ALS LAC Resource Package (Ao June 23 2021)

LAC Resource Package for
Alternative Learning System 2.0

on Mobile Technology for Teachers (MT4T) and
its Digital Citizenship Resources
SUPPORTED BY
This publication is licensed under Creative Commons
Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
https://creativecommons.org/licenses/by-nc-sa/4.0/
Department of Education
Pasig City, Metro Manila, Philippines
https://www.deped.gov.ph
Supported by:
SEAMEO INNOTECH and UNICEF Philippines
LAC Resource Package for ALS on MT4T and its Digital Citizenship Resources 2
Table of Contents
MESSAGE FROM THE DEPARTMENT OF EDUCATION ................................................ 6
MESSAGE FROM UNICEF PHILIPPINES ......................................................................... 7
MESSAGE FROM SEAMEO INNOTECH .......................................................................... 8
INTRODUCTION ............................................................................................................ 10
LAC SESSION GUIDE 1: ENHANCING DIGITAL CITIZENSHIP THROUGH MOBILE
TECHNOLOGY FOR TEACHERS (MT4T) ....................................................................... 15
OVERVIEW……………………………………………………………………………………………16
SESSION OBJECTIVES.................................................................................................... 18
PREREQUISITE KNOWLEDGE AND SKILLS .................................................................. 18
RESOURCES .................................................................................................................... 18
BACKGROUND INFORMATION ................................................................................... 19
PART One of Two: The Context and Relevance of MT4T ................................................................ 21
SESSION OBJECTIVES ......................................................................................................................................................... 21
PRE-LAC SESSION COMPETENCY ASSESSMENT ..................................................................................................... 21
PROCEDURE FOR PART 1 .................................................................................................................................................. 21
Priming Activity ..................................................................................................................................................................... 22
Main Activity ........................................................................................................................................................................... 23
Analysis..................................................................................................................................................................................... 24
Abstraction .............................................................................................................................................................................. 25
Reflection ................................................................................................................................................................................. 29
Closure ...................................................................................................................................................................................... 29
ADAPTATION ......................................................................................................................................................................... 30
PART Two of Two: Exploring MT4T Resources for Digital Citizenship .................................... 31
SESSION OBJECTIVES ......................................................................................................................................................... 31
PROCEDURE FOR PART 2 .................................................................................................................................................. 31
Priming Activity ..................................................................................................................................................................... 32
Main Activity ........................................................................................................................................................................... 33
Analysis..................................................................................................................................................................................... 33
Abstraction .............................................................................................................................................................................. 34
Application .............................................................................................................................................................................. 38
Reflection ................................................................................................................................................................................. 40
Closure ...................................................................................................................................................................................... 40
POST-LAC SESSION COMPETENCY ASSESSMENT .................................................................................................... 41
ADAPTATION ................................................................................................................................................. 41
REFERENCES ................................................................................................................... 42
LAC SESSION GUIDE 2: CONTEXTUALIZATION OF E-CITIZENSHIP LEARNING
PACKETS ......................................................................................................................... 61
OVERVIEW ...................................................................................................................... 62
SESSION OBJECTIVES.................................................................................................... 64
PREREQUISITE KNOWLEDGE AND SKILLS .................................................................. 64
RESOURCES .................................................................................................................... 65
BACKGROUND INFORMATION ................................................................................... 66
PART One of Two: The “Whys of Contextualizing the ALS Lessons” ........................................ 67
SESSION OBJECTIVES .................................................................................................................................... 67
PRE-LAC SESSION COMPETENCY ASSESSMENT ....................................................................................... 67
PROCEDURE FOR PART 1 ............................................................................................................................. 67
Priming Activity .............................................................................................................................................. 68
Main Activity: .................................................................................................................................................. 68
Analysis ........................................................................................................................................................... 69
Abstraction ...................................................................................................................................................... 69
Application ...................................................................................................................................................... 75
Reflection ........................................................................................................................................................ 75
Closure ............................................................................................................................................................ 75
ADAPTATION ................................................................................................................................................. 76
PART Two of Two: The “Hows of Contextualizing the ALS Lessons”........................................ 77

SESSION OBJECTIVES .................................................................................................................................... 77
PROCEDURE FOR PART 2 ............................................................................................................................. 78
Priming Activity .............................................................................................................................................. 79
Main Activity ................................................................................................................................................... 79
Analysis ........................................................................................................................................................... 80
Abstraction ...................................................................................................................................................... 81
Application ...................................................................................................................................................... 86
Reflection ........................................................................................................................................................ 89
Closure ............................................................................................................................................................ 89
POST-LAC SESSION COMPETENCY ASSESSMENT .................................................................................... 89
ADAPTATION ................................................................................................................................................. 90
REFERENCES ................................................................................................................... 90
List of Attachments
LAC SESSION GUIDE 1: ENHANCING EIGITAL CITIZENSHIP THROUGH MOBILE
TECHNOLOGY FOR TEACHERS (MT4T) ....................................................................... 42
Attachment 1. Background Information for the LAC Facilitator ........................................................... 43

Attachment 2A. Adapting PART 1 of the LAC Session for Remote or Online Delivery .................. 49
Attachment 2B. Adapting Part 2 of the LAC Session for Remote or Online Delivery..................... 53
Attachment 3. Activity - Social Media Competency Assessment Card................................................ 56
Attachment 4A. Presentation for LAC Session Part 1 ................................................................................ 57
Attachment 4B. Presentation for LAC Session Part 2 ................................................................................ 57
Attachment 5. MT4T Application Template.................................................................................................. 57
Attachment 6A. Pre-LAC Competency Assessment Tool ......................................................................... 58
Attachment 6B. Post-LAC Competency Assessment Tool ........................................................................ 59
LAC SESSION GUIDE 2: CONTEXTUALIZATION OF E-CITIZENSHIP LEARNING

PACKETS ......................................................................................................................... 91
Attachment 1. Background Information for the LAC Facilitator ........................................................... 92

Attachment 2A. Presentation for LAC Session Part 1 ................................................................................ 98
Attachment 2B. Presentation for LAC Session Part 2 ................................................................................ 98
Attachment 3A. Pre-LAC Competency Assessment Tool ......................................................................... 99
Attachment 3B. Post-LAC Competency Assessment Tool ..................................................................... 100
Attachment 4. Adapting for Remote or Online LAC Session ............................................................... 101
ANNEXES ...................................................................................................................... 108
Annex 1. Infographic on “What Works in a LAC Session” .................................................................... 109

Annex 2. DepEd Order No 35 s 2016 on LAC as a K to 12 Basic Education Program School-
Based Continuing Professional Development Strategy for the Improvement of Teaching and
Learning ................................................................................................................................................................. 110
MESSAGE from the Department of Education
Responsible digital citizenship among ALS learners

starts with the ALS teachers. As we prepare our
learners toward the path of higher education,
middle-level skills training, employment, or
entrepreneurship, it is necessary that the skills and
competencies they learn in ALS will enable them to
keep pace with the challenges and opportunities of
a highly digital global community. To do so, ALS
teachers should first be equipped with the
foundations of safe and effective use of information,
communication, and technology in the delivery of
ALS lessons.
In keeping with the strategic objective of improving

quality of teachers under Strategic Goal 2 (Improve
Quality and Relevance) of the five-year ALS 2.0
Strategic Roadmap, where piloting and scaling of
Learning Action Cell (LAC) sessions for ALS is a G.H. S. Ambat
priority in 2021, the DepEd ALS Task Force worked Assistant Secretary
with SEAMEO INNOTECH in providing ALS Alternative Learning System
teachers with a set of digital materials that they can
Program and Task Force
learn to use to teach digital citizenship.
The LAC Resource Package on Mobile Technology for Teachers (MT4T) is comprised of
two session guides: 1) Enhancing Digital Citizenship through MT4T and 2)
Contextualization of the MT4T e-Citizenship Learning Packets. Each session guide takes
into consideration the distinct implementation of the ALS Program and the unique
circumstances of its teachers and learners.
Aside from retooling and upskilling, the LAC Resource Package on MT4T also enables
ALS teachers to enhance their personal digital citizenship skills, professional
development, and networking opportunities with other ALS implementers. Thus, they
have first-hand experience to back them as they guide ALS learners in their journey
toward responsible digital citizenship.
The alignment of the enhanced ALS K to 12 Basic Education Curriculum (BEC) with the
formal basic education curriculum calls for continuous change in the implementation of
the ALS Program to make it more responsive to the needs of its teachers and learners.
With the inclusion of Learning Strand 6-Digital Citizenship as a core competency in the
ALS K to 12 BEC, and the shift to online and blended learning due to the COVID-19
pandemic, the LAC Resource Package on MT4T is an essential tool that will help ALS
teachers and learners to adapt to and maximize the many emerging opportunities of the
online world.
On behalf of DepEd and the ALS Task Force, I extend my sincerest gratitude to SEAMEO
INNOTECH for being mindful and thorough in your development of the LAC Resource
Package on MT4T. For our ALS teachers, may you find this helpful and useful – now and
in the years to come.
MESSAGE from UNICEF Philippines
The COVID-19 pandemic has changed teaching

and learning as we know it, with new but less
familiar ways to teach and learn – for some, using
modular learning, but for most, using information
communication technology (ICT) to take the place of
tried-and-tested classrooms and community
learning centers. While remote learning provides an
opportunity to try out the still-largely untapped
potential of ICT in education, many teachers have
understandably been caught by surprise with this
drastic shift to technology-based education
platforms and tools. Even teachers from DepEd’s
Alternative Learning System (ALS) who are not
strangers to flexible learning modalities have
struggled in adapting to the so called “new
normal”.
The need for teachers to navigate and thrive in this

ISY FAINGOLD new education landscape prompted the DepEd ALS
Chief of Education Task Force, UNICEF and SEAMEO INNOTECH, to
UNICEF Philippines include a capacity building component in the
Technical Support to DepEd ALS Program 2.0 (TS-
ALS 2.0). Webinars on using mobile technologies in
promoting ICT-supported teaching and learning and digital citizenship were customized
and conducted for ALS implementers nationwide, accompanied by asynchronous
exercises and interaction through popular social media platforms.
Moreover, to facilitate continuous learning and sharing of experiences among ALS

implementers on these topics, TS-ALS 2.0 has made available session guides for use in
ALS Learning Action Cells (LAC). Co-developed, piloted, and further enhanced with
selected ALS supervisors and implementers, these LAC session guides cover topics that
were handpicked to help ALS implementers address some of the pressing challenges of
using technology in education: enhancing the use of mobile technologies in teaching and
contextualization of e-citizenship learning resources. Pre- and post-LAC competency
assessment tools were likewise added to measure learning progress among participating
ALS implementers, results of which can serve as basis on competency gaps to guide
succeeding interventions. Since this is a pioneering effort for ALS, these LAC session
guides and assessment tools can serve as reference models in developing customized
LAC materials for other topics relevant to ALS.
On behalf of UNICEF, let me extend my appreciation to all those involved in this

undertaking, as we launch the MT4T LAC Resource Package for national roll-out and
monitoring. We hope that ALS implementers will find it helpful for their respective
learning communities.
Maraming salamat at Mabuhay!
MESSAGE from SEAMEO INNOTECH
The COVID-19 pandemic has propelled our lives

including the education system into a highly digital
world. While the education sector responds to
serious challenges concerning digital inclusion,
access, quality and equity, parallel efforts are also
being undertaken to capacitate our teachers and
learners on digital literacy and citizenship. This will
help ensure that teachers and learners are able to
take full advantage of the opportunities of digital
technology and online learning and be aware of
and address cyberthreats that can adversely
impact learning continuity.
On this score, the Learning Action Cell (LAC)

Resource Package on Mobile Technology for
Teachers (MT4T) was developed by SEAMEO
INNOTECH in collaboration with the DepEd ALS
RAMON C. BACANI Taskforce and UNICEF and select ALS
implementers from all over the country. The LAC
Center Director Resource Package will assist DepEd ALS field
SEAMEO INNOTECH officials in capacitating ALS mobile teachers and
other personnel in the productive and responsible
use of social media and digital technology for
teaching and learning and professional development. As learning continues to take place
remotely, the LAC Resource Package will help sustain efforts in gearing up teachers for
online distance learning, as it remains to be one of the prescribed learning modalities
during the pandemic and other emergencies.
The resource package also supports the implementation of Learning Strand 6 on Digital
Citizenship of the DepEd ALS K to 12 Basic Education Curriculum. Specifically, it
provides guidance on the contextualization of the MT4T learning materials on digital
citizenship for the ALS community. This will help enable ALS teachers to customize digital
citizenship lessons to the varying circumstances of out-of-school children in special
cases, youth, and adult learners.
Ultimately, the LAC Resource Package highlights the message that digital skills and
digital citizenship should go hand-in-hand. Learning the use of different digital
technologies for education is a key competency for 21st century educators. Proficiency in
digital tools, however, should be accompanied by an understanding of responsible, safe,
ethical, and productive use of the Internet and digital technology.
This initiative is made possible through the tripartite project called Technical Support to
ALS 2.0 Reform Program under the technical leadership of the DepEd ALS Taskforce with
technical assistance from UNICEF Philippines and SEAMEO INNOTECH. We are pleased
to contribute to a pioneering project of developing the first set of LAC session guide
exemplars specifically designed for DepEd ALS implementers. It is the Center’s hope that
the lessons learned from the project will drive and inspire the development of new LAC
session guides on digital citizenship and other priority learning strands of the DepEd
ALS curriculum.
Such initiatives designed to enhance the capacity of ALS implementers, are part of the
ongoing efforts of SEAMEO INNOTECH geared toward assisting DepEd in strengthening
the quality, efficiency and responsiveness of ALS learning programs across the country.
Moving forward, SEAMEO INNOTECH will continue to support the Philippine Department
of Education ALS 2.0 reform agenda in ensuring that there are quality learning
opportunities available for out-of-school youth and adult learners through the pandemic
and beyond.
INTRODUCTION
This two-part series of Learning Action Cell (LAC) session guides was specifically designed for
the DepEd Alternative Learning System (ALS) to aid ALS teachers as they teach digital citizenship
to ALS learners. In the ALS Basic Education K to 12 curriculum, digital citizenship was newly
identified as a learning strand in recognition of its relevance and importance as learners navigate
the digital world. The Department of Education aims to build and enhance learners’ knowledge,
skills and values for them to become adept in using information, communication, and
technology as well as other digital tools safely and responsibly, and for them to ably manage
the cyber risks and take advantage of the cyber opportunities.
Retooling teachers with concepts and skills on digital technology and digital citizenship is the
primary goal of this LAC resource material. Through the LAC sessions, the ALS teachers will
deepen their knowledge and skills in effectively using mobile technologies and social media in
their classes as they guide their learners to become responsible digital citizens, as well as
enhance their own digital citizenship skills thereby facilitating further professional development
and networking opportunities with other ALS practitioners.
The content of this resource material was drawn from the Mobile Technology for Teachers
(MT4T), a set of digital materials developed by SEAMEO INNOTECH, and included as a
recommended resource for ALS teachers in the DepEd ALS Learning Continuity Plan. The MT4T
resource kit intends to introduce and expound on mobile technology and digital citizenship and
upskill teachers for instruction, continuing professional development, and professional
networking with other ALS teachers.
This LAC resource material is a first of its kind because it focuses on capacitating a particular
group of teachers— the ALS teachers. With them in mind, the structure of the LAC session was
enhanced, the content contextualized, and language used made more appropriate to the
situation/context of ALS program implementation. The role of LAC sessions as an important
capacity building strategy for ALS teachers has been incorporated in the DepEd ALS 2.0 Five-
Year Strategic Roadmap. Thus, this set of session guides is also meant to serve as a model in the
development and contextualization of new LAC session guides for ALS teachers.
The development of this learning material has also been timely and responsive given the impact
of the COVID 19 pandemic. While the goal was to create learning resources relevant to the digital
citizenship learning strand of the ALS K to 12 curriculum, being proficient in the use of
information and communications technology (ICT) has become a necessary skill for ALS teachers
in light of the implementation of DepEd’s Basic Education Learning Continuity Plan (BE-LCP).
DepEd has been implementing online and blended learning sessions which require both ALS
learners and teachers to use digital technologies more frequently for direct teaching, self-
instruction, and learning.
Though these LAC session guides were developed in consideration of limited face-to-face
interaction due to the COVID-19 pandemic, delivery of the sessions can be adopted in either a
full face-to-face or online session. Each LAC session guide suggests ways on how to conduct the
LAC session in two modalities: face-to-face (offline) or remotely (online).
This LAC resource package for ALS teachers has two session guides, as follows:
SG 1: Enhancing Digital Citizenship through Mobile Technology for Teachers (MT4T)

Intends to introduce the MT4T resource kit and promote its use in amongst ALS teachers
for teaching and learning and professional networking.
SG 2: Contextualization of the MT4T e-Citizenship Learning Packets

Intends to capacitate ALS teachers in contextualizing a specific set of MT4T teaching and
learning resources on cyber wellness and digital citizenship to make them more relevant
for various types of ALS learners.
The ALS LAC session guides are designed around the dynamics of experiential or adult learning.
The learning process includes the following four stages as shown in Figure 1:
▪ Activity
▪ Analysis
▪ Abstraction
▪ Application
Figure 1: Four Stages of Experiential Learning
Step 4: Step 1: New

Application Experience/Activity
Step 3:
Abstraction Step 2:
Analysis
Each stage 1 in the learning cycle can be described as follows:
Step 1. Activity (concrete experience)
The learning process begins with structured learning experiences/activities or simulation

exercises designed to actively engage the learner with the concepts to be learned, ideally
connecting to their prior learning, experiences, or local context.
Step 2. Analysis (reflective feedback)
This is the process of inquiry or reflection on the results of the Activity.
Step 3. Abstraction (connecting the dots)

This involves generalization that can be derived from the Activity and Analysis steps. It includes
theory inputs, lectures, and other activities where the facilitator, trainer or resource person
explains, integrates, and recapitulates the various concepts covered in the learning episode.
Step 4. Application (transferring knowledge and skills to real world)

These are the activities directed to the learner’s need to transfer the insights and abstractions
gained to his/her day-to-day real-life concerns.
The active involvement of teachers in the learning process and the emphasis on the application
of learning from the different sessions contribute to the impact of a teacher’s professional
development for effective instruction, particularly on Digital Citizenship, in the Alternative
Learning System.
The session guides consist of activities that clearly explain the essential concepts as well as
practice exercises to develop mastery of the concepts and skills being learned.
Each guide was designed to be delivered in 4 to 5 hours. Because it may be difficult for ALS
teachers to spend so much time in a single session, each LAC session guide has been divided
into two parts.
The first part, to be conducted in about 2.5 to 3 hours, basically introduces the topic through
the priming and main activities (activity) and subsequent analysis (analysis), and discussion of a
portion of the topic (abstraction) and application (where applicable). It ends with a reflection
and brief wrap up/closure of the LAC Session: Part 1.
The second part of the LAC session guide starts off with a priming and/or main activity for recall
of the first part (activity). This is followed by an analysis of the activities (analysis) and the
continuation of the topic discussion (abstraction). It is important to note that the application of
what participants have learned will be done during the second part. The second part also ends
with a reflection and closure of the LAC session.
1 Adapted from the DepEd LAC Resource Materials for Multigrade Teachers
To ensure a smooth transition or bridging to the second part and coherence overall, a set of
instructions have been included in the closing section of the first part of the LAC session and
introduction of the second part. To illustrate how each guide has been divided and how
components relate with each other, a schematic diagram (Figure 1) is presented below. Each LAC
session guide has its own LAC session flow illustration with details particular to the session.
Figure 2: LAC Session Flow
Furthermore, each session guide has its own set of attachments which is comprised of the
background information on the topic, presentation materials (e.g., PowerPoint slides) for each
part, pre- and post-LAC session competency assessment checklist, guide/instructions for remote
or online delivery of the LAC session, and other supplementary materials to be used throughout
the LAC session.
How to Use this LAC Resource Package for ALS Implementers
The following suggestions are designed to help ALS facilitators and teachers get the most out
of this LAC resource package:
1. Read the LAC session guides thoroughly.

2. Carefully study the reference materials i.e., articles, issuances, videos, e-books, podcasts,
learning packets, and others. This will require you to visit the MT4T website (at
https://www.seameo-innotech.org/mt4t/) to download the MT4T e-books and related
resources.
3. Prepare the needed materials (e.g., equipment and teaching aids) in advance.
4. Facilitate the suggested learning activities in the session guides and use the techniques
presented.
5. Make adjustments and modifications as needed based on the needs of the ALS teachers,
available resources, or relevant protocols of the Schools Division Office (e.g., in the
context of COVID-19 pandemic and other emergencies).
6. Research for, curate, and use additional materials to enrich the learning experience or
give more concrete references relevant to ALS context.
7. Be guided by the suggested time for every LAC session, while recognizing that sessions
may take less or more time depending on local circumstances.
8. Schedule the two parts of each LAC session not too far apart to make sure that the
participants can easily recall the discussions and activities conducted during the first part.
LAC SESSION GUIDE 1
LAC SESSION GUIDE 1
Enhancing Digital Citizenship through

Mobile Technology for Teachers
(MT4T)
OVERVIEW
For over two decades, the Department of Education (DepEd) has been implementing the
Alternative Learning System (ALS) as a parallel learning program for out-of-school youth and
adults. While DepEd's ALS has made significant strides in reaching learners in challenging
contexts and explored various ways to deliver education, utilizing technology for education has
become more pertinent. The rapid technological advancements and the disruptions to everyday
life caused by the COVID-19 pandemic highlighted the importance of technology and how it
should be used effectively, safely, and responsibly. In response to this, as part of DepEd's K to
12 Basic Education Curriculum, ALS has added Learning Strand 6 on Digital Citizenship, which
highlights strengthening learners’ competencies "to live and work effectively as part of the digital
universe" (Department of Education, 2019, para.1). These developments require ALS teachers to
upgrade their information and communications technology (ICT) skills, such as using mobile
technologies for teaching and learning and for one’s professional development.
The Mobile Technology for Teachers (MT4T) resource kit, developed by SEAMEO INNOTECH, is
a set of digital resources and tools for teachers on using mobile technology for teaching and
learning, professional development, and guiding learners on the safe and responsible use of
digital technology. It is composed of e-books, learning packets, infographics, and short video
materials, all available on the MT4T website and the SEAMEO INNOTECH Reader mobile
application. Utilizing these resources, ALS teachers can learn to maximize online opportunities
and minimize cyber threats and, in turn, guide their learners to do the same.
DepEd has put in place the Learning Action Cell (LAC) as a mechanism to provide local continuing
professional development for teachers to improve teaching and learning. The LAC promotes a
community of practice among teachers, including ALS teachers, to collaborate and solve shared
challenges to enhance their teaching capabilities. The LAC complies with the Sustainable
Development Goal (SDG) 4 on Quality Education that targets to "substantially increase the supply
of qualified teachers" and recognizes the role of teacher training in sustaining quality education.
It supports SDG 4 Target 4.4 to "increase the number of people with relevant skills for financial
success," including ICT, and SDG 9 on Industry, Innovation, and Infrastructure, which calls for
"universal access to ICT" (Ritchie & Mispy, 2018).
The role of LAC sessions as an essential capacity-building strategy for ALS teachers is included in
the DepEd ALS 2.0 Five-Year Strategic Roadmap. This LAC session on Enhancing Digital
Citizenship through Mobile Technology for Teachers (MT4T) also supports specific
competency strands related to ICT under the Philippine Professional Standards for Teachers (PPST).
This LAC session guide provides a comprehensive discussion on digital resources and tools for
teachers, called Mobile Technology for Teachers (MT4T). This session is timely, responsive, and
a good follow-through of the online National MT4T Orientation Workshop for DepEd ALS
Implementers conducted last December 2020. SEAMEO INNOTECH developed MT4T, and ALS
teachers can use it to capacitate themselves in using social media and online tools for their
professional development, networking, and teaching digital citizenship to their ALS learners.
The LAC session guide 1 has two parts: Part 1 – The Context and Relevance of MT4T, and Part 2
– Exploring the Use of MT4T Resources for Digital Citizenship. It is recommended to conduct two
separate sessions due to the time involved in completing both parts.
The first part of the LAC session presents the need for digital technologies. Technological
advances and situations that disrupt education, such as the COVID-19 pandemic, have pushed
educators to explore and implement alternative learning modalities. DepEd's K to 12 Basic
Education Curriculum for the Alternative Learning System Learning Strand 6 on Digital
Citizenship aims to develop 21st-century ICT skills and responsible and ethical use among ALS
learners. This part is expected to take two hours to complete.
The second part picks up on the points discussed in the first part. It will proceed with a more
focused discussion on the use of MT4T for professional networking and teaching digital
citizenship among ALS learners. This part will also allow LAC participants to utilize the MT4T
resources to strengthen a particular social media competency. This part is expected to take two
hours and forty minutes to complete.
The following schematic diagram illustrates how the two parts and their respective components
relate to each other.
LAC SESSION GUIDE 1

Enhancing Digital Citizenship through Mobile Technology for Teachers (MT4T)
LAC Session Overview, Objectives, Resources,

Pre-requisite Knowledge and Skills, Background Information
Pre-LAC Session Competency Assessment
Part 2: Exploring MT4T Resources for Digital

