LEARNING ACTION CELLS (LAC)
REFRESHER
FACILITATOR’S SESSION GUIDE
These materials were produced with the generous support of the American people through the United States Agency
for International Development (USAID) under the Basa Pilipinas Project and the Department of Education.
USAID/BasaPilipinas Program
In support of DepEd’s National Reading Program
FACILITATOR’S SESSION GUIDE: LAC REFRESHER
ICONS USED IN THIS GUIDE:
! Things you need to state
" Input/explanation has a corresponding Powerpoint slide
# You will need to show a video
$ The participants will have group activity
% There are special process instructions for the activity
& There is a different Powerpoint set for this part.
*Paragraphs in bold are important messages which need to be emphasized and
clearly explained.
7:30 – 8:00 a.m. Registration (show " Slide 1 while this is ongoing)
% Special note to Lead Facilitators:
Ensure that the tables are far apart enough for the subgroup activities. Label each
table as Group 1, Group 2, etc. Include the name of the assigned BASA staff on the
group labels. Make sure there are only 10 chairs per table (there are 10 people per
sub-group).
Ask members of each sub-group to sit together. If some of the participants are already
in the same LAC group (meaning their LAC is composed of teachers and school heads
from a cluster of schools or a District LAC), you can put them together in one group.
Please remind participants to complete the Attendance Sheet.
Make sure that participants were advised about the pre-work that they need to do to
facilitate Session 2.
With the Team Leader and other BASA staff, assign actors for the role play (and give
them the Role Sheet) during this time as well (during the short am snack break,
convene the actors to make sure that everyone knows their part, etc.). You will need
to assign a school head who is an experienced and engaging facilitator as the LAC
facilitator; as for those who will act as teachers, you can assign training staff to assume
a few of these roles.
While you’re waiting for participants to arrive, please do a short icebreaker. One
short icebreaker you can do is to ask participants to go around the room and
introduce themselves to participants they do not know. Mention that they can spend
one minute with one person and then, once the minute is over, they have to spend
the next minute with another person. You can choose to use a timer and a bell so
that you can say “Switch” after each minute. You can do this for 5 minutes or so.
Materials and
equipment needed for
the entire day:
• Laptop
• LCD projectors (at least
two if possible)
• Speakers
• Timer and bell/alarm
• Pentel pens
• Masking tape
• Metacards or strips of
paper
• Manila paper
• Q1 Leveled Readers (Mr.
Particular and Si Maya sa
Himpapawid) per subgroup
• 1 LAC Facilitator’s Guide
(for the role play)
• 2-3 Teacher Guides (for
the role play and Session
1)
• (optional) Laser pointer
Powerpoint
Presentations:
• Basa LAC Refresher
• LAC Data Collection
• FAQs
Handouts/Forms (9):
• Pre-test
• Two Levels of English LRs
• Oral Reading Rating Scale
• LAC Facilitation Checklist
• Vignette on Grouping
• Dealing with Difficult
Participants
• Effective Facilitation
• Post-test
• Action Planning Template
• Evaluation Form
• Ticket to Leave
Other materials:
• Role Sheet for Role Play (10
sheets so that each actor
gets one sheet)
• Instructions for the Activity
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8:00 – 8:20 am Opening Program
"Slide 2: Opening Program (c/o DepEd trainer/s & Basa representative)
• National Anthem (DepEd)
• Opening Prayer (DepEd)
• Introduction of Trainers, Participants, and Guests (DepEd)
• BASA Overview (Basa representative)
on Facilitation Challenges
(for each
group/trainer/Basa staff)
• Debriefing sheet for
trainers
Other requirements:
2-4 break-out rooms, if
possible
"Slide 3: Basa Overview
To Basa representative: Since participants are already familiar with Basa, discuss this
part for only 2-3 minutes.
Describe the program by focusing on its objectives:
•
Objective 1: Improve reading skills for one million early grades students
•
Objective 2: Provide Technical Assistance (TA) to DepEd on Language and Literacy
(Grades 1 to 3)
After the Overview, administer the Pre-Test. Give participants five minutes to finish it.
Collect the forms.
8:20-8:40 am Training Overview, Sharing of LAC Data Collection Findings,
Objectives, and Mechanics
"Slides 4-5: Training Overview and Objectives (c/o BASA representative)
The Basa representative establishes the connection of this program with the
previous training for the school heads by saying:
! “This program is part of the package of interventions for Basa Master Teachers,
School Heads, and District Supervisors. Previously, we had an orientation which
provided you with the overall context of Basa and familiarized you with the Basa
materials your teachers received; then we had a training on Strengthening School-based
LAC Sessions in Reading which provided you with some handles on how you can
support your teachers by engaging them in a continuing learning session via the LACs.
Materials and
equipment needed for
the session:
• Laptop
• LCD projector
Powerpoint
presentation/s:
• Basa LAC Refresher
• LAC Data Collection
Our training/workshop today continues your learning journey to further improve the
literacy program in your schools. As we said in the beginning, we are investing in the
professional development of school heads to become effective instructional leaders
and in the process further develop the capacities of the teachers.
But before we proceed to today’s training, we would like to share with you some
initial findings from our LAC Data Collection from February to March.”
Explain LAC Data Collection slides for 10 minutes (& ).
Then explain the rationale/objectives/mechanics and expected outputs from the
program:
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"Slide 4: Learning Outcome
! State the learning outcome of this one-day workshop/training:
“By the end of this day, you will be able to develop action steps on how to further
strengthen and sustain LAC sessions for the K to 12 reading program.”
"Slide 5: Enabling Objectives
Explain the objectives of the program that would enable them to achieve the
learning outcome:
1. Share experiences and learn lessons from the roll out of the action plan;
2. Discuss the effective strategies on classroom management and grouping pupils for
effective literacy instruction; and
3. Enhance the participants’ skills on facilitating LAC sessions.
"Slide 6: Schedule Overview (DepEd trainer/s take/s over from here)
Show the overview of the activities for the day and link them to enabling objectives. Say
that these are the activities that will ensure that we achieve the learning outcome.
"Slide 7-8: Detailed schedule
Show the detailed schedule and explain that we are building on what LAC facilitators have
started in the orientation and first LAC training:
! “We will capitalize on the gains that you have achieved so far in your respective
schools while using the BASA materials and conducting LAC sessions.
As you can see from the session’s schedule, we will begin with the teaching-learning
materials for Grade 3 classes. Then there will be time to gain more knowledge on
informal assessment as a basis for grouping our pupils, as well as indirectly reflect on
classroom management and grouping pupils for effective literacy instruction.
We will also talk about lessons learned from the LAC sessions you have conducted
and about some of the challenges you may have encountered. It will be important to
discuss how these challenges were addressed as we think about how we can further
improve the LAC sessions in your respective schools.
We have allocated a lot of time to further enrich your skills in managing the LAC
session through ‘live’ simulation of a LAC session that highlights the facilitation skills
being used/demonstrated by the LAC facilitator. While doing this, we encourage you
to reflect on your current practices as a LAC facilitator. We will also provide you with
the opportunity to demonstrate your skills as a LAC facilitator through simulation/role
plays and to further discuss effective facilitation skills in managing LAC sessions.
Before we end this one-day program, we will guide you in updating your LAC action
plan. First, we will ask you to reflect on your competencies and needs as a LAC
facilitator. Then, as a second step, we will look at how you can further improve your
LAC sessions. Finally, we will ask you to identify tentative LAC session dates.
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To reiterate, the overall goal of these sessions is to help and support the quality of
teachers’ literacy instruction through LAC sessions. We believe that the LAC sessions
are a critical piece of every teacher’s on-going professional development.”
Ask participants if they have some clarifications/questions about the flow/activities for the
day.
% Make sure that before you start this part, each table/sub-group has 2 sample Leveled
Readers (Mr. Particular and Si Maya sa Himpapawid).
8:40 – 9:40 am
" Slide 9: Session 1: Getting to Know the Teacher’s Guides, Listening Stories
and Leveled Readers
" Slide 10
! “Before we continue to look at LAC facilitation skills, we will give you an overview of
the Grade 3 materials which are all approved by the Department of Education.
“The objectives of this session are:
1. To become acquainted with the Grade 3 Revised Teacher’s Guides, Listening Stories,
and Leveled Readers; and
2. To become acquainted with informal assessment for grouping pupils.”
" Slide 11
! “Before we go to the actual materials, it’s important to say that the Revised Teacher’s
Guides and the Leveled Readers underwent a review and approval process led by
DepED’s IMCS (Instructional Materials Council Secretariat).”
" Slide 12
! “Similar to what your Grades 1&2 teachers have received, your Grade 3 teachers will
be receiving Revised Teacher Guides, one for Filipino and one for English each quarter.”
Materials and
equipment needed for
the session:
• Laptop
• LCD projector
• speakers
Powerpoint:
• Basa LAC Refresher
Handouts:
• Q1 Leveled Readers (Mr.
Particular and Si Maya sa
Himpapawid per
subgroup)
• Two Levels of LRs
• Oral Reading Rating Scale
Videos
• Grade 3: Listening Stories
for Effective Literacy
Instruction
• Grade 3: Leveled Readers
and Grouping for Effective
Literacy Instruction
" Slide 13
! “In addition, they will be receiving here 2 types of texts. One is the Listening Stories
– stories that the teacher will read aloud to students. These stories are found in the
TGs. (% Hold up a copy of the TG and point out where the Listening Story is.)
The other one is the Leveled Readers – stories that students read for themselves.
Students will have a copy of the Leveled Reader to hold as they read. (% Hold up a
copy of the Leveled Reader and invite them to browse the samples on their tablesd.)
Let’s now look at the Listening Story more closely…”
" Slide 14: The Listening Story
!“Listening Stories are planned oral readings. These are stories written using more
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complex language. They foster higher order thinking skills. They are often written at a
level that pupils may read with difficulty by themselves. Teachers read Listening Stories,
which are found in the Revised Teacher’s Guide. They are a vital part of literacy
instruction in primary classrooms. Teachers can use these stories to develop
children’s background knowledge, stimulate their interest in high-quality literature,
increase their vocabulary, model proper pronunciation, model fluency in reading,
increase their comprehension skills, and encourage critical thinking. While reading,
teachers model strategies that children can use during their own independent reading.
