Learning Delivery Modalities Course for Teachers

STUDY NOTEBOOK

CRISTINA S. JULIO | 2020

5394969
Gatiawin High School
 [LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS]

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?

This task-oriented course is combined of guided study using self-learning modules and co-learning and
collaboration through the Learning Action Cell (LAC). Since face-to-face meetings are not permitted at
present, it is expected to hold a LAC Sessions online.

2. How can this course help ensure that you will be able to deliver quality instruction in the “new
normal”?
This course is essential because it will help me in managing my teaching-learning process in
different learning modalities that addresses the needs, situations of each and every learner and in
ensuring that basic education will be easily accessible despite the present crisis. Another it ensures
that learning process will continue while guaranteeing the health, safety and well-being of the
teachers and learners.

3. What are the two support mechanisms that will help you with your learning in this course?
For me the most important support mechanism that can help me in understanding this course is
our Learning Action Cell (LAC). Learning Action Cell 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. In our group we are engaging collaboratively in every activity that we have.
Another our LAC leader is really exerting her effort to discuss and help us with this course.

The second support mechanism is the provided resources/materials in every module. Without
this we cannot understand the course and its objectives. The copies of the DepEd orders are relevant for
us because it gives guidelines and clarification on the things that we need to remember before and
during the delivery of the instruction of the different learning modalities.

CRISTINA S. JULIO| STUDY NOTEBOOK 2

 [LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS]

MODULE 1 COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW

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?
Surfing updates online can help me a lot in doing this course because I can widen my understanding
through reading online articles related to this course. But of course, because I am working at home,
sometimes I can’t stay focus in the course because I need to do some household chores and do some
mother duties.

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 can ensure that I can able to sustain my strengths to complete this course, because I am motivated and
dedicated to improve my teaching learning process and I want to do my best part as a teacher. And in
order to address the obstacles that I might encounter, I need to prepare well and be responsible all the
time.

HABITS OBSTACLES MOTIVATION ENVIRONMENT

(What is 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 environment.
positive or negative
way?)
Surfing updates on the Having a slow internet I am motivated in this I prefer to work from
net connection and taking course, because I know home because I can have
Doing household chores care of my toddler will that this will benefit me a flexible schedule and
Playing with my child be the obstacles that I a lot, and I have to avoid face to face
will encounter. colleagues that can help interaction.
me better understand
this course.

CRISTINA S. JULIO| STUDY NOTEBOOK 3

 [LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS]

MODULE 1 COURSE ORIENTATION

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.

After we read the course overview in Module 1, we found out the description of the course and
plan how to go about the course. We talked about LCP capacity building framework; course rationale
and objectives; course design, content and delivery; self-learning modules; and our learning action cell.
Our LAC leader explained to us the activities that we need to do to complete the course, she also
included the guidelines in doing a study notebook.

Also, while we are answering the activities, we talked about the factors that may affect us in
completing the course. We also planned a schedule for our LAC sessions and the possible online
platforms that we can use in order for us to communicate

CRISTINA S. JULIO| STUDY NOTEBOOK 4

 [LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS]

MODULE 1 COURSE ORIENTATION

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.
a. DEALING WITH CHANGE
In a glimpse, our normal lives just change because of the COVID 19, everything has changed even the
set-up in our workplace. For me this is one of the challenges that we need to face. Before we are just
conducting our LAC sessions in the school, with face to face interaction, we can easily ask our co-
teachers about our activities and plans. But in today’s set-up, we can communicate to our co-teachers
using messenger or emails, the problem is sometimes we can’t easily address each other’s questions
because we are not always on-line.

b. TEACHERS’ AVAILABILITY
Most of us are working at home that’s why we have different time availability to do our task. Our time is
divided from being a parent, doing household chores and others.

c. INTERNET CONNECTION and TECHNICAL ISSUES

I personally is having trouble with our internet connection and it really affects my work, another is
sometimes I am encountering technical issues with my computer or on the applications because I am not
fully computer literate person

CRISTINA S. JULIO| STUDY NOTEBOOK 5

 [LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS]

MODULE 1 COURSE ORIENTATION

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.

GHS LAC Team was created with the leadership of our assigned LAC Leader, Ma’am Claudine Serano.
Orientation, and discussion were actively participated by the 11 members. LAC implementation norms
were discussed and settled such as time, venue, expectations, participation and other related matters to
ensure that no member will be left behind.