Part 1: The Context and Relevance Citizenship
of MT4T - Priming Activity: My Social Media Image
- Pre-activity
- Main Activity: Professional Networking
- Priming Activity: Show Me Your Emoji
Experiences
- Main Activity: Social Media
- Analysis
Competency Assessment
- Abstraction: (1) MT4T as a tool for
- Analysis
professional networking and (2) as an input
- Abstraction: (1) The Impact of Digital
for teaching and learning
Technology on Teaching and Learning,
- Application
and (2) Help is at Hand! Discover the
- Reflection
MT4T Resource kit
- Closure
- Reflection
- Closure
- Post-LAC Session Competency Assessment

- LAC Session Evaluation
SESSION OBJECTIVES
At the end of the LAC session, participants are expected to learn the context and relevance of
the MT4T resources and how they might help enhance the digital citizenship of ALS learners.
Below are the specific objectives that participants should achieve after each session:
Part 1:
1. Discuss the impact of digital technology on teaching and learning.
2. Explain the available MT4T resources for teaching and learning, professional
development, and guiding ALS learners on the safe and responsible use of digital
technology; and
3. Explore the MT4T resources for ALS teachers' personal and professional growth.
Part 2:
4. Explore the various MT4T resources for professional networking and as inputs to
developing learning plans for ALS learners; and
5. Apply social media in the teaching and learning process and professional networking.
Note: Present all the objectives during the LAC session. However, mention to the participants that the
first three objectives will be covered in the first part, while the last two will be tackled in Part 2 of the
LAC session.
PREREQUISITE KNOWLEDGE AND SKILLS

This two-part LAC session requires the following prerequisite knowledge and skills from the
participants:
▪ Can use mobile phones and/or tablets for Internet surfing;
▪ Familiarity with social media platforms; and
▪ Can download, install, and use mobile and/or tablet applications.
Attendance to LAC Session Guide Part 1 is a prerequisite to participate in the second part.
Similarly, the completion of the LAC Session Guide 1 entitled Enhancing Digital Citizenship
through MT4T is a prerequisite for the LAC Session Guide 2 entitled Contextualization of the MT4T
e-Citizenship Learning Packets.
RESOURCES
1. Materials:
a. Equipment
- laptop or tablet with appropriate cables/adaptors
- projector and screen
- personal smartphone or tablet or personal laptops for all participants
- reliable Internet access for all participants
- loudspeaker
b. Teaching Aids
- pieces of paper, meta cards, and Manila papers (for Social Media Competency
Assessment, see Attachment 3)
- pentel pens
- sticky tape
- pair of scissors
- blackboard, whiteboard, or flipchart
- handouts on the MT4T e-books (see Attachment 1, Table 2)
Additional teaching aids for Part 1:
- Pre- LAC competency assessment tools (see Attachments 6A)
- Presentation slides for LAC session Part 1 (see Attachment 4A)
- MT4T explainer video (https://youtu.be/AEzwk7ACd6M)
Additional teaching aids for Part 2:
- Digital etiquette video (https://youtu.be/DNS9OmU4FhU)
- Printed MT4T Application templates (see Attachment 4)
- Accomplished Social Media Competency Assessment Card from Part 1
- Post-LAC competency assessment tools (see Attachments 6B)
- Presentation slides for LAC session Part 2 (see Attachment 4B)
- Post-LAC evaluation forms of DepEd (if available)
2. Possible fund sources to support LAC implementation:

▪ Division/School MOOE
▪ DepEd Central Office: ALS Task Force
▪ Special Education Fund (SEF)
▪ Local Government Unit (LGU) / Barangay Council
▪ Private or People's Organizations (POs)
▪ Non-Government Organizations (NGOs)
3. Duration:
The entire LAC session will require a total of approximately 4 hours and 40 minutes to
complete. Part 1 is estimated to take 2 hours, while Part 2 is about 2 hours and 40 minutes.
BACKGROUND INFORMATION
Notes:
1. Refer to the Background Information (see Attachment 1) of this LAC session guide prior
to the delivery of the session. The facilitator should read and internalize the points in
the said document before conducting the LAC session. Doing so will help the facilitator
gain a deeper appreciation of the elements and contents of the MT4T resources, especially
its relevance to ALS implementers and the opportunities for utilization.
2. The facilitator should also explore the MT4T materials beforehand, including visiting the
MT4T website, downloading and reading the set of MT4T e-books (PDF or ePub* versions),
checking out the web forum and the MT4T Facebook community page, and downloading
and reviewing the e-Citizenship learning packets. *It is recommended to access the MT4T
ePub version using the SEAMEO INNOTECH Reader application. This application is
available for free from any App Store. For guidance on using the app, use this link to access
the available infographics and user guide manuals from the MT4T website:
https://www.seameo-innotech.org/mt4t/user-guides/.
3. In addition, the facilitator will significantly benefit from reading the infographic on "What
Works in a LAC Session" and the Department of Education Order No. 35, s. 2016,
found in Annexes 1 and 2 of this LAC Resource Package in preparation for the conduct of
the LAC. Doing these will create a sense of mastery on the part of the facilitator as s/he
conducts the LAC session.
PART One of Two: The Context and Relevance of MT4T
SESSION OBJECTIVES
The LAC facilitator will present the five objectives of the LAC Session on Enhancing Digital
Citizenship through MT4T.
Part 1:
1. Discuss the impact of digital technology on teaching and learning;
technology; and
Part 2:
The LAC facilitator will emphasize the LAC session objectives as follows:
The first part, entitled "The Context and Relevance of MT4T," will focus on understanding the
context for the need for resources like MT4T and its relevance to ALS teachers and learners.
The second part, entitled "Exploring MT4T Resources for Digital Citizenship," will explore
further the use of MT4T resources for professional networking and teaching digital citizenship to
ALS learners.
The facilitator will inform the participants that the second part will be discussed on a separate
date/time.
PRE-LAC SESSION COMPETENCY ASSESSMENT
Ask the participants to accomplish the Pre-LAC Competency Checklist (Attachment 6A) to
measure their respective mastery levels at the start of the LAC session. The LAC facilitator can
print and distribute or email the online form link (e.g., Google form) before the LAC session.
PROCEDURE FOR PART 1 (Duration: 2 hours)
The first part of this LAC session aims to explore ALS teachers' prior experience using mobile
technologies for teaching and learning and professional development. The session also
introduces MT4T as a toolkit that they can use for these purposes.
The facilitator can use the mother tongue to deliver the LAC session to aid in exchanging ideas
among participants. The facilitator must inform the participants that they are free to use the
language they are comfortable with during discussions.
Pre-Activity
Prior to the conduct of the LAC Session, the LAC facilitator will ask the participants to:
▪ Access the MT4T website (https://www.seameo-innotech.org/mt4t/), browse the
resources, and download MT4T e-books of their choice (PDF version);
▪ Download and read the MT4T e-book assigned to them. They will answer questions
related to the e-book during the LAC session.
▪ Watch the MT4T explainer video. The facilitator can share the video file or forward an
online link (https://youtu.be/AEzwk7ACd6M) to the participants; and
▪ Accomplish the Pre-LAC Session Competency Assessment Checklist. The LAC
facilitator can print and distribute or email the online form link (e.g., Google form) before
the LAC session (see Attachment 6A).
The first two pre-activities will give the participants an idea about MT4T to relate better to the
LAC session. In addition, downloading and reading one or more MT4T e-books in advance
should help them prepare for the activities. The LAC participants can also note their questions
on MT4T while reviewing the MT4T materials for sharing during the LAC session.
The facilitator can use the presentation slides found in Attachment 4A for the next sections of
LAC Session Guide Part One.
Priming Activity: Show Me Your Emoji (10 minutes) PPT Slides 3 to 6
Before the priming activity, the LAC facilitator will welcome the LAC participants and introduce
him/herself to them. A check-in activity will follow this.
The check-in activity will allow the LAC facilitator to assess the participants' readiness and set the
session's mood. Additionally, it will enable sharing of ideas among the participants. Through sharing,
check-ins will help foster trust and understanding among the ALS teachers (Razzetti, 2018).
The mechanics of the check-in activity are shown below. The LAC facilitator will:
1. Slide 3) Show several pictures of emoji characters and ask participants to share their idea
on the images shown. He/she may call two to three participants.
2. Slide 4) Explain that the pictures are emojis. "Emojis are graphic symbols or images
representing various things such as facial expressions, objects, animals, and weather. These
are often used in social media and messaging apps to express one's feelings and/or
reactions". Present a few examples of emojis.
3. Slide 5) Explain that emojis are often used on social media platforms. The LAC facilitator
will check participants' awareness of social media platforms such as Facebook, Twitter,
LinkedIn, Edmodo, etc., by asking who uses these platforms.
4. Slide 5) Distribute pentel pens and papers to all participants and ask them to complete
the phrase "I feel _____" by drawing an emoji that best describes their current feelings.
5. Encourage participants to take turns in sharing in the plenary by simply completing the
phrase. The participants are not expected to provide explanations in this activity.
6. Slide 6) Acknowledge participants' feelings and thank them for sharing. The LAC
facilitator can highlight the emotional dimension of technology – how digital experiences
incite emotions and shape how we express them in the digital world.
After the check-in activity, the LAC facilitator will check if the LAC participants have done the
pre-activity assignments (Slides 7 to 8). If not, the LAC facilitator will request the participants to
answer the pre-session competency assessment form in 3 minutes (Slide 8).
Afterward, the LAC facilitator will explain that this session is the first of a two-part LAC session
on MT4T (Slide 9). He/she will present the LAC session objectives (Slide 10).
Main Activity: Social Media Competency Assessment (20 minutes) PPT Slides 11 to 12
This part of the session guide engages the participants in an activity that establishes the
relevance of the LAC session topic. This part provides a springboard for the LAC session contents
by linking to the participants' prior digital citizenship-related life experiences. The activity
explicitly aims to measure participants' prior knowledge and understanding of the use of social
media through the Social Media Competency Assessment Card.
The process involved in the activity will require the LAC facilitator to:
1. Slide 12) Divide the participants into two groups and ask each group to assign a leader
from among them.
2. Instruct the leaders to help decide on a name and symbol to represent their group. These
should be related to social media (e.g., group name – Facebook; symbol – thumbs-up sign).
3. Distribute pentel pens and a big copy of the Social Media Competency Assessment Card
to each group (as seen in Attachment 3). In preparation for the LAC session, the facilitator
may create two copies of this card on Manila paper. Alternatively, the LAC facilitator may
also project on the screen a copy of the Assessment Card and request each group to
draw a 5x5 matrix on a Manila paper.
4. Slide 13) Ask the participants to accomplish their group's copy of the assessment card.
Each group member will draw their group symbol on the boxes with statements that
apply to them.
5. Ask the group leaders to tally the number of symbols drawn by each group member on the
boxes.
6. Prompt each group to review their respective assessment cards. They should observe
which boxes have the most significant number of symbols and which boxes have a few
symbols or none at all.
7. Ask the group leaders to facilitate the sharing among members of their group on how
they use social media platforms for different purposes.
8. Give the groups 15 minutes to perform tasks 4 to 7. The LAC facilitator should monitor the
time as well.
In consideration of Part 2 of the LAC session, the facilitator will collect and keep the groups'
outputs as these will be referred to in the application portion of the second half of the LAC
session.
Analysis (20 minutes) PPT Slides 14 to 15
This section of the LAC session aims for participants to reflect more deeply about the activity they
have just completed. It hopes to help them understand their strengths and areas for improvement
in using social media for teaching and learning and professional networking.
To facilitate the processing of their experience, the LAC facilitator will:
1. Slide 14) Ask the participants to raise their hand if they scored within the following
ranges:
a. 0-7 points: Novice or Beginner level. ALS teachers with scores in this range may
be using the basic features of social media but have little experience in utilizing
it for teaching and learning and professional networking and development.
b. 8-14 points: Practitioner level. ALS teachers with scores in this range have
significant experiences in using social media for teaching, professional development,
and networking but have yet to explore other possibilities it can offer.
c. 15-20 points: Expert level. ALS teachers with scores in this range can maximize
the potentials of social media for teaching, professional development, and
networking.
2. Slides 15) Ask up to three participants to share their thoughts on the questions below.
The LAC facilitator can also add his/her suggestions after the follow-up questions.
a. How do you feel about the activity?
b. What did you discover were your areas of strengths? How can you capitalize on
these strengths as you go about the session?
c. What did you discover were your areas for improvement? How do you think this
LAC session can help you address those areas for improvement?
d. Are you aware of available resources to help you improve in using social media
for teaching and learning and professional development and networking? What
are these resources? How have they been beneficial to you?
The LAC facilitator will highlight the strengths discovered by the group, how they think they can
capitalize on these strengths in this session, and then add his/her discoveries. Similarly, point
out the areas for development and share how this session can help the participants address their
individual learning needs.
Afterward, the LAC facilitator will ask the participants to share some possibilities offered by social
media. Then, he/she will bridge the analysis with the abstraction portion of the LAC session. This
will be done by highlighting the various options provided by social media in reaching out to
school stakeholders for teaching and learning and professional networking and development.
Abstraction (55 minutes) PPT Slides 16 to 28
The abstraction phase involves providing technical inputs from the facilitator that address the
issues raised during the activity. This also includes the analysis phase to guide the LAC
participants to understand a possible method to strengthen their mobile technology and social
media competencies. Through this process, the LAC participants will recognize the offerings
Mobile Technology for Teachers (MT4T) Resource Kit can provide to ALS teachers. As a segue to
this, the facilitator can mention first the ideas that came out during the processing of the
previous activity.
The facilitator should try and generate as many responses from the participants as possible. They
will then summarize and share these responses with the group and use them as a take-off point
for the lecture presentation described below. Keep referring to their answers and the ALS context
as you make the lecture presentation appropriate to bridge the participants' existing knowledge
and experience with newly introduced contents.
The purpose of the short lecture/presentation is to expand the participants' learning of the MT4T
resources and their relevance to the ALS context. The LAC facilitator may ask the participants to
reflect on a few questions (see table below) as they perform the tasks related to exploring the
teacher's resource kit. Participants should have their mobile phones, tablets, or personal laptops
with them as well as access to the Internet.
Listed below are the lecture points, including the corresponding tasks and/or reflection
questions relevant to the discussion:
LECTURE POINTS TASKS/ REFLECTION QUESTIONS

The Impact of Digital Technology on Teaching and Learning (PPT Slides 16 to 22)
• Slide 17) You may have noticed that times Allotted time (discussion & reflection):
are rapidly changing. Information and 20 minutes
communication technologies (ICTs) have
developed in leaps and bounds, with their Slide 22-23) After discussing these
use becoming more and more pervasive in points, the facilitator asks 2-3 ALS
our daily lives. teachers these reflection questions. The
facilitator may utilize a concept map in
• Technology has brought many positive visualizing participants' reflections:
impacts, allowing people to connect and
access information quickly. It also carries • What are the positive impacts of
negative consequences, exposing online using digital technologies (mobile
users to cyber risks such as cyberbullying, devices, social media, etc.)? What
cybercrime, and technology overuse. about the negative effects?
Understanding concepts on cyber wellness
• In your opinion, why do teachers
and digital citizenship have become more
need to develop competencies in
pertinent for individuals to maximize
using digital technologies?
opportunities found online and mitigate
cyber risks. Strengthening digital citizenship
among individuals calls for 1) education – • Do you see yourselves learning
knowing the responsible, safe, and ethical use through digital means? How will it
of ICT; and 2) enhancement of emotional change your learning experience?
intelligence and critical thinking skills.
• What has been your experience so
far in using digital technologies in
• Slide 18) As citizens living in the 21st ALS?
century, we are called to adapt to these
• What opportunities can you see in
developments. It is within the context of this
using digital technologies in the
rapidly changing technological landscape
context of ALS?
that the Learning Strand 6 on Digital
Citizenship under DepEd's K to 12
Alternative Learning System (ALS) Basic The LAC facilitator can also allot time
Education Curriculum came about. Learning for participants to share their
Strand 6 of the ALS curriculum aims to questions. S/he may also connect the
strengthen the competencies of learners "to participants' responses to the
live and work effectively as part of the digital inputs/lecture points.
universe." Its overall goal is "to produce 21st-
century digital citizens who are confident in
using ICT and digital tools responsibly and
ethically" (Department of Education, 2019).
• Slide 19) ALS Learning Strand 6 covers six

content standards in its curriculum:
o Digital concepts, which look into basic
ICT concepts.
o Digital operations and management,
which revolve around basic hardware
operations, software operations, and file
management in using a computer.
o Digital applications, which aim to
impart skills in using standard office
application software packages such
as word processing, spreadsheet, and
presentation software.
o Digital system networks, which aim to
help learners navigate the global digital
system for information searching and
communicating with others. Here, we
have the use of the Internet for
browsing, topic research, and online
collaboration.
o Digital devices, which focus on using
mobile devices as tools to access
information and communicate with others.
o Digital ethics, which aims to
demonstrate ethical practices and values
in using technology in the 21st century.
• Slide 20) Aside from these, some challenges
further highlight the need for digital
technology to ensure learning continuity. For
example, the COVID-19 pandemic has
pushed the education sector to explore
alternative delivery modalities, given the
limited opportunity for face-to-face
interaction to none at all.
• Slide 21) As teachers in a time of
technological advancement and education
challenges, we are called forth to adapt to
these changes. We must learn to use
technology for teaching and learning, our
professional growth, and build up crucial
skills such as the safe and responsible use of
digital technologies among our learners.
Help is at Hand!
Discover the Mobile Technology for Teachers (MT4T) Resource Kit
(PPT Slides 24 to 29)
• Slide 24) To aid in the learning process Allotted time (discussion & reflection):
using digital technologies for education- 25 minutes
professional development, and networking,
Slide 29) After discussing the lecture
we present the Mobile Technology for
points, the facilitator will confirm if the
Teachers or MT4T Resource Kit.
participants were able to download
• Slide 25) MT4T is a set of free digital and read their selected MT4T e-books.
resources and tools for teachers on using S/he will give them 10 minutes to
mobile technology for teaching and learning, explore their assigned e-books.
professional development, and guiding
learners on the safe and responsible use of
digital technology. It was primarily Afterward, s/he will ask the participants
developed for Southeast Asian teachers by to answer the following questions:
the Southeast Asian Ministers of Education
1. What is the e-book assigned to
Organization, Regional Center for
you?
Educational Innovation and Technology, or
SEAMEO INNOTECH. 2. What is the e-book all about?
3. What questions can be addressed
• MT4T has ten e-books in PDF and ePub
by the e-book?
formats (titles found in Attachment 1, Table
2), learning packets, infographics, and 4. What do you find interesting
short video materials. These free resources about it?
are available for download on the SEAMEO The participants will be asked to draw
INNOTECH website (https://www.seameo- the given table format on Manila
innotech.org/mt4t/) and through the paper.
SEAMEO INNOTECH Reader (SI Reader)
mobile application (Android: https://play. What sort of
google.com/store/apps/details?id=com.virtu MT4T
What’s questions What do
the e- can be you find
alidad.basereader). e-
book addressed by interesting
book
about? the about it?
It is recommended to access the e-books in e-book?
ePub format when using the SI Reader 1.
mobile app. You may check out the user 2.
manuals and infographics on using the SI 3.
Reader through this link:
(https://www.seameo-innotech.org/mt4t/ After 10 minutes, the facilitator will ask
user-guides/). the participants to put their answers on
• Slide 26) ALS teachers can use MT4T for meta cards and post them on the
professional development, professional Manila paper.
networking, and teaching and learning.
Once done, the facilitator will read the
• Slide 27) For professional development, the
responses of the LAC participants.
MT4T e-books can help ALS teachers to: S/he may provide additional inputs
1) enhance their teaching strategies; about the e-books.
2) integrate class activities that promote
higher-order thinking skills;
3) improve learner motivation and interest;
4) promote proper online etiquette and
digital citizenship.
• Slide 28) The e-books are available in PDF
and ePub formats. These formats come
in different versions depending on the
operating systems used (iOS/iPad, Android,
and Windows).
Reflection (10 minutes) PPT Slides 30 to 31
This section allows participants to think about their learning journey, share lessons learned and
their remaining questions, which will be addressed in the second part of the LAC session. In this
reflection activity, the LAC facilitator will:
1. Give out colored meta cards and pens to the participants where they will write their
answers to the following questions: (Slide 31)
a. First color: What are the three things that I discovered about MT4T that are useful to
me, either for teaching and learning or professional development?
b. Second color: What are the two interesting things that I learned?
c. Third color: What is the one thing that confused me?
2. Request participants to post their cards on three separate parts of the board or room.
The same-colored cards should go together.
3. Read a few answers for each question and give general comments. You may also ask
the participants why they chose those answers.
Closure (5 minutes) PPT Slides 32 to 35
To close the session, the LAC facilitator will conduct a brief check-out activity and end the session
with a quote:
1. Slide 33) Before the session, the facilitator will prepare three illustrations:
a happy face , a neutral face , and a sad face . These three faces will be posted
on a Manila paper (see format below):
The session was great! The session was ok. The session was poor.
2. During the check-out activity, the LAC facilitator will ask the participants to grab a pentel
pen and check on the statement reflecting how they feel about the first part of the
session.
3. Slide 34) Afterward, the LAC facilitator will end the session with a quote from Alvin
Toffler: "The illiterate of the 21st century will not be those who cannot read and write, but
those who cannot learn, unlearn, and relearn."
4. Slide 35) The LAC facilitator will thank the ALS teachers for their active participation
throughout the session. S/he will remind the participants that they had only completed
the first part of the LAC on Enhancing Digital Citizenship through MT4T.
Reminders to the Participants: The LAC facilitator will inform the participants that the second
half of the LAC session guide will provide opportunities for ALS teachers to thoroughly explore
the use of MT4T Resources for digital citizenship. It is estimated to take about two hours and
forty minutes. Additional information, such as preparatory activities for the next part of the LAC
session, will be sent via email, chat, or text message to each of the participants.
The LAC facilitator will then propose a date for the second part of the LAC session. The sooner
this is scheduled (in agreement with the participants), the better. This is to ensure that the
activities and learnings gained from Part 1 are not forgotten. Likewise, the LAC facilitator will
remind to use the time gap before the LAC Session Guide Part 2 to further explore the MT4T
resources in preparation for the subsequent activities.
Furthermore, the LAC facilitator will announce that the Post-LAC Session Competency
Assessment and the overall LAC Evaluation will be administered at the end of the LAC Session
Guide Part 2.
ADAPTATION
This LAC session guide is designed for face-to-face setup. In situations where this is not feasible,
please refer to Attachment 2A for the list of suggestions applicable for the online delivery of
this LAC session.
PART Two of Two: Exploring MT4T Resources for
Digital Citizenship
This is the continuation of the two-part LAC session on Enhancing Digital Citizenship through
Mobile Technology for Teachers. The LAC facilitator will conduct a quick review of the first part
of the LAC. This can be done by saying: "The first half of the LAC session delved into the impact
of digital technology in teaching and learning, particularly in this time of pandemic where face-
to-face learning is not possible. To ensure learning continuity under any circumstances, we
discovered that digital resources such as MT4T are highly relevant and useful to teachers. Today,
our discussions will focus on various MT4T resources as tools for professional networking and for
teaching digital citizenship among ALS learners." This session is estimated to take two hours and
forty minutes to complete.
SESSION OBJECTIVES
As a matter of recapitulation, the LAC facilitator will revisit the five objectives of the LAC Session
on Enhancing Digital Citizenship through MT4T.
Part 1:
1. Discuss the impact of digital technology on teaching and learning;
technology; and
Part 2:
The LAC facilitator will emphasize that the first three objectives were already accomplished in
LAC Session Part 1: "The Context and Relevance of MT4T," which focused on the relevance and
need for resources like MT4T to ALS teachers and learners. The remaining two objectives are for
LAC Session Part 2: "Exploring MT4T Resources for Digital Citizenship", which will explore the use
of MT4T resources for professional networking and teaching digital citizenship to ALS learners.
PROCEDURE FOR PART 2 (Duration: 2 hours and 40 minutes)
The second part of the LAC session will pick up on the points discussed in the first LAC session.
Activities will follow this, focusing on the uses and application of MT4T to strengthen a particular
social media competency.
The facilitator can use his/her first language/mother tongue to deliver the LAC session to aid in
exchanging ideas among participants. The facilitator must inform the participants that they are
free to use the language they are comfortable with during discussions.
Priming Activity: My Social Media Image (10 minutes) PPT Slides 2 to 3
At the start of the session, the LAC facilitator will introduce him/herself once more and welcome
the ALS LAC participants. A check-in activity will follow this. (Slide 2)
In facilitating the check-in activity, the LAC facilitator will:

1. Slide 3) Ask who among the LAC participants have a social media account and the
platform that they are using.
2. Ask the participants to think about their social media profile photo and imitate the pose
in the said photo.
3. Let the participants take turns in acting out their poses.
4. Thank the participants for their cooperation. The LAC facilitator will explain how 1) social
media posts reflect on one's image, and; 2) the image created online is different from
what is happening in real life. The LAC facilitator will also mention that "despite these,
digital citizenship calls us not to have this dichotomy – to act and behave online like how
we live in real life."
Review (15 minutes) PPT Slides 4 to 8
The LAC facilitator will do a review of the key learnings gained from Part 1 by doing the following:
1. Slide 5) Ask the participants to find a partner.

