as high as the department mandated for some instances. But with the aid
of some courses like this and trainings provided by the department, our educational system
is doing its best to adjust in providing alternative ways for learners to access quality
education, this Learning Delivery Modalities (LDM2) Course for Teachers helps ensure
that I will be able to provide quality instruction in the new normal context through better
understanding of learning continuity platforms to make learning effective to happen
wherein modular distance learning is significant concern to our school this time. This will
also encourage us to understand learners’ needs and the most effective ways to provide
instructional assistance considering their health and welfare.

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 with my learning in this LDM course are
1. self-learning approach (my prior knowledge gain from the webinars/trainings I
attended that are all connected to this course); and
2. collaboration through the Learning Action Cells (LACs) (the expertise of the LAC
sessions’ facilitators together with the brainstorming of our teaching force in giving
insights, enlightenments, and scaffold to each other in learning each module of this
LDM2 course).

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MODULE 1 LDM2 FOR TEACHERS

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?
Zero knowledge or lack of prior knowledge in the undertakings of this course is one
of the positive challenges that may affect my participation in this course. The insufficient
awareness in the activities of LAC sessions and the subject matter discussed in each
modules is another factor affecting me negatively. But even if that is my initial case, I am
still sanguine in answering the modules and finish them on time despite coinciding school
works.

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?
I am able to sustain and enhance my strengths and address the challenges through
purposive reading of the provided learning resources in completing the activities in each
module.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is it that I (What will prevent (What will push me (Where will I
repeatedly do that me from participating to participate in this accomplish the
may affect my fully in this course?) course?) requirements of this
participation in the course? Describe
course in a positive this environment.)
or negative way?)
 Remaining  Unsatisfactory  Acquiring  The venue
engrossed on background and gaining for our LAC
the subject knowledge in novel sessions is
matter and the different insights in very
sustain lessons the teaching- conducive
presence of learning for learning
mind  Coinciding process and since our
throughout school-related in teaching school’s
the whole works such as profession as conference
course. but not a whole. room (FBS)
limited to which is
 Sustaining preparation  Nurturing fully
inherent and tuneful ventilated
motivation distribution of academic and with
to learn new modules and connection proper
ideas as a learning with lighting.
teacher. activity colleagues
sheets, and

COURSE ORIENTATION
MODULE 1 LDM2 FOR TEACHERS

 Keep webinars.
motivated
and inspired  Some strict
despite of health
coinciding protocols
works. imposed by
some selected
places/areas.

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.
Upon sharing with my group mates regarding our answers to the questions in
Activities 1 and 2, our answers are generally anchored to the following ideas/concepts:

Activity 1:
a. Output- and Reflection-based Approach nature of the LDM2 course;
b. Build stronger community linkages;
c. Collaborative teaching-learning sessions as the main support mechanism of the
course.

Activity 2:
a. Strengths and Weaknesses: Proper time management, optimism in learning, dealing
with simultaneous task, taking advantage of learning opportunities, and the like.

Essentially, I have gained deeper understanding and enlightenment in the inner

works of teaching through LAC session. I also realized that engaging myself to this course
will not only benefit me but also it will equally benefit my learners in the new normal
education through modular distance learning.

LESSON 2: ORGANIZING YOUR LEARNING ACTION

CELL (LAC)

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MODULE 1 LDM2 FOR TEACHERS

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
2 To nurture successful teachers
3 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.
1. Proper Scheduling of LAC Meetings
 The selection of date and time is significant indicators to ensure successful LAC
session which means that the date and time must be favorable to all the LAC team
members. It will be best if the schedule of the session does not overlap with the
other school tasks so that all teachers can focus on every session agendum. LAC
sessions will also become successful and productive if all teachers concerned
should be present and available so that everyone can brainstorm, cite problems to
be address, share own understanding, propose interventions, and collectively
generate relevant and timely solutions to school community concerns.

2. Relevance and Prioritization of the Topics/Agenda

 To ensure effective gaining knowledge and skills that are beneficial to the current
situation and to be proactive in the future, the topics in the LAC sessions should be
SMART (specific, measurable, attainable, relevant and time-bound).

In terms of standard-based evidences of successful LAC, DepEd Order No. 35, s.

2016 stipulates in IV. Progress Monitoring and Evaluation (M and E) the key indicators for
the effectiveness of the LAC which are enumerated below:
a. Critical reflection amongst teachers leading to changes in classroom practice
(development in teacher quality);
b. Increased understanding and knowledge of the curriculum (impact on students’
performance); and
c. Changes in teachers’ pedagogy or practices which are aimed at improving learners’
participation and achievement in school (effectiveness of the implemented
strategies.

Activity 2:

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MODULE 1 LDM2 FOR TEACHERS
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.

MARIBEL M. ANCHETA, PhD

PSDS
LAC Instructional Coach

EDUARDO A. VINOYA
School Principal I
LAC Leader

LAC Members:
GLEN DENISE G. ACACIO
CINDY C. BALLESTEROS
LAC Members:
WILSON C. CASTRO JR.
JESAMIN C. CASTRO
GLENDA A. ALLAUIGAN
jIMSON C. CORPUZ
MARIA LUISA C. ACOSTA
HYACINTH G. DELOS REYES
JOHNSON M. GROSPE
NOIMIE C. GALANG
REYNALYN C. BUTAY
CARICRIS D. MALAZZAB
WINSPHER A. CADORNA
FLORENCE I. TADEO
RYAN A. TELAN

Activity 3:

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MODULE 1 LDM2 FOR TEACHERS
List down the members of your LAC and their respective roles in your Study Notebook.

Learning Action Cell (LAC) Group 1

Roles Names Duties and Responsibilities
LAC Leader Eduardo A. Vinoya 1. Oversees the implementation of the
LAC(s);
2. Leads in the development of a LAC Plan
and integrates such in the SIP or AIP;
3. Organizes LAC groupings at the beginning
of each school year and ensures that each
LAC has an assigned facilitator, preferably a
Master Teacher or senior teacher or senior
member of the faculty.
Documenter Glen Denise G. Acacio 1. Documents LAC proceedings following the
Winspher A. Cadorna template agreed upon;
2. Keeps records of attendance and output of
members;
3. Helps the LAC Leader and Facilitator in
writing the progress reports to be submitted to
the District, Schools Division, Regional, and
Central Office.
Members All members 1. Attends LAC meetings regularly and
participates actively in LAC sessions;
2. Serves as LAC facilitator or documenter or
resource person for certain topics when
assigned such roles;
3. Develops plans to apply what has been
learned and implements agreed action plan in
one’s classroom.
Facilitators Noimie C. Galang 1. Convenes the LAC team meetings;
Caricris D. Malazzab 2. Provides technical assistance in the
Jesamin C. Castro development of the LAC n, timetable of team
Ryan A. Telan meetings, and other activities;
Wilson C. Castro Jr. 3. Checks and monitors attendance of
Cindy C. Ballesteros members and submission of materials and
sees to it that team meetings start and end on
time, and that agenda for the meeting are
covered.

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