CRISTINA S. JULIO| STUDY NOTEBOOK 6

 [LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS]

MODULE 1 COURSE ORIENTATION

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 ON LEARNING DELIVERY MODALITIES COURSE 2 FOR TEACHERS

MODULE 1: COURSE ORIENTATION
LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

MODULE 1-LESSON 2- ACTIVITY 3

LIST DOWN THE MEMBERS OF YOUR LAC AND THEIR RESPECTIVE ROLES BELOW (SEE D.O.35 s2016)
LAC TEAM NAME ROLES
1. AGREED DATE AND SEPTEMBER 4, 2020/9:00 AM-
TIME OF LAC 11:00 AM

Leads in the development of a LAC

Plan and integrate such in the AIP
and SIP.
2. LAC LEADER Sir. Victoriano D. Manicdao
Shall take the lead in identifying the
needed resources, ensuring their
availability and sustainability

Provides technical assistance in the

development of the LAC and
LAC FACILITATOR Ma’am Claudine V. Serrano timetable of team meetings, and
other activities

Are expected to identify professional

Cuevas, Lanamhae M.
Zapata, Alpine A.
Garcia, Jellah N.
Hipolito, Julius Ryan C.
Julio, Cristina S.
LAC MEMBERS Mallari, Arra P.
Moralda, Elaiza P.
Ng, Kimberly Ann M.
Pineda Ednalyn L.
Royong, Nenita C.
Tolentino Nelly M.
LAC DOCUMENTER
development needs and prioritizes
issues to be discussed or addressed in
the LAC session
Attend LAC meeting regularly and
participate actively
Observe agreed norms of behavior
Reflects on the implementation
Monitor’s one progress in relation to
the LAC Plan
Helps the LAC leader and facilitator
in writing the progress reports to be
submitted to the district, school’s
division, regional, and central office
Keeps records, attendance and
output of the LAC members

CRISTINA S. JULIO| STUDY NOTEBOOK 7

 [LEARNING DELIVERY MODALITIES COURSE FOR TEACHERS]

Other Reflection Notes:

This course helps me in motivating myself to support the continuation of teaching and
learning during the COVID-19 Pandemic. For educators, the COVID-19 is really a challenge but of course
we need to comply to our duties as a teacher. We should teach our learners in any form that is possible.

But while I am doing this course, I faced some challenges like having a poor internet connection and
sometimes I can’t do it because I need to do my duties as a mother. Still we need to be a time manager to
complete this course, and also to prepare us as a teacher for this upcoming school year.

As the government limits face-to-face interaction and prohibits mass gatherings, DepEd’s
blended learning approach would be implemented with students learning from online, television, radio,
and printed materials. DepEd Secretary Leonor Briones said that distance learning is a major component
of learning delivery for the incoming school year. Distance learning means lessons will be delivered
outside the traditional face-to-face setup.

In this course overview we read about the DepEd Order No. 35,s 2016 (THE LEARNING ACTION
CELL (LAC) AS A K TO 12 BASIC EDUCATION PROGRAM SCHOOL-BASED CONTINUING PROFESSIONAL
DEVELOPMENT STRATEGY FOR THE IMPROVEMENT OF TEACHING AND LEARNING).
I personally was enlightened because it helps me in improving my professional growth as a teacher.
The most important details that I read in this article are the following:

Successful teachers 1) possess a good grasp of content which they can consequently convert to
sound learning objectives, 2) are able to select and implement the most effective instructional
strategies and materials to teach the identified content objectives, 3) make instructional
decisions on the basis of formative assessment results, 4) promote sincerely their students’
learning and holistic development, and 5) are professional and ethical in the conduct of their
work (Stronge 2007).
In the DepEd, a Learning Action Cell 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.
The following are the objectives of this policy: 10.1 to improve the teaching-learning process
that will lead to improved learning among the students; 10.2 to nurture successful teachers;
10.3 to enable teachers to support each other to continuously improve their content and
pedagogical knowledge, practice, skills, and attitudes; and 10.4 to foster a professional
collaborative spirit among school heads, teachers, and the community as a whole
The key indicators for the effectiveness of the LAC is that there are clear evidences of: a. critical
reflection amongst teachers leading to changes in classroom practice; b. increased
understanding and knowledge of the curriculum; and c. changes in teachers’ pedagogy or
practices which are aimed at improving learners’ participation and achievement in school.

CRISTINA S. JULIO| STUDY NOTEBOOK 8