TRAINING ON THE

MATATAG CURRICULUM

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 TRAINING ON THE
MATATAG CURRICULUM
K, G1, G4, G7 Teachers, and School Leaders

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 Session 10/11

Collaborative Expertise

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Professional Standards
Supervisors (Chief EPS, EPS, PSDS)
Domain 4: Developing Self and Others
4.1 Learning and Development
4.1.1 Demonstrate knowledge and understanding of different learning
and development interventions
4.1.2. Ensure the delivery of different learning and development
interventions to support divisions/districts/schools and/or learning
centers.

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School Heads (TICs, HTs, Department Heads,
Principal 1, Principal 2, Principal 3, Principal 4)
Domain 4. Developing Self and Others
4.5 Professional Development of School Personnel
4.5.1. Demonstrate knowledge and understanding of professional
development in enhancing strengths and in addressing performance
gaps among school personnel.

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Cont..
4.5.2. Implement professional development initiatives to enhance
strengths and address performance gaps among school personnel.
4.5.3 Monitor and evaluation implementation of professional
development initiatives in enhancing and in addressing performance
gaps among school personnel.

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Kindergarten, Grades 1, 4 and 7 Master Teachers I-
IV (Highly Proficient)
Domain 7. Personal Growth and Professional Development
7.3. Professional links with colleagues
7.3.3. Contribute actively to professional networks within and between
schools to improve knowledge and to enhance practice.

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Kindergarten, Grades 1, 4 and 7 Teachers I-III
(Proficient)
Domain 7. Personal Growth and Professional Development
7.3. Professional links with colleagues
7.3.2. Participate in professional networks to share knowledge and to
enhance practice.

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Session Objectives
● Analyze situations illustrating collaborative
expertise.
● Acknowledge the value of diversity in teaching
styles and perspectives within a team.
● Practice collaborative expertise through review
and improvement of a lesson exemplar.

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Session Flow

DepEd Issuances (DepEd Order 35, s.

2016 and DepEd Order 14, s. 2023)

Collaborative Expertise

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How’s your LAC?
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Guide Question
1. What are the topics delivered during LAC
sessions?

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Guide Question
2. How are the topics chosen when
conducting LAC sessions?

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Learning Action Cells
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What is LAC?
is a group of teachers who
engage in collaborative
learning sessions to solve
shared challenges encountered
in the school facilitated by the
school head or a designated
LAC Leader. LACs will become
the school-based communities
of practice that are positive,
caring, and safe spaces.

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MATATAG Curriculum Training | 2024 17
44. Two days every week shall be dedicated to
fostering collaborative expertise through LAC and
other activities. The LAC sessions shall focus on
strategies, preparing teaching materials, and
discussing other teaching-related concerns. The
goal is to enhance the teaching and learning
process and promote continuous professional
development among educators.

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LAC or not?
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LAC or not?
1. Mr. Sison, a school head of an integrated school,
observed the poor test scores in Reading and Literacy.
He convened the concerned teachers and conducted
a focus group discussion to discover the challenges
encountered that led to a collaborative solution that
focused on development of contextualized
supplementary learning resources.

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 Learning Action Cell

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LAC or not?
2. Ms. Lon, with permission from the school head
convened several teachers to share updates on
products and benefits that can be availed from a local
bank. Free financial consultations were also provided
to the teachers during the session.

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IMPORTANT! Limitation/Prohibitions
The holding of LAC sessions for purposes other than
those provided herein is prohibited. Prohibited
purposes may include but shall not be limited to the
following: sale of goods and other merchandise;
lending transactions; political and religious
meetings and other purposes which are not
included in this policy. – DO 35, s. 2016.

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LAC or not?
3. Mrs. Bartolome, a master teacher in a rural farm
school, convened all grade 7 TLE teachers for them to
discuss a particular learning competency in ICT. They
planned as a group on how to properly tackle the
content and come up with strategies and
assessments aligned with their available resources.

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 Learning Action Cell

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Collaborative Expertise
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● CE involves raising the
● CE is a concept
effectiveness of that
all teachers
recognizes varying
to the level of the bestexpertise
within schools
teachers. and aims
We teachers into
reduce
schoolsvariability in teacher
to be like teams
effectiveness.
working together in sport.

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 Teachers should
School leaders lay
●
●
aspire to become
a crucial role in
part of a
harnessing
community of
expertise within
highly effective and
schools.
expert educators.

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● The education system should support
collaborative expertise through
resources and time.