2. Ask the representatives from each pair to draw a number corresponding to a statement
related to Part 1 (see table).
Key Insights from LAC Session Part 1
1 Technology has an emotional dimension.
2 Digital technologies (mobile devices, social media, etc.) have positive and negative
impacts.
3 ALS teachers are called to use technology for teaching and learning, professional
growth, and building up crucial skills such as the safe and responsible use of digital
technologies among their learners.
4 ALS Learning Strand 6 aims to produce 21st-century digital citizens who are
confident to use ICT and digital tools responsibly and ethically.
5 The Mobile Technology for Teachers Toolkit (MT4T) has ten e-books that ALS
teachers can use for professional development.
3. Slides 6 to 7) Request each pair to think of messages or insights related to the given
statements. The pairs will take their turns in sharing their thoughts with the group (from
statements 1 to 5). The LAC facilitator may also add additional insights into the given
statements.
To help participants recall what happened during Part 1, the facilitator can share the activities
done during the previous LAC session. (Slide 8)
After the short review, the LAC facilitator will present the objectives for LAC Session Part 2. (Slide 9)
Main Activity: Professional Networking Experiences (10 minutes) PPT Slides 10 to 13
This section of the session guide allows the LAC participants to engage in an activity that
establishes the relevance of the LAC Session. This also provides a springboard for the LAC session
contents by linking to participants' prior digital citizenship-related life experiences. The goal of
the activity is to elicit LAC participants' experiences on professional networking.
The process involved in the activity requires the LAC facilitator to:
1. Slide 11) Ask the participants to stand up. The LAC facilitator will invite them to imagine
that the workshop room is divided into three parts. One section is for "Yes," another part
of the room is designated for "Somewhat," while another area is for "No." Signages with
these labels can be prepared beforehand and posted at different parts of the room.
2. Slides 12) Read a statement and ask the participants to stand at the designated area
that reflects their answer to the question: "Does this apply to you?" The LAC facilitator
may take a few moments between statements to give the participants enough time to
go to their chosen area. The statements for this activity are the following:
a. I have used social media to ask for help from other educators on a
particular topic.
b. I have used social media to look for work and other professional opportunities.
c. I have used social media to search for training.
d. I have used social media to find out the latest developments and trends in the
field of education.
e. I have used social media to lend advice to other educators.
3. Interview participants to expound a bit on their responses.
4. Slide 13) Thank the participants for their cooperation after reading the statements. The
facilitator will explain that these statements are related to professional networking.
Analysis (10 minutes) PPT Slide 14
This part of the LAC session invites the participants to reflect on their experiences. It aims to
elicit discoveries about themselves concerning professional networking. To facilitate the
processing of their experience, the LAC facilitator will request up to two LAC participants to share
their responses to the following questions: (Slide 14)
1. What did you discover about yourself with regards to professional networking?
2. Have you reached out to other educators using digital technologies? For what reasons?
How was the experience?
3. Are you aware of digital technologies that can support you to network with other
educators? How have you benefited from the experience? How was it different from the
usual means of networking?
The LAC facilitator will affirm the participants' responses. S/he may also provide his/her insights
about their experiences. Afterward, the LAC facilitator will explain how MT4T also provides
opportunities for professional networking.
Abstraction (60 minutes) PPT Slides 15 to 28
The abstraction phase involves providing technical inputs from the facilitator that address the
issues raised during the activity. This phase also includes the analysis of the activities conducted.
This part is designed to understand better and appreciate MT4T and how it supports teaching and
learning and establishing professional networks. Like the LAC session Part 1, the facilitator will give
a short lecture and request participants to perform tasks that will help them digest key messages.
The lecture points and the corresponding tasks and/or reflection questions needed in this phase
are listed below:
MT4T as a Tool for Professional Networking: Allotted time for discussion & reflection:
(PPT Slides 15 to 19) 20 minutes
• Slide 16) To refresh our previous learnings, Slide 19) After discussing this section,
MT4T can be used for three things: the LAC facilitator will invite the
professional development, professional participants to explore further the
networking, and teaching and learning. MT4T resources. The LAC facilitator
will give them 10 minutes to browse
• Slide 17) MT4T offers ALS teachers the the MT4T Forum and the Facebook
opportunity to connect with other educators Page through the following links (to be
within and beyond their current professional shared by the LAC facilitator):
networks. First, through the forum section on
the website: • MT4T Forum: https://www.seameo-
innotech.org/mt4t/forum/
(https://www.seameo-innotech.org/mt4t/
forum/); • MT4T Facebook Page: https://www.
facebook.com/mt4tproject
second, through its Facebook community
page: After ten (10) minutes, the LAC
(https://www.facebook.com/mt4tproject) and facilitator will ask the participants the
third, through the FB group: #MT4T PH following questions:
(https://www.facebook.com/groups/mt4tph).
• What information are available in the
• Slide 18) MT4T also has three dedicated e- MT4T forum and the MT4T Facebook
books that can help ALS teachers to community page? [Pause and request
maximize professional networks: 2-3 participants to share]
o First is the e-book entitled "An Introduction • Among this information, what seems
to Teacher's Personal and Professional to be interesting to you? Why?
Learning Networks for 21st Century Learning [Pause and request 2-3 participants
in Southeast Asia." to share]
This book introduces personal and • What benefits will you get from
professional learning networks (PPLNs) for participating in these venues for
teachers and how to start, expand and professional networking? [Pause and
sustain these networks through mobile request 2-3 participants to share]
devices, collaborative apps, and social
media.
o Next is the e-book entitled "LinkedIn for

Teachers," a guide in using LinkedIn as a
platform to establish and expand
teachers' professional learning network.
The e-book also serves as a tool to
showcase their professional expertise,
experience, and accomplishments.
o Lastly, we have the e-book entitled

"Blogging for Teachers." This book focuses
on blogging using WordPress to facilitate
professional networking and education.
• The other MT4T e-books contain sections

that discuss how to harness the potential
of various social media platforms for
professional networking.
• These are some of the resources that are

currently available in MT4T. But there are
more opportunities online to connect,
network, share knowledge, and build a
community of practice.
MT4T as Input for Teaching and Learning: Allotted time for discussion & reflection:
(PPT Slides 20 to 26) 20 minutes
• Slide 21) Another use of MT4T is for teaching

Slide 26) After discussing this
and learning. As part of DepEd's K to 12 Basic
section, the facilitator will ask the
Education Curriculum for ALS Learning Strand 6
participants to browse briefly the
on Digital Citizenship, ALS teachers are called to
MT4T e-Citizenship e-book and
teach our ALS learners the safe and responsible
learning packets through the link
use of digital technology. As part of the package
that s/he will share.
on e-citizenship, MT4T also has ten learning
packets that teachers can readily use to discuss The LAC facilitator will give them 10
with learners how to maximize online minutes to do this.
opportunities while minimizing cyber threats. After browsing through the learning
• These are the topics of the ten e-learning packets: packets, the LAC facilitator will ask the
▪ Being Mobile, Cyberbullying, following questions:
Cybergrooming and Online Exploitation. • Have you experienced or know
Cyberstalking, Exposure to Inappropriate someone who participated or heard
Content, Herd Mentality Online, Internet about the common online scenarios
Addiction, Plagiarism and Misinformation, covered in any of the ten e-
Teenpreneurship, and Trolling. Citizenship learning packets? In
• Slide 22) Each learning packet includes a what way? [Pause and request
teacher's guide in MS Word and PDF versions 2-3 participants to share]
and presentation slides in PowerPoint and • Which learning packet do you think
PDF formats. will be most beneficial to our ALS
• What is excellent about these learning packets is learners? How so? [Pause and
they are aligned with DepEd's Basic Education request 2-3 participants to share]
Curriculum for ALS Learning Strand 6 on
• Which of the suggested strategies
Digital Citizenship.
for developing HOTS might work
• Slide 23) Four of the learning packets have with your ALS learners? How so?
already been contextualized for ALS, complete [Pause and request 2-3 participants
with tagging of competencies. These include to share]
Being Mobile, Internet Addiction, Plagiarism and
Misinformation, and Teenpreneurship.
• The rest of the learning packets can easily be
contextualized as we go along the LAC session
and discuss contextualization.
• Slide 24) Each e-book in MT4T contains

information about promoting higher-order
thinking skills (HOTS) among teachers and
learners. We should be aware that higher-
order thinking skills are necessary competencies
in navigating the digital world. Using digital
technologies pushes us to initiate connections,
collaborate with others online, make inquiries,
analyze information, and think creatively in
order to maximize its potentials and minimize
cyber threats.
• Slide 25) The e-book entitled "Annotated
Resources for Teachers" provides a wide
selection of online resources relevant to 21st-
century learning, tools, higher-order thinking
skills, and digital citizenship. You can check this
out for possible use as teaching resources to
support your ALS learning sessions.
• Slide 27) After learning about MT4T and

Allotted time for discussion & reflection:
browsing its resources, we are now brought to
15 minutes.
the realization that being a digital citizen is
complex. It entails that we have sufficient After providing the abstraction
knowledge, skills, and behaviors regarding ICT, summary and showing the video on
awareness of online risks and threats and how to digital etiquette, the LAC facilitator will
mitigate them, and how to maximize ICT elicit questions from participants and
possibilities in our lives. address them (e.g., What are some
Slide 28) Digital etiquette is one of the insights you have gained from the video
behaviors that we need to internalize as digital on digital etiquette that you might pass
citizens. This video: (https://youtube/ on to your ALS learners?).
DNS9OmU4FhU) about the crucial aspect of
digital citizenship encapsulates the learnings
from this LAC session. SEAMEO INNOTECH
produced this video as part of a SEAMEO
Massive Open Online Course on Global Digital
Literacy Course conducted in 2020.
• Slide 29) In case you encounter problems Allotted time for discussion: 5 minutes
accessing the MT4T resources or have
The LAC facilitator will ask if the
inquiries about them, you are free to contact
participants have other questions
the following:
about MT4T.
o DepEd ALS Task Force;
o Schools Division ALS Coordinators; and
o SEAMEO INNOTECH
Application (35 minutes) PPT Slides 30 to 33
This application phase of the LAC session allows the participants to apply their gained knowledge
and learned skills. The participants will be asked to look at the results of their Social Media
Competency Assessment Card, which they have accomplished in the previous LAC session, and
initiate steps to improve one competency.
During the application process, the LAC facilitator will:
1. Slide 31) Request the participants to look at the results of their Social Media Competency
Assessment Cards. The LAC facilitator may post these in the room in preparation for the
LAC. Each participant will select one competency that he/she needs to develop.
Participants would need to choose one that they think is the easiest to work on, by which
initial steps can be done within the duration of the application process and feasible to
accomplish with their available equipment at hand.
2. Encourage participants to use the MT4T resources to update their knowledge and skills
on their chosen competency. They will look for the relevant MT4T resource/s, read these,
and formulate options on how they plan to apply their new learnings as ALS teachers.
3. Slide 32) Ask participants to fill out the "MT4T Application" template to show how they
have utilized the MT4T resources (see Attachment 5).
▪ Column (1) will list the recommendations from the MT4T resource.
▪ Column (2) will show which among the recommendations were accomplished by the
participant during the LAC application portion (Note: Participant places a checkmark).
▪ Column (3) will show which recommendation/s the participant will commit to doing
after the LAC session. Steps 1 to 3 will be done within 20 minutes.
MT4T Application
Social Media Competency I Wish to Enhance: _________________________________________________________

_________________________________________________________________________________________________________
Main MT4T Resource Used: ____________________________________________________________________________
Instruction: Put a checkmark in either Column (2) or (3) for every MT4T suggested task listed in
Column (1).
What I Need to Do What I Have Done What I Commit to Do

(based on MT4T resources) (during LAC Application) (after the LAC Session)
(1) (2) (3)
4. Slide 33) Invite participants to look for partners to share their responses in the "MT4T
Application" template. They will be given five more minutes for this activity. Invite a
representative from each pair to share what their partners have done.
Note: The LAC facilitator/LAC leader "should monitor members’/participants' post-LAC activities
and evaluate how they are contributing to the improved learning outcome of ALS learners"
(DepEd Order No 31 s 2016).
Reflection (10 minutes) PPT Slides 34 to 35
This section allows participants to think about their learning journey and share their lessons and
their remaining questions. In this reflection activity, the LAC facilitator will:
1. Slide 35) Give colored meta cards and pens to participants where they will write their
reflections.
a. First color: What are the three things I found out about MT4T that I can use as an
ALS teacher, either for teaching and learning or professional networking?
b. Second color: What are the two interesting things I learned?
c. Third color: What is the one thing that confused me?
2. Request participants to post their cards on three separate parts of the board or room.
The same-colored cards should go together.
3. Read a few of the cards for each question and give general comments.
Closure (10 minutes) PPT Slides 36 to 41
To bring LAC Session Part 2 to a close, the LAC facilitator will conduct a brief check-out activity
and end the session with a quote.
1. Slide 37) For the check-out activity, the LAC facilitator will ask each participant to think
of a word that describes the session they have just completed.
2. Slide 38) Show this quote to end the session: "Technology will never replace great
teachers, but in the hands of great teachers, it's transformational." – George Couros.
3. Slide 39) Invite participants to share their assessments if the LAC session objectives were
achieved by placing a mark along the line (continuum) for each objective (see next
page).
4. Slide 40) The LAC facilitator will request the participants to fill out the Post-LAC Session
Competency Assessment Checklist (Attachment 6B). The LAC facilitator can use an
online form and share the link or distribute printouts of the form to the participants.
5. Slide 41) In addition, the LAC facilitator will allot time for the evaluation of the entire
LAC session (both Part 1 and Part 2) using DepEd's form, if available.
6. Lastly, the LAC facilitator will thank the ALS teachers for their active participation and
invite them to learn more about MT4T, particularly its resources on digital citizenship, by
joining the LAC session on the "Contextualization of e-Citizenship Learning Packets."
Participants should be encouraged to join the second LAC to deepen their knowledge
on the MT4T resources and their use in support of teaching Learning Strand 6 of the ALS
K to 12 Curriculum focused on Digital Citizenship.
Note: There can be multiple marks in the continuum diagram. The LAC facilitator will prepare
this visual aid on a Manila paper before the LAC session.
POST-LAC SESSION COMPETENCY ASSESSMENT
Assess the level of attainment of the following LAC session objectives by placing
a mark along the line (from low to high) or continuum diagram:
Objective 1. Explain the available MT4T resources on the use of mobile technology for
teaching and learning, professional development, and guiding ALS learners on the safe
and responsible use of digital technology.
Low High
Objective 2. Explore the MT4T resources as inputs to developing learning plans for ALS
learners, as well as for their own personal and professional growth.
Low High
Objective 3. Apply social media in the teaching and learning process and professional
networking.
Low High
Evaluation
The LAC facilitator may consult with the School Governance and Operations Division (SGOD) for
the available LAC evaluation forms. If no forms are available at the moment, s/he may design a
customized or generic evaluation form for all LAC sessions. For proper protocol, the designed
tool should be coursed through the Monitoring & Evaluation Unit of the Schools Division Office
(SDO) for their monitoring program.
Specifically designed for this LAC session are the Pre- and Post-LAC Session Competency
Checklists (Attachments 6A and 6B) that the LAC facilitator can administer. The Pre-LAC
Competency Checklist should be given at the beginning of the LAC session Part 1, while
the Post-LAC Competency Checklist will be presented at the end of Part 2. These checklists
intend to assess the teachers' current level of awareness and understanding of MT4T resources.
It also seeks to determine their existing skills in digital technology and social media platforms
for education, professional development, and networking. They can assess each competency
statement if they are already an EXPERT, a PRACTITIONER, an APPRENTICE, or a NOVICE.
ADAPTATION
This LAC session guide is designed for face-to-face setup. In situations where this is not feasible,
please refer to Attachment 2B for the list of suggestions applicable for the online delivery of
this LAC session.
REFERENCES
Department of Education. "K to 12 Basic Education Curriculum for Alternative Learning System
(ALS-K to 12): Learning Strand 6 Digital Citizenship." Department of Education, 2019,
https://www.deped.gov.ph/wp-content/uploads/2019/01/LS-6-Digital-Literacy.pdf
Department of Education. "DO 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." Department of Education, 2016,
https://www.deped.gov.ph/2016/06/07/do-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/.
Department of Education, UNICEF Philippines, SEAMEO INNOTECH. "Information note:

National Orientation Workshop on Mobile Technology for Teachers (MT4T) for DepEd ALS
Implementers." (2020)
SEAMEO INNOTECH. "Teacher's guide being mobile: Adapted for the DepEd Alternative
Learning System." SEAMEO INNOTECH, 2021, https://www.seameo-innotech.org/mt4t/e-book/e-
citizenship-cyber-wellness-and-digital-citizenship-for-teachers-android/
Razzetti, Gustavo. "For more productive meetings, do a mindset check-in first." Talent
Management and HR, April 9, 2018, https://www.tlnt.com/for-more-productive-meetings-do-a-
mindset-check-in-first/
Ritchie, Roser, & Mispy, Ortiz-Ospina. "Measuring progress towards the Sustainable
Development Goals. "SDG-Tracker.org, 2018, https://sdg-tracker.org.
ATTACHMENTS
Attachment 1 Background Information for the LAC Facilitator
Attachment 2A Adapting Part 1 of the LAC Session for Remote or Online Delivery
Attachment 2B Adapting Part 2 of the LAC Session for Remote or Online Delivery
Attachment 3 Activity - Social Media Competency Assessment Card
Attachment 4A Presentation for LAC Session Part 1
Attachment 4B Presentation for LAC Session Part 2
Attachment 5 MT4T Application Template
Attachment 6A Pre-LAC Competency Assessment Tool
Attachment 6B Post-LAC Competency Assessment Tool
Attachment 1. Background Information for the LAC Facilitator
This section covers the comprehensive background information for the entire LAC session on
Enhancing Digital Citizenship through Mobile Technology for Teachers.
The Impact of Digital Technology on Teaching and Learning
Times are rapidly changing. Technology has developed in leaps and bounds, with its use
becoming more and more pervasive in people's daily lives. Technology has permeated critical
areas of our lives. We cannot imagine a life without mobile phones to contact people, search for
information and schedule our daily life activities. It is hard to imagine a life as a teacher without
laptops or personal computers, aiding many in writing documents and coming up with lessons,
learning materials, and presentations.
Technology has brought many positive impacts allowing people to connect and access
information easily. However, it also carries negative consequences, exposing online users to
cyber risks such as cyberbullying, cybercrime, and technology overuse. Understanding concepts
on cyber wellness and digital citizenship have become more pertinent for individuals to
maximize opportunities found online and mitigate cyber risks. Strengthening digital citizenship
among individuals calls for 1) education – knowing the responsible, safe, and ethical use of ICT;
and 2) enhancement of emotional intelligence and critical thinking skills.
As citizens living in the 21st century, we are called to adapt to these developments. Due to rapid
change in information and communication technologies (ICTs), DepEd's Alternative Learning
System (ALS) K to 12 Basic Education Curriculum Learning Strand 6 on Digital Citizenship was
designed to strengthen the competencies of learners "to live and work effectively as part of the
digital universe." The overall Learning Strand goal is "to produce 21st-century digital citizens
who are confident in using ICT and digital tools responsibly and ethically". The Learning Strand
has six content standards, as shown in Table 1: (Department of Education, 2019)
Table 1. Digital Citizenship Competencies Covered in DepEd K to 12 Basic Education

Curriculum for ALS Learning Strand 6
Content Standard Performance Standard
Digital Concepts Explain basic concepts related to the use of information and
communication technologies (ICTs) in an increasingly digital world
Digital Operations Demonstrate knowledge of basic hardware operations, software
and Management operations, and file management using a computer.
Digital Applications Use standard office application software packages (word processing,
spreadsheet, presentation software) to produce documents and manage
information to solve problems in daily life.
Digital System Navigate the global digital system to search for information and
Network resources and communicate with others in everyday life.
Digital Devices Make use of mobile devices as tools to access information and
communicate with others.
Digital Ethics Demonstrate ethical practices and values in using technology in the 21st
century.
Aside from these, the world has encountered challenges that further urged educators to use digital
technology for teaching and learning and professional development. The COVID-19 pandemic has
forced countries to go into lockdowns affecting the conduct of face-to-face classes. Many
establishments and institutions have shut their doors and are forced to look into alternative ways
to deliver their services. The education sector was not spared from this. It had to grapple with
alternative delivery modalities to continually deliver education to its massive number of learners
continuously. While the Department of Education's Alternative Learning System (ALS) has made
significant strides in reaching learners in challenging contexts and exploring various ways to deliver
education, utilizing technology for education has become more pertinent.
As teachers at this time of technological advancement and educational challenges, we are called
forth to adapt to these changes. This includes learning how to use technology for teaching and
learning, developing our skills for improvement, and enhancing crucial life skills such as the safe
and responsible use of digital technologies by our learners, ourselves, and our family members.
Help is at Hand! Discover Mobile Technology for Teachers (MT4T)
To aid in this process, the Southeast Asian Ministers of Education Organization Regional Center
for Educational Innovation and Technology (SEAMEO INNOTECH), in partnership with the
Department of Education and UNICEF Philippines, has made available the Mobile Technology
for Teachers (MT4T) Resource Kit for ALS teachers.
MT4T is a set of digital resources and tools for teachers to use mobile technology for teaching
and learning, professional development, and guiding learners on the safe and responsible use
of digital technology. It is comprised of ten e-books, ten learning packets, infographics, and
short video materials, all of which can be accessed through:
▪ a website (https://www.seameo-innotech.org/mt4t/) and
▪ a mobile e-reader application (Example - Android: https://play.google.com/store/apps/
details?id=com.virtualidad.basereader).
Utilizing these resources, ALS teachers can: (1) become skilled in using social media platforms
such as Facebook, Twitter, and Edmodo, as well as in blogging for teaching and learning; (2)
deepen their understanding of digital citizenship; (3) readily use available learning packets in
teaching topics on opportunities and risks in the digital world, such as online entrepreneurship,
cyberbullying, among others; and (4) expand their professional networks.
ALS teachers can use MT4T in several ways:
• Professional development. Many teachers, including ALS teachers, are digital

immigrants who have lived at a time wherein technology was not so pervasive compared
to digital natives born in an era wherein technology has become widespread and is
ingrained in their daily lives. Compared to digital natives who use technology
comfortably and sometimes intuitively, digital immigrants need to learn how to utilize
technology and be aware of its opportunities and risks and how to manage them.
The MT4T e-books can help ALS teachers enhance their teaching strategies, integrate class
activities that promote higher-order thinking skills, improve learner motivation and interest, and
promote proper online etiquette and digital citizenship. The DepEd ALS Taskforce has included
the MT4T resources in its ALS Learning Continuity Plan designed to address the challenges of
ALS implementation during the COVID-19 pandemic. MT4T has electronic e-books available for
these purposes. Below is the list of all available e-books in its library (Department of Education,
UNICEF Philippines, SEAMEO INNOTECH, 2020, p.10):
Table 2. List of MT4T e-Books
Title Description
1. An Introduction to This e-book introduces the MT4T Project, its technical and
Mobile Technology for conceptual framework, and the key concepts and themes related to
Teachers using mobile technology to promote higher-order thinking skills.
2. An Introduction to This e-book introduces personal and professional learning

Teacher's Personal and networks (PPLNs) for teachers and how these networks can be
Professional Learning started, expanded, and sustained through mobile devices,
Networks for 21st collaborative apps, and social media. It emphasizes 21st-century
Century Learning in teaching and learning with an overview of Edward de Bono's Six
Southeast Asia Thinking Hats.
3. e-Citizenship: Cyber This e-book gives an update on the ins and outs of information and
Wellness and Digital communications technology (ICT), particularly mobile devices and
Citizenship for Teachers the Internet, focusing on digital safety, security, and privacy. It also
provides a collection of tips, strategies, and activities that teachers
can recommend for young people to be safe, healthy, and
responsible ICT users.
4. Facebook for Teachers This e-book demonstrates how Facebook, a popular, free social
networking site, can be used as a collaborative teaching-learning,
knowledge exchange, and networking tool. It also intends to
showcase how teachers can use Facebook to facilitate higher-order
thinking skills in themselves and their students.
5. Twitter for Teachers This e-book provides step-by-step instructions on using Twitter, a
free microblogging social platform. It promotes Twitter as an
effective communication tool and platform for establishing
professional learning networks.
6. Blogging for Teachers This e-book demonstrates how blogging through WordPress can
be considered a valuable tool in teaching and learning and
promoting teachers' professional, creative works. It provides
guidance in setting up a blog account and tips on becoming a
successful blogger.
Title Description
7. Edmodo for Teachers This e-book provides detailed instructions and guides on using
Edmodo, a social networking platform specifically designed for
educators, students, and their parents. It promotes the use of
Edmodo as an ideal platform to hold online classes in a controlled
environment where parents can also monitor their children's
performance.
8. LinkedIn for Teachers This e-book provides guidance in using LinkedIn as a platform to
establish and expand teachers' professional learning networks and
as a tool to showcase their professional expertise, experience, and
accomplishments.
9. Annotated Resources This e-book provides a wide selection of online resources relevant
for Teachers to 21st-century learning, 21st-century tools, higher-order thinking
skills, and digital citizenship that teachers can check out for possible
use as resources to support their ALS learning sessions.
10. Uses and This e-book provides the latest use and functionalities of mobile
Functionalities of Mobile devices like smartphones and tablets. The e-book suggests many
Devices for Teachers applications that will support teachers' work productivity and their
personal and professional development.
• Professional networking. To help teachers understand the value of learning networks,

