2024 IN-SERVICE TRAINING
TUMAUINI SOUTH DISTRICT INSET
(SECONDARY)
LEARNING FACILITATOR: RONNEL R. CASTILLO
PRINCIPAL II
VENUE: TUMAUINI NATIONAL HIGH SCHOOL
DATE: JANUARY 29, 2024
MINDSET
PRELUDE:
UNSCRAMBLE TO
RECALL!
Rearrange the letters
to form meaningful
words. You are given
10 seconds to answer
each item.
1.
ATICOLLARBOON
2. PREXIETES
3.
EPER
4. LIFTACTORIA
5. PROGU
6. SILKLS
7. ARNEL
8. GOWR
CHECK
YOUR
ANSWERS.
1. COLLABORATION
2. EXPERTISE
3. PEER
4. FACILITATOR
5. GROUP
6. SKILLS
7. LEARN
8. GROW
Session
Objectives
TERMINAL OBJECTIVE:
Demonstrate a deeper understanding
on the school-based professional
learning communities activities for a
deeper appreciation of collaborative
expertise.
ENABLING OBJECTIVES: :
1. recall the processes of school-based
professional learning communities such
as LAC session, study group and peer
learning; and
2. value the importance of collaborative
learning activities and express it
through a commitment statement
“Collaborative Expertise is
described as communities within
and across schools that work
collaboratively to diagnose what
teachers need to do, plan programs
and teaching intervention and
evaluate the success of the
interventions…” – Hattie, J.
John Hattie suggested eight tasks to achieve
long-term, system-wide attention on student
learning. He calls it a model of collaborative
expertise.
1. Shift the narrative to collaborative
expertise and student progression
2. Agree what a year’s progress looks like
3. Expect a year’s worth of progress
4. Develop new assessment and
evaluation tools
5. Know thy impact!
6. Ensure teachers have expertise in
diagnosis, interventions and evaluation
7. Stop ignoring what we know and scale
up success
8. Link autonomy to a year’s progress
Reflective Questions:
1. What does your school leadership team do, or what
can it do, to enable teachers to work together
collaboratively to question their effectiveness? Can
you lead discussions with your teachers on this? Do
you need to access expertise to help?
2.What tools and processes is your school using to
develop a shared understanding of a year’s progress?
Where is this developing well? Where are the gaps?
“How collaborative time is used, how skillful
educators are in using that time, and the
support that school and system leaders
provide to lead and sustain collaborative
learning are critical to its success.” – Hattie,
J. 2015
COLLABORATIVE LEARNING AND
SKILLS
COLLABORATIVE
LEARNING is an
educational approach that
involves group of teachers
working together to
achieve common learning
goals.
COLLABORATIVE LEARNING AND
SKILLS
In COLLABORATIVE LEARNING,
1. Teachers are engaged.
2. They capitalize on one
another’s knowledge.
3. There is collective learning
among teachers. (Stoll et al.
2006)
COLLABORATIVE LEARNING AND
SKILLS
In COLLABORATIVE LEARNING,
4. Teachers are given the
opportunity to:
• reflect on their current
practices
• share their practices
through modelling or
demonstration
COLLABORATIVE LEARNING AND
SKILLS
• develop appropriate teaching
materials
• discuss challenges and
success in trying out an
instructional strategy or
approach
• offer solutions to their
current challenges.
PROFESSIONAL LEARNING
COMMUNITIES
THE LEARNING ACTION CELL (LAC)
“Learning Action Cell is a group of teachers
who engage in collaborative learning sessions to
solve shared challenges encountered in the school
facilitated by the school head or a designated LAC
leader.”
DepEd Order No. 35, s. 2016
Theoretical Framework of the Learning
Action Cell
Community of practice with collaborative planning,
problem-solving, and action implementation
Improved teacher's content knowledge,
pedagogical skills, assessment strategies, and
professional ethics
Student learning and holistic development
Composition of a Learning Action
Cell
Limitation/Prohibitions
The holding of LAC sessions for purposes other
than those provided herein is prohibited.