While the teacher reads the Listening Story out loud the pupils benefit from a small
visual support. The TG will indicate which illustration in the Leveled Reader will be used
for the Listening Story. It can be the front cover, or the inside back cover of the LR.
(% Hold up an LR to show illustrations and invite the participants to look at the cover
illustrations of the LRs on their tables.)
Pre-listening activities for Listening Stories include talking about the picture. Pupils are
guided to make inferences about the illustrations and make predictions about the story
they will listen to.
" Slide 15: Video: Listening Stories: During Reading Activities
! “We will watch a video sequence of a Listening Story being read by the teacher. As
you watch, think about what the teacher is doing and what the pupils are doing. The
video shows part of the lesson and shows ‘during listening’ activities.
Before starting the video, I would like to give you a few important reminders:
Ÿ Please focus on the (Listening Story) strategies that the teacher uses.
Ÿ Please be aware that the teacher and the pupils did not rehearse or practice for the
video shoot.
Ÿ Please note that the videos are presented for discussion purposes. They are not
samples of “exemplary teaching” or “what a perfect classroom should look like.” You
will most likely see some things that the teachers could do better (ex. better
penmanship, better visual aids, etc.) and that’s ok.”
# Watch the video: Listening Stories: During Reading Activities.
" Slide 16
! “Let’s now do a quick review of the information we discussed earlier and the
information presented in the video:”
• Who reads the Listening Story? the teacher
• How does s/he read the Listening Story? S/he models proper intonation, pronunciation,
and maybe even changes the characters’ voices.
• Is there a picture with the Listening Story? Yes. Where do you find it? It can be found
on the front cover or the inside back cover of the LR.
• What do the pupils do while the Listening Story is being read? They look at the picture
and listen to the teacher read the story. When the teacher asks questions, they
answer the questions.
• How is the Listening Story related to the Leveled Reader? The Listening Story acts as
a form of a first chapter or an introduction to the Leveled Reader, or story
the pupils will read independently during the rest of the week.
" Slide 17: Leveled Readers and Grouping for Effective Guided Reading
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! “Now we look at the Leveled Readers. For our discussion on Leveled Readers, we will
look at 2 things – Using the Leveled Readers, and Grouping for Effective Guided
Reading.
As you already know, Leveled Readers are books that pupils read. These are not primers.
We will now watch a video of a teacher using a Leveled Reader in her grade 3 Filipino
class. Again, please be reminded that the teacher and the pupils did not rehearse and that
the videos are presented for discussion purposes.”
" Slide 18: Video: Leveled Readers and Grouping for Effective Literacy
Practices (How are LRs used)
# Watch the video: Leveled Readers and Grouping for Effective Literacy
Practices (How are LRs used).
Ask: “Do you have questions about the Listening Stories and Leveled Readers?” Address the
questions the participants raise.
" Slide 19: Video: Leveled Readers and Grouping for Effective Literacy
Practices (Grouping for Guided Reading)
“Now that we have reviewed how lessons using Leveled Readers are presented, let’s look
into Grouping for Guided Reading. One of the principles for Effective Literacy Practices
is that you have to teach reading with texts that are appropriate to the reading ability of
the pupils. We have introduced to your Grade 3 teachers a simple way of grouping pupils
and giving guided reading practice using 2 readability levels of texts. Let’s watch a video
on Leveled Readers and Grouping for Effective Literacy Practices and see how this is
done in the classroom.”
# Watch the video: Leveled Readers and Grouping for Effective Literacy
Practices (Grouping for Guided Reading).
" Slide 20: Guided Reading: Forming Groups
! “To reiterate, in Q1, pupils will all read the same Leveled Reader, but in quarters 2 - 4,
the teacher will have two levels of the same text, and will assign different levels
depending on the level of each pupil. Struggling readers will read a lower level text
and skilled readers will read a higher level text. This is the handout your teachers
received as guidance for the two levels of Q2-Q4 Leveled Readers (% Distribute
handout on Two Levels of LRs).
With the right texts and appropriate levels, teachers will find that the pupils will be
engaged and eager to read on their own and will want to read the next chapter to find
out what happens next.
A wide range of tools, from notes or records of simple observations of reading
behaviours to formal reading assessments, are used to determine which pupils fit a
particular instructional profile and to group (and regroup) them together.
Here is the handout we gave your teachers during the Summer Training to help them
informally assess their pupils (% Distribute Oral Reading Rating Scale handout and
discuss it briefly).
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" Slide 21: Assessment Grid in the English TG
! “In addition, to support teachers, in the English TG, there is an assessment grid
teachers can use as they observe 5 to 7 pupils a day during a period of 2 to 3 weeks.
Beginning Q2, the Revised English Teacher’s Guides incorporate an assessment rubric to
help assess pupils’ writing as well.
Do you have any questions about assessment for grouping?”
Address the questions the participants raise.
9:40-10:25
" Slide 22: Session 2: Review and Assessment of Action Plan Implementation
$ Introduce this session and state the session objective as shown in "Slide 23
" Slide 23: Session Objective
• Share experiences and lessons from the rollout of the LAC action plan
Further explain that this session will provide the context of the succeeding discussion.
The lessons that will be generated from the sharing of experiences will serve as inputs
as participants think of how they can further improve their LAC sessions.
" Slide 24: Session 2 Mechanics
For this session, we will be working in sub-groups first, then each sub-group will be
sharing to the plenary.
Materials and
equipment needed for
the session:
• Laptop
• LCD projector
• Pentel pens (1 for each
subgroup)
• Masking tape
• Metacards or strips of
paper (a set for each
subgroup and many extra
sets with the Lead
Facilitator)
• Manila paper
Powerpoint:
BasaLAC Refresher
Give the following instructions:
1. You are already divided into subgroups by table. There should be a maximum of 10
participants only per table.
2. We will be using your responses to the homework assigned to you. Please bring it
out now if you wrote some notes and be ready to share. (Pause until homework is
retrieved.)
3. In your group, please assign a facilitator who will make sure each will get a turn at
sharing and that the sharing is clear to all, a documentor who will summarize what
has been shared, and a reporter who will share this summary to the plenary. (Pause
until assignments are done.)
4. For 15 minutes, in your subgroups, please take turns sharing your responses to
these questions (questions on Slide 26)
Read out the process questions below (which they had to answer as part of the prework) and show this slide as they discuss in their sub-groups:
! “Looking back at your own experience in facilitating BASA LAC sessions:
"Slide 25
1) What was the most satisfying, stimulating, and/or thought-provoking LAC session you
have ever conducted/facilitated (or even observed/participated in, if you were not the one
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doing the actual facilitation)?
2) Why was it satisfying, stimulating, and/or thought-provoking?
3) In this particular experience, how did you (or the facilitator) manage the session, what
facilitation skills were demonstrated, and what helped the teachers to be more engaged in
the discussion?
Instructions for the Lead Facilitator:
After 15 minutes, call the entire cluster together. Devote the next 20 minutes to
plenary sharing of group summaries (% Please ask a co-trainer to document the sharing
on Manila paper as you facilitate). You can ask all the reporters to come to the front.
Assign each reporter to one question (1, 2, or 3); s/he will only summarize the group’s
responses to that question. The other reporters will just add to what that reporter said
to avoid repetition of responses.
After the plenary sharing, spend 10 minutes to summarize the group sharing/output.
Using your co-trainer’s documentation, highlight the following areas:
Process Questions 1-2 will generate the high points and success factors they experienced
in facilitating LAC session; the elements that contributed to the satisfying and stimulating
experiences, make sure to highlight these.
Process Question 3 will generate the necessary (observable) skills in facilitation which
made the LAC session effective and other strategies employed which made the teachers
fully engaged in the process. Mention that these will be used in a later session (Session 3).
The summary needs to be cleaned up and be posted in the wall (% you can use
metacards to make the presentation more attractive and systematic). This way,
participants can refer to the lists during Session 3.
10:25 - 10:35 am COFFEE BREAK/BATHROOM BREAK
% Use this time to gather the role play actors for a quick review of their roles. You can
also request the training staff/venue staff to help you set up the fishbowl arrangement
(10 chairs in the center and the rest of the chairs will be arranged around the 10
chairs) at this time.
10:35- 11:25 am
" Slide 26: Session 3: Enhancing LAC Facilitation Skills
Materials and
equipment needed for
the session:
• Laptop
• LCD projector
• Trigger Video
Classroom Management:
Rules
! “Now that we’ve looked at your LAC successes, let’s now look at some facilitation
skills that can further contribute to your management of LAC sessions and make the
experience for you and your teachers even more fulfilling.”
Powerpoint:
Basa LAC Refresher
% Suggested breakdown for this 50-minute activity:
Objectives, review of Basa LACs, and mechanics: 13 minutes
Distribution of Facilitation Checklist and participants’ taking of their places: 7 minutes
Actual role play: 37 minutes, including 7-minute video
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Handout:
Facilitation Checklist
State the session objective as shown in Slide 27:
" Slide 27: Session Objective
Other Materials:
Role Play Guide Sheet
• Enhance facilitation skills in managing LAC sessions
Explain that this session will help them further strengthen their facilitation skills needed
for effective LAC sessions. Refer back to posted plenary summaries for Questions 1-3
created in Session 1. Ask participants to review the most satisfying and stimulating
experiences from Question 1. Briefly review the facilitation skills which were highlighted
in Question 3.
! “One effective strategy to facilitate learning the skills is to actually observe how they
are done and then practice them. This is exactly what we will do in this particular
session.
" Slide 28: Review of Basa Literacy LACs
! “Before we discuss the mechanics of the activity, let’s just do a quick review of Basa
Literacy LACs. This review will help us when we do the activity.
Given DepEd’s efforts to revive LACs, the recognition of the importance of on-going
teacher support in providing comprehensive professional development and the
premise that teachers learn best from their peers and share their most effective
strategies with their colleagues, Basa designed language and literacy LAC sessions for
Grades 1-3 teachers in 2014.