MT4T has an e-book that introduces personal and professional learning networks among
teachers and how these may be established/sustained through mobile apps, online tools,
and platforms. Two other e-books support this purpose: Blogging for Teachers and
LinkedIn for Teachers. The other MT4T e-books also have sections discussing how to
harness the potentials of various social media platforms for professional networking.
MT4T also offers ALS teachers an opportunity to connect with other educators within
and beyond their current professional networks. First is through the forum section in the
website (https://www.seameo-innotech.org/mt4t/forum/). Second, on social media
through its Facebook Community Page: (https://www.facebook.com.mt4tproject) and
the Facebook group for Filipino teachers, #MT4T PH (https://www.facebook.com/
groups/mt4tph).
• Teaching and learning. As ALS mobile teachers utilize the MT4T resources and become
equipped with skills and confidence in using mobile technology for teaching and learning
and professional development and networking, they are also called to teach learners
about the safe and responsible use of digital technologies.
As part of the e-Citizenship package, MT4T also has learning packets that can be readily
used to discuss with learners how to maximize online opportunities and minimize cyber
threats. Doing so will strengthen the learners' cyber wellness and digital citizenship.
Each learning packet includes a teacher's guide in Word and PDF versions and presentation
slides in PowerPoint and PDF formats. The following topics are tackled in the learning packets,
using the 5A's of adult learning (activity – analysis – abstraction – assessment – application):
1. Being Mobile
2. Cyberbullying
3. Cybergrooming and Online Exploitation
4. Cyberstalking
5. Exposure to Inappropriate Content
6. Herd Mentality Online
7. Internet Addiction
8. Plagiarism and Misinformation
9. Teenpreneurship
10. Trolling
What is great about these learning packets is that they are aligned with DepEd's Basic Education
Curriculum for ALS Learning Strand 6 on Digital Citizenship. For example, the Being Mobile
learning packet covers several learning competencies as listed below (SEAMEO INNOTECH, 2021,
copyright page):
Table 3. Learning Competencies Covered in the

MT4T e-Citizenship Learning Packet on ‘Being Mobile’
This e-Citizenship Learning Packet covers the following learning competencies of the DepEd
ALS K to 12 Basic Education Curriculum
Code Learning Competency
LS6DC-DD-PSE-AE/JHS-3 Differentiate the types of mobile devices
• mobile computers
• pagers
• personal navigation devices (PND)
• project Ara
LS6DC-DD-PSE-AE/JHS-7 Discuss the advantages and disadvantages of using mobile devices
LS6DC-DD-PSE-AE/JHS-5 Employ the use of mobile devices to access information,
communicate with others, and solve problems in daily life
LS6DC-DD-PSE-AE/JHS-6 Practice safe and ethical use of mobile devices
• phishing
• identity theft
• cyber laws awareness
• mobile etiquette
LS6DC-DE-PSF-AE/JHS-5 Related Competencies
Explain how to minimize the risks of negative online behaviors.
• pornography
• internet addiction
• meeting online strangers (inappropriate contacts)
• exposure to violent conduct
• online gambling
• unwanted sharing of personal information
• online sexual behaviors
• detecting and dealing with cyberbullying
Also, higher-order thinking skills are necessary competencies in navigating the digital world.
Using digital technologies pushes one to initiate connections, collaborate with others online,
make inquiries, analyze information, and think creatively to maximize its potentials and minimize
cyber threats. MT4T helps teachers and learners to develop higher-order thinking skills (HOTS)
through e-books containing information about promoting HOTS.
In summary, being a digital citizen is complex. It entails that we have sufficient knowledge, skills,
and behaviors regarding ICT, awareness of online risks and threats, how to mitigate and
maximize ICT possibilities in our lives. Digital etiquette is one of the behaviors that we need to
internalize as digital citizens. A video on digital etiquette, which SEAMEO INNOTECH produced
as part of the SEAMEO Massive Open Online Course on Global Digital Literacy
Course conducted in 2020, can be accessed through this link https://youtu.be/DNS9OmU4FhU.
In case ALS teachers have inquiries or concerns in accessing

the MT4T resources, they are free to contact:
• Department of Education Alternative Postal Address:

Learning System Task Force 5F Bonifacio Building
Telephone: (02) 8633 9347 DepEd Complex
Email: als.taskforce@deped.gov.ph Meralco Avenue, Pasig City
• Division ALS Coordinators

• SEAMEO INNOTECH Postal Address:
Telephone: Educational Innovations Unit
(632) 8928-0647 Educational Research and Innovation Office,
(632) 89247681 loc. 199, 196 3/F Main Building, SEAMEO INNOTECH, UP
Email: info@seameo-innotech.org Technohub Complex, Commonwealth
si_mt4t@seameo-innotech.org Avenue, Diliman, Quezon City
Attachment 2A. Adapting PART 1 of the LAC Session for Remote or
Online Delivery
In scenarios wherein the face-to-face conduct of the LAC session is not feasible, the LAC
facilitator may consider these adaptations to the procedures.
As online settings often have limitations and may add a barrier between the LAC facilitator and
participants and the participants themselves, the LAC facilitator needs to engage the LAC
participants. To do this, the LAC facilitator may utilize the following tips:
▪ Use the chatbox to check the LAC participants' understanding and elicit responses
and questions.
▪ Use the reaction buttons of the online platform to check on the participants' reactions.
▪ Utilize online tools such as Mentimeter to elicit responses from learners on
particular questions.
▪ Allow participants the opportunity to group themselves into pairs or into small groups
to facilitate interaction and collaboration.
▪ Use mother tongue to facilitate understanding among online participants and
encourage engagement.
Priming Activity (10 minutes)
The priming activity needs to be adapted for the virtual setting. Depending on the platform
used for the virtual LAC session, participants may simply use the chatbox to share their emojis. If
the platform doesn't have this option, the participants may use emoticons instead - using
punctuation marks, letters, and numbers - to illustrate an emotion. Some examples of emoticons
are shown in this chart. (Source: https://knowyourmeme.com/photos/174560-emoticons)
Alternatively, the LAC facilitator can utilize the online tool called Mentimeter to elicit responses
from the participants (https://www.mentimeter.com/). The PowerPoint slides will be adjusted if
the LAC facilitator wishes to use this online tool.
To use Mentimeter, the LAC facilitator will need access to the Internet and a laptop or personal
computer to do the following steps:
1. Go to the Mentimeter website: https://www.mentimeter.com/

2. Create a Mentimeter account. Answer the short survey.
3. Click the "+New presentation" button.
4. Click "word cloud" for the presentation options provided at the right-hand portion of
the screen.
5. Set the contents of the presentation, including the question ("Complete the sentence:
'I feel ______'"), number of entries per participant (1 entry), and an image (optional).
These could be encoded at the right-hand portion of the screen.
6. Take note of the presentation code at the top of the slide. This will be shared with the
participants during the session.
Note: Alternatively, in learning how to use Mentimeter, the facilitator may also watch this
YouTube video: https://www.youtube.com/watch?v=Sd0fAenuAnw&ab_channel=Mentimeter.
During the LAC session, the facilitator will:

1. Ask participants to go to the website www.menti.com using their mobile phones or
tablets and encode/type the presentation code.
2. Request participants to share their answers to the Mentimeter question by typing
their responses.
3. Read responses from participants and thank them for their participation.
Activity (20 minutes)
The activity may need to be adapted for the virtual setting. Accomplishing the Social Media
Competency Assessment Card will require virtual breakout groups. A word file of the
Competency Assessment Card must be prepared and shared with the groups before starting the
session. The LAC facilitator may also explore other collaboration tools such as Jamboard
(https://jamboard.google.com/), Padlet (https://padlet.com/), etc. The group leader will facilitate
the filling-up of the card.
Analysis (20 minutes)
The analysis portion can be conducted similarly to the face-to-face delivery of the LAC session.
Abstraction (55 minutes)
The abstraction portion may be implemented similarly to the face-to-face delivery of the LAC
session. However, the tasks and reflection questions may require more time as participants
explore the MT4T e-books on their own. The LAC facilitator should prepare the relevant links to
the e-books beforehand for easy access. The LAC facilitator should also encourage participants
to share questions and concerns in accessing the materials.
The relevant links from which the participants can access or download the MT4T e-books are
as follows:
▪ An Introduction to Mobile Technology for Teachers: https://www.seameo-

innotech.org/mt4t/e-book/mt4t-mobile-technology-for-teachers/
▪ An Introduction to Teacher's Personal and Professional Learning Networks for 21st
Century Learning in Southeast Asia: https://www.seameo-innotech.org/mt4t/e-book/
an-introduction-to-teachers-personal-and-professional-learning-networks-for-21st-
century-learning/
▪ e-Citizenship: Cyber Wellness and Digital Citizenship for Teachers: https://www.seameo-
innotech.org/mt4t/e-book/e-citizenship-cyber-wellness-and-digital-citizenship-for-
teachers-ios/
▪ Facebook for Teachers: https://www.seameo-innotech.org/mt4t/e-book/facebook-for-
teachers-2/
▪ Twitter for Teachers: https://www.seameo-innotech.org/mt4t/e-book/twitter-for-
teachers-ios-2nd-edition/
▪ Blogging for Teachers: https://www.seameo-innotech.org/mt4t/e-book/blogging-for-
teachers-apple-mobile-devices-2nd-edition/
▪ Edmodo for Teachers: https://www.seameo-innotech.org/mt4t/e-book/edmodo-for-
teachers-apple-mobile-devices-2nd-edition/
▪ LinkedIn for Teachers: https://www.seameo-innotech.org/mt4t/e-book/linkedin-for-
teachers-ios/
▪ Annotated Resources for Teachers: https://www.seameo-innotech.org/mt4t/
e-book/annotated-resources-for-teachers/
▪ Uses and Functionalities of Mobile Devices for Teachers: https://www.seameo-
innotech.org/mt4t/e-book/uses-and-functionalities-of-an-apple-mobile-device/
Note: The e-books are written according to the different mobile device operating systems (e.g.,
iOS, Android, Windows). Take note that most of these links are for iOS or Apple mobile devices.
However, the LAC participants may find e-books for other formats (Android and Windows) at this
link: https://www.seameo-innotech.org/mt4t/e-books/#home.
The LAC facilitator should pre-assign an e-book and provide its link to each participant. The list
of available MT4T e-books available for download can be shown at the appropriate
abstraction portion.
Reflection (10 minutes)
The LAC facilitator may simply request participants to share their answers to the reflection
questions in the Chat Box of the online platform. Alternatively, the LAC facilitator may also utilize
online collaboration tools such as Jamboard (https://jamboard.google.com/).
Closure (5 minutes)
The LAC facilitator may ask participants to share their feelings about the session by typing
:-), :-| or :-(.
The DepEd's Post-LAC Assessment Form (if available) can be converted into an online version
using Google Forms. Questions that will help assess how much of the LAC session objectives
were achieved should be incorporated in the online form, using a Likert scale.
To convert the Pre-and Post-LAC Assessment Forms into an online form, the LAC facilitator
would need access to the Internet and equipment, preferably a laptop or personal computer, to
do the following steps:
1. Go to drive.google.com and sign in using a Google account. If the facilitator does not
have a Google account, he/she must create one first.
2. Click the "+ New" button near the top left corner of the screen. Hover the mouse or
pointer to "Google Forms" and then to the arrow (>) beside it. Click "blank form."
3. Type the title of the form and its description.
4. Type a question in the "Untitled Question" space. Beside it, choose the kind of response
that is expected from participants. Adjust the labels and/or response options as well.
5. Determine whether participants are required to respond to the question or not. If yes,
tick the "required" option at the lower right corner of the screen.
6. Click the plus (+) button to add another question and repeat steps 4 and 5.
7. Should the facilitator wish to add a different section, click the double rectangle icon.
8. Once all questions are incorporated into the online form, go back to drive.google.com.
Look for the form, hover the mouse or pointer on it, and use the mouse's right-click
function. Click "get link" from the options.
9. Copy the link to the PowerPoint presentation or share the link with the participants.
During the LAC session, the facilitator will request the participants to copy the link to their
browsers. The link will automatically direct them to the online form. The participants can then
accomplish the online form immediately after the session.
Attachment 2B. Adapting Part 2 of the LAC Session for Remote or Online
Delivery
In scenarios wherein the face-to-face conduct of the LAC session is not feasible, the LAC
facilitator may consider these adaptations to the procedures.
As online settings often have limitations and may add a barrier between the LAC facilitator and
participants and the participants themselves, the LAC facilitator needs to engage the LAC
participants. To do this, the facilitator may utilize the following tips:
1. Use the Chat Box to check the LAC participants' understanding and elicit responses and
questions.
2. Use the reaction buttons of the online platform to check on the participants' reactions.
3. Utilize online tools such as Mentimeter to elicit responses from learners on particular
questions.
4. Allow participants the opportunity to group themselves into pairs or into small groups
to facilitate interaction and collaboration.
5. Use mother tongue to facilitate understanding among online participants and
encourage engagement.
The priming activity may be conducted similarly with the face-to-face LAC session, with each
participant taking turns in doing their poses reflecting their social media image.
Review (15 minutes)
The review can be conducted similarly to the face-to-face conduct of the LAC session. However,
the facilitator will need to ensure that the online platform that they will use has the capacity for
breakout sessions or, at least, for collaboration with a particular person via the chatbox.
Activity (10 minutes)
The activity requires adjustment for the online conduct of the LAC session. You may request
participants to use their cameras and use hand signals to indicate their responses. For instance,
they can raise their hands if their answer is "Yes," show a level hand for "Somewhat," and hand
down for "No."
The analysis portion can be conducted similarly to the face-to-face delivery of the LAC session.
The LAC facilitator will call a participant to share their thoughts on the questions.
The abstraction portion may be implemented similarly to the face-to-face delivery of the LAC
session. However, the tasks and reflection questions may require more time as the participants
explore the MT4T website, forum, MT4T Facebook community page, and e-Citizenship learning
packets on their own. The facilitator should prepare the relevant links to these portions
beforehand for easy access. The facilitator should also encourage participants to share questions
and issues in accessing the material.
The relevant links are as follows:
• For discussion on the use of MT4T for professional networking, LAC participants may
choose either of the two platforms:
o MT4T forum section in the MT4T website (https://www.seameo-innotech.org/mt4t/
forum/)
o MT4T Facebook Community Page (https://www.facebook.com/mt4tproject)
• For discussion on the use of MT4T for teaching and learning, show the e-Citizenship
learning packets, which can be accessed through this link: https://www.seameo-
innotech.org/mt4t/e-book/e-citizenship-cyber-wellness-and-digital-citizenship-for-
teachers-android/
Application (30 minutes)
The application portion may be implemented similarly to the face-to-face delivery of the LAC session.
However, for the sharing part, the LAC facilitator can do it by calling on each participant using an
online platform such as FB Messenger/Google Meet. The LAC facilitator can also ask the ALS teachers
to take a photo of their accomplished "My MT4T Application" template and share it in the chatbox.
The LAC facilitator may simply request participants to share their answers to the reflection
questions in the chatbox.
Closure (5 minutes)
Closure may be conducted similarly to the face-to-face delivery of the LAC session. The DepEd's
Post-LAC Assessment Form, if available, can be converted into an online version using Google
Forms. Questions that will help assess how much of the LAC session objectives were achieved
should be incorporated in the online form, using a Likert scale.
To convert the Pre-and Post-LAC Assessment Forms into an online form, the LAC facilitator
would need access to the Internet and equipment, preferably a laptop or personal computer, to
do the following steps:
1. Go to drive.google.com and sign in using a Google account. If the LAC facilitator does
not have a Google account, he/she must create one first.
2. Click the "+ New" button near the top left corner of the screen. Hover the mouse or
pointer to "Google Forms" and then to the arrow (>) beside it. Click "blank form."
3. Type the title of the form and its description.
4. Type a question in the "Untitled Question" space. Beside it, choose the kind of response
that is expected from participants. Adjust the labels and/or response options as well.
5. Determine whether the participants are required to respond to the question or not. If
yes, tick the "required" option at the lower right corner of the screen.
6. Click the plus (+) button to add another question and repeat steps 4 and 5.
7. Should the facilitator wish to add a different section, click the double rectangle icon.
8. Once all questions have been incorporated into the online form, go back to
drive.google.com. Look for the form, hover the mouse or pointer on it, and use the
mouse's right-click function. Click "get link" from the options.
9. Copy the link to the PowerPoint presentation or share the link with the participants.
During the LAC session, the LAC facilitator will request the participants to copy the link to their
browsers. The link will automatically direct them to the online form. The participants can then
accomplish the online form immediately after the session.
Attachment 3. Activity - Social Media Competency Assessment Card
The facilitator should create two big copies of this Social Media Competency Assessment Card
in Manila papers.
My MT4T SocMed Logs

(Competency Assessment in Using Social Media)
I use FB
Messenger, SMS,
I have created a or other social
blog for my class. I train my learners I use YouTube media platforms
I am familiar with
to become online videos as a to communicate
blogging.
content creators. resource for my with my learners.
class.
I keep the
I have shared
I encourage my parents informed I changed my
I have posted a online content to
learners to adopt about the class privacy settings
YouTube video on a my colleagues in
safe, responsible, activities through and reminded my
particular topic. _______________.
and ethical use of _______________. learners to do
[social media
social media. [social media the same.
platform]
platform]
I have
I ask my learners to curated/selected
post questions or I have a Facebook My learners work online resources
ideas that they can Group with my together online and shared
discuss in learners. to come up relevant topics
_______________. with creative for discussion
[social media solutions to a in class.
platform] given problem.
I collaborate I am familiar
I access YouTube online with other I keep up to date with the risks
I make sure to
resources for my ALS implementers with the latest social media
create a positive
professional to work on new teaching techniques pose and know
digital footprint.
growth. ideas/ projects. and fact-check how to guide my
issues via Twitter, students
Facebook, Blogs, to protect
LinkedIn, etc. themselves
online.
I allow my
learners to
I try to connect with improve their I contribute to
I use social media to I joined a LinkedIn educators from other writing skills & professional
give feedback on my group to network fields, schools/ confidence discourse online.
learners' and collaborate districts, and/or other through blogging
assignments, written with other countries using or by using other
work, and other teachers, share different social social media
learning outputs. resources, etc. media platforms. platforms.
Attachment 4A. Presentation for LAC Session Part 1
Refer to the file for Part 1 of this LAC session guide.
Attachment 4B. Presentation for LAC Session Part 2
Refer to the file for Part 2 of this LAC session guide.
Attachment 5. MT4T Application Template
MT4T Application
Social Media Competency I Wish to Enhance: ____________________________________

_________________________________________________________________________
Main MT4T Resource Used: __________________________________________________
Instruction: Put a checkmark in either Column (2) or (3) for every MT4T suggested task
listed in Column (1).
What I Need to Do What I Have Done What I Commit to Do

(based on MT4T resources) (during LAC application) (after the LAC session)
(1) (2) (3)
Attachment 6A. Pre-LAC Competency Assessment Tool
COMPETENCY CHECKLIST FOR ALS TEACHERS

*for conversion to Google Form
LAC Session Title: Enhancing Digital Citizenship through Mobile Technology for Teachers
PRE-LAC SESSION
(to be administered before the start of LAC Session Part 1)
Dear LAC Participant,
This checklist intends to help assess your current level of awareness and understanding of Mobile
Technology for Teachers resources before participating in today's LAC session. It also seeks to help you
determine your existing skills regarding the use of digital technology and social media platforms for
education, professional development, and networking. For each competency statement, indicate (by
checking the answer) if you are an EXPERT (E), a PRACTITIONER (P), an APPRENTICE (A), or a NOVICE
(N). Please refer to the legend below for reference. Note that the competency levels (E, P, A, N) in this
assessment form correspond to the following levels of the PPST professional development continuum.
Moving to Distinguished ----- E = Expert (I can do this very well, and I can teach others)
Moving to Highly Proficient ----- P = Practitioner (I can do this very well)
Moving to Proficient Teacher ----- A = Apprentice (I started doing this, but I still need to learn more)
----- N = Novice (I cannot do this yet)
COMPETENCY (This requires one response per row.) E P A N

1. Explain the importance of mobile technology in teaching and learning. (PPST
Domain 4.5)
2. Explain how MT4T resources can support teaching and learning. (PPST Domain 4.5)
3. Explain how MT4T resources can support teachers' professional development. (PPST
Domain 7.3)
4. Explain how the MT4T Resource Kit (materials on mobile technology and digital
citizenship) can support teaching the competencies of Learning Strand No. 6 of the
new DepEd ALS K to 12 Basic Education Curriculum. (PPST Domain 4.5)
5. Purposively integrate the use of social media in the learning process. (PPST Domain
4.5)
6. Explain how MT4T resources can support teachers' professional networking. (PPST
Domain 7.3)
7. Explain the different topics covered by the MT4T learning packets on digital
citizenship and cyber wellness. (PPST Domain 4.5)
8. Identify ways to guide ALS learners to become safe and responsible users of digital
technology. (PPST Domain 4.5)
9. Foster safe, secure, and productive spaces for online or remote learning using
digital tools. (PPST Domain 4.5)
10. Locate and join professional learning networks of teachers or fellow ALS
implementers online. (PPST Domain 7.3)
11. Actively contribute to a professional learning network of ALS implementers using
social media and/or digital platforms. (PPST Domain 7.3)
Thank you for taking the time to accomplish this form!
Attachment 6B. Post-LAC Competency Assessment Tool

LAC Session Title: Enhancing Digital Citizenship through Mobile Technology for Teachers
POST-LAC SESSION
(to be administered after the LAC Session Part 2)
This checklist intends to help assess your current level of awareness and understanding of Mobile
Technology for Teachers resources after participating in today's LAC session. It also seeks to help you
determine your existing skills regarding the use of digital technology and social media platforms for
education, professional development, and networking. For each competency statement, indicate (by
checking the answer) if you are an EXPERT (E), a PRACTITIONER (P), an APPRENTICE (A), or a NOVICE
(N). Please refer to the legend below for reference. Note that the competency levels (E, P, A, N) in this
assessment form correspond to the following levels of the PPST professional development continuum.
1. Explain the importance of mobile technology in teaching and learning. (PPST
Domain 4.5)
2. Explain how MT4T resources can support teaching and learning. (PPST Domain
4.5)
3. Explain how MT4T resources can support teachers' professional development.
(PPST Domain 7.3)
4. Explain how the MT4T Resource Kit (materials on mobile technology and digital
citizenship) can support teaching the competencies of Learning Strand No. 6 of
the new DepEd ALS K to 12 Basic Education Curriculum. (PPST Domain 4.5)
5. Purposively integrate the use of social media in the learning process. (PPST
Domain 4.5)
6. Explain how MT4T resources can support teachers' professional networking. (PPST
Domain 7.3)
7. Explain the different topics covered by the MT4T learning packets on digital
citizenship and cyber wellness. (PPST Domain 4.5)
8. Identify ways to guide ALS learners to become safe and responsible users of
digital technology. (PPST Domain 4.5)
9. Foster safe, secure, and productive spaces for online or remote learning using
digital tools. (PPST Domain 4.5)
10. Locate and join professional learning networks of teachers or fellow ALS
implementers online. (PPST Domain 7.3)
11. Actively contribute to a professional learning network of ALS implementers
using social media and/or digital platforms. (PPST Domain 7.3)
LAC Session Guide 1 Team:
WRITING TEAM
Lead: Hiyas Clamor-Torneo

Assisted by: Cecille Cruz
Wesly Tayag
Aury Atienza-Santos
REVIEWED BY
Laurence Agtutubo Angelo Libuton
Engelbert Agunday Kristine Lumanog
Jaspare Barrido Jinky Millena
Jenylyn Baylon Hermiette Lerog
COPYEDITED BY
Norielou A. David
FINALIZED BY
Aury R. Atienza-Santos
Senior Associate, EIU
Katherine P. Torralba
Yolanda C. De Las Alas

Senior Specialist, ERIO-EIU
APPROVED BY
Philip J. Purnell
Manager, ERIO
SEAMEO INNOTECH
Maria Melizza D. Tan

Adolescent Development Specialist
UNICEF Philippines
G.H. S. Ambat
Assistant Secretary
Alternative Learning System
LAC SESSION GUIDE 2
LAC SESSION GUIDE 2
Contextualization of e-Citizenship
Learning Packets
OVERVIEW
Digital Citizenship is stipulated as a major component of the Alternative Learning System K to
12 Basic Education Curriculum. As a recently added learning strand, there were insufficient
modules and learning resources for ALS teachers to deliver competencies related to it. The
introduction of e-Citizenship learning packets under the Mobile Technology for Teachers (MT4T)
Resource Kit provided the needed resources for this strand, as recommended by the DepEd ALS
Task Force in its ALS Learning Continuity Plan. These learning packets are designed to
supplement the lesson delivery and address the mastery of skills and learning competencies
under the Learning Strand 6 - Digital Citizenship.
The primary importance of using these resources is to focus on the unique circumstances of ALS
learners and their diverse learning contexts in lesson delivery. Thus, the major consideration is
to design ways to smoothly put across content and process from these learning packets in an
engaging, contextualized, meaningful, and collaborative manner. This session is timely,
responsive, and a good follow-through of the online National MT4T Orientation Workshop for
DepEd ALS Implementers conducted last December 2020. Hence, this LAC session guide is
intended for LAC facilitators and ALS teachers to apply the principles and concepts of
contextualization in adapting selected MT4T e-Citizenship learning packets for their learners.
This LAC session is divided into two parts. The first part will focus on the legal and theoretical
bases of contextualization, while the second part will provide more practical knowledge and
skills in contextualizing learning materials. Having the session in two parts will allow the
participants more time to work on activities and processes and reflect on the key learning points.
However, there must be proper bridging between the two parts to ensure coherence and smooth
progression. Guidelines on this are available in the closing section of the first part and in the
introductory sections of the second part. As each part is expected to be completed under three
hours, the strategy of having the session in two parts can also facilitate the scheduling of the
LAC session. Ideally, the two parts are conducted on separate days not too far apart from each
other to help ensure optimal learning gains.
The following schematic diagram illustrates how the two parts of the session on
contextualization and their respective components relate to each other.
LAC SESSION GUIDE 2
Contextualization of the MT4T Citizenship Learning Packets
LAC Session Overview, Resources, Prerequisite Knowledge and Skills,