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“Visible Learning” Teacher
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“Visible Teacher” mind frames

● continually gain professional

learning and evaluate their own performance;
● consider themselves as 'change agents’; who
is responsible for the change and improved
learning process in the students;
● reflect upon how their practices may affect
student learning outcomes;

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Cont..
● regularly take feedback about themselves
and their ways of teaching;
● use assessments as tools for
the development of students to learn about
their teaching practices;
● challenge their students regularly and do
not frequently use the expression ‘do your ;

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Cont..
● ensure that their 80% of the class time is
spent in classroom talk;
● build rapport and trust in students so that
the students would not hesitate to ask
for help and feel free to take risks with their
learning.

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Are you a “Visible Learning” Teacher?
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Teacher Timetable for Collaborative Expertise

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PLANNING & PREPARATION

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 Activity Time Allotted Notes on Focus
Collaborative With Peers Teachers share with peers
discussion and (Scheduled their perspectives and
sharing on: Collaborative discuss:
Expertise Time)
a. Teaching-Learning a. lesson plans and
Materials After class to approach/content as well
b. Issues, concerns on complete the 8 as learners’ activity sheets
the lessons and hours or within b. issues, concerns on the
clarification the 2 hours lessons and seek
c. Approach after the 6 clarification
d. Other teaching- hours teaching c. final approach
learning related d. Other teaching-learning-
matters related matters

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REVIEW OF INSTRUCTION

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 Time
Activity Notes on Focus
Allotted
Collaborative After class to Focus on sharing
discussion and complete the teacher observations
sharing about: 8 hours or and hearing from
A. Lessons: Content, within the 2 peers in the same
components, hours after grade and subject
learnings, key the 6 hours area
observations noted teaching
within a grade and
a subject

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 Activity Time Allotted Notes on Focus
Collaborative After class to Focus is on sharing teacher
discussion and sharing complete the 8 perspectives on how
about: hours or within students performed in
B. Learners the 2 hours class, how they reacted to
performance: abilities, after the 6 the lesson, and how the
processes used, hours teaching content was presented
interesting, with peers from the same
occurrences, teacher grade and subject and
learnings, key hearing perspectives
observations noted across different grades
within a grade and a and subjects
subject

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Let’s Collaborate!
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In a group of 5 or with your previous
groups, organize your own collaborative
expertise session and improve your draft
MATATAG Lesson Plan.

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1. Assign the following roles: facilitator,
researcher, checker, recorder,
timekeeper.

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2. In 20 minutes, discuss your MATATAG Learning
Area Walkthrough of Learning Resources
Output (Critique of Lesson Exemplar). Revisit the
lesson exemplar, curriculum guide, instructional
design framework, suggested pedagogies and
assessment strategies.

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3. In 40 minutes, strategize and prepare a one-
day lesson plan using the MATATAG
template. Assign a demo teacher who will
deliver the lesson. While some members are
busy with the LP, other members may prepare
the learning resources to be used (e.g., visual
aids, setting up online resources, assessment,
etc.).

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4. In 10 minutes, finalize and check the
lesson plan and learning resources. Take
a clear photo of your output and send it
to your MATATAG learning area group
GC.

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Let’s Process!
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Guide Question
1. Did this exercise change your perspective
about LAC?

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Guide Question
2. How can we further improve the process
of organizing collaborative expertise?

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50
Session Objectives
● Analyze situations illustrating collaborative
expertise.
● Acknowledge the value of diversity in teaching
styles and perspectives within a team.
● Practice collaborative expertise through review
and improvement of a lesson exemplar.

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Reference
DepEd Order No. 35, s. 2016, The Learning Action Cell As A K To 12
Basic Education Program School-based Continuing Professional
Development Strategy For The Improvement Of Teaching And
Learning

DepEd Order No. 14, s. 2023, Policy Guidelines on the

Implementation of the National Learning Camp

Visible Learning, https://www.structural-

learning.com/post/visible-learning-a-teachers-guide

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 MATATAG CURRICULUM TRAINING RESOURCE PACKAGE

Program Management Team Session Guide and Presentation

Deck Developer/s
Curriculum and Teaching Strand
Bureau of Curriculum Development NEAP
Bureau of Learning Delivery Dustin Troy Joson
Bureau of Education Assessment
Bureau of Alternative Education
Bureau of Learning Resources

Human Resources and Organizational Development

Strand
National Educators Academy of the Philippines
(NEAP)
Professional Development Division
Quality Assurance Division

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MARAMING SALAMAT!

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