In November 2014 (in all divisions, except for San Fernando and Tagbilaran) and April
2015 (in San Fernando & Tagbilaran), Basa Pilipinas conducted a three-day training on
its LAC model and LAC facilitation for school heads. Basa also developed and
distributed materials for 12 literacy-focused LAC sessions, including 12 trigger videos
and the LAC Facilitator’s Guide.”
Slide 29: The Four Parts of a Basa LAC Session
! The facilitator’s guide consists of instructions on what to do before and during every
Learning Action Cell (LAC) session. Each session consists of four parts: 1) sharing
(animation: number 1 will fly in), 2) discussion of theme and topic (animation: number
2 will fly in), 3) activity (animation: number 3 will fly in), and 4) instructions about the
next LAC session (animation: number 4 will fly in).
% Very briefly describe each step (no need to go over the Before and After the meeting
descriptions):
1) Sharing session: Teachers share in pairs, grade groups, etc. pertaining to the new
materials, a new activity, a new approach they have tried.
2) Introduction of Topic: Trigger video/vignette, etc. is shown; questions in the LAC
Facilitator’s Guide are posed and discussion happens.
3) Activity: Each teacher looks at his or Revised TGs and selects lessons and/or activities
that s/he will apply based on what was discussed in part 2 (Introduction of Topic)—
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may be done individually, in pairs, or in groups.
4) Sharing What We Will Do: Each teacher shares what s/he is planning to do and
together, in small groups, they discuss and help each other identify what they will
collect in terms of the (learning) outcome. At the following session, they will share
their experiences, collected evidence and reflections on what they tried and how it
went.
" Slide 30: Mechanics
Now that we have reviewed what the Basa Literacy LAC is, let’s proceed to the
mechanics of the next activity.
We will have a role playing of a LAC session using classroom management as the LAC
topic. Participants have been pre-selected to perform certain roles, while the rest of the
members of the participants will serve as observers. The role of the observers is to be
fully present, open the ears, mind, heart and will.”
Distribute the Facilitation Checklist and emphasize that this list builds on the LAC Checklist
that was explained and used in the last LAC training. Mention that while you also have
participation features, today the focus is on facilitation features. Ask if these features are
clear.
Highlight that they have to take note of the facilitation skills being demonstrated. The
checklist will help them, but they have to be ready to supply the specific instances
wherein the skills were displayed as this will be discussed during the processing. In case
they observe good practices not on the list, they can add these features. That’s what the
blanks are for.
Mention that the video that will be used is a new trigger video. They will be receiving
USBs with three new trigger videos, all on Classroom Management , as well as the
accompanying guide for the videos by the end of the day.
! If the instructions are clear and you have no questions about the Facilitation features,
let’s proceed to the role play (actors take their places in the fishbowl arrangement
and start acting).
% Role play will use the Trigger Video Classroom Management: Rules as a springboard
for discussion so make sure it is ready before the actors take their places.
" Slide 31: Video: Classroom Management: Rules
# Watch the video: Classroom Management: Rules when the group of actors are already
done with the Sharing part.
% During the role play, refer to Role Play Guide Sheet and take down notes using the
Facilitation Checklist. Write your own observations– positives and areas of
improvement.
11:25-12:15 Processing of the Role Play
The Lead Facilitator acknowledges and thanks the performance of the LAC actors.
Remind them that they should not focus their observations on the actors but on the
practices/facilitating skills displayed.
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Give each sub-group time (10 minutes) to huddle within their group and share what they
observed in the role play. Remind them to use the checklist and specify actions/behaviors
that reflected the features observed. Show Slide 32 as a guide:
"Slide 32: Facilitation Skills Demonstrated in the Role Play: Subgroup discussion
! “Give 3-5 facilitation skills that you observed. Specify the situation for each skill.”
Once the sub-groups are done sharing, convene the entire group. Say that now we will
be sharing what we observed in the plenary.
"Slides 33-34: Facilitation Skills Demonstrated in the Role Play:
Plenary discussion
In the plenary, ask groups the following questions:
1. What specific facilitation skills were demonstrated by the LAC facilitator and
how did these skills contribute in facilitating and managing the LAC session?
You can call on group representatives to share some of what they discussed in
their sub-group.
Highlight the features on Slide 33-34 mentioned by the group
representatives (you can use a laser pointer if you have one).
Then ask the questions on Slide 35.
"Slide 35: Other Processing Questions for the Role Play
2. How did these skills contribute in facilitating and managing the LAC
session?
3. What do you think were some of the areas for improvement in the role
play (content and process)?
Spend more time highlighting the good practices observed and pointed out
by the participants as inputs to them for the simulation in the afternoon.
When the participants mention points for improvement, link them to the
good practices. As Lead Facilitator, you may add your own observations,
validate what has been shared, affirm participants’ observations and provide
additional inputs and insights.
Then, explain why the features are important. You may use the
following text to explain why the features are important:
1) “The first requirement for effective group discussion as a method for
development is a strong commitment to the belief in the importance and
value of the individual and a recognition that each member of the group
has a unique contribution to make that is shaped by his/her own
background, experience and beliefs.
When we speak of conducting effective group discussion we are speaking
about an approach and a technique that enables an organization to evoke
from the members the knowledge, judgement and creative insights applying
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these to well-defined questions or situations and thus providing an important
enzyme of growth of an organization.” (G. Z. Ortigas)
2) Facilitating group process just like the LAC session, would require from
the facilitators to possess the most basic communication functions, as follows
(Slide 36):
"Slide 36: Basic Communication Functions of a Facilitator
• Active Listening (connected to Item # 3 in Checklist)
• Reflecting Back (connected to Item #3 in Checklist)
• Clarifying (connected to Item # 14 in Checklist)
• Linking (connected to Item # 14 in Checklist)
• Conveying Acceptance (connected to Item #s 11&13 in Checklist)
• Achieving Humanness (connected to Item #s 11&13 in Checklist)
Active Listening: The LAC facilitator listens to both the content and feelings or
attitude as the member of the group expresses oneself to be able to fully
grasp the meaning of what is being shared.
Reflecting Back: The facilitator further checks the meaning for accuracy by
reflecting back or paraphrasing the essence of what was expressed; example:
as I understand you… or Did I hear you right when you said….
Clarifying: This clarifies the speaker’s thoughts, feelings and attitudes for the
speaker as well as for the group. This creates an environment whereby the
facilitator shows interest to what is being expressed by the members of the
group. This consistent showing of interest in the group members will
invariably encourage participation and free expression of ideas and concerns.
Linking: The facilitator also performs a linking function – connecting the dots
by linking the related ideas and what may initially appear as disparate
thoughts. The facilitator may call for a pause of a long discussion to link
these pertinent points in the discussion.. – there seems to be a lot of data
and information shared already, may I summarize what have just been shared
and see how we can connect this to our main LAC topic/ or issues raised
about grouping students… The linking function should be premised on the
recognition that each member’s contribution, no matter how trivial is
important to the speaker.
Conveying Acceptance: Conveying acceptance is a crucial function to maximize
participation within the group, using words, observable behaviors and actions
and avoiding evaluative words, speaks a minimum of ‘shoulds’ and ‘should
nots’, giving unsolicited advice and moralizing during the session.
Achieving Humanness: The 6th essential function is achieving humanness, being
sensitive to one’s own humanness as well as to the humanness of the other
members of the group. This would require appreciating group member’s
strengths, limitations, potentials and quickly affirming these in the group.
After explaining why the features are important, make sure you
emphasize these two points:
"Slide 37: The Importance of Modeling
Page | 12
!1) “If the group (LAC) facilitator consistently undertakes the above
mentioned functions, the members eventually learn and exhibit these skills
themselves. This will also allow the members to exhibit the warmth and
openness in the group and that the group possesses great potential and
that they can grow professionally within this group and perhaps even with
any other group.”
--Taken from the Group Process and the Inductive Method: Theory and
Practice in the Philippines by Carmela D. Ortigas
"Slide 38: The Importance of Being Concerned about the Process
! 2) “LAC session is a group process, hence the LAC facilitator must be
concerned about the content and the process. Content is about the LAC
topic and what the teachers are talking about in the actual session.
Process is about ‘how’ things are being done, the dynamics being observed
while the interaction is going on. It is important for the LAC facilitator to
be conscious of these two elements so that appropriate intervention can
be provided.”
--Taken from the Group Process and the Inductive Method: Theory and
Practice in the Philippines by Carmela D. Ortigas
12:15 – 1:00 p.m. Lunch
1:00-2:30 Session 4: Simulation Exercise: Facilitation Challenges
"Slide 39: Simulation Exercise: Facilitation Challenges
This morning, we observed 10 actors conducting a LAC session; this afternoon
all of us will be simulating LAC sessions.
Note to trainer: Since this activity has many components, the slides/
explanation for it will be divided into these components:
A.
B.
C.
D.
E.
Objectives (5 minutes)
Mechanics (10 minutes)
Instructions for task (in sub-groups)+ Actual Simulation (10+25 =35 minutes)
Processing (20 mins)
Plenary Discussion (10 mins)
"Slide 40: Objectives
! “The objective of the next activity is for us to apply the good facilitation practices we
witnessed this morning, as well as to think about how to deal with and maybe even
anticipate facilitation challenges.”
"Slide 41: Mechanics
Explain the grouping $ for the activity:
Materials and
equipment needed for
the session:
• Masking tape
• Two pieces of Manila
paper per subgroup (for
documenting the
discussion)
• Pentel pens (1 for each
subgroup)
• (optional) 2-3 Laptops
• (optional) 2-3 LCD
projectors
Handouts:
• Instructions for Facilitation
Challenges Activity (for
Basa staff in charge of the
groups)
• Vignette on Grouping (for
everyone)
• Dealing with Difficult
Participants (for everyone)
Powerpoint:
Basa LAC Refresher
Page | 13
1) For this activity, I will be making bigger sub-groups. Groups 1, 2, and 3 you will
be Group A. Groups 4, 5, and 6, you will be Group B. Etc.
2) To make our Simulation Exercise more conducive, each group will be assigned a
separate room. Group A will stay in ___. Etc.