Background Information
Pre-LAC Session Competency Assessment
Part 2: The Hows of Contextualizing

Part 1: The Whys of Contextualizing
the ALS Lessons
the ALS Lessons
Procedure
Procedure
- Greetings and Check-In
- Priming Activity: Exhaust Game on
- Priming Activity: Round Robin Sentence
“e-Citizenship”
Completion
- Main Activity: Think Tank
- Main Activity: Inquiry-Based Deepening
KNQ Chart
Activity Dyad Sharing: Think-Pair-Share
- Analysis
Short Icebreaker: Relief Exercise
- Abstraction
- Analysis
o Activity 1) What's That Word?
- Abstraction: Jumbled Letters Game
o Activity 2) Short Icebreaker: Relief
- Application
Exercise
o TASK 1: Contextualizing e-Citizenship
o Activity 3) Cabbage Wrap Game
Lessons
o Activity 4) Review Time: KNQ
o TASK 2: Crafting an Action Plan
Chart
- Reflection
- Application: Examination of a
- Closure
DLL/WLL
- Post LAC Session Competency
- Reflection
Assessment
- Closure
- Evaluation
- Adaptation
- Adaptation
- Post-LAC Session Competency

Assessment
- Post LAC Session Evaluation
SESSION OBJECTIVES
The general objective of this two-part LAC session guide is to enhance the readiness of LAC
facilitators and ALS teachers to facilitate quality instructional delivery of MT4T e-Citizenship
learning packets to effectively support maximum and meaningful ALS learning.
The first part, entitled "The Whys of Contextualizing ALS Lessons," focuses on understanding the
bases or reasons for contextualization. The second part, called "The Hows of Contextualizing ALS
Lessons," provides various ways to contextualize ALS lessons. It is strongly recommended to
conduct these LAC sessions on contextualizing e-Citizenship learning packets after completing
the LAC Session Guide 1 on Enhancing Digital Citizenship through MT4T.
This LAC session 2 specifically aims to:

▪ Identify reasons/bases for contextualization of the MT4T e-Citizenship learning packets.
▪ Examine the reason/s behind the contextualization of specific parts of a Daily Lesson Log
(DLL)/Weekly Lesson Log (WLL).
▪ Explain how contextualization of the MT4T e-Citizenship learning packets can be
effectively done to support ALS learners.
▪ Apply the contextualization concepts and approaches in the design of the MT4T e-
Citizenship learning packets.
PREREQUISITE KNOWLEDGE AND SKILLS

For Part 1, the LAC participants are expected to have the following set of knowledge and skills
before attending the LAC session:
• Knowledge about MT4T by completing the LAC Session 1: Enhancing Digital
Citizenship through Mobile Technology for Teachers; and
• Basic computer skills, e.g., familiarity with PPT slide presentation.
For Part 2, the LAC participants should have the following:

• Knowledge about MT4T resources by completing LAC Session 1: Enhancing Digital
Citizenship through Mobile Technology for Teachers;
• Knowledge on legal and theoretical bases of contextualization by completing LAC
Session 2 Part 1: The Whys of Contextualizing ALS Lessons; and
• Basic computer skills, e.g., familiarity with PPT slide presentation.
Participants are highly encouraged to attend both Parts 1 & 2 of the LAC session on
contextualizing the e-Citizenship learning packets for an optimum learning experience. The LAC
facilitator is expected to take proactive steps in this regard.
RESOURCES
1. Materials:
• Part 1: The Whys of Contextualizing the ALS Lessons
a. Equipment
▪ Laptop or tablet with appropriate cables
▪ Projector and screen
▪ Personal smartphone or tablet for all participants
▪ Reliable Internet access for all participants
b. Teaching Aids
▪ MT4T e-Citizenship learning packets (downloaded teacher's guides and
PowerPoint slides)
▪ Presentation slides (see Attachment 2A)
▪ Pre-competency assessment tools (see Attachment 3A)
▪ Relevant DepEd Orders
▪ Manila paper for charts
▪ Pens
▪ Participant's own Daily Lesson Log (DLL)/Weekly Lesson Log (WLL)
• Part 2: The Hows of Contextualizing the ALS Lessons

a. Equipment
▪ Laptop or tablet with appropriate cables
▪ Projector and screen
▪ Personal smartphone or tablet for all participants
▪ Reliable Internet access for all participants
b. Teaching Aids
▪ MT4T e-Citizenship learning packets (downloaded teacher's guides and
PowerPoint slides)
▪ Presentation slides (see Attachment 2B)
▪ Post-competency assessment tools (see Attachment 3B)
▪ Fernandes. P., Leite, C., Mouraz, A. & Figueiredo, C. (2013). Curricular
Contextualization: Tracking the Meanings of a Concept. The Asia-Pacific
Education Researchers. DOI 1.1007/s40299-012-0041-1 Nov 2013
▪ Relevant DepEd Orders
▪ Manila paper for charts
▪ Bond paper
▪ Pens
▪ Post-LAC evaluation form(s)
2. Fund Source (Suggested but will depend on DepEd policies):

• Schools Division/School Maintenance and Other Operating Expenses (MOOE) Fund
• DepEd Central Office: ALS Task Force
• Special Education Fund (SEF)
• Local Government Unit (LGU)/Barangay Council
• Private/People's Organizations (POs)
• Non-Government Organizations (NGOs)
3. Duration:
• Approximately 6 hours for LAC Session 2: Parts 1 and 2
• Follow-through LAC Sessions: Total of 4 LAC Sessions
▪ Suggested duration of 4 LAC sessions: 2 months with 2 LAC sessions conducted per
month.
Note: Upon completing LAC Session 2 Parts 1 and 2, it is recommended that follow-up meetings
or LAC sessions be conducted by the LAC facilitators. This is to further discuss the action plan
on contextualization and continue contextualizing lessons on digital citizenship. This could
involve peer review of the contextualized MT4T materials and sharing of good practices and
insights gained from preparing and using the materials. Technical support and/or inputs from
local ALS experts such as DALSCs, ALS EPSAs and Division ALS focal persons, and other ALS
teachers may also be sought in finalizing the contextualized lessons.
BACKGROUND INFORMATION
Prior to the delivery of LAC Session 2: Part 1, please refer to:
• Attachment 1 of this LAC session guide
• Annex 1: Infographics on "What Works in a LAC Session"
PART One of Two:
The “Whys of Contextualizing the ALS Lessons”
SESSION OBJECTIVES
The first part, entitled "The Whys of Contextualizing ALS Lessons," focuses on understanding the
bases or reasons for contextualization. On the other hand, the second part, entitled "The Hows
of Contextualizing ALS Lessons," emphasizes varied ways to contextualize ALS lessons. After the
LAC Session 1, it is strongly recommended to conduct these LAC sessions to contextualize
selected e-Citizenship learning packets.
Part 1:
1. Identify the reasons/bases for contextualization of the MT4T e-Citizenship learning
packets; and
2. Examine the reason/s behind the contextualization of specific parts of a Daily Lesson Log
Part 2:
3. Explain varied ways how contextualization of the MT4T e-Citizenship learning packets
can be effectively done to support ALS learners; and
4. Apply the contextualization concepts and approaches in designing the MT4T
e-Citizenship learning packets.
Note: Present all the objectives to the participants, but mention that the first two objectives will be
covered in the first part of the LAC session. The remaining two objectives will be covered in the
second part.
PRE-LAC SESSION COMPETENCY ASSESSMENT
See slide 5 of the presentation (Attachment 2A). Ask the LAC participants to accomplish the Pre-
LAC Competency Checklist (Attachment 3A) to measure their respective mastery levels at the
start of the LAC session.
PPT Slides 1-2) The LAC facilitator will check in by greeting the participants.
Slide 3) Begin the session by asking the LAC participants to answer the question "In one word
describe how you are feeling today?" and showing the emoticons/emojis.
Slide 4) Present the four LAC session objectives of LAC Session 2: Contextualization of MT4T e-
Citizenship Learning Packets. Emphasize that Part 1 objectives will determine the Whys of
Contextualizing ALS lessons based on the legal bases and theoretical models in contextualizing lesson
plans.
Part 2 objectives, on the other hand, will dwell on the Hows of Contextualizing ALS Lessons using
emerging approaches to contextualization. Please inform the LAC participants that the second part
will be discussed on a separate date/time in the interest of time.
Slide 5) Inform the LAC participants that they will accomplish the Pre-LAC Competency
Assessment Tool (Attachment 3A) to gauge participants' learning and progress levels at the
start of the LAC session.
The LAC facilitator can use his/her first language to deliver the LAC session to aid in exchanging
ideas among participants. The LAC facilitator must inform the participants that they are free to
use the language they are comfortable with during discussions.
Slides 6-7) Exhaust Game on "e-Citizenship" (Round Robin Word Association)

The LAC facilitator will:
1. Highlight the word e-Citizenship.
2. Give the LAC participants a minute to think of words that come to their mind when they
hear the term e-Citizenship or digital citizenship/literacy. The objective of this activity is
to share one's ideas about the term. Each one will take turns giving his/her responses in
round-robin style. Answers provided by others should not be repeated, so everyone
should pay attention. When a participant repeats an earlier response, say Ooops, and ask
for another word. A LAC participant who has no new ideas to share may say Pass. The
sharing may go around several times until all associated terms are exhausted or given.
3. Note down the responses in a chart.
4. Acknowledge the ideas of the LAC participants.
5. Synthesize their responses whether these refer to the meaning of e-Citizenship or these
are topics covered in e-Citizenship.
Main Activity: Think Tank (30 minutes)
Slide 8) The LAC facilitator will:

1. Ask the LAC participants this question in consideration of the ideas shared earlier about
e-Citizenship:
As an ALS teacher, why should we contextualize MT4T e-Citizenship lessons for different
ages/gender/set-ups/scenarios/indigenous/special groups? Think of all possible
reasons (e.g., legal/ theoretical bases).
2. Invite the participants to share their responses.
3. Acknowledge the responses of the participants.
4. Note the responses by listing them down on the first column (Know) of the chart (see
below). Should the participants give a reason that is similar to others, take note of this,
too. One way this can be done is to make tally marks on similar responses. The chart can
be drawn on Manila paper or a whiteboard.
KNQ Chart (10 minutes)
Slide 9) Note: Ask the LAC participants to answer the first column (Know) of the KNQ Chart.
▪ Why should we contextualize MT4T e-Citizenship lessons for ALS Learners?
K N Q
(What we Know) (What is New) (What are our Questions)
Slides 10-12) The LAC facilitator will (5 minutes):
1. Synthesize the reasons given by the LAC participants using the guide questions below:
• Why do we need to contextualize lessons or materials for our ALS learners?

• What are our common reasons for contextualization?
(If there are tally marks done for their responses in the previous activity, it becomes
easier to see and discuss this.)
2. Inform the participants that they will find out more about the "whys of contextualization"
in the next activity.
Slide 13) The LAC facilitator should read and internalize the points in the Background
Information of this LAC Session Guide (Attachment 1) before conducting the session. During
the session, the LAC facilitator will hold a discussion that highlights the points below. At
appropriate points, the facilitator should keep referring back to the relevant responses of the
participants in the Activity and Analysis phases, as he/she explains the reasons/bases for
contextualization (see sample spiel below).
"There are evidence-based reasons why there is a need to contextualize teaching and learning in
our ALS set-up. This includes both legal and theoretical bases."
A. LEGAL BASES FOR CONTEXTUALIZATION (20 minutes)
Activity 1: What's That Word?

1. Tell the LAC participants that they will first refresh themselves with some words and terms
through the activity "What's That Word?".
2. Ask the participants to work in pairs to get the correct answer. The description of a
related contextualization term will be shown, and participants will choose the correct
word from the four given options. They will write the letter of their response on a slip of
paper. The paper and the written answer must be big enough to be visible to others. At
the appropriate time, the pairs will show the letter of their response to everyone.
3. Discuss essential concepts such as conceptualization, localization, and indigenization
after the "What's That Word?" activity. Draw from the experiences of the participants.
4. Clarify the similarities and differences among these terms.
5. Address questions raised by the participants.
Slides 14-16) Use the slides on the "What's That Word?" activity.
Slide 17) Contextualization

• This is the educational process of relating the curriculum to a particular setting, situation,
or area of application to make the competencies relevant, meaningful, useful, and
valuable to all learners.
Slides 18-20) The other words in this activity are related to contextualization.
Slide 21) Contextualization has different degree levels:
• Localization. This is one of the levels of contextualization. Localization of the curriculum

is undertaken when there is consideration of the context of the community where the
learner lives (LAC facilitator cites a short, contextualized example as shown below).
Examples:
▪ Using local materials both as the subject and object of instruction and making the
local culture an integral part of the lesson.
▪ Teaching the basic concepts of sustainable economic development by asking students
to document through photo/video journal the livelihood activities in their
sitio/barangay. Then, ask them to recommend a project or prepare a concept paper
for a sustainable livelihood program that will create more jobs for their community.
Slides 22-23) Continue the activity "What's That Word?".
Slide 24) Indigenization
• Indigenizing the curriculum refers to a much deeper sense of contextualization. There is the
continuous involvement and engagement of community or indigenous people's elders,
leaders, or culture bearers to validate the contextualization of the curriculum and learning
resources. In this way, there is appropriate incorporation of their knowledge systems, practices,
and community history (DepEd Order 22 s. 2016) in the contextualization process.
Example:
▪ Local beliefs, norms, values, traditions, folklore, current events, and existing technologies
are documented and used to develop a meaningful lesson for ALS learners. Relating
concepts in algebra and geometry with traditional weaving, music and kinship patterns,
and other local practices is a way to indigenize mathematics teaching.
Slides 25-28) (Refer to Attachment 1 for the details of the legal bases)
The concepts of conceptualization, localization, and indigenization are embodied in the
following legal bases:
• Republic Act 10533 Section 5D; Implementing Rules and Regulations Section 10.2
• DepEd Order No 21, s. 2019
• DepEd Order No 32, s. 2015
Slide 29) To highlight the deeper level of contextualization on curriculum indigenization,

enhancement of the following is evident: curricular framework, teaching-learning process,
learning space and environment, and classroom assessment. The resources must be anchored on
what is known and familiar to the learner as a member of a group/community.
Activity 2: Short Icebreaker: Relief Exercise
Slide 30) The LAC facilitator will ask the participants to follow the given instructions (Count from
five down to one for each set of movements):
1. Close your eyes.

2. Rotate your head to the right in five counts.
3. Rotate your head to the left in five counts.
4. Move your shoulder forward and around in five counts.
5. Move your shoulder backward and around in five counts.
6. Stretch your arms upwards and shake your hands in five counts.
7. Stretch your arms sidewards and shake your hands in five counts.
8. Stand up.
9. Rotate your hips clockwise in five counts.
10. Rotate your hips counterclockwise in five counts.
11. Bend forward in five counts.
12. Bend backward in five counts.
13. Inhale deeply and exhale.
14. Open your eyes.
B. THEORETICAL BASES FOR CONTEXTUALIZATION (30 minutes)
Activity 3: Cabbage Wrap Game
In this activity, the LAC facilitator will discuss important concepts such as constructivism, socio-
cultural theory, motivation theory, and the experiential learning model as frameworks/tools to
understand the process of contextualization.
As the LAC facilitator presents these concepts, he/she can go back to or draw from the
participants' own experiences and understanding for better appreciation of these concepts
within their work in ALS. The LAC facilitator needs to reassure the participants that these are not
new concepts to them, and this session will further strengthen what they know and what they
are already doing.

1. Show the paper cabbage prepared beforehand. The theoretical bases and
definition/description are written on paper strips and rolled like a cabbage.
2. Instruct the LAC participants to sit in a circle and pass the cabbage around while the
music is playing.
3. When the music stops, ask the one holding the paper cabbage to unwrap and read what
is written on the paper. S/he may be given a chance to share his/her insights about it.
4. Invite the other teachers to give a relevant example.
5. Acknowledge the responses of the participants.
6. Continue passing the cabbage repeatedly until all (4) cabbage layer strips are read.
7. Address questions raised by the participants.
During the discussion of the theoretical bases of contextualization, the LAC facilitator will explain
the given examples. S/he may also ask one LAC participant to share his/her own example of the
theoretical basis or expound on the given examples.
1. Constructivism
Slide 32) This refers to the belief that learners actively construct their own understanding of
new knowledge anchored on their background experience and prior knowledge.
ALS teachers are very familiar with this approach. In drawing up an Individual Learning
Agreement with a student to decide what competencies to focus on, the ALS teacher relies
on what knowledge or skills the ALS students already possess, as reported in official forms
called Recognition of Prior Learning (RPL).
Slide 33) Example. KWL Chart (Know-Want to Know-Learn): Ask what learners know or their
prior knowledge.
2. Socio-Cultural Theory
Slide 34) This view believes that learning and development occur through the interaction
within the cultural context of every learner. Thus, this is key to facilitate their understanding
of new concepts and knowledge.
The LAC facilitator can cite concrete examples or draw from the participants' experiences in
dealing with learners from diverse social, economic, and ethnic backgrounds. This is to help
illustrate how the theory plays out in real life in the context of ALS teaching.
Example:
▪ The ALS teacher can discuss learners' cultural traditions and practices before learning
others’ practices. The teacher may draw concepts or new ideas based on learners'
knowledge from their community's socio-cultural practices, such as linking Pintakasi and
Dagyaw in Samar or the Bayanihan spirit in Araling Panlipunan. This can be done before
learning the culture, society, and politics in other regions or countries.
3. Motivation Theory
Slide 35) Learners are drawn to engaging in interesting, meaningful, and relevant activities
to their lives. When students see the connection of new concepts to their lives, they become
motivated to learn new ideas.
Example:
▪ Using the means of livelihood in their barangay or municipality, ALS teachers can engage
the ALS learners by asking who are working, the occupation of their parents, or their dream
jobs (for students who are not yet working) after completing their secondary or college
education. The ALS teachers may anchor their activities and lessons on examples of
sustainable agriculture that consider the current livelihood of the people. The ALS teachers
can align this with the needs of that community and create a learner's profile based on
their future job interests. In the process, ALS learners are encouraged to develop a shared
vision of what they can do (or want to do) to establish a viable and sustainable agricultural
community.
4. Experiential Learning Model
Slides 36-37) This view believes that learning by doing is a more effective way to introduce new
concepts, ideas, and information regardless of age. According to Luckner and Nadler (1997), the
features of experiential learning include:
• The learner is a participant and not an observer in learning.
• Careful choice of experiences is supported by reflection, critical analysis, and synthesis.
• Learning must provide relevance for the learners' future.
The LAC facilitator may also ask about participants' experience in applying the experiential
learning model in teaching.
Examples:
• Simulations, gaming, and role-playing: Engage students to do a simulation, game, or
role-playing activity appropriate to a given lesson before introducing a new topic, concept,
or idea. After the activity, the teacher will facilitate the processing of the learning
experience, focusing on what was learned and not understood, the need to learn the lesson,
and what else they need to know.
• Fieldwork: Engagement in fieldwork allows the ALS students to explore and apply content
learned in class to a specified field experience away from the classroom. Fieldwork may
bridge educational experiences with an outside community. This can range
from neighborhoods and schools to anthropological dig sites or laboratory settings.
Activity 4: Review Time (KNQ Chart)
Slides 38-40) The LAC facilitator will:

1. Show the KNQ Chart used in the earlier part of the session wherein the first column (K)
had been filled out with responses from the participants.
2. Ask the LAC participants what new ideas they learned regarding the reasons/bases for
contextualizing lessons for ALS learners.
3. Note the participants' responses in the second column (N) of the KNQ Chart
(see sample below).
• Why should we Contextualize the MT4T e-Citizenship Lessons for ALS Learners?
K N Q
(What we Know) (What is New) (What are our Questions)
Responses of LAC Participants Legal:
in earlier Activity
Theoretical:
4. Ask the LAC participants the following:

• In what ways are the legal and theoretical bases for contextualization related to each
other? What do you notice?
• What would be the outcome when we contextualize the lessons for ALS learners?
5. Ask the participants if they have questions.
6. Note the responses of the participants in the third column (Q) of the KNQ Chart.
7. Answer the participants' questions, especially regarding the topic "The Whys of
Contextualization."
8. Inform the participants that there is a Part 2 of this LAC session that deals with
approaches to contextualization.
Paired Work: Examination of a Daily Lesson Log/Weekly Lesson Log (DLL/WLL)

1. Ask the LAC participants to bring out the DLL/WLL they used for the past week.
2. Instruct the participants to work in pairs and examine the following:
• The parts of the lesson where contextualization was done.
• Why contextualization was done in these sections of their lesson.
3. Ask the participants to document the most/least common reasons for the
contextualization done in the logs.
4. Invite the pairs to share the highlights of the activity while answering the points in #2.
5. Synthesize the responses of the participants.
6. Remind the participants to keep track of how they contextualize their ALS lessons in the
following weeks. This information will be helpful in Part 2 of LAC Session 2.
Slide 44) During the reflection process, the LAC facilitator will ask the participants to share their
responses to the following questions:
• What are my key insights in this LAC session?
• Why is this important for me as an ALS teacher?
Closure (10 minutes)
Slide 45) After wrapping up the discussion, agree with the LAC participants on the second part
of the LAC session schedule. Ideally, the second part should be held on a day closest to the first
session to ensure smooth progression and optimal learning.
Give a brief overview of the second part of the session's scope so that the participants will know
what to expect. Inform participants that the Post-LAC Session Competency Assessment and
Program Evaluation for the entire LAC session will be administered at the end of the second
part. Ask the LAC participants to note some of their takeaways and feedback on the first part to
easily remember the details when they answer the competency assessment and the program
evaluation.
Reminders:
• Provide instructions on what the LAC participants are expected to do, prepare, or bring
for the second part of the session.
• If there are uncompleted tasks or activities from the first session required to be finished
before the second session, remind participants to accomplish them accordingly.
• Remind the participants about the second session's schedule, venue, and requirements
through e-mail, chat, or text.
ADAPTATION
Adjust each activity accordingly if this will be done through face-to-face meetings or other
learning delivery modes. Use available platforms in the area like FB chat groups, among others.
See Attachment 4 for more detailed instructions.
PART Two of Two:
The “Hows of Contextualizing the ALS Lessons”
This is the continuation of the LAC Session 2 on Contextualization of MT4T e-Citizenship Learning
Packets. The first half of the session clarified the legal and theoretical underpinnings of
contextualizing lesson plans for ALS learners. It also pointed out the overlaps between
theoretical and legal bases of contextualization. Understanding the importance of
contextualization is the first step in ensuring a more relevant, meaningful, and valuable learning
experience among ALS learners.
In this session, the participants will explore effective ways of contextualizing ALS lessons on
digital citizenship and apply these in their DLL/WLL. This session is estimated to take two hours
and twenty minutes to complete.
SESSION OBJECTIVES
The LAC facilitator will present all the objectives of the LAC session to the participants but will
mention that the last two objectives will be covered in the second part of the LAC session.
The first part, entitled "The Whys of Contextualizing of the ALS Lessons," provided the
participants deeper understanding and appreciation of the foundations of lesson plan
contextualization to ensure a relevant, meaningful, and valuable learning experience among ALS
learners. At the end of this session, the LAC participants were able to:
▪ Identify the reasons for contextualization of the MT4T e-Citizenship learning packets.
▪ Examine the reason/s behind the contextualization of specific parts of a Daily Lesson Log
The second part, entitled "The Hows of Contextualizing the ALS Lessons," will enable the
participants to explore the various approaches of contextualization based on evidence-based
practices. By the end of this session, the LAC participants are expected to:
▪ Explain how contextualization of the MT4T e-Citizenship learning packets can be

effectively done to support ALS learners.
▪ Apply the contextualization concepts and approaches in the design of the MT4T
e-Citizenship learning packets.
Greetings and Check-in (10 minutes)
PPT Slides 1-3) The LAC facilitator will check-in by greeting the LAC participants. S/he
introduces herself/himself by saying: “I am ________. I feel ______today.” This will be followed
by a matching facial expression for his/her feeling.