Prohibited purposes may include but shall not be
limited to the following: sale of goods and other
merchandise; lending transactions; political and
religious meetings and other purposes which are
not included in this policy.” – DO 25, s. 2016.
THE LAC PROCESS
1. Preparatory (5 minutes)
MOOD SETTING GENTLE MANAGEMENT OF
REMINDERS LEARNING
THE LAC PROCESS
2. SHARING OF EXPERIENCES (30 minutes)
Experiences and insights about the previous topic
as applied in their respective classes.
Instructional practices
Assessment tasks (that worked and did not work)
Instructional Skill
Content difficulties
THE LAC PROCESS
3. PRESENTATION OF THE NEW TOPIC (30
minutes) Introduces the topic
Gives overview of the session
Explains the importance of the
topic
Refers to the prepared session
ROLE OF THE LAC
FACILITATOR
guide for the discussion of the
topic
THE LAC PROCESS
3. PRESENTATION OF THE NEW TOPIC (30
minutes)
Records the group’s discussion
highlights, matters arising and
agreements.
ROLE OF THE LAC
DOCUMENTER
THE LAC PROCESS
4. WRAP-UP INPUTS AND INSIGHTS, AND
APPLICATION (50 minutes)
The facilitator wraps-up the session
by summarizing:
the session objectives
Key understanding presented
in the lesson
THE FACILITATOR
Insights of the participants
THE LAC PROCESS
4. WRAP-UP INPUTS AND INSIGHTS, AND
APPLICATION (50 minutes)
The facilitator introduces an
application activity to the group.
Development of IMs
Preparation of DLL
Creative group discussion
THE FACILITATOR Microteaching
THE LAC PROCESS
4. WRAP-UP INPUTS AND INSIGHTS, AND
APPLICATION (50 minutes)
The facilitator processes outputs in a constructive
manner.
Draws out from the participants the good points
and areas for improvement
Confirms correct ideas
Gives further suggestions or recommendations
Ends by recognizing the good performance done
THE FACILITATOR
by the participants.
THE LAC PROCESS
5. WHAT TO DO NEXT (10 minutes)
The members of the group
Plan specific activities to apply
what they have learned in their
classrooms(CO, mentoring
activities, etc.)
Identify what they need to bring
and present to the next learning
session
MEMBERS OF THE
GROUP
THE LAC PROCESS
5. WHAT TO DO NEXT (10 minutes)
THE FACILITATOR THE LAC
DOCUMENTER
Summarizes the Records these
agreements. agreements.
THE LAC PROCESS
6. NEXT STEPS AND AGREEMENTS (5 minutes)
The LAC leader
Reminds of the group of the date,
time, venue, topic, assigned lead
facilitator and documenter, materials
that participants need to bring to the
next LAC Session and the schedule for
classroom observation.
THE LAC LEADER Assigns a teacher who would facilitate
the MOL for the next session.
THE LAC PROCESS
7. CLOSING (5 minutes)
The LAC leader
Shares words of encouragement
Adjourns the session
THE LAC LEADER
OTHER PROFESSIONAL LEARNING
COMMUNITIES
PEER LEARNING
This allows teachers of the same learning interest to learn
together by collective problem-solving, discussion of ideas and
sharing of experiences.
It is usually self-managed and self-directed.
Exposure to peers with the same learning goals and expectations
is a vital source of learning. (Kayes and Burnet 2006)
OTHER PROFESSIONAL LEARNING
COMMUNITIES
PEER LEARNING PROCESS
PROCEDURE TASK DESCRIPTION
BEFORE PEER
SESSION
Before the Session The facilitator reminds the group members about the slated schedule for
peer learning session, and the topic that will be discussed.
DURING THE PEER SESSION
1. Presentation of the The facilitator introduces the topic the group will discuss, reminds them
topic how and why the topic was identified, and outlines the expected outcome
if the session.
The facilitator reminds the group norms agreed upon in the previous
sessions, or the group sets guidelines they need to observe among
themselves.
OTHER PROFESSIONAL LEARNING
COMMUNITIES
PEER LEARNING PROCESS
PROCEDURE TASK DESCRIPTION
DURING THE PEER SESSION
2. Reflect Group members reflect their current practices in relation to the
topic or problem and the facilitator manages the discussion
3. Share Group members share their experiences, practices, and
perspectives about the topic and the problem, and the facilitator
manages the discussion.
4. Collaborate Group members contribute ideas to solve problem or construe new
ideas about the topic. They come up with an agreement on their
course of action.
OTHER PROFESSIONAL LEARNING
COMMUNITIES
PEER LEARNING PROCESS
PROCEDURE TASK DESCRIPTION
5. Next steps The facilitator summarizes the discussion and agreements. The
group confirms the dates for the next learning session.
AFTER PEER SESSION
Implementation The teachers apply what they learned and evaluate whether
the course of action agreed among them works or not. The
teachers document their experiences and insights in their
journal.
OTHER PROFESSIONAL LEARNING
COMMUNITIES
STUDY GROUP
Teachers identify a topic they are not familiar with and
commit themselves to understand the topic by studying
together.
They all learn together a specific topic using materials
and references, both individually and together, and
achieve their learning goals through collaborative
discussion.
OTHER PROFESSIONAL LEARNING
COMMUNITIES
STUDY GROUP PROCESS
PROCEDURE TASK DESCRIPTION
BEFORE THE STUDY GROUP SESSION
Before the • The facilitator reminds the group members of the topic to be discussed.
meeting He/She reminds the members to prepare for the study group session by
looking for references and studying the material ahead.
• The teachers study or read the references gathered on their own.
DURING THE STUDY GROUP SESSION
1. Presentation • The facilitator introduces the topic the group will discuss, reminds them
of the topic how and why the topic was identified, and outlines the expected outcome if
the session.
• The facilitator reminds the group norms agreed upon in the previous
sessions, or the group sets guidelines they need to observe among
themselves.
OTHER PROFESSIONAL LEARNING
COMMUNITIES
STUDY GROUP PROCESS
PROCEDURE TASK DESCRIPTION
DURING THE STUDY GROUP SESSION
2. Share Group members share what they have learned and gathered from
their self-study.
3. Synthesize The facilitator summarizes the key concepts learned. The group
confirms the topic and the date of the next learning session
AFTER STUDY GROUP SESSION
Implementation The teachers apply what they learned and evaluate whether the
course of action agreed among them works or not. The teachers
document their experiences and insights in their journal.
THINK ABOUT
THIS…
Recipe for a Successful Collaborative
Expertise
Ingredients:
3 cups of expertise (finely honed and well-seasoned)
1 cup of passion (extra zest for flavor)
2 tablespoons of humor (to sprinkle laughter)
1 teaspoon of patience (for tenderizing tough situations)
1 pinch of open-mindedness (to enhance the flavor of new ideas)
1 dash of empathy (to create compassionate blend)
1 splash of flexibility (for adapting to unexpected changes)
2 heaping tablespoons of communication (to mix thoughts effectively)
Recipe for a Successful Collaborative
Expertise
Instructions:
1. In a large mixing bowl, combine expertise, passion, humor. Stir gently
until a rich and engaging mixture forms.
2. Add patience, open-mindedness, and empathy. Mix well to ensure a
smooth and understanding texture.
3. Slowly fold in flexibility and communication. Blend until all ideas are
thoroughly incorporated.
4. Gradually sprinkle trust and respect into the mixture, ensuring they
permeate evenly throughout.
5. Allow the collaborative expertise to marinate in a supportive
environment for a sufficient amount of time.
6. Serve with a side of active listening and constructive feedback for a
fulfilling experience.
Let us watch this.
MY PLEDGE
Encapsulate in a statement your
commitment in taking active part in
the implementation of collaborative
activities in your respective professional
communities of learning.
“The greatest influence on student learning is
having expert, inspired, and passionate teachers
and school leaders working together to maximize
the effect of their teaching on all students in their
care.” - Hattie, J. 2015