3) Please go to your assigned rooms now. Further instructions will be given there.
"Slide 42: Instructions for each group
% Make sure that each group has a facilitator and documentor (can be one person). This
person can be a DepEd trainer or a Basa representative (as much as possible, LI
should not be facilitating /documenting during this activity!)
Additional
requirements:
One BASA team member
or DepEd trainer per group
to facilitate, observe, and
capture highlights of smallgroup discussion;
An extra room or two,
depending on the number
of participants (there will
be at least 2 break-out
groups).
Make sure you give each trainer/staff the Instructions for Facilitation Challenges Activity, as
well as copies of the Vignette on Grouping. The trainer/staff can also flash this slide as
the groups are doing their task (if possible, each room should have a laptop and LCD
projector):
Instructions for each group (c/o trainer/BASA staff assigned to the group):
1. “We will pretend that we are in a LAC session of a cluster of schools. We have read
this vignette and we are trying to answer the first two questions (% give the
participants copies of the vignette and a few minutes to go over the vignette)”:
Ms. Torres' second-grade pupils are working in groups in a Filipino class. Having
worked in groups several times before, most pupils understand their roles and the
class guidelines for working together (such as “Listen when someone is talking.”). Ms.
Torres notices that one group, Sandy, Anette, Ralph, and Manny’s group, is having
some problems. Only Anette is sitting down and writing something while the other
three are wandering around the room. Ms. Torres walks over to Sandy, Ralph, and
Manny and asks why they are not working with Anette. They say that Anette wants
to finish the task on her own and they have nothing to do.
As a group,
a) identify classroom rules for working in cooperative groups and how you remind
pupils of these rules.
b) discuss Anette's behavior. Is it disruptive or nondisruptive to her group? Why?
c) think of what you would do next if you were Ms. Torres.
2) “Now that we have read the vignette, let’s go back to the scenario of being in a
Cluster LAC. For our Cluster LAC, we will have 5 facilitators instead of having just
one. Each of the 5 will only facilitate 5 minutes of the discussion. Each facilitator will
also have a facilitation challenge---in dealing with your challenge, try to apply the
good practices we discussed earlier as some of them might help address the issue.
Who would like to be a facilitator? Remember, this is a chance to practice your
facilitation skills.
I would like to request the 5 volunteer facilitators to step out for 5 minutes as I
assign other roles to the rest of the LAC group.”
3) Once the facilitators are outside of the room, explain to the rest of the group the
Page | 14
challenge for each facilitator. Assign participants to play the roles indicated:
Challenges:
Facilitator 1: one participant is hogging “air time”
Facilitator 2: almost all the participants are hesitant to participate, no one volunteers
when the facilitator asks a question
Facilitator 3: 3-4 participants are talking loudly about something else
Facilitator 4: 5 participants come in late
Facilitator 5: one participant is disagreeing heatedly with one of your statements
4) Ask the volunteers to come back inside the room. Start by saying that we are going
to pretend that we are now in the Discussing a Topic part of the LAC (remind the
participants of the different steps in the Basa LAC sequence). Say that you will be
signaling to Facilitator #2 when it’s her/his turn. Ask Facilitator #1 to start the
discussion by asking the first question (i.e. As a group, identify classroom rules for
working in cooperative groups and how you remind pupils of these rules.)
After 5 minutes, ask Facilitator # 2 to take over, and so on.
5) Spend 25 minutes doing the simulation/role play.
6) Spend the next 20 minutes processing the simulation within each group.
7) As part of the skill practice in facilitation, invite one member of each group to act as
lead facilitator (those who have not played the role of LAC facilitator in the role
play) to process the simulation exercise, asking the following process questions (%
Please show this slide before the facilitator starts):
"Slides 43: Process Questions for Simulation, Part 1
• Were the facilitators able to handle the challenges? Which specific facilitation
skills were demonstrated by the LAC facilitators and how did these skills
contribute in addressing the challenges?
" Slide 44: Process Questions for Simulation, Part 2
•
How else can we address the following challenges:
a) someone is dominating the discussion
b) participants are not that participative and no one is volunteering to share
c) a group of participants disturb the discussion by discussing other things loudly
d) some participants come in late
e) disagreements become heated
" Slide 45: Process Questions for Simulation, Part 3
•
Are there any other facilitation challenges you have encountered while facilitating
your LAC sessions? How did you address the challenges?
•
In areas with DisLacs or LACs with many teachers, how have you addressed big
LAC groups, meaning with more than 40 participants?
% Each Basa staff member assigned to a sub-group will highlight 3-5 observations/
comments/realizations and give them to the Lead Facilitator.
Page | 15
In a plenary session, the Lead Facilitator will help process the simulation exercise by
summarizing the observations/comments/realizations given to him/her by her/his cotrainers/Basa staff members. You can choose to focus on common strategies
demonstrated/ mentioned to deal with certain challenges.
You can put the common observations/solutions, etc. on " Slide 46 as soon as you
get the highlights of the groups’ discussion.
" Slide 46: Summary of Session 4 (Blank slide!)
% After summarizing, distribute the handout Dealing with Difficult Participants and say that
they can add the solutions that their group thought of which aren’t on the handout.
2:30-3:00 Session 4 Conclusion and Deepening of Inputs
"Slide 47: Conclusion of Session 4
! “While it is important to know how to deal with facilitation challenges,
such as difficult participants, it is even better if we can try to prevent such
behaviors from occurring. One is by making sure that there are ground
rules and that they are clear to everyone. Remember what we discussed
earlier?
Secondly, you can anticipate disruptive behaviors by paying close
attention to the process. This is a reiteration of what we said earlier. For
example, by reflecting on the dynamics of a group, the atmosphere of
previous sessions, and the participation patterns of the members of the
LAC, you can already anticipate what strategy/ies to use in the next session/s, e.g.
whether you need to reiterate a rule, open the session with an icebreaker, or talk
with someone privately before the session begins.
Materials and
equipment needed for
the session:
• Laptop
• LCD projector
Powerpoint:
BasaLAC Refresher
Handout:
• Effective Facilitation
• Ticket to Leave
We will end this session with three final tips on facilitation:
"Slide 48: Three Final LAC Facilitation Tips
Explain these two tips provided by Basa and your own tip (for a total of three tips):
"Slide 49: Three Final LAC Facilitation Tips
Establish the connection of the LAC with the broader objective of further
improving the capacities of the teachers and the performance of the school
A LAC session should not be considered as a one-time event, it is part of a series of
program designed to enhance teachers’ competencies. Your teachers must be able to
appreciate this. So it is important that every time you open a LAC session you are able to
connect this to a bigger objective of improving the performance of the teachers and
consequently, the school.
Try having a co-facilitator
You may want to have a partner in facilitating certain LAC sessions. This can also be an
opportunity for the other teachers to gain experience and develop their skills in
facilitation. However, you need to prepare this beforehand. It is important that you
divide the responsibility, perhaps one is doing the actual facilitation of the session, and
your partner is focusing on the process, or you can also take turns in doing these tasks.
Page | 16
You should be able to show/demonstrate to your teachers that you and your partner
are working as a team, in this case what you will be doing is called team facilitation.
For the third tip, insert your own LAC facilitation tip (%There’s a blank space for
this part, so make sure you fill it in.) Explain why this tip is important and, if you
have an anecdote about doing this tip, go ahead and share the anecdote
briefly. The point is to show participants that you are a facilitator yourself and
that you have many experiences/tips to share too.
To summarize the good practices, the different facilitation strategies, as well as the tips,
please go over this handout and make sure to review this handout right before your
next LAC session.” (% Give Effective Facilitation handout.)
3:00-3:15
"Slide 50: Insights, meaningful takeaways, significant learning
Before proceeding to the action planning part, ask participants to fill out the Ticket to
Leave. Emphasize that they should write 2 or 3 realizations/insights: What were their main
takeaways and what will they be sharing with their colleagues?
Then lead facilitator asks 2-3 volunteers to share the insights, some meaningful take-aways
and significant learning they gained from the day’s session. Also ask them what they think
about the process that they went through.
3:15-4:10 Action Planning and FAQs
"Slide 51: Session 5: Action Planning
Explain that these learning and insights shared will have to be translated into actions
through the action planning.
Tell them that the next hour will be devoted to helping them craft their individual action
plans.
Further explain that the training being provided for all the school heads are professional
development interventions to help them build their professional competence as a School
Leader. Part of being a School Leader is reflecting continuously about one’s own skills and
competencies---that is why Part 1 of the Action Plan is really about self-assessment and
making your own personal plan.
Materials and
equipment needed for
the session:
• Laptop
• LCD projector
• Timer and bell/alarm
• Carbon paper
Powerpoint
presentation/s:
• Basa LAC Refresher
Handout:
• Action Planning Template
Explain the three parts of the Action Plan as reflected in Slides 52-54.
"Slide 52: Action Planning, Part 1
Read out the questions on the slide:
1. Assess your own facilitation abilities at this point using the Facilitation Checklist.
What do you do well? What would you like to do better?
Based on your own assessment of your top 2 areas that need further
improvement, list simple and doable action steps on how you can address these
areas, meaning what exactly will you do to address these. Think about what you
can actually accomplish in one school year. Developing facilitation skills takes time--
Page | 17
-your aim for this school year should be to make positive progress towards your
long-term goals. Based on your own competency assessment, prioritize a skill area
to work on for the next school year.
"Slide 53: Action Planning, Part 2
! “The second part of the action plan is asking you to list 2-3 improvements that you
will you initiate in your current LACs given your learning and insights from this
training, as well as asking for the kind of support you expect or you would like from
your PSDS in terms of your answer to #s 1&2 (in the Action Planning Template).”
List 2-3 improvements you will initiate in your current LACs, given your learning and
insights from this program.
What kind of support do you expect from your PSDS/would like from your PSDS in
terms of your growth as a facilitator and the 2-3 LAC-related improvements you
identified ?
"Slide 54: Action Planning, Part 3
As part of planning the next round of Basa LAC Data Collection, can you specify tentative
dates for your LAC sessions this school year (you may sit with other school heads if you
normally do a LAC with other schools, etc.)?