1. Ask each LAC participant to think of a word that would describe his/her general feeling
at the moment.
2. Inform the participants to say this once they're called: "I am ________. I feel ______today.”
A matching facial expression should cap the introduction.
3. Repeat the introduction in #1. Then continue with: "How are you, _______?" while calling
the name of the participant.
4. Invite the participant to introduce herself/himself following the instructions in #3.
Then, this participant will call someone else by saying: "How are you, _______?"
5. Ensure that this check-in activity continues until every participant is called and shares how s/he
is on that day.
After the activity, the LAC facilitator will quickly recap the key learning points and activities in
the first part of the LAC session. The LAC facilitator may also follow up on any task from the first
part that the participants had to finish during the intervening period.
Slide 4) Presentation of the four LAC session objectives. Remind the LAC participants that the
first two objectives were covered during Part 1, while the remaining two are the specific
objectives for Part 2.
Slide 5) Remind the participants about the Pre-LAC Competency Checklist that was filled out
during the first part. A similar form will be administered at the end of the second part to gauge
their learning and progress levels after attending the LAC Session 2.
The LAC facilitator can use his/her first language to deliver the LAC session to aid in exchanging
ideas among participants. The LAC facilitator must inform the participants that they are free to
use the language they are comfortable with during discussions.
Priming Activity (10 minutes): Round Robin Sentence Completion

1. Help the LAC participants tune in to the topic by reminding them about "The Whys of
Contextualization" discussed in Part 1.
2. Give the participants a minute to think about the need to contextualize lessons as an ALS
teacher. The objective of this activity is to review the reasons/bases for contextualization.
3. Ask the participants to take turns in completing this sentence "I contextualize for my
ALS learners so that __________." A response previously given by others should not be
repeated, so everyone should pay attention. This can go around several times until all
reasons/bases for contextualization are shared.
4. Acknowledge the inputs provided by the participants.
Main Activity (30 minutes)
Inquiry-Based Deepening Activity (10 minutes)

1. Give the LAC participants sheets of bond paper and pens.
2. Ask them to create an Individual Pictorial Representation of contextualizing MT4T
e-Citizenship lesson delivery in one scenario.
➢ As an ALS teacher, in what ways would you contextualize the MT4T e-Citizenship learning
packets for different ages/gender/set-ups/scenarios/indigenous/special groups? Think of
all possible and concrete ways you could do it.
Dyad Sharing: Think-Pair-Share (10 minutes)
Slide 9) The LAC facilitator will instruct the participants to get a partner and discuss their answers
to the given question.
Group Sharing of Think-Pair-Share Highlights (10 minutes)
1. Ask one member from each pair to briefly share highlights of their paired discussion with
the group.
2. Process the responses by listing down how the ALS teachers may contextualize the MT4T
e-Citizenship materials. This can be done using a semantic web (see diagram) on a
Manila paper or whiteboard, so everybody can see others' ideas.
Slides 12-14) The LAC facilitator will lead the analysis by asking the following key questions:
• What did you feel about the inquiry-based deepening activity?
• What contextualization strategies are we currently doing for different ages/
gender/setups/scenarios/indigenous/ special groups?
• What are our common contextualization practices? What are not commonly done?
• Why do we have to contextualize the lesson plans for our ALS learners?
Short Icebreaker - Relief Exercise
Slide 15) The LAC facilitator will ask the participants to follow the instructions below (Count
from five down to one for each set of movement):
1. Close your eyes.
2. Rotate your head to the right in five counts.
3. Rotate your head to the left in five counts.
4. Move your shoulder forward and around in five counts.
5. Move your shoulder backward and around in five counts.
6. Stretch your arms to the sky and shake your hands in five counts.
7. Stretch your arms sidewards and shake your hands in five counts.
8. Stand up.
9. Rotate your hips clockwise in five counts.
10. Rotate your hips counterclockwise in five counts.
11. Bend forward in five counts.
12. Bend backward in five counts.
13. Inhale deeply and exhale.
14. Open your eyes.
The LAC facilitator should read and internalize the Background Information of this LAC Session
Guide (see Attachment 1) before conducting the LAC session. During the LAC session, the LAC
facilitator will hold a discussion that highlights the points below. At appropriate points, the LAC
facilitator should keep referring back to the relevant responses of the participants in the Activity
and Analysis phases, as he/she explains the reasons/bases for contextualization. Doing this will
help the LAC participants affirm their own practices, realize that they might have had experience
in a particular contextualization approach before, or discover new techniques to try out in the
future.
APPROACHES TO CONTEXTUALIZATION
Activity: Jumbled Letters Game

The LAC facilitator will discuss the approaches to contextualization through a game as specified
below:
According to the study of Fernandes et al. (2013), teachers have varied approaches to
contextualization. A common feature of all these approaches is the attempt to be learner-
centered to promote meaningful and significant learning.

1. Introduce each of the five approaches through a Jumbled Letters Game.
2. Ask the LAC participants to work in pairs to get the right word.
3. Present each set of jumbled letters and a short description of the approach.
4. Give the participants around 20-30 seconds to guess the word.
5. Ask the pair who already knows the answer to raise their hands.
6. Wait for all pairs to raise their hands.
7. Give five points to all those who got the word.
8. Discuss the contextualization approach in focus through elaboration and giving of
examples.
9. Invite the participants to read parts of the slide. They may also identify key terms in the
description of the approach.
10. Acknowledge relevant examples given by the participants in the semantic web chart.
11. Elicit additional examples from the participants to check their understanding of the
approach.
12. Proceed to other contextualization approaches by showing the jumbled letters for the
word/term.
13. Discuss each approach further by following items 3 to 11 above.
14. Praise the participants for the number of points they earned in the game.
Note to the LAC facilitator: Find out how each approach relates to the others.
Slides 16-17) Jumbled Letters (Place-Based)
➢ I__p_-__s_a
➢ lcepa-sebda
Clue: This approach takes into consideration the location of the students to deliver the lesson.
1) Place-Based. "The subject matter and learning processes should be relevant to the daily lives
of the people." Learning activities and resources should be based on the local knowledge of
students so that connections with unfamiliar content are created. This can result in an
improved understanding of new concepts.
Place-based contextualization may be done at different levels, which may involve varied
processes. The ALS teacher may discuss concepts or new ideas with ALS learners based on
students' knowledge from their community's socio-economic and cultural background using
localization and indigenization approaches.
Example:
• Consider the local context of the community where the learner lives by incorporating the
local folklore, songs/chants, practices, livelihood, or geography of the students in the
curriculum and instructional delivery.
• At times, ALS teachers may engage the community leaders/indigenous elders/culture
bearers in the teaching-learning process. They can be invited to share their indigenous
knowledge and skills in hunting, weaving, farming, fishing, pottery, other traditional
craftmanship, and cultural practices such as native dance, cuisine, poems, arts, songs, and
other indigenous cultural heritage. These can be integrated with teaching new concepts in
Science, Math, Araling Panlipunan, MAPEH, and other relevant subjects.
Note to LAC facilitator: Relate to the degrees of contextualization stipulated in DepEd Order
No 32, s. 2015.
Slides 18-19) Jumbled Letters (Focus on the Student)
➢ _ _ _ _ _ on the _ _ _ _ _ _ t
➢ s o u c f on the n u e t d s t
Clue: Planning of the lessons in the curriculum emphasizes the center of the learning process.
2) Focus on the Student. Contextualization that focuses on the student. It promotes a

relationship between the curriculum and the learners' characteristics, capabilities, and
interests to be motivated to learn. It is also referred to starting with the experiences that
students bring with them to the classroom.
Example:
• New concepts are presented in real-life (outside the classroom) situations and familiar
experiences. Learning activities and lessons are designed based on the profile of the ALS
students (e.g., interests and learning styles).
Slides 20-21) Jumbled Letters (Based on Pedagogical Practice)
➢ _ _ s _ _ on _ _ d_ g_ _ _ c _ _ ___c__c_
➢ d e s b a on p o d a g e g i c l a pricteca
Clue: This curriculum contextualization focuses on the instructional strategies and processes
that the teacher uses, which leads to students’ better understanding of concepts.
3) Based on Pedagogical Practice. Curricular contextualization is attained through diverse

teaching practices to promote a better understanding of concepts and knowledge. These
efforts are made to transform the curriculum and meet learners' needs. This consists of:
• How teachers act
• How they manage the classroom
• How they set up the teaching & learning environment
• How the curriculum is adapted and adjusted to the students
• Varied teaching approaches
Example:
• Integration of concepts across subjects can be done to see how the concepts and student
exercises in Geometry can also be applied in understanding technical drawing (MAPEH)
and TLE projects (carpentry).
Slides 22-23) Jumbled Letters (Respect for Diversity)
➢ _ _ _ p _ _ t for d _ _ _ r_ _ t _
➢ r e c p s e t for d v i y e r s t i
Clue: Planning of lessons in the curriculum acknowledges the unique identity of every
student, regardless of his/her cultural background.
4) Respect for Diversity. What each learner brings to the classroom, his/her experiences and
understanding of the world, including his/her cultural identity, must be respected and
acknowledged. Contextualization through this approach addresses the student's unique identity
regardless of his/her cultural background. In this process, equitable education for all students is
achieved when teaching concepts and learning activities are culturally relevant, appropriate,
congruent, responsive, and compatible.
Example:
• Encourage all ALS students (fast and basic learners, girls and boys, IP and non-IP, young
and old) to participate regularly in interactive groups where sharing, communicating, and
responding to essential concepts and decision-making is done.
Activities must be open for brainstorming, debates, and objective assessment. There is a
clear acknowledgment of everyone's ideas and lack of discrimination since there is mutual
respect for individual differences in opinions and experiences.
Slides 24-25) Jumbled Letters (Based on Disciplinary Contexts)
➢ _ _ s _ _ on d_ s_ i _ l_ _ _ r _ ___t_ x_s
➢ d e s b a on d a s c i p l i n y r i centoxts
Clue: This curriculum contextualization addresses the concepts/subjects that students find
hard to understand.
5) Based on Disciplinary Contexts. This curriculum contextualization addresses the concepts/

subjects that students find hard to understand. The challenge for the teacher is to create relevant
and meaningful learning opportunities that facilitate easier understanding of unfamiliar concepts
and new knowledge by the students, especially in challenging disciplinary contexts
(e.g., Science, Mathematics, and English subjects).
Example:
• How does finding the perimeter, area, and volume relate to the learners' daily lives,
situations, and experiences? In what way is the understanding of data, statistics, and
probability useful to their lives? There is a need to connect the concepts and ideas
presented in class to the students' daily lives to engage them in meaningful learning (i.e.,
using concepts to another setting such as future jobs/careers needed in the community).
Note to LAC facilitator: Ask participants to give their own examples from the ALS context to
check their understanding of contextualization based on disciplinary contexts.
Slide 26) Let's Review
The LAC facilitator will ask the participants the following questions:
1. Did you notice how these approaches overlap? In what ways do these approaches overlap
with the concepts of indigenization and localization of DepEd Order 32, s. 2015?
2. To be fully learner-centered, how can we apply these approaches as we contextualize our e-
Citizenship lessons to address the unique circumstances of ALS learners?
3. What would be the outcome if we contextualize the lessons for ALS learners?
Sample Answers:
1. The contextualization approaches, particularly place-based contextualization and
disciplinary context of use, overlap with DepEd Order 32, s. 2015 in the following ways:
• As defined by DepEd, contextualization refers to the educational process of relating the
curriculum to a particular setting (i.e., place-based contextualization), situation, or
area of application (i.e., the disciplinary context of use) to make the competencies
relevant, meaningful, useful, and valuable to learners.
• As defined by DepEd, localization refers to the process of relating learning content
specified in the curriculum to local information and materials in the learners' community
(i.e., place-based contextualization).
• As defined by DepEd, indigenization refers to the process of enhancing curriculum

competencies, education resources, and teaching-learning processes with bio-
geographical, historical, and or socio-cultural or placed-based context of
enhancement of the curriculum framework, curriculum design, and learning standards of
subject areas, guided by the standards and principles adhered to in the national
curriculum.
The LAC facilitator will emphasize that aside from the place-based and disciplinary context
approaches, ALS teachers can adopt other forms of contextualization. They should not be
limited to the policies stipulated under DepEd Order 32, s. 2015.
2. To be fully learner-centered, how can we apply these approaches as we contextualize our

e-Citizenship lessons to address the unique circumstances of ALS learners?
• Based on Place (e.g., Learning Packet on Plagiarism and Misinformation – connect to
grapevine practice in a community and belief in fake news without fact-checking)
• Focus on the Student (e.g., Learning Packets on Cyber Bullying, Trolling,
Cybergrooming, and Cyberstalking using experiential-sharing among learners)
• Based on Pedagogical Practice (e.g., Learning Packet on Entrepreneurship – integration
with TLE subject)
• Attention to Diversity (e.g., Learning Packet on Herd Mentality to model respect for
diversity where dissenting opinion is practiced and opposing views are respected)
• Based on Disciplinary Contents (e.g., Learning Packet on Being Mobile in connection to
ICT, Science, and Technology).
3. What would be the outcome if we contextualize the lessons for ALS learners?
• Contextualization promotes an affirmation and sense of socio-cultural identity among
learners that sustain inter-generational relationships and cultural integrity in the
community.
• Contextualization promotes mutual respect and understanding among diverse learners
(multi-age, abilities, interests, social status, and culture).
• Teachers learn to appreciate the unique cultural practices, values, and traditions of the
students. Discrimination of disadvantaged learners is avoided in the classroom.
Community traditions, livelihood activities, and craftmanship are not perceived as
backward, inferior, invalid, or primitive.
• Contextualization promotes a deeper understanding of concepts and unfamiliar ideas
when these become relevant and meaningful to learners. Tapping their interests, current
knowledge, and abilities spark attention in class. They become motivated to learn a new
lesson when they can connect these to real-life situations and see their relevance to the
needs and problems in the community and their potential careers. In the process,
students develop an attitude that says, "I need to learn this."
The LAC facilitator will note this: While one way of contextualizing our lessons is using the
mother tongue as a medium of instruction in lesson delivery, we have to keep in mind that
the Accreditation and Equivalency (A&E) Test is in English and Filipino. Thus, while we use the
mother tongue in teaching and learning, ALS learners should also be familiar with reading
and writing in English and Filipino.
Slides 27-29) Task 1: Contextualizing the e-Citizenship Lessons
Note: Collaborative work is initiated by the LAC facilitator.

1. Provide the LAC participants with the Daily Learning/Weekly Learning Log (DLL/WLL)
template.
2. Give the instruction: Choose from the given modified e-Citizenship topics and name specific
ways of contextualization. Participants will be guided by this key question:
➢ What aspects/approaches of contextualization should be used in designing this lesson for
ALS learners?
3. Initiate the learning activity by identifying the contextualization approach that s/he will
use for a particular section of the e-Citizenship topic.
4. Ask the participants to continue the task within smaller groups once clear how the activity
will be done.
5. Ask the groups to share their ideas/outputs after around 20 minutes.
6. Document the group output by using the table below.
Appropriate
e-Citizenship Packet
Contextualization Specific Example
Content
Approach
7. Invite peer review/feedback sharing from other participants. This will gauge how well
the participants understood the different approaches to contextualization.
The LAC facilitator will process the contextualization approaches identified by the participants
for particular learning packets. These may be used as outputs for the subsequent LAC sessions.
Slides 30-32) To sum up, the LAC facilitator may show a simple summary or self-checklist,
which may serve as a guide to assess if the ALS teachers are teaching contextually.
Checklist for Contextualized Instruction:
1. Are new concepts presented in real-life (outside the classroom) situations

and experiences that are familiar to the students?
2. Are concepts or new ideas based on the knowledge from the students'
local environment and socio-economic surroundings?
3. Do activities and lessons consider the profile (e.g., interests, learning styles)
of the students?
4. Are concepts in examples and student exercises presented in the context
of their use?
5. Are new concepts presented in the context of what the students
already know?
6. Do examples and student exercises include many real, believable problem-
solving situations?
7. Do examples and student exercises cultivate an attitude that says, "I need
to learn this"?
8. Do students gather and analyze their own data as they are guided in the
discovery of important concepts?
9. Are opportunities presented for students to gather and analyze their own
data for enrichment and extension?
10. Do lessons and activities encourage students to apply concepts and
information in useful contexts, projecting students into imagined futures
(e.g., possible careers) and unfamiliar locations (e.g., workplaces)?
11. Are students expected to participate regularly in interactive groups where
sharing, communicating, and responding to important concepts and
decision-making occur?
Adapted from: Teaching Mathematics Contextually @1999 CORD
TASK 2: Crafting an Action Plan
Slide 33) The LAC facilitator will invite the participants to prepare a two-month Action Plan that
includes:
➢ Priority MT4T e-Citizenship learning packet for contextualization (with focus on the
learning competencies to address).
➢ Plan for sharing of contextualized learning packet with other ALS teachers.
➢ Inclusion of microteaching as a culminating activity.
The following template may be used for this purpose.
Action Plan: Contextualizing e-Citizenship lessons for ALS learners

LAC Participants (Planning Team): _______________________________________
District: ____________________________________________________________________
Activities/ Duration/
Objectives Point Person
Strategies Target Dates
Notes:
1. The LAC facilitator/leader "should monitor members’/participants' post-LAC activities and
evaluate how they are contributing to the improved learning outcome of ALS learners"
(DepEd Order No. 31, s. 2016).
2. Upon completing parts 1 & 2 of LAC Session 2, it is recommended that follow-up meetings or
LAC sessions be conducted by the LAC facilitators to further discuss the action plan on
contextualization and continue their work on contextualizing lessons on digital citizenship.
This could involve peer review of the contextualized MT4T materials and sharing of good
practices and insights gained from preparing and using the materials. In addition, team
teaching of lessons across CLCs may also be explored. Technical support and/or inputs from
local ALS experts such as DALSCs, ALS EPSAs and Division ALS focal persons, and other ALS
teachers may also be sought in finalizing the contextualized lessons.
3. For succeeding LAC sessions/meetings on contextualization of MT4T e-Citizenship
learning packets, the following should be considered:
• In writing/reviewing the contextualized DLL/WLL, there is a need to identify and
include learning competencies from the K to 12 BEC for ALS, which can be addressed
by the MT4T e-Citizenship Learning Packet.
• Writing DLL/WLL can either be collaborative group work or a self-paced activity of the
teacher-participants.
• It is recommended that ALS teachers plan a session to present/share the DLL/WLL
with other ALS implementers and DALSCs. This is for peer review/feedback as the basis
for further refinement/improvement before implementation.
• Outputs can be uploaded on the Facebook group designed for this purpose. This will
allow knowledge generation and dissemination to others ALS teachers. Likewise, this
will be a good opportunity for other ALS teachers to validate the outputs through
their instructional delivery. Comments on the outcome of the contextualized
instruction can also be shared in this network.
Slide 34) During the reflection process, the LAC facilitator will ask the participants to share their
responses to the following questions:
• What are my key insights in this LAC session?
• What will I do now that I was not doing before in line with contextualization of lessons for
ALS learners?
Closure (5 minutes)
To bring the session to a close, the LAC facilitator will: (PPT Slides 35 to 37)
1. Slide 36) Show this quote: "If a child can't learn the way we teach, maybe we should teach
the way they learn" by Ignacio Estrada.
2. Briefly elaborate how the quotation captures the content on contextualization.
3. Slide 37) Explain that an FB group for ALS implementers has been set up as an avenue for
continued professional networking and knowledge sharing. It is a good way to address
ongoing challenges during and after the LAC sessions. This will encourage knowledge
generation and sharing of documented practice, especially in contextualizing the
e-Citizenship learning packets for ALS learners.
4. Encourage the ALS teachers to further discuss the outputs of the LAC sessions (DLL/WLL
on contextualization) in the FB group for ongoing learning and networking. Validated
outputs through actual use in the ALS classroom or other modes agreed upon can be
uploaded to this platform. Subsequently, other ALS teachers can share their own
adaptations, learnings, and insights as they use the posted DLL/WLL.
POST-LAC SESSION COMPETENCY ASSESSMENT
Slide 37) Ask the LAC participants to accomplish the Post-LAC Competency Checklist (see
Attachment 3B) to assess the learnings gained at the end of the LAC session.
Evaluation
The LAC facilitator may consult with the School Governance and Operations Division (SGOD) for
available forms. If forms are not available at the moment, s/he may design a customized or a
generic evaluation form for all LAC sessions. For proper protocol, the designed tool should be
coursed through the Monitoring & Evaluation Unit of the Schools Division Office (SDO) for their
monitoring program.
ADAPTATION
Adjust each activity accordingly, whether this will be done face-to-face or through other learning
delivery modes. Use available platforms in the area like FB chat groups, among others. See
Attachment 4 for more detailed instructions.
REFERENCES
Department of Education. "DepEd Order No. 21 on Policy Guidelines on the K to 12 Basic

Education Program." Department of Education, 2019, https://www.deped.gov.ph
/wp-content/uploads/2019/08/DO_s2019_021.pdf.
Department of Education. "DepEd Order No. 32 on Adopting the Indigenous

Peoples Education Curriculum Framework." Department of Education, 2015,
https://www.deped.gov.ph/2015/07/29/do-32-s-2015-adopting-the-indigenous-peoples-
education-curriculum-framework/.
The Official Gazette. "Republic Act 10533: Enhanced Basic Education Act of 2013." Official
Gazette of the Republic of the Philippines, May 15, 2013,
https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/.
The Official Gazette. "Republic Act 8371: The Indigenous Peoples' Rights Act of 1997." Official
Gazette of the Republic of the Philippines, October 29, 1997,
https://www.officialgazette.gov.ph/1997/10/29/republic-act-no-8371/.
National Commission on Indigenous People. "Administrative Order No. 1, series of 2012: The
Indigenous Knowledge Systems and Practices (IKSPs) and Customary Laws (CLs) Research and
Documentation Guidelines of 2012." National Commission on Indigenous People, March 15,
2012, ncip.gov.ph.
Fernandes. P., Leite, C., Mouraz, A. & Figueiredo, C. "Curricular Contextualization: Tracking the
Meanings of a Concept." The Asia-Pacific Education Researchers. DOI 1.1007/s40299-012-
0041-1, 2013.
Department of Education. "Implementing Rules and Regulations of Republic Act 10533:

Enhanced Basic Education Act of 2013". Department of Education, September 24, 2013,
https://www.deped.gov.ph/2013/09/24/do-43-s-2013-implementing-rules-and-regulations-irr-
of-republic-act-no-10533-otherwise-known-as-the-enhanced-basic-education-act-of-2013/.
SEAMEO INNOTECH. "e-Citizenship: Cyber Wellness and Digital Citizenship for Teachers."
SEAMEO INNOTECH, https://www.seameo-innotech.org/portfolio_page/e-citizenship-android/.
ATTACHMENTS
Attachment 1 Background Information for the LAC Facilitator

Attachment 2A Presentation for LAC Session Part 1
Attachment 2B Presentation for LAC Session Part 2
Attachment 3A Pre-LAC Competency Assessment Tool
Attachment 3B Post-LAC Competency Assessment Tool
Attachment 4 Adapting for Remote or Online LAC Session
Attachment 1. Background Information for the LAC Facilitator
This document contains relevant synthesized information for the successful content delivery of
the LAC Session Guide on Contextualization of e-Citizenship Learning Packets. Study this
carefully before delivering the LAC Session. Further readings may be done by accessing and
going over the primary documents listed in the reference.
PART 1 of 2: The Whys of Contextualizing the ALS Lessons
e-CITIZENSHIP
The youth use varied forms of technological gadgets and with this comes opportunities as well
as risks. Thus, they may encounter both positive and negative experiences. As ALS teachers who
understand this, we can support the ALS learners to navigate the digital world to maximize its
benefits while minimizing the risks.
The "e" in "e-Citizenship" stands for three things:

1. Electronic (example: Internet mail as e-mail or a digital book as an e-book) - e-Citizenship
refers to our "citizenship as manifested online," which should embody responsible
behaviors. In other words, we bring the same responsible citizenship in our daily lives to
the digital world.
2. Education - Education makes us aware of the "responsible, safe, and ethical use of
information communication technology (ICT)."
3. Emotional Intelligence – This refers to internal strategies that can be done to "avoid the
damaging effects of infollution on a personal level by cultivating a set of fortifying
attitudes and behaviors. Psychologists emphasized that emotional intelligence can help
people manage and regulate their online behavior in safe and responsible ways."
Source: Introduction – e-Citizenship e-Book, SEAMEO INNOTECH (p.4)
Browsing through the ten learning packets on eCitizenship will also give ALS teachers better
understanding of digital literacy/citizenship:
1. Being Mobile (with contextualized materials for ALS)
2. Internet Addiction (with contextualized materials for ALS)
3. Plagiarism and Misinformation (with contextualized materials for ALS)
4. Teenpreneurship (with contextualized materials for ALS)
5. Cyberbullying
6. Cybergrooming and Online Exploitation
7. Cyberstalking
8. Exposure to Inappropriate Content
9. Herd Mentality Online
10. Trolling
BASES for CONTEXTUALIZATION
There are evidence-based reasons why there is a need to contextualize teaching and learning
in Alternative Learning Systems. These are the legal and theoretical bases.
1. Legal Bases
a. Implementing Rules and Regulations of Republic Act 10533: Enhanced Basic

Education Act of 2013. Section 10.2: Standards & Principles of the Curriculum states
that the curriculum shall be:
➢ Learner-centered, inclusive, and developmentally appropriate
➢ Relevant, responsive, and research-based
➢ Gender and culture-sensitive
➢ Contextualized & global
It further states that the curriculum shall "adhere to MTB-MLE principles, which starts from
where the learners are & from what they already know proceeding from the known to the
unknown……"
"It should be flexible enough to enable & allow schools to localize, indigenize, and
enhance…..based on their respective educational & social contexts."
b. DepEd Order No. 21, s. 2019: Policy Guidelines on the K to 12 Basic Education Curriculum
c. DepEd Order No. 32, s. 2015: Adopting the Indigenous Peoples Education Curriculum
Framework Contextualization "is the educational process of relating the curriculum to a
particular setting, situation, or area of application to make the competencies relevant,
meaningful, and useful to all learners."
The degree of contextualization may be described as:

▪ Localization as "the process of relating learning content specified in the curriculum to
local information and materials in the teacher's community."
▪ Indigenization as "the process of enhancing curriculum competencies, education

resources, and teaching-learning processes in relation to the bio-geographical, historical,
and socio-cultural context of the learners' community. It may also involve enhancing the
curriculum framework, curriculum design, and learning standards of subject areas, guided
by the standards and principles adhered to in the national curriculum."
"In the context of Indigenous People's Education, indigenization refers to the process of
interfacing the national formal education curriculum and Alternative Learning System
with the Indigenous Knowledge, Skills and Processes (IKSPs) and Indigenous Learning
System (ILS).
This process includes, but not limited to the following:
▪ planning for and developing a curriculum based on the directions set by the
indigenous community, reflective of the interface between the community's IKSP's
and ILS with the national curriculum;
▪ highlighting the world view and perspective of the community in the enhancement
of the framework and curriculum design of subject areas and learning strands;
▪ recognizing and including the community's context and values in the content and
performance standards, and competencies;
▪ recognizing and maximizing the IKSPs and their elements (e.g., technologies,
practices) as prior knowledge and context which the subject areas, learning strands,
competencies, and content of the national curriculum can build upon;
▪ enhancing the national curriculum in relation to the community life cycle while
recognizing appropriate scope and sequence of competencies;
▪ interrelating the competencies specified in the national curriculum with community
competencies in enhancing the curriculum and the teaching-learning process;
▪ integrative teaching of subjects towards 21st-century skills so that they relate to the
IKSPs and its elements (e.g., technologies, practices) and relevant to the learner's
culture;
▪ recognizing and including the community's teaching-learning approaches and
methods, and methods of assessment in the teaching-learning process;
▪ recognizing the community as the wider space, environment, and resource for
learning;
▪ involving culture bearers and/or IKSP holders as co-facilitators in the teaching-
learning process;
▪ incorporating the community's narratives of local and national history, and
contemporary issues and concerns confronted by indigenous peoples; and
▪ designing the senior high school curriculum to be responsive and suited to the
needs, concerns, and aspirations of the community."
d. Additional Related Terms:

Indigenous Peoples/Indigenous Cultural Community (IP/ICC) is "a group of people or
homogenous societies identified by self-ascription and ascription by others, who have
continuously live as an organized community on communally bonded and defined territory,
and who have, under claims of ownership since time immemorial, occupied, possessed and
utilized such territories, sharing common bonds of language, customs, tradition, and other
distinctive cultural traits, or who have, through resistance to political, social and cultural
inroads of colonization, non-indigenous religions and culture, became historically
differentiated from the majority of Filipinos.
IP/ICC shall likewise include peoples who are regarded as indigenous on account of their
descent from the populations which inhabited the country, at the time of conquest or
colonization, or at the time of inroads of non-indigenous religions and culture, or the
establishment of present state boundaries who retain some or all of their own social,
economic, cultural, and political institutions, but who may have been displaced from their
traditional domains or who may have resettled outside of their ancestral domains." -
Section 3 (h), RA 8371: The Indigenous Peoples' Rights Act of 1997.
Indigenous Knowledge Systems and Practices (IKSPs) are "systems, institutions,

mechanisms, and technologies comprising a unique body of knowledge evolved through
time that embody patterns of relationships between and among peoples, their lands and
resource environment." - Section 6(f), National Commission on Indigenous Peoples
Administrative Order No. 1, s. 2012: The Indigenous Knowledge Systems and
Practices (IKSPs) and Customary Laws (CLs) Research and Documentation
Guidelines of 2012.
Indigenous Learning System (ILS) is "the indigenous cultural community's (ICC) system of
educating succeeding generations of youth into their community's cultural system,
including IKSPs. While labeled today as an informal modality of education, an ILS also has
a curriculum, pedagogical approaches, and teaching strategies, forms of assessment, and
mechanisms for the management of the learning process."
2. Theoretical Bases of Contextualization
a. Constructivism
This is anchored on the belief that learners actively construct their own understanding
of new knowledge rooted in their background experience and prior knowledge. This is
in direct contrast to the Transmission Model of Teaching, where the teacher is the source
of information and knowledge.
b. Socio-Cultural Theory
Vygotsky's theory asserts that learning and development occur within one's socio-
cultural context. These external influences have a strong bearing on how learners make
sense of their world. This view believes that learning and development occur through
the interaction within the cultural context of every student. Thus, this is key to facilitating
their understanding of new concepts and knowledge.
c. Motivation Theory
Literature and research have shown that learners are drawn to engaging in interesting,
meaningful, and relevant activities in their lives. When students view the relationship of
new concepts to their lives, they become motivated to learn new concepts.
d. Experiential Learning Model
This view believes that learning by doing is a more effective way to introduce new
concepts, ideas, and information regardless of age. This is a progressive instructional
approach that moves away from teaching by telling.
PART 2 of 2: The Hows of Contextualizing the ALS lessons
1. Approaches to Contextualization
According to the study of Fernandes et al. (2013), there are varied approaches to
contextualization. Their literature review indicated five main trends/ways by which
contextualization of teaching and learning is undertaken in classrooms. A common feature
of all these approaches is the attempt to be learner-centered to promote meaningful and
significant learning. While each is discussed separately, each is interrelated to the other. Find
out how each approach relates to the others.
1.1 Place-based
"The subject matter & learning processes should be relevant to the daily lives of the
people." Learning activities and resources should be based on the local knowledge of
students so that connections with the unfamiliar contents are created. This results in an
improved understanding of new concepts.
• ….should be based on knowledge from the local environment & economic
surroundings
• ….should deal with the people's problems & needs, which arise in a different
manner in each environment." (Sahasewiyon, 2004 as cited in Fernandes, 2013).
Place-based contextualization may be done at different levels, which may involve varied
processes:
a) Localization of the curriculum is undertaken when there is consideration of the
context of the community where the learner lives. We commonly do this when we
incorporate the students' local folklore, songs/chants, practices, livelihood, or
geography in the curriculum and instructional delivery. Anchoring classroom
experiences in the context of the community make learning relevant and meaningful
to the students.
b) Indigenizing the curriculum refers to a much deeper sense of contextualization.

There is the continuous involvement and engagement of community or IP elders,
leaders, or culture bearers to validate the contextualization of the curriculum and
learning resources. At times, these people are also engaged in the teaching-learning
process. This ensures that the contextualized curriculum and learning resources are
sensitive and responsive to their cultural and social context. In this way, there is
appropriate incorporation of their knowledge systems, practices, and community
history (DepEd Order 22 s. 2016) in the contextualization process.
• "Teaching in this way does not require the elimination of non-local knowledge so
much as the simple inclusion of the local." (Smith, 2005, as cited in Fernandes, 2013)
• …Based on the local and extend it to the global context.
1.2 Focus on the Student/Learner
Contextualization that focuses on the ALS student promotes a relationship between the
curriculum and the learners' characteristics, capabilities, and interests to be motivated to
learn. It starts with the experiences that students bring with them to the ALS classroom.
• Developmentally appropriate
• Involves planning teaching and learning experiences that address:
o characteristics of students at particular ages

o individual needs and levels of children
o the culture and language of our learners
o Inclusive (anti-bias, gender-sensitive)
o Based on students' profile (e.g., multiple Intelligences of learners)
1.3 Based on Pedagogical Practice

Curricular contextualization is attained through diverse teaching practices to promote a
better understanding of concepts and knowledge. To this end, efforts are made to
transform the curriculum to meet the needs of all learners and are oriented towards
each ALS student. This consists of:
• How teachers act
• How they manage the classroom
• How they set up the teaching & learning environment
• How the curriculum is adapted and adjusted to the students
• Varied teaching approaches in ALS context, e.g., integration of concepts across
subjects/learning strands.
1.4 Respect for Diversity

What each learner brings to the ALS classroom, his/her experiences and understanding
of the world, including his/her cultural identity, must be respected and
acknowledged. Thus, contextualization through this approach addresses the unique
identity of every student in the classroom regardless of his cultural background. In the
process, equitable education for all students is achieved.
• Culturally relevant
• Culturally appropriate
• Culturally congruent
• Culturally responsive
• Culturally compatible
1.5 Based on Disciplinary Contexts
Contextualization in this way addresses the concepts/subjects that students do not find easy
to understand. The challenge for the ALS teacher is how to create relevant and meaningful
learning opportunities that facilitate easier understanding of new concepts and new
knowledge by ALS learners, especially in challenging disciplinary contexts, e.g., Math or
Science.
For instance, how does finding the perimeter, area, and volume relate to ALS learners'
daily lives? In what way is the understanding of probability useful to their lives? There
is a need to connect the concepts and ideas presented in class to students' application
in their daily lives to be more engaged in meaningful learning.
Attachment 2A. Presentation for LAC Session Part 1

Refer to the Presentation for Part 1 of this LAC session guide.
Attachment 2B. Presentation for LAC Session Part 2

Refer to the Presentation for Part 2 of this LAC session guide.
Attachment 3A. Pre-LAC Competency Assessment Tool

LAC Session Title: Contextualization of the MT4T e-Citizenship Learning Packets
PRE-LAC SESSION
(to be administered at the start of LAC Session Part 1)
This checklist intends to help assess your current level of awareness and understanding of
Contextualizing MT4T e-Citizenship Learning Packets before participating in today's LAC session. It also
seeks to help you determine your current competency in contextualizing the learning packets for ALS
learners. For each competency statement, indicate (by checking the answer) if you are an EXPERT (E), a
PRACTITIONER (P), an APPRENTICE (A), or a NOVICE (N). Note that the competency levels E, P, A, N)
in this assessment form correspond to the following levels of the PPST professional development
continuum.

1. Explain the components, contents, importance, and practical
uses of the e-Citizenship learning packets. (PPST Domain 4.5)
2. Discuss and explain the legal bases for the contextualization
of learning materials. (PPST Domain 3.1)
3. Discuss and explain the theoretical bases for the
contextualization of learning materials. (PPST Domain 3.1)
4. Discuss and explain the reasons for contextualizing DLL/WLL.
(PPST Domain 3.1)
5. Explain how the e-Citizenship learning packets can support
the implementation of Learning Strand No. 6 of the new
DepEd ALS K to 12 Basic Education Curriculum. (PPST
Domain 4.5)
6. Devise an action plan for the adaptation of the e-Citizenship
learning packets for use with ALS learners. (PPST Domain 4.5)
7. Modify and contextualize the e-Citizenship learning packets
to support the implementation of Learning Strand No. 6 of
the new DepEd ALS K to 12 Basic Education Curriculum.
(PPST Domain 4.5)
Attachment 3B. Post-LAC Competency Assessment Tool

LAC Session Title: Contextualization of the MT4T e-Citizenship Learning Packets
POST-LAC SESSION
(to be administered after the LAC Session Part 2)
This checklist intends to help assess your current level of awareness and understanding of
contextualizing MT4T e-Citizenship Learning Packets after participating in today's LAC session. It
also seeks to help you determine your current competency in contextualizing the learning packets
for ALS learners. For each competency statement, indicate (by checking the answer) if you are an
EXPERT (E), a PRACTITIONER (P), an APPRENTICE (A), or a NOVICE (N). Note that the competency
levels E, P, A, N) in this assessment form correspond to the following levels of the PPST professional
development continuum.

1. Explain the components, contents, importance, and practical
uses of the e-Citizenship learning packets. (PPST Domain 4.5)
2. Discuss and explain the legal bases for the contextualization
of learning materials. (PPST Domain 3.1)
3. Discuss and explain the theoretical bases for the
contextualization of learning materials. (PPST Domain 3.1)
4. Discuss and explain the reasons for contextualizing DLL/WLL.
(PPST Domain 3.1)
5. Explain how the e-Citizenship learning packets can support
the implementation of Learning Strand No. 6 of the new
DepEd ALS K to 12 Basic Education Curriculum. (PPST
Domain 4.5)
6. Devise an action plan for the adaptation of the e-Citizenship
learning packets for use with ALS learners. (PPST Domain 4.5)
7. Modify and contextualize the e-Citizenship learning packets
to support the implementation of Learning Strand No. 6 of
the new DepEd ALS K to 12 Basic Education Curriculum.
(PPST Domain 4.5)
Attachment 4. Adapting for Remote or Online LAC Session
Important Notes:
Managing an online LAC session is not an easy task. When possible, create a training team who
can work in pairs. Prior to the delivery of the LAC session, this means that the team will go over
the session guide together and plan the specific roles for each one. During the LAC session, one
can assist the other e.g., by checking the chat box or by doing annotations on the slides. This
will ensure a smooth facilitation of the session.
Should you decide that it is necessary to use the participants' mother tongue to deliver the LAC
session, it is better to prepare and note down the translated form that you will use before the
LAC delivery. This will ensure a smooth flow of LAC delivery.
General Guidelines:
There is nothing that beats face-to-face interaction, especially in conducting learning action
cells. During these sessions, we get to see a lot of the participants' behavior and reactions and
correspondingly adjust how to effectively manage the delivery of our topic. There is a more
significant challenge in getting maximum participation from the group in a remote or online
learning set-up. We get minimal cues since we mostly talk to our screens. When the videos of
the attendees are turned off, we hardly know how they are doing or whether they are still with
us while we go through the session. To get the participants interested and motivated to take
part in our LAC session, take note of the following general tips:
1. Try your best to build rapport in the first few minutes of the session. Exude a friendly, lively
tone. When possible, have specific segments of the LAC session where the videos are all
turned on so you can all see each other and establish some form of connection. Request
the LAC participants to do the same even during the greetings, check-in, and at the end of
the session.
2. Explore and learn the available features of the online platform you will use to make your
session interactive. Some would have icons for responses/reactions, breakout rooms, Chat
Box, options for renaming participants, screen sharing, and recording, among many others.
You may have to briefly orient the participants regarding some of these features to actively
participate during the LAC session.
3. For a sound check before the session, you may ask the LAC participants if they can see or
hear you. They may unmute their sound and give answers to both questions. Or they may
key in their responses in the Chat Box. Thus, responses may be yes or no, which means that
they see you, but you need to check your microphone settings.
4. Clearly express that you will greatly appreciate it if they will give you responses through
various means. Maximize the icons available in the platform, such as responding with
thumbs up, clapping hands, and other icons available in Zoom during different parts of the
session.
5. Be generous in acknowledging those who participate so you will encourage others, too.
Offer verbal feedback of a precise nature, such as "It is good that you responded in the
chatbox. I like that. I know that I am talking to someone." Likewise, use the icons for this
purpose, e.g., give a clap or a thumbs up.
6. Provide breaks or relief exercises during your session. Make this interesting to encourage
the LAC attendees to actively participate. Involve movement or relaxation exercises, such as
deep breathing or brief meditation. Nobody likes to stay stuck in front of the screen for
hours and to experience online fatigue.
Part One of Two: The "Whys of Contextualizing the ALS Lessons"

At the start of part one and end of part two of the LAC session, administer a Google form version
of the competency assessment tool, which you, as LAC facilitator should prepare prior to the
learning session.
1. Sign up for a Google account if you don't have one yet.
2. Go to https://forms.google.com/, and start a new form by clicking on ➕Blank.
3. Transpose the assessment tool into the Google form.
Activities (30 minutes)
Priming Activity: Exhaust Game (10 minutes)
The exhaust game can be done in an online set-up through a video-conferencing platform. Let
the LAC participants take turns as you call on each of them following a particular order. This will
ensure that everybody gets a chance to take part in the activity. Another way to do this is to
rename the participants by adding a number before each name. This is possible on some
platforms like Zoom. Then, each will take turns following their number. This will also facilitate a
smooth flow of the game.
For LAC participants with an intermittent internet connection, encourage them to still participate
by typing their answers in the Chat Box.
Think Tank
Answers to the question raised can be elicited through the Chat Box or using the icon of raising
their hand when they want to share their response.
Use of the KNQ Chart
Documentation of the LAC participants' responses in an online setup would mean that the LAC
facilitator would have to do this by sharing her/his screen with everyone. If you are using Zoom,
there is an Annotation button, which allows you to key in notes or responses on the slide. Or a
word file may be used, and this will serve as a whiteboard or a chart as you type in the incoming
responses. You may also explore other collaboration tools such as Jamboard
(https://jamboard.google.com/) and Padlet (https://padlet.com/). Prepare the chart beforehand
and keep track of this file for easy access, as this will be used in later activities.
The LAC facilitator will start the discussion by using the filled-out first column of the KNQ chart.
Call the LAC participants during the discussion in an online setup. They can either speak using
their microphones or type their answers in the Chat Box depending on their Internet speed or
data allowance.
The LAC facilitator will share his/her screen to show the PowerPoint presentation to the
participants. S/he can proceed with the presentation following the same instructions for face-to-
face delivery.
Activity: What's that Word?
For an online session, you may ask the LAC participants to identify the word individually (instead of
pairs) by typing their response (letter only) in the Chat Box. Check the Chat Box and acknowledge
their responses. Proceed with the presentation following the same instructions for face-to-face
delivery.
Activity: Cabbage Wrap Game
In a virtual setting, the LAC facilitator may have each theoretical base with its definition
presented on numbered slides (1 to 4 or A to D). A LAC participant may be asked to choose a
number from 1 to 4 or a letter from A to D. The slide that matches the selected number will be
shown and read by the ALS teacher. The same mechanics on face-to-face delivery will be applied
with the teacher sharing his/her insights about what is found in the slide and giving a
contextualized example.

1. Ask for a volunteer participant to share his/her Daily Learning/Weekly Learning Log (DLL/WLL)
lesson for the past week. It can be sent through the Chat Box or to the LAC participants'
respective e-mails or Facebook accounts before the learning session.
2. Share the DLL through SlideShare so everyone can examine it and give reasons for the
contextualization done in particular sections of the lesson. The Chat Box can also be used
for this purpose.
3. Document the group output using a word document shown to the participants via the
screen-sharing feature of the video-conferencing app.
Responses to the questions for reflection can be done by typing in the responses in the chatbox
or by orally sharing their ideas.
Part Two of Two: The "Hows of Contextualizing the ALS Lessons"
Greetings and Check-In

This is best done online if the LAC participants' cameras are turned on and their microphones
are unmuted. If this is not possible, the check-in activity may still proceed even with just the
sound turned on, following the same mechanics for the greetings in face-to-face delivery.
Round Robin Sentence Completion

This can be done in an online set-up through a video-conferencing platform. Let the LAC participants
take turns as you call on each of them following a certain order. This will facilitate a smooth flow of
the game and ensure that everybody can participate in the activity. Another way to do this is by
adding and assigning a number before the participants' names. This is possible on some platforms
like Zoom. Each will take turns in completing the sentence "I contextualize so that__________,"
according to the number sequence.
For the LAC participants with an intermittent Internet connection, encourage them to participate
by typing their answers in the Chat Box.
Activities (30 minutes)
Inquiry-Based Deepening Activity (10 minutes)

Instead of pen and paper, LAC participants can choose to draw on their phones or tablets if that
feature is available on their mobile devices. Screenshots of their hand-drawn pictures can be
sent to the Chat Box during group sharing. This will allow everybody to see and appreciate the
outputs of the other participants.
The output will be Individual Pictorial Representations of contextualizing the MT4T e-Citizenship
lesson delivery in one scenario, including why they contextualize the lesson.
Dyad Sharing: Think-Pair-Share (10 minutes)

The pairs can be assigned by the LAC facilitator to speed up the process. Using Facebook
Messenger or any other free messaging app online, the LAC participants can share their outputs
with their respective partners. The discussion should be guided by the provided questions.
Group Sharing of Think-Pair-Share Highlights: (10 minutes)

1. Ask everyone to send photos of their artwork to the Chat Box so others can see the outputs.
2. Ask one member from each pair to briefly share highlights of their paired discussion with
the group.
3. List down the responses on how the ALS teachers will contextualize the MT4T
e-Citizenship learning resources. This can be done using a PowerPoint presentation slide
or a Word file shared on the screen.
The LAC facilitator will start the discussion by showing the participant's responses from the
previous activity. LAC participants can either respond orally or type their answers in the Chat Box
depending on the speed of their Internet connection or data allowance.
The LAC facilitator will share his/her screen to show the PowerPoint presentation. Then s/he can
proceed with the presentation following the same instructions for face-to-face delivery.
Activity: Jumbled Letters Game
For online delivery mode, have the LAC participants play the game individually instead of in
groups. The Chat Box may be used to give their response. The rest of the game mechanics will
follow the face-to-face version of the LAC delivery.
Note: Collaborative work must be initiated by the LAC facilitator.

1. Provide the LAC participants with soft copies of the Daily Learning/Weekly Learning Log
(DLL/WLL) template and the MT4T e-Citizenship learning packets. It can be sent to the
chatbox or the participants' respective e-mails (or Facebook accounts) before the
learning session.
2. Select an MT4T e-Citizenship topic (from the 4 modified topics) together with the LAC
participants.
3. Share the selected resource through the share screen feature so that everyone will focus
on this file and collaboratively come up with ways to contextualize sections of it.
4. Initiate the application activity by giving examples of how to contextualize the resource.
5. Document the outputs using the Table below and screen share it with the participants.
Appropriate
e-Citizenship Packet
Contextualization Specific Example
Content
Approach
The LAC facilitator will now proceed to the preparation of action plans following the same
instructions for face-to-face delivery. Should some of the LAC participants need to work in small
groups for a standard action plan, breakout rooms can be used. Groups can later return to the
main plenary session after the given time frame for the planning activity.
The LAC participants may share their reflections either orally or through the Chat Box.
Closure (5 minutes)
Follow the same instructions for the face-to-face delivery of the LAC session.
LAC Session Guide 2 Team:
WRITING TEAM
Lead: Dr. Leonor E. Diaz

Assisted by: Johny So
Madonna Mallilin
Benedict T. Santos
REVIEWED BY
Al Ganto Christine Banzuela
Karen Ivy Tuazon Ma. Melizza Tan
Orlando Pascua Sherly Cruz
Yolly Salem Emily Enolpe
COPYEDITED BY
Norielou A. David
FINALIZED BY
Benedict T. Santos
Senior Project Associate, EIU
Katherine P. Torralba
Yolanda C. De Las Alas

Senior Specialist, ERIO-EIU
APPROVED BY
Philip J. Purnell
Manager, ERIO
SEAMEO INNOTECH
Maria Melizza D. Tan

Adolescent Development Specialist
UNICEF Philippines
G.H. S. Ambat
Assistant Secretary
Alternative Learning System
ANNEXES
Annex 1 Infographics on “What Works in a LAC Session”

Annex 2 DepEd Order No 35 s 2016 on LAC as a K to 12 Basic Education Program
School-Based Continuing Professional Development Strategy for the
Improvement of Teaching and Learning
Annex 1. Infographic on “What Works in a LAC Session”
Annex 2. DepEd Order No 35 s 2016 on LAC as a K to 12 Basic Education
Program School-Based Continuing Professional Development Strategy for the
Improvement of Teaching and Learning
(Enclosure to DepEd OrderNo. 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. Rationale
1. As an institution of learning, the Department of Education (DepEd) works to protect and

promote the right of Filipinos to quality basic education that is equitable, culture-based, and
complete, and allows them to realize their potential and contribute meaningfully to building
the nation. The investment of the DepEd in the development of human potential is a
commitment it makes not only to its learners but also its teachers. Towards this end, the
DepEd fully supports the continuing professional development of its teaching personnel
based on the principle of lifelong learning and the view of the teaching profession as one
that “requires teachers expert knowledge and specialized skills, acquired and maintained
through rigorous and continuing study” (UNESCO 1966).
2. The DepEd also recognizes that the quality of learning is greatly influenced by the quality of
teaching. Therefore, it is imperative for the DepEd to hire good teachers and to support their
development in the teaching profession. Organizing professional learning communities will
aid teachers in the construction of new knowledge about instruction as well as in revising
traditional beliefs and assumptions about education, community, teaching, and learning
(Little 2003) to suit the present needs of learners. Affirmative bases for this policy are also
drawn from the learnings of many interventions in education such as the Program for
Decentralized Education (PRODED), Third Elementary Education Project (TEEP), Secondary
Education Development and Improvement Project (SEDIP) as well as empirical studies on
similar professional development programs that demonstrate that teachers’ participation in
professional development activities have a positive impact on teachers’ beliefs and practices,
students’ learning, and the implementation of educational reforms (UNESCO ISO 2006).
3. Successful teaching is a result of the systematic use of appropriate (Enclosure to DepEd

OrderNo. 35, s. 2016)Page 2 of 18 strategies for delivering and assessing the learning
objectives targeted for each lesson (UNESCO GMR 2014). 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).
4. Different methods of teacher professional development are implemented throughout the

DepEd to improve teaching-learning processes. However, most of these are top-down
processes wherein expert knowledge is shared or transferred. Examples of these are lectures
or workshops during cascaded or echoed teacher training and short-term courses. Other top-
down training programs are done over time such as scholarships, and distance learning
programs.
5. Though existing in some schools or divisions in the DepEd, there are fewer instances of
bottom-up teacher professional development programs where colleagues study content and
pedagogies together, plan lessons collaboratively, and conduct action research as a group.
Examples of these are school-based learning action cells, teaching circles, communities of
practice, and lesson study.
II. Policy Statement
6. Good educational systems ensure that opportunities for both approaches to professional
development programs are available and accessible to teachers (Whitehouse 2011). It is
therefore incumbent upon the DepEd to ensure teachers’ continuing professional
development (CPD) within the framework of School-Based Management (SBM) and
embodied in the School Improvement Plans (SIPs). As such, this policy highlights the fact
that the locus of learner development is at the school where deliberate measures must be
taken to improve student learning outcomes.
7. In effect, action points that directly address the quality of teaching-learning processes must
be included in the SIP. The space and opportunities for teachers to collegially discuss
strategies that will lead to better teaching and learning processes can be integral to SIPs.
Further, this policy reiterates that good teaching is the primary job of teachers and supporting
CPD is one of the most vital functions of school heads/principals.
8. In this policy, the DepEd institutionalizes Learning Action Cells (LACs) that aim to develop
and support successful teachers by nurturing their knowledge, attitudes, and competencies
in terms of curriculum, instruction, and assessment in their work stations.
9. 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.
10. Key aspects of the process are ongoing collaborative learning or problem solving within a
shared domain of professional interest, self-directed learning, reflective practice leading to
action and self-evaluation, and collective competence. The following are the objectives of
this policy:
1. to improve the teaching-learning process that will lead to improved learning

among the 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; and
4. to foster a professional collaborative spirit among school heads, teachers, and the
community as a whole.
11. LACs are the most cost-effective CPD process but may entail some expenses for meetings
and handouts. Funds for the LACs may be sourced from the school’s Maintenance and Other
Operating Expenses (MOOE), subject to its utilization guidelines. Other resources may be
generated by the school or schools divisions to support LACs as this endeavor to upgrade
the quality of teaching and learning in their respective schools.
III. Learning Action Cell (LAC)
A. Theoretical Framework
12. This policy provides the framework and enabling mechanisms for the conduct and
implementation of LACs in schools or in clusters if multigrade schools prefer to conduct
them by cluster. It is directed towards improving teacher knowledge, skills, and attitudes
based on established competencies linked to the K to 12 Curriculum.
13. The theoretical framework in Figure 1 shows that communities of practice, in this case, LACs,
enable teachers to do collaborative planning, problem solving, and action implementation
that will lead to improved teachers’ knowledge, skills, and attitudes that will consequently
and significantly improve student learning and development.
Figure 1. Theoretical Framework of the Learning Action Cell (LAC)
B. Topics for LAC Sessions
14. The content of LAC sessions may be determined by the teachers themselves under the
general guidance of the school head or LAC leader. This may be done through needs
assessment, the results of which should assist the LAC in listing their priority areas of
learning.
15. Special emphasis must be made on some key features of the K to 12 Basic Education
Program. It is important that the teacher-identified topics are consistent with the following
broad areas of discussion that enliven the features of the K to 12 Basic Education Program
as articulated in Republic Act (R.A.) No.10533, the Enhanced Basic Education Act of 2013 and
in various policies of the DepEd:
15.1 Learner Diversity and Student Inclusion
Successful teachers know and care for their students. Including learner diversity and student
inclusion in the LAC sessions emphasizes that learners are the reason for all education
processes. It is the central role of teachers to establish learning environments that are
responsive to learner diversity. It underscores the importance of teachers' knowledge and
understanding of, as well as respect for, learners' characteristics and experiences. 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.
Teachers who celebrate diversity in their classrooms adjust and differentiate their instruction
to include all learners and to foster harmony in their class. Furthermore, learner inclusion
requires that teachers provide remedial instruction for those who are experiencing difficulties
in learning lessons. Such interventions prevent failure and communicate caring by the teacher
for students.
15.2 Content and Pedagogy of the K to 12 Basic Education Program
By studying the K to 12 curriculum, teachers will be better able to prepare for lessons and will
be more relaxed in executing lesson plans. Only a confident teacher is able to implement
developmentally-appropriate teaching methods that respect the individual differences of
learners. Additionally, they can jointly craft learning goals in collaboration with their students.
Content and performance standards and learning competencies must be mastered by
teachers so that they can plan lessons, deliver instruction effectively, and assess the learning
that resulted from their teaching.
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.
While boosting teachers’ own critical and creative thinking, their skill in translating curriculum
content into relevant learning activities also grows. Student learning will improve because the
teacher will be more systematic and better contextualized to the learning needs of students.
15.3 Assessment and Reporting in the K to 12 Basic Education Program
Every teacher should understand how to implement the learner-centered assessment policies
for the K to 12 Curriculum. Discussions about lessons should necessarily include ways in
assessing the learning of students and how data from formative assessment can improve
subsequent lessons.
Assessment provides teachers and learners with the necessary feedback about learning
outcomes. This feedback informs the reporting cycle and enables teachers to continually
select, organize, and use sound assessment processes.
15.4 21st Century Skills and ICT Integration in Instruction and Assessment
Bringing 21st-century skills into the teaching and learning situation is a central feature of the
K to 12 Basic Education Program. Teachers must enrich lessons with simple integration
strategies utilizing Information and Communications Technology (ICT) that are
developmentally appropriate. Instruction and assessment processes can be made more
collaborative with ICT, which teachers can implement with the tools and equipment available
in their schools.
15.5 Curriculum Contextualization, Localization, and Indigenization
Curriculum contextualization is the process of matching the curriculum content and

instructional strategies relevant to learners. Student diversity requires that teachers always
consider individual differences in lesson planning and implementation. Teachers identify and
respond to opportunities to link teaching and learning in the classroom to the experiences,
interests, and aspirations of the wider school community and other key stakeholders.
By linking new content to the local experiences that are familiar to students, learning will be
more efficient for and relevant to them. The localization of curriculum is an essential feature
of the K to 12 Curriculum. The teacher’s guide and learners’ materials may be modified to
accommodate the unique contexts of a particular locality.
Deepening curriculum contextualization through indigenization is essential for communities

that have cultural practices that are different from the majority of people in the same locality.
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. Teachers
and school systems must make sure that the members of the community participate in
indigenization processes, so that the curriculum will be accurate and faithful to the culture in
consideration.
16. In addition to the topics that the LAC members have identified and those enumerated above,
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. Furthermore,
emerging and urgent issues or concerns affecting teaching and learning must be discussed
during LAC sessions. These may include school data such as school participation,
attendance, completion and assessment, child-finding activities, programs to be offered so
as to include more learners in schools, results-based practices, and technologies, and school
successes. LAC sessions also cover DepEd thrusts and policies relevant to the above-
mentioned priority needs.
C. LAC Implementation Process
17. Before the LAC Session.
In order to plan for LACs, the LAC members guided by the LAC Leader and LAC Facilitator,
are expected to identify professional development needs and prioritise issues to be
discussed or addressed in the LAC session. These can be recorded in a LAC Plan, which will
also require details on how the LAC process will be monitored. A template for the LAC Plan
can be found in Annex 1. Schools can revise the template to suit their own needs and
contexts.
17.1 Assessment of Needs. Needs are identified with reference to the professional teacher
standards set for one’s career stage. These needs could be captured through different
forms like self-assessment tools, classroom observation results, critical reflections, surveys,
research-based teacher development needs, students’ assessment results, and other
forms.
17.2 Prioritization of Topics or Agenda. From the needs that have been identified as focus of
LAC, members could agree on which of them should be prioritized for their sessions. The
basis for prioritization could be in terms of urgency of need, time needed in addressing
the need, interest or in whatever way agreed upon by the members of the group. These
priority needs or topics could integrate the areas mentioned above.
17.3 Formation of LAC. Every teacher must be part of a LAC. LACs could be formed based on
the prioritized need(s) and depending on the number of teachers in every school or cluster
of schools. However, these groupings are flexible according to need and context.
One LAC could be composed of five (5) to 15 members. A school may organize as many
LACs as may be deemed necessary depending on the identified needs of the school. In all
schools, teachers may convene in groups that are strategically decided. These may be by
key stage, grade level, learning area, or programs offered by the school. Multigrade
schools may be clustered in different ways by the district or division supervisors based on
the objectives of the LACs to be conducted.
Each LAC should have a leader, a facilitator, a documenter, and members as shown in
Figure 2. External resource persons may be invited when necessary though the preference
is for the LAC resource persons to be from among the LAC members. The terms of
reference (ToR) for LAC participants are found in Annex 2.
Figure 2. Composition of a Learning Action Cell (LAC)
17.4 Identification of Appropriate Intervention. The LAC could agree on exploring

interventions to address the identified need. Interventions could be in the form of learning
materials, instructional materials, equipment, facilities, strategies in teaching, modality in
teaching, program, etc.
17.5 Scheduling of Meetings. The LAC members can decide on the schedule, length, and
frequency of meetings. One to two hours a week is strongly recommended but the
diversity of teaching conditions may not always allow this. LAC sessions, however, should
be conducted at least once a month. Interactions may also be done through ICT when it
is difficult to have face-to-face sessions, particularly when involving clustered schools.
There is a need to prioritize the LACs because this is the support system for teachers who
are tasked to deliver basic education, which is the core business of DepEd. Activities that
do not support this mandate must not take priority over the learning needs of students.
Finally, all schools are encouraged to prioritize LAC sessions instead of administrative
meetings, which should be scheduled separately from LAC sessions.
17.6 Setting Up of Resources. Resources could be human or material that should be prepared
or set up before the implementation of the sessions. The human resources could be
individuals who are tapped as resource persons of the LAC sessions. Material resources
could be the supplies, worksheets, videos, equipment, budget, food, venues and other
things needed in the conduct of a LAC session.
The LAC Leader or School Head shall take the lead in identifying the needed resources,
ensuring their availability and sustainability.
17.7 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.
17.8 LAC Implementation Norms. Norms are the framework from which team members
commit to conduct business. Developing norms and adhering to them ensure the success
of the group, and facilitate the members’ ability to deal with critical issues. Norms have
several components that clarify team dynamics.
These are some elements to address:

Time and Venue: Where and when will we meet? Will we start on time?
Listening: How will we listen to our peers? How will we discourage interruptions when
someone is speaking?
Confidentiality: What content is to be held in confidence? What can be shared after the
meeting?
Decision Making: How will we arrive at a decision? What if everyone doesn’t agree with
the group decision?
Participation: Is participation optional? Will we have an attendance policy?
What will we do if a member constantly misses meetings?
Expectations: What do we expect from team members? Do we need a method for ensuring
each member comes to the meeting prepared with appropriate data or other assignments?
17.9 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.
17.10 Writing of LAC Plan. For a guided implementation of LAC plans, they should be written
and documented following the template in Annex 1. Schools are allowed to modify the
template based on their needs. This plan should be integrated or linked with the School
Improvement Plan (SIP) or Annual Implementation Plan (AIP).
18. During the LAC Session. The priorities set out in the LAC Plan are implemented through
a variety of activities, which can include stimulus (e.g. lectures, practicum, orientation,
coaching, workshops, development and utilization of instructional materials, etc.) followed
by collaborative discussion of possible ways forward. The final activity of the session will
involve individual and group action planning in order to implement agreed activities in the
classroom.
19. 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 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.
D. Roles and Responsibilities of Various DepEd Offices
School Level
20. At the school level, the School Head should lead in organizing the LAC and in ensuring
that the practice of holding regular LAC sessions is established, maintained, and sustained.
The School Head should also take the lead in monitoring school LAC activities and in
evaluating their impact on the total school improvement. Likewise, active participation of
teachers and involvement in various LAC activities should be captured as an objective in
the Individual Performance and Commitment Review Form (IPCRF).
21. It is expected that school heads or principals will be vital in facilitating and implementing
effective LACs within their schools. This function will be included in the performance
evaluation of school heads. They will create safe spaces where teachers can engage in
dialogue with each other so they may learn from and provide support to one another.
22. Providing administrative support and academic leadership to the LACs will strengthen the
schools’ development of professional learning communities that value their communities
of practice in favor of student learning and holistic development.
Schools Division Level
23. Through and with the District Supervisor, the 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. The SDO shall lead in identifying practices that are potentially replicable as well
as in highlighting accomplishments and setting up reward systems.
24. 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.
25. The 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.
26. The SDO is also expected to ensure that there are LAC plans across all the learning areas
and key stages as this is consistent with the DepEd’s mandate to ensure good quality
teaching for all subjects and all students.
27. When organizing LACs sessions at this level, District and Schools Division Level LAC may
also be constructed flexibly, but could include any of the following: teachers, district
supervisors, division supervisors, and school LAC leaders. These LACs may have a variety
of purposes which are agreed upon strategically at a local level.
Regional Level
28. 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. It should provide TA to the SDO that enables them to support the schools in their
LAC practice. It should also be able to scale up practices that are found effective and
conduct research for this purpose. The RO shall also conduct a regional event to highlight
and reward LAC accomplishments.
29. The ROs should monitor school data over time and see if the LAC sessions are effectively
improving teaching and learning processes.
30. 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.
Central Office
31. 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 are established and
responsive such as putting in place a rewards system and allocating funds for the program.
32. 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.
IV. Progress Monitoring and Evaluation (M&E)
33. Monitoring and feedback should be ongoing throughout the LAC planning and
implementation phases. This will include a variety of forms including both qualitative and
quantitative approaches. A core principle of the M&E of the LACs is that evaluators, such
as principals and district supervisors, should not seek to establish overly simplistic
correlation between LAC activity and changes in student performance. This policy notes
that:
1. Schools or school clusters will need to be given time to establish effective LACs.
2. The process of professional learning and subsequent developments in teachers’ quality

will vary from school to school and cannot be easily quantified.
3. 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.
34. Therefore, when evaluating the LAC, evaluators should remain focused on the way in which
the LAC is raising levels of teacher quality and contributing to improved outcomes for
students. When evaluating the effectiveness of the LAC, LAC members are expected to
assess the:
34.1 development in teacher quality;
34.2 impact on students’ performance; and
34.3 effectiveness of the implemented strategies.
35. Additional guidelines for progress M&E are provided below:
35.1 Purpose. The purpose of progress monitoring is to provide everyone concerned with the
pertinent information about the activities so far conducted and whether the standards are
met in the process of the implementation in terms of quality, quantity, and time leading
to the attainment of the goals and objectives of LAC. This feedback mechanism helps the
LACs to decide on the direction to take and the adjustments to make in the continuing
implementation of the LAC.
35. 2 Areas to be monitored. LACs should be monitored on the components of the focus
area (stipulated in the LAC Policy). For example, if the LAC was formed in the area of
content and pedagogy, components to be monitored can include members’ a) content
knowledge; b) skill in particular instructional strategies; c) skill in assessment; and d)
knowledge of learners and how they learn.
Monitoring the LAC’s progress can also be based on the protocols agreed upon by the
group for the implementation phase. For instance, the LAC Team Norms can be the bases
for monitoring attendance and participation, working relationships, teamwork,
professionalism, and efficiency.
35.3 Monitoring methods and tools. The members of a LAC should collaboratively develop a
variety of methods and tools for progress monitoring. These can include, among others,
a) individual members’ monitoring or assessment of their own activities; b) peer
observation or assessment; c) observation or assessment by supervisor or mentor or coach;
and d) monitoring or assessment of the LAC team.
Protocols for each of these methods should be agreed upon and developed collaboratively
by the LAC members. Such protocols can include templates and forms to be filled out to
make monitoring and record-keeping easy, (e.g., template for team meeting minutes, form
for individual member’s notes and plans, observation checklists, journals or logs of
classroom application of focus strategies, etc.)
LACs following a particular model (e.g., Lesson Study, Competency-Based Collaborative

Inquiry) will have protocols unique to the model. Appropriate monitoring tools similar or
in addition to those above should be developed.
35.4 Monitoring timeline. Progress monitoring is a continuous process throughout LAC

implementation. Data gathering and assessment should be done from the beginning of
implementation through the stages of development, growth, and sustainability of the LAC.
35.6 Documentation, record-keeping, and reporting. Monitoring can only be effective if data
or evidence collected are authentic, valid, and sufficient. Thus, documentation and record-
keeping are vital aspects of the monitoring process. Individual and team activities should
be properly documented, with appropriate tools.
Team meetings. Proceedings of team meetings should be recorded. A template for easy
recording can be developed. This should include, among others: a) attendance; b) topics
of discussion; c) best practices that were shared during the meeting; d) current or emerging
needs and concerns (which should immediately be communicated to the LAC leader); f)
evidence of whether Plan is working or not working; and g) next courses of action to be
taken.
The appointment of documenter or recorder of minutes should be on a rotation basis.
Protocols should be developed for confidentiality or which items should be confidential
and which can be shared after the meeting. Guidelines should be developed on record
management: a) Who should keep the files; b) where should files be kept; and c) who
should have access to the files.
Each LAC member should build a portfolio about all activities related to the LAC. Members
can keep individual notes on a form developed for the purpose. It can include items about
what the LAC member will need to do as a result of agreements in the meeting and notes
on what to bring for the next team meeting. Members can also keep logs and reflective
journals on the actions they have taken in their respective classes towards the achievement
of LAC goals. These will be used in sharing of best practice, problems or solutions during
the team meetings.
Support mechanisms, both hardware and software, for documentation and record-keeping
should be put in place.
Reporting to administration or system. LAC members should agree on protocols and

timetables for formal reporting of LAC implementation to the system. The October in-
service training (INSET) of the District or Schools Division would be a good venue for
sharing the LAC experience. Assessment during milestone points (e.g., mid-year, year-end)
can make use of tools used in the planning stage.
V. Conduct of the LAC Session. Limitation/Prohibitions.
36. Since LACs and LAC sessions are aimed at the continuous professional development of
teachers, the conduct of LAC sessions shall be limited to the purposes stated in this policy.
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.
VI. References
Little, Judith. 2003. Professional community and the problem of high reform. International
Journal of Education Research 37 (8), 693-714.
ILO/UNESCO. 1966. Recommendations concerning the status of teachers.
Stronge, James. 2007. Qualities of effective teachers (2nd Ed.). Alexandria, VA: Association for
Supervision and Curriculum Development.
UNESCO ISO. 2006. Teachers and educational quality.
UNESCO. 2014. EFA Global Monitoring Report Teaching and Learning: Achieving quality for all.
Whitehouse, Claire. 2011. Effective continuing professional development for teachers.

Manchester, UK: Center for Education Research and Quality.
VI. Effectivity
37. This policy will take effect immediately.
ANNEX 1
Template for LAC Plan
Phase Resources
Persons Time Success
Activities
Involved Frame Source Indicators
Funds
Funds of
Planning
Implementation
Evaluation
ANNEX 2: Terms of Reference (ToR) of LAC Participants
LAC Leader is the Principal or School Head. Being the de facto leader of the LAC or all the LACs
in the school, the following are his/her roles:
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;
4. Mobilizes resources for the conduct of LACs;
5. Provides feedback and submits LAC Progress Reports to District and Schools Division Office;
6. Adapts and shares LAC best practices from other schools, thereby developing a culture of
collaboration and continuous improvement;
7. Ensures the monitoring of LAC sessions and related activities and evaluating their impact on
teacher professional development, quality teaching, and pupil achievement;
8. Agrees with LAC Members on how to observe or monitor application of learning;
9. Provides feedback to the teachers;
10. Gathers evidences of implementation or application of learning;
11. Meets with facilitator to decide on next LAC topic and to prepare or plan for the next session;
and
12. Monitors the LAC implementation vis-à-vis the school LAC plan.
LAC Facilitator: The LAC Facilitator could be the Principal or School Head, a Master Teacher or
a senior teacher or senior member of the faculty. This role could be assigned on a rotation basis.
The LAC
Facilitator:
1. Convenes the LAC team meetings;
2. Provides technical assistance in the development of the LAC n, timetable of team meetings,
and other activities;
3. Checks and monitors attendance of 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;
4. Encourages active engagement and participation of members;
5. Serves as resource person on specific topics;
6. Assigns a documenter on rotation basis;
7. Invites external resource persons when necessary;
8. Reports regularly to LAC leader on LAC progress;
9. Prepares his/her session plan that identifies the topic, objectives, materials needed, and
outline of activities (at the very least) and where necessary, consults the LAC Leader and
members;
10. Ensures that the venue and equipment are available and prepares the necessary learning
materials such as reading materials, videos, presentations, etc., when needed;
11. Announces the LAC session including topic, time, venue, and other matters that the group
should know; and
12. Runs and facilitates the session based on the plan and ensures that the agreed norms of
behaviour are observed and that the objectives of the session are achieved.
LAC Members are the teachers who share common concerns such as grade level assignments
or learning area assignments or key stage assignments. LACs must be organized well so that
teachers are a member of at least one LAC. However, teachers may opt to join other LACs. A
LAC member:
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;
4. Monitors one’s progress in relation to the LAC Plan;
5. Prepares and submits documents or materials as needed and brings materials relevant to
the topic;
6. Observes agreed norms of behaviour;
7. Captures evidences of implementation;
8. Reflects on the implementation;
9. Shares with colleagues in informal settings;
10. Prepares to share in each LAC session;
11. Allows LAC leader to observe how the learning was applied; and
12. Provides the LAC leader with evidences of application of learning.
LAC Documenter is a member of the LAC who has been assigned to record the minutes of the
team meetings. This role may be rotated (i.e., monthly or for every unit of lesson). The LAC
documenter:
1. Documents LAC proceedings following the 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;
4. Devices innovative and efficient ways to document and synthesizes the agreements during
the LAC sessions;
5. Provides the information on the progress of the LAC and the insights of the teachers about
student learning;
6. Takes down minutes and captures the processes in the LAC; and
7. Gathers evidences of implementation (e.g., individual plans, etc.).
LAC Resource Person can be a member of the LAC or someone external invited to talk and lead
the session on a specific topic. The resource person:
1. Shares current trends and best practices on certain aspects of curriculum, pedagogy, and
assessment;
2. Facilitates the activities during the session, which may include workshops and
demonstrations;
3. Mentors or coaches teachers on content and pedagogies for a particular lesson unit;
4. Coordinates with the LAC Facilitator on materials and equipment to be used during the
session; and
5. Helps the LAC plan subsequent action based on the session.
ALS Task Force
ADDRESS 5F Building, DepEd Complex, Meralco Avenue,
Pasig City
TELEPHONE NUMBER (02) 8633 9347
EMAIL ADDRESS als.taskforce@deped.gov.ph

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LAC Resource Package for

Alternative Learning System 2.0

PART Two of Two: The “Hows of Contextualizing the ALS Lessons”........................................ 77

Attachment 1. Background Information for the LAC Facilitator ........................................................... 43

LAC SESSION GUIDE 2: CONTEXTUALIZATION OF E-CITIZENSHIP LEARNING

Attachment 1. Background Information for the LAC Facilitator ........................................................... 92

ANNEXES ...................................................................................................................... 108

Annex 1. Infographic on “What Works in a LAC Session” .................................................................... 109

Responsible digital citizenship among ALS learners

In keeping with the strategic objective of improving

The COVID-19 pandemic has changed teaching

The need for teachers to navigate and thrive in this

Moreover, to facilitate continuous learning and sharing of experiences among ALS

On behalf of UNICEF, let me extend my appreciation to all those involved in this

Maraming salamat at Mabuhay!

The COVID-19 pandemic has propelled our lives

On this score, the Learning Action Cell (LAC)

SG 1: Enhancing Digital Citizenship through Mobile Technology for Teachers (MT4T)

SG 2: Contextualization of the MT4T e-Citizenship Learning Packets

Figure 1: Four Stages of Experiential Learning

Step 4: Step 1: New

Step 1. Activity (concrete experience)

The learning process begins with structured learning experiences/activities or simulation

Step 2. Analysis (reflective feedback)

This is the process of inquiry or reflection on the results of the Activity.

Step 3. Abstraction (connecting the dots)

Step 4. Application (transferring knowledge and skills to real world)

Figure 2: LAC Session Flow

1. Read the LAC session guides thoroughly.

LAC SESSION GUIDE 1

Enhancing Digital Citizenship through

LAC SESSION GUIDE 1

LAC Session Overview, Objectives, Resources,

Pre-LAC Session Competency Assessment

Part 2: Exploring MT4T Resources for Digital

- Post-LAC Session Competency Assessment

PREREQUISITE KNOWLEDGE AND SKILLS

2. Possible fund sources to support LAC implementation:

PRE-LAC SESSION COMPETENCY ASSESSMENT

PROCEDURE FOR PART 1 (Duration: 2 hours)

Priming Activity: Show Me Your Emoji (10 minutes) PPT Slides 3 to 6

Analysis (20 minutes) PPT Slides 14 to 15

To facilitate the processing of their experience, the LAC facilitator will:

LECTURE POINTS TASKS/ REFLECTION QUESTIONS

• Slide 19) ALS Learning Strand 6 covers six

Closure (5 minutes) PPT Slides 32 to 35

PROCEDURE FOR PART 2 (Duration: 2 hours and 40 minutes)

Priming Activity: My Social Media Image (10 minutes) PPT Slides 2 to 3

In facilitating the check-in activity, the LAC facilitator will:

Review (15 minutes) PPT Slides 4 to 8

1. Slide 5) Ask the participants to find a partner.

Main Activity: Professional Networking Experiences (10 minutes) PPT Slides 10 to 13

3. Interview participants to expound a bit on their responses.

Analysis (10 minutes) PPT Slide 14

Abstraction (60 minutes) PPT Slides 15 to 28

LECTURE POINTS TASKS/ REFLECTION QUESTIONS

o Next is the e-book entitled "LinkedIn for

o Lastly, we have the e-book entitled

2. Fund Source (Suggested but will depend on DepEd policies):