% Distribute the Action Planning Template; emphasize that this is an individual reflection
activity and that the participants have 20 minutes to think about the questions and fill
out the template. Give 2 copies of the Template to each participant. Give each one a
piece of carbon paper as well so that they can make two copies of the form (one
form they will keep, the other will be submitted to Basa).
"Slide 55: Sharing of Action Plans
$ After 20 minutes have passed, ask participants to find a partner. Ask them to assign
one person as Person A and one as Person B. For the first 5 minutes, Person A
shares and Person B listens. Then, the roles are reversed. Have a timer and bell/alarm
handy so that you can signal to participants when to reverse roles. Ask for two or
three participants to share in the plenary.
"Slide 56: The Value of Sharing in Pairs
Mention that having participants share in pairs before sharing with the entire
group is one way to have everyone participate.
Ask them to submit one copy of the Action Plan they made. The other copy is for
themselves/their schools, so that they are always reminded of their LAC-related plans.
Before closing the program, ask if they have any questions and clarifications. Discuss
FAQs (& ).
4:10-4:40 Closure
Materials and
equipment needed for
the session:
• Laptop
Page | 18
"Slide 57: Training Closure
• LCD projector
Training Wrap-up/Synthesis –Provide a summary/highlights
Powerpoint
of the training according to the training objectives,
presentation/s:
highlights the learning and insights as shared by the participants, &recognize the • Basa LAC Refresher
outputs generated by the participants
• FAQs
• Training Evaluation – Administer the post-test and the training evaluation
• Discussion on Basa LAC Documentation Form (with guidance from the TLs)
Handouts:
• Updates/announcements from BASA Pilipinas
• Post-test
• Distribution of certificates
• Evaluation Form
• Basa LAC Documentation
"Slide 58: Thank You!
Form
•
Thank the participants for their active participation in the day’s session! J Mention that
it was a fulfilling day for you as a facilitator because everyone was so
energetic/participants openly shared ideas and experiences/you learned so much from
their sharing, etc. (choose/supply the relevant reason/s).
Other Materials:
• Debriefing Form
4:40-6:00 Debriefing of trainers and other training staff
"Slide 59: Debriefing Questions
Page | 19
Basa Pilipinas
In Support of DepEd’s National Reading Program
LAC Refresher
Literacy LAC Data Collection:
Initial Findings
1
Basa Pilipinas
In Support of DepEd’s National Reading Program
Data Collection Questions
Design
1) Are the LAC sessions being regularly done (meaning one
LAC session per month)?
2) Are the Facilitator’s Guide and Trigger videos being
used? Is the sequence being followed?
3) Is the process managed well? Is there open sharing of
ideas & experiences? Is reflection encouraged? How do
school heads and teachers characterize their LAC
sessions?
4) What are the challenges in conducting LAC sessions?
5) What kind of support do school heads and teachers need
in conducting LAC sessions?
Basa Pilipinas
In Support of DepEd’s National Reading Program
Literacy LAC Data Collection Methodology
• 27 school/cluster/
district visits
• 27 observations
• 27 interviews with
LAC facilitators
• 27 interviews with
LAC members
(teachers)
3
1
Basa Pilipinas
In Support of DepEd’s National Reading Program
Range of Literacy LACs
• There is quite a range in the type/level of literacy
LAC sessions (school, cluster of schools, district,
or cluster of districts) and the number of
participants (from 3 to 63).
4
Basa Pilipinas
In Support of DepEd’s National Reading Program
Literacy LAC Process
• The Activity part (wherein teachers look at their
Revised Teacher’s Guides and select lessons and/or
activities where they will apply what has been
introduced & discussed—can be done individually,
in pairs, or small groups) was skipped 30 % of the
time.
5
Basa Pilipinas
In Support of DepEd’s National Reading Program
Literacy LAC as fulfilling
• Most facilitators value having literacy LAC
sessions; facilitation is fulfilling, sharing happens,
and it’s a learning experience. Facilitation is also
an area they want to improve on.
• For the LAC members/teachers, sharing of one’s
practices and getting (teaching) ideas from others
is the best thing about being part of the literacy
LAC. A few even mentioned that the sessions
have led to improved instruction.
6
2
Basa Pilipinas
In Support of DepEd’s National Reading Program
Literacy LAC Documentation
There are different ways of
documenting a LAC session.
Sometimes an attendance
list is passed around,
sometimes a documentor
records the minutes,
sometimes the BASA LAC
Documentation Form is used.
Sometimes all of the above
are done.
Basa Pilipinas
In Support of DepEd’s National Reading Program
Thank you!
Maraming salamat po!
Agyamanak!
Daghang salamat!
3
Basa Pilipinas
In Support of DepEd’s National Reading Program
BASA PILIPINAS
LAC Refresher Workshop
August-September 2015
Basa Pilipinas
In Support of DepEd’s National Reading Program
Opening Program
§
§
§
§
National Anthem
Opening Prayer
Introduction of Participants and Guests
Basa Overview
2
Basa Pilipinas
In Support of DepEd’s National Reading Program
Basa Program Overview
Project Duration: Jan 2013 - Dec 2016
• Objective 1: Improve reading skills for one million
early grades students
• Objective 2: Provide Technical Assistance (TA) to
DepEd on Language and Literacy (Grades 1 to 3)
3
1
Basa Pilipinas
In Support of DepEd’s National Reading Program
Learning Outcome
By the end of this day, you
will be able to develop
action steps on how to
further strengthen and
sustain LAC sessions for
the K-12 reading program.
4
Basa Pilipinas
In Support of DepEd’s National Reading Program
Enabling Objectives
§ Share experiences and
learn lessons from the roll
out of the action plan;
§ Discuss the effective
strategies on classroom
management and grouping
pupils for effective literacy
instruction; and
§ Enhance the participants’
skills on facilitating LAC
sessions
5
Basa Pilipinas
In Support of DepEd’s National Reading Program
Training Overview
Understand
Review
Observe
Apply
Grade 3
Listening
Stories and
Leveled
Readers
Action Plan
Implementation
Role Play:
Enhancing
LAC
Facilitation
Skills
Simulation:
LAC
Challenges
Action
Planning
6
2
Basa Pilipinas
In Support of DepEd’s National Reading Program
Schedule
7:30 - 8:00
8:00 - 8:20
8:20 - 8:40
Registration and Introductory Activities
Opening Program
Program Overview, Sharing of LAC Data
Collection Findings, Objectives, and Mechanics
8:40 - 9:40
Session 1: Getting to know the Teacher’s
Guides, Listening Stories, and Leveled Readers
9:40 - 10:25
Session 2: Review and Assessment Action Plan
Implementation
7
Basa Pilipinas
In Support of DepEd’s National Reading Program
Schedule, continued
10:25-12:15
1:00-2:30
Session 3: Enhancing LAC Facilitation Skills
LUNCH
Session 4: Simulation Exercise
2:30-3:00
Summary and Deepening of Inputs
3:00–4:00
Session 5: Action Planning
4:00-4:40
Program Wrap-up/FAQs/
Evaluation/Distribution of Certificates
12:15-1:00
8
Basa Pilipinas
In Support of DepEd’s National Reading Program
Session 1: Grade 3 Revised
Teacher’s Guides, Listening
Stories, and Leveled Readers
9a
3
Basa Pilipinas
In Support of DepEd’s National Reading Program
Session 1 Objectives
§ To become acquainted with
the Grade 3 Revised
Teacher’s Guides, Listening
Stories, and Leveled Readers;
and
§ To become acquainted with
informal assessment for
grouping pupils
10
Basa Pilipinas
In Support of DepEd’s National Reading Program
The Revised Teacher’s Guides
and the Leveled Readers
underwent a review and
approval process led by
DepED’s IMCS (Instructional
Materials Council
Secretariat).
11
Basa Pilipinas
In Support of DepEd’s National Reading Program
Grade 3 teachers will be receiving Revised
Teacher’s Guides, one for Filipino and one for
English each quarter.
12
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Basa Pilipinas
In Support of DepEd’s National Reading Program
Listening Stories and Leveled Readers
Pupils looking at
the
picture on the
book
cover while
listening to the
Listening Story
Pupils reading
13
Leveled Reader
Basa Pilipinas
In Support of DepEd’s National Reading Program
Listening Stories
Listening Stories are
planned oral
readings.
While the teacher reads
the Listening Story out
loud, the pupils benefit
from a visual support.
14
Basa Pilipinas
In Support of DepEd’s National Reading Program
Listening Stories: During Reading Activities
15
5
Basa Pilipinas
In Support of DepEd’s National Reading Program
Quick Review: Listening Stories
• Who reads the Listening Story?
• How does s/he read the Listening Story?
• Is there a picture with the Listening Story? Where
do you find it?
• What do the pupils do while the Listening Story is
being read?
• How is the Listening Story related to the Leveled
Reader? (not in video but mentioned earlier)
16
Basa Pilipinas
In Support of DepEd’s National Reading Program
Leveled Readers
• Leveled Readers are books that
students read.
• The lowest level of Leveled Readers
are simple with familiar, predictable,
repetitive and rhythmic language
patterns and a close relationship
between the words and the picture.
• As the books become more complex, readers are
challenged with texts that are less predictable and have
more complex language, less pictures, more print and more
demanding content.
17
Basa Pilipinas
In Support of DepEd’s National Reading Program
Leveled Readers and Grouping: How LRs are used
18
6
Basa Pilipinas
In Support of DepEd’s National Reading Program
Leveled Readers and Grouping: Grouping for
Guided Reading
19
Basa Pilipinas
In Support of DepEd’s National Reading Program
Guided Reading: Forming Groups
• Grouping is necessary in order meet instructional
needs of individual pupils.
• Teachers can form groups through careful observation
of pupils.
• Keeping notes or records of observations is very
helpful.
20
Basa Pilipinas
In Support of DepEd’s National Reading Program
Assessment Grid in English TG
21
7
Basa Pilipinas
In Support of DepEd’s National Reading Program
Session 2: Review and Assessment
of Action Plan Implementation
22a
Basa Pilipinas
In Support of DepEd’s National Reading Program
Session 2 Objective
To share experiences and learn lessons from
the roll out of the LAC action plan
23
Basa Pilipinas
In Support of DepEd’s National Reading Program
Session 2 Mechanics
• We will be working in sub-groups (10 participants only per
table).
• We will be using your responses to the homework assigned
to you.
• In your group, please assign a facilitator who will make sure
each will get a turn at sharing and that the sharing is clear
to all, a documentor who will summarize what has been
shared, and a reporter who will share this summary to the
plenary.
• For 15 minutes, in you subgroups, please take turns
sharing your responses to the questions in the homework. 24
8
Basa Pilipinas
In Support of DepEd’s National Reading Program
Process Questions for Session 2:
1. What was the most satisfying, stimulating, and/or
thought-provoking LAC session you have ever
conducted/facilitated (or even observed/participated in,
if you were not the one doing the actual facilitation)?
2. Why was it satisfying, stimulating, and/or thoughtprovoking?
3. In this particular experience, how did you (or the
facilitator) manage the session, what facilitation skills
were demonstrated, and what helped the teachers to
be more engaged in the discussion?
25
Basa Pilipinas
In Support of DepEd’s National Reading Program
Session 3: Enhancing
LAC Facilitation Skills
26a
Basa Pilipinas
In Support of DepEd’s National Reading Program
Session 3 Objective
To enhance
facilitation skills in
managing
LAC sessions
27
9
Basa Pilipinas
In Support of DepEd’s National Reading Program
Review: What are Basa Literacy LACs?
• Basa Literacy LACs are school-based/cluster-based/districtbased professional dialogues that help teachers review and
continuously improve their literacy/language lesson plans,
lesson delivery, including engagement and assessment of pupils.
• Inspired by the DepEd practice of doing LAC sessions, Basa
Literacy LACs adhere to the creation of a conducive
atmosphere for learning exchanges to happen among the
teachers.
• It makes use of a LAC Facilitator’s Guide with detailed mechanics
and processes. There are some predetermined topics per LAC
session (reflected in the trigger videos) but other topics can be
discussed as the need arises.
28
Basa Pilipinas
In Support of DepEd’s National Reading Program
Basa Pilipinas
In Support of DepEd’s National Reading Program
Session 3 Mechanics
• 10 participants have been pre-selected to perform
certain roles.
• The rest will serve as observers and will use the
Facilitation Checklist to take note of the facilitation skills
demonstrated in the role play (Remember the
fishbowl method use in the previous LAC training?).
• Apart from skills demonstrated, observers also have
to pay attention to how the skills were demonstrated
and in which context/s.
30
10
Basa Pilipinas
In Support of DepEd’s National Reading Program
Classroom Management: Rules
31
Basa Pilipinas
In Support of DepEd’s National Reading Program
Facilitation Skills Demonstrated
In your sub-group, each gives 3-5 facilitation skills
that s/he has observed and the situation wherein
these were observed.
What are the common skills observed in your subgroup?
32
Basa Pilipinas
In Support of DepEd’s National Reading Program
Facilitation Skills Demonstrated (Plenary), Part 1
1. Which skills were demonstrated by the LAC Facilitator?
1. Ensures availability of materials/equipment/facilities
2. Reminds teachers about ground rules
3. Emphasizes the importance of/models active listening and respecting others’ ideas
4. Makes sure that all group members have an opportunity to participate
5. Begins the session with an icebreaker that allows participants to share something about themselves in a non-threatening,
enjoyable way
6. Makes sure that whenever there is group work, group members have clear roles
7. Gives clear directions for all activities so that participants will not be confused and lose interest
8. Walks about the room with energy; walks towards the participants as teachers/participants respond to questions or make
comments
11
Basa Pilipinas
In Support of DepEd’s National Reading Program
Facilitation Skills Demonstrated (Plenary), Part 2
, continued
9. Avoids allowing just a few group members to monopolize "air time"
10. Keeps the group on the topic and focused
11. Resists the urge to "teach"—listens, talks with, and learns something from the teachers/participants and their
experiences instead
12. Watches nonverbal cues in the form of body movement, facial expression, and gesture (may indicate loss of attention,
confusion, or discontent) to know when to take a break, change the pace, change the topic, etc.
13. Deals with misinformation in a positive and constructive way
14. Brings ideas together; highlights certain points made before the end of the session
15. Has the group members share one new thing they learned or something they may do differently at the end of the session
16. Keeps track of time; starts and ends on time
17. Monitors the group dynamics (e.g. who is being listened to by others every time s/he talks, who encourages others to
share/give their ideas, who always disagrees), and participation/non-participation of members (who talks the most, who is
always doing something else at the back) and makes the appropriate intervention when needed.
Basa Pilipinas
In Support of DepEd’s National Reading Program
Facilitation Skills Demonstrated (Plenary), Part 3
2. How did these skills contribute in facilitating and
managing the LAC session?
3. What do you think were some of the areas for
improvement in the role play (content and process)?
35
Basa Pilipinas
In Support of DepEd’s National Reading Program
Basic Communication Functions of a Facilitator
§
§
§
§
§
§
Active listening
Reflecting back
Clarifying
Linking
Conveying acceptance
Achieving humanness
Source: Group Process and the Induc1ve Method: Theory and Prac1ce in the Philippines by Carmela D. Or1gas
12
Basa Pilipinas
In Support of DepEd’s National Reading Program
The Importance of Modeling
“If the group (LAC) facilitator consistently
undertakes the above mentioned functions, the
members eventually learn and exhibit these
skills themselves. This will also allow the
members to exhibit the warmth and
openness in the group and to realize that they
can grow professionally within this group and
perhaps with any other group.”
Source: Group Process and the Induc1ve Method: Theory and Prac1ce in the Philippines by Carmela D.
Or1gas
37
Basa Pilipinas
In Support of DepEd’s National Reading Program
The Importance of Being Concerned About the
Process
“LAC session is a group process, hence the LAC
facilitator must be concerned about the content and
process. Content is about the LAC topic and what the
teachers are talking about in the actual session. Process
is about “how” things are being in done, the
dynamics being observed while the interaction is
going on. It is important for the LAC facilitator to be
conscious of the these two elements so that appropriate
intervention can be provided.”
38
Source: Group Process and the Induc1ve Method: Theory and Prac1ce in the Philippines by Carmela D. Or1gas
Basa Pilipinas
In Support of DepEd’s National Reading Program
Session 4
Simulation Exercise:
Facilitation Challenges
13
Basa Pilipinas
In Support of DepEd’s National Reading Program
Session 4 Objectives
To apply the good
facilitation practices
we witnessed this
morning, as well as to
think about how to
deal with and maybe
even anticipate
facilitation challenges
40
Basa Pilipinas
In Support of DepEd’s National Reading Program
Session 4 Mechanics
• Each group will be made up of 20-30 participants.
• Each group will be led by one trainer (there will
also be one documentor per group).
• The trainer will be the one to explain to his/her
group the mechanics of the activity.
• The group will have 55 minutes to do the
simulation and processing. As soon as you are
done, you can have a 10-minute merienda.
• We will resume at 2:30 (plenary session).
41
Basa Pilipinas
In Support of DepEd’s National Reading Program
Group simulation
• Cluster LAC session
• Vignette on Grouping
• 5 facilitators to facilitate 3-5 minutes of discussion
(Introduction of Topic)
• Processing within each group (see Process Questions on
next slide)
42
14
Basa Pilipinas
In Support of DepEd’s National Reading Program
Process questions (to be discussed within group)
§ Were the facilitators able to handle the
challenges? Which specific facilitation skills were
demonstrated by the LAC facilitators and how did
these skills contribute in addressing the
challenges?
43
Basa Pilipinas
In Support of DepEd’s National Reading Program
Process questions (to be discussed within group)
§ How else can we address the following challenges:
a) someone is dominating the discussion
b) participants are not that participative and no one
is volunteering to share
c) a group of participants disturb the discussion by
discussing other things loudly
d) some participants come in late
e) disagreements become heated
44
Basa Pilipinas
In Support of DepEd’s National Reading Program
Process Questions: (to be discussed within
group):
§ Are there any other facilitation challenges you
have encountered while facilitating your LAC
sessions? How did you address the challenges?
§ In areas with DisLACs or LACs with many
teachers, how have you addressed big LAC
groups, meaning with more than 40 participants?
45
15
Basa Pilipinas
In Support of DepEd’s National Reading Program
Summary of Session 4
• (Please put here the most common themes/ways of
dealing with challenges.)
46
Basa Pilipinas
In Support of DepEd’s National Reading Program
Conclusion of Session 4
• Benjamin Franklin said that “An ounce of prevention
is worth a pound of cure.” This is why making sure
that there are ground rules and that they are
clear to everyone is very important.
• Pay attention to the PROCESS! Remember that,
AT ITS HEART, facilitating is about
promoting participation, ensuring equity,
and building trust. When a facilitator is able to
do this, difficult behaviors don’t occur as often. 47
Basa Pilipinas
In Support of DepEd’s National Reading Program
A Few More Facilitation Tips
(before we end!)
16
Basa Pilipinas
In Support of DepEd’s National Reading Program
Final facilitation tips:
§ Establish connec@on of LAC session with the broader
objec@ve of further improving the capaci@es of the
teachers and the performance of the school.
§ Try having a co-facilitator.
§ (Insert your @p here)
_______________________________________________
_______________________________________________
_______________________________________________
49
Basa Pilipinas
In Support of DepEd’s National Reading Program
Pause and Reflect
Write down any “Aha! Moments” or questions that
you still have on your Ticket to Leave handout.
If there is one thing I will remember about the
training today, it is ________________.
When I go back to my school, I will share this with a
colleague:
______________________________________.
50
Basa Pilipinas
In Support of DepEd’s National Reading Program
Session 5: Action Planning
17
Basa Pilipinas
In Support of DepEd’s National Reading Program
Part 1 Action Plan
§ Assess your own facilitation abilities at this point
using the LAC Facilitation Checklist. What do
you do well? What would you like to do better?
§ Based on your own assessment of your top 2
areas that need further improvement, list simple
and doable action steps on how you can address
these areas, meaning what exactly will you do to
address these. Think about what you can actually
accomplish in one school year.
52
Basa Pilipinas
In Support of DepEd’s National Reading Program
Part 22 Action
Action Plan
Plan
Part
§ List down at least 2-3 improvements you will
initiate in your current school-based LACs given
your learning and insights from this program.
§ What kind of support do you expect from your
PSDS/would like from your PSDS in terms of your
growth as a facilitator and the 2-3 LAC-related
improvements you identified?
53
Basa Pilipinas
In Support of DepEd’s National Reading Program
Part 3 Action Plan
• As part of planning the next round of Basa LAC
Data Collection, can you specify tentative dates
for your LAC sessions (you may sit with other
school heads if you normally do a LAC with other
schools, etc.)
54
18
Basa Pilipinas
In Support of DepEd’s National Reading Program
Sharing of action plans
• Find a partner. The one with longer hair is
Partner A. The other one is Partner B.
• For the first 5 minutes, Partner A shares his/
her answers to # 2. Partner B listens.
• Then, roles are reversed and Partner B shares
his/her answers to # 2. Partner A listens.
• Is there anyone who would like to share
what s/he shared to his/her partner?
55
Basa Pilipinas
In Support of DepEd’s National Reading Program
The value of pair work/sharing in pairs
• Having participants share in pairs is one way of
ensuring that everyone participates.
• Sharing in pairs is also a way to warm up
participants so that they will be less hesitant to
share their experiences/ideas with the entire
group.
Basa Pilipinas
In Support of DepEd’s National Reading Program
Training Closure
•
•
•
•
•
•
Training Wrap-up/Synthesis
Post-test
Training Evaluation
New LAC Documentation Form
New Important Steps from BASA Pilipinas Project
Distribution of Certificates
19
Basa Pilipinas
In Support of DepEd’s National Reading Program
Thank you!
Maraming salamat po!
Agyamanak!
58
Daghang salamat!
Basa Pilipinas
In Support of DepEd’s National Reading Program
Debriefing of trainers and other training staff
1. What would you do again as a trainer that you
found effective? Give 3-5 Do’s.
2. What would you not do again as a trainer? Give 3-5
Don’ts.
3. Other recommendations for future trainings
59
20
Basa Pilipinas
In support of DepEd’s National Reading Program
LAC Refresher
August 2015
Facilitation Self-Assessment
Please complete this before the workshop starts.
COMPETENCY
I can do
this very
well.
(Expert)
I can do this
but I need to
learn more
and improve.
(Practitioner)
I am
learning
how to do
this.
(Apprentice)
I cannot
do this
yet.
(Novice)
1. Ensures availability of materials/
equipment/facilities
2. Reminds teachers about ground
rules
3. Emphasizes the importance
of/models active listening and
respecting others’ ideas
4. Makes sure that all group members
have an opportunity to participate
5. Begins the session with an
icebreaker that allows participants
to share something about
themselves in a non-threatening,
enjoyable way
6. Makes sure that whenever there is
group work, group members have
clear roles
7. Gives clear directions for all
activities so that participants will
not be confused and lose interest
8. Walks about the room with energy;
walks towards the participants as
teachers/participants respond to
questions or make comments
9. Avoids allowing just a few group
members to monopolize "air time"
10. Keeps the group on the topic and
focused
11. Resists the urge to "teach"--listens, talks with, and learns
something from the
teachers/participants and their
experiences instead
Effective Literacy Instruction Ÿ Trainer’s Debriefing
1
12. Watches non-verbal
cues in the form of body
movement, facial expression, and
gesture (may indicate
loss of attention, confusion, or
discontent) to know when to take a
break, change the pace, change
the topic, etc.
13. Deals with misinformation in a
positive and constructive way
14. Brings ideas together; highlights
certain points made before the end
of the session
15. Has the group members share one
new thing they learned or
something they may do differently
at the end of the session
16. Keeps track of time; starts and ends
on time
17. Monitors the group dynamics (e.g.
who is being listened to by others
every time s/he talks, who
encourages others to share/give
their ideas, who always disagrees),
and participation/non-participation
of members (who talks the most,
who is always doing something else
at the back) and makes the
appropriate intervention when
needed.
Effective Literacy Instruction Ÿ Trainer’s Debriefing
2
BasaPilipinas
In support of DepEd’s National Reading Program
LAC Refresher
August 2015
Additional Notes regarding the Leveled Readers
Note to Teacher:
1. Each title of the Leveled Reader has two levels. To identify one level from the other, look at the back cover where the Grade level
is indicated. The higher and relatively more complex level is signified by a double dot, while the relatively lower level is signified by a
single dot. These look like the following:
Relatively lower level of Leveled
Reader
Relatively higher level of Leveled
Reader
2. During the Listening Story, for the first week, the pupils will look at the illustration on the front cover. On the second week, the
pupils look at the illustration on the right inside cover. For Weeks 17 – 19, pupils look at the illustration on front cover for Week
17. For Week 18, they look at the illustration on the inside right back cover (page 37). For Week 19, they look at the illustration on
the inside left back cover (page 36).
Ask pupils to move to groups. Group 1 sits on one side of the room and Group 2 on the other side. Pupils should
also sit with their reading partners. Remind pupils to use soft voices when working in groups.
Group 1
Teacher listens to Group 1 read while Group 2 reads with partner.
While pupils are reading the Leveled Readers, the teacher listens to the
pupils read in pairs in Group 1. The teacher helps pupils that are stuck
on a word, by helping them sound out the word or by pointing to the
picture to help the reader make connection between the word and the
illustration.
Group 2
Pupils read the text in pairs.
Pupils who are not yet able to read the text can preview the story by
looking and talking about the pictures.
Once they have finished reading, teacher lets them think of 3 events
that will happen next and they write on their notebooks.
For succeeding weeks where pupils do a reading response for stories
read the previous day, teacher lets pupils share their reading responses
with partners.
Teacher asks pupils in Group 1 to share their work and conducts
leveled reading lesson with them.
Teacher goes through the story page by page, letting them find certain
words.
Pupils take turns reading to each other in pairs.
Teacher goes around and asks pupils to read different
pages from the book.
Then, teacher conducts echo reading where he or she
reads first and the pupils follow.
Teacher lets pupils answer questions about the story.
Examples:
What is the story about?
What is your favorite part?
Teacher lets pupils write their answers and draw on
their notebooks.
More Notes to Teacher:
1. The teacher spends more time with the struggling readers and assigns them tasks that are a little easier. For example, where the teacher
may ask Group 2 pupils to write 4 or 5 sentences on a topic, he or she may ask Group 1 pupils to only write 2 or 3 sentences.
2. Teacher follows the same structure for conducting guided reading session of Leveled Readers for Days 2 and 4 throughout the quarter.
LAC Refresher
August 2015
Oral Reading Rating Scale
Directions: Ask a pupil to read his or her Leveled Reader out loud. If there are two
levels of the Leveled Reader, use the easier level. Listen for 1 minute and use the
following criteria* to note the quality of the oral reading—put a check mark in the
appropriate column (Observed vs. Not Observed).
If the “Observed Column” has the most checks, place pupil in the group reading the
more challenging text. If many of the reading behaviors are “Not Observed”, place the
pupil in a group reading the less challenging text.
Criterion
Observed
Not Observed
Makes few or no substitutions**, omissions , or insertions.
Tries to self-correct if word doesn’t make sense or sound
right
Pays attention to punctuation at the end of a sentence
Reads smoothly without frequent pauses
Reads with expression
Note: You can also ask one or two comprehension questions if you have time.
*Table is from Assessment in Early Childhood Education (6th edition).
**1. Substitutions are when a pupil replaces a word in the text with another word. For example,
when a pupil reads the word huge as hug.
2. Omissions are when a pupil skips a word/s or leaves a word out. For example, when a pupil
reads My cat has big ears as My cat has ears.
3. Insertions are when a pupil puts an extra word into the sentence. For example, when a pupil
reads My cat has big ears as My cat has very big ears.
Basa Pilipinas
In support of DepEd’s National Reading Program
LAC Refresher
August 2015
Dealing with Difficult Participants
1. Don’t ignore behavior issues! Try to refer to ground rules or walk close to the person and facilitate
from that area.
2. To deal with participants who talk too much, try the following:
a) Go around the group, giving each participant a chance to talk.
b) Acknowledge the comment the participant made, and then involve others, e.g. “Allan, that was
an interesting insight. Kathy, what are your views on this issue?”
c) Before the LAC session, enlist the help of the excessive talker in encouraging the silent
participants to open up.
d) At the start of the session, establish equal participation by all members as a group agreement or
a ground rule.
3. To deal with participants who talk too little, try the following:
a) Reduce the anxiety level by using an alternative format. For example, break the large group into
dyads for preliminary sharing of ideas. Then, ask each pair to summarize their discussion.
b) Ask the participants to write their concerns, ideas, suggestions, or whatever on metacards
(colored pieces of paper or index cards). Then, ask the group to cluster these cards and
organize them into themes.
c) Direct questions to the silent participant–ask questions related to his/her areas of expertise and
interest.
d) Call on the silent participant by name. Frequently use the name of this participant.
4. To deal with participants who give negative/cynical comments or who demonstrate disagreement via
dramatic nonverbal signals, try to:
a) Ask participant directly to explain his/her negativity/disagreement
b) Take a break and ask the participant privately if there’s anything bothering him/her, etc.
5. To deal with side conversations, you can
a) Pause and wait while looking at the participants having the side connversation
b) Ask one of those having a side conversation a question
c) Ask those having the conversation if it’s related to the topic and, if not, to please wait until the
break/until session is over
6. Dealing with latecomers depends on the circumstance/s of their being late. If it’s someone who is
usually on time but suddenly had to attend an emergency meeting before the session, greet him/her and
assign a buddy to help him/her catch up. For someone who is always late, check in with him/her during
the break to determine the cause. In any case, you should always start on time J.
BasaPilipinas
In support of DepEd’s National Reading Program
LAC Refresher
August 2015
Effective Facilitation Handout
Verbal Communication
In verbal communication, the tone of one's voice can display different emotions, even when the words
are the same. How things are said is very important to engage participants. In order to capture and
maintain the interest of participants, the facilitator should:
•
•
•
•
•
•
•
Vary the pitch, tone and volume of the voice to emphasize important points. Avoid monotone
speech which will cause boredom no matter how important the content.
Vary the pace and delivery. Make important points slowly and cover less important material quickly.
Use terms that are familiar and easily understood by participants.
Communicate on a personal level with as many of the participants as possible by using their names.
Try to incorporate participants’ ideas and examples. Remembering a participant's comments, either
from a previous session or from outside the training environment, will encourage participants’
interest and further participation.
Avoid repeating words and phrases such as "Do you understand?". These can be extremely annoying
after a short period of time.
Try to make logical and smooth transitions between sections of the meeting. Where possible, link
topics so that the concluding review or summary of one section introduces the next. In any case,
clearly state the beginning of a new section and use visual aids (chalk or writing board or flip chart)
to show it. Abrupt transitions between sections can cause confusion.
Take the time to give clear directions for all activities so that participants will not be confused and
lose interest. Participants should not have to wonder what comes next, what they are supposed to
do, or how activities will be conducted.
Nonverbal Communication
Nonverbal communication is as important as verbal communication. Such things as eye contact, body
language, and movement about the room, as well as several other important factors, can have a
significant impact on establishing and maintaining a positive learning climate.
To use nonverbal communication effectively:
•
•
•
Remember the importance of a first impression. Even though you know the participants, how you
greet them and begin the meeting sends an initial "message" that sets the tone for the meeting and
meetings to come.
Use eye contact to "read" faces. This is an excellent technique for establishing rapport, detecting
understanding or confusion, and getting feedback.
Look available and attentive. You can do this by:
-looking at the speaker directly
-putting aside distracting thoughts
-not mentally preparing a rebuttal
-avoiding being distracted by environmental factors, for example, side conversations
•
•
•
•
•
•
•
Smile and use other positive facial expressions to aid in the process of communication.
Note your posture and make sure it is open and inviting.
Walk about the room as you make your points. A skilled facilitator coordinates movements and
gestures with instructional delivery. Be energetic.
Walk towards the participants as they respond to questions or make comments. A slow nodding of
the head while maintaining eye contact demonstrates interest and encourages active participant
involvement and risk taking.
Avoid distracting gestures or body language, such as fidgeting, excessive pacing, jiggling keys or coins
in pockets, or playing with chalk or marking pens.
Limit the use of desks that establish an artificial barrier between you and the participants.
Display enthusiasm about the topic. It helps convey its importance. Energy and excitement are
contagious and directly affect the enthusiasm of participants.
EFFECTIVE FACILITATORS
An effective facilitator…
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
…moves among participants that makes all feel included, or invites them to form a circle or groups
if possible
…looks at the whole room when s/he asks a question and makes eye contact with whoever is
speaking.
…uses names of people.
…refers to earlier ideas, and tries to attribute them to who said them.
…waits a moment after a question to allow everyone to think.
…asks and answers questions in a respectful and non-judgmental manner. Participants should feel
comfortable answering and asking questions.
…listens to the participants and encourages other people to listen. Participants must feel that it is
worth participating.
…asks the person who is speaking to specify, clarify, or give an example.
…encourages participants to respond or add to the comments of others. Poses follow-up questions
and involves participants: Are you okay? Who wants to add?
…selects a participant to start when several participants want to speak, but tells the others that
they will have the opportunity to express themselves later.
…summarizes briefly the discussion from time to time or asks a participant to do so.
…keeps participants on topic.
…uses open-ended questions (questions not answerable by a simple "yes" or "no").
…checks if everyone understands: “Did everyone understand what he said? Who can summarize
what she said?”
…keeps his/her opinion outside the discussion as much as possible, in order to highlight the
reflections made by the participants.
Basa Pilipinas
In support of DepEd’s National Reading Program
LAC Refresher
August 2015
Action Planning Template for School Heads
1. Assess your own facilitation abilities at this point using the Facilitation Self-Assessment/Checklist.
What do you do well? (2-3 areas)
What would you like to do better? (2-3 areas)
Based on your own assessment of your top 2 areas that need further improvement, list simple and
doable action steps on how you can address these areas, meaning what exactly will you do to address
these. Think about what you can actually accomplish in one school year. Developing facilitation skills
takes time---your aim for this school year should be to make positive progress towards your long-term
goals. Based on your own competency assessment, prioritize a skill area to work on for the next school
year.
Top 2 areas that need further improvement:
How will I address Area 1 (
) this school year?
How will I address Area II (
) this school year?
Whom can I tap as my mentor?
Whom can I tap as my co-facilitator?
2. List two improvements you will initiate in your current LACs given your learning and insights from
this program.
3. What kind of support do you expect from your PSDS for your answers in Nos. 1&2?
4. As part of planning the next round of Basa LAC Data Collection, can you specify tentative dates for
your LAC sessions (you may sit with other school heads if you normally do a LAC with other
schools/DisLACs)?
Basa Pilipinas
In support of DepEd’s National Reading Program
LAC Refresher
August 2015
Action Planning Template for Supervisors
1. What is your role in the implementation of LACs? What is your current practice?
2. What were/are some of your concerns?
3. How did you address these concerns?
4. What kind of support have you extended for the efficient and effective implementation of the LAC? Give 2-3
specific examples.
5. What then is your action plan to ensure the efficient and effective implementation of LAC? Limit your
answers to just 2-3 specific doable suggestions (You may want to focus on continuing to provide support to
school heads as they implement LACs and/or monitoring and evaluation of LACs.)
Basa Pilipinas
In support of DepEd’s National Reading Program
LAC Refresher
August 2015
LAC Session Checklist for Facilitation
Please put a check beside the features you observe. These features build on the LAC Session Checklist
discussed in the last LAC training. Note that you can add features which are not in this checklist.
Feature
1. Ensures availability of materials/equipment/facilities
2. Reminds teachers about ground rules
3. Emphasizes the importance of/models active listening and respecting others’ ideas
4. Makes sure that all group members have an opportunity to participate
5. Begins the session with an icebreaker that allows participants to share something about
themselves in a non-threatening, enjoyable way
6. Makes sure that whenever there is group work, group members have clear roles
7. Gives clear directions for all activities so that participants will not be confused and lose
interest
8. Walks about the room with energy; walks towards the participants as
teachers/participants respond to questions or make comments
9. Avoids allowing just a few group members to monopolize "air time"
10. Keeps the group on the topic and focused
11. Resists the urge to "teach"—listens, talks with, and learns something from the
teachers/participants and their experiences instead
12. Watches nonverbal cues in the form of body movement, facial expression, and gesture
(may indicate loss of attention, confusion, or discontent) to know when to take a break,
change the pace, change the topic, etc.
13. Deals with misinformation in a positive and constructive way
14. Brings ideas together; highlights certain points made before the end of the session
15. Has the group members share one new thing they learned or something they may do
differently at the end of the session
Specific Instance
16. Keeps track of time; starts and ends on time
17. Monitors the group dynamics (e.g. who is being listened to by others every time s/he
talks, who encourages others to share/give their ideas, who always disagrees), and
participation/non-participation of members (who talks the most, who is always doing
something else at the back) and makes the appropriate intervention when needed
18.
19.
20.
LAC Session Checklist for Participation
Participants…
1. Arrive and depart at the agreed upon time
2. Arrive prepared to share (meaning they reviewed their lesson plans, thought about the week’s lessons and
activities)
3. Openly share classroom practices, strategies, and challenges
4. Provide useful ideas when participating in the group discussion
5. Consistently stay focused on the task and what needs to be done—are very self-directed
6. Assume leadership in an appropriate way when necessary by helping the group stay on track, encouraging
group participation, posing solutions to problems, and having a positive attitude
7. Listen carefully to others’ ideas
8. Know when to listen, when to speak, and how much to say
9. Raise thoughtful questions; analyze relevant issues, and builds on others’ ideas
10. Use Teacher’s Guides to engage in Activity portion of the session
11.
12.
13.
Basa Pilipinas
In support of DepEd’s National Reading Program
LAC Refresher
August 2015
Facilitation Self-Assessment
Please complete this after the workshop starts.
COMPETENCY
I can do
this very
well.
(Expert)
I can do this
but I need to
learn more
and improve.
(Practitioner)
I am
learning
how to do
this.
(Apprentice)
I cannot
do this
yet.
(Novice)
1. Ensures availability of materials/
equipment/facilities
2. Reminds teachers about ground
rules
3. Emphasizes the importance
of/models active listening and
respecting others’ ideas
4. Makes sure that all group members
have an opportunity to participate
5. Begins the session with an
icebreaker that allows participants
to share something about
themselves in a non-threatening,
enjoyable way
6. Makes sure that whenever there is
group work, group members have
clear roles
7. Gives clear directions for all
activities so that participants will
not be confused and lose interest
8. Walks about the room with energy;
walks towards the participants as
teachers/participants respond to
questions or make comments
9. Avoids allowing just a few group
members to monopolize "air time"
10. Keeps the group on the topic and
focused
11. Resists the urge to "teach"--listens, talks with, and learns
something from the
teachers/participants and their
experiences instead
Effective Literacy Instruction Ÿ Trainer’s Debriefing
1
12. Watches non-verbal
cues in the form of body
movement, facial expression, and
gesture (may indicate
loss of attention, confusion, or
discontent) to know when to take a
break, change the pace, change
the topic, etc.
13. Deals with misinformation in a
positive and constructive way
14. Brings ideas together; highlights
certain points made before the end
of the session
15. Has the group members share one
new thing they learned or
something they may do differently
at the end of the session
16. Keeps track of time; starts and ends
on time
17. Monitors the group dynamics (e.g.
who is being listened to by others
every time s/he talks, who
encourages others to share/give
their ideas, who always disagrees),
and participation/non-participation
of members (who talks the most,
who is always doing something else
at the back) and makes the
appropriate intervention when
needed.
Effective Literacy Instruction Ÿ Trainer’s Debriefing
2
Role sheet for role play
Scenario: LAC Session on Classroom Management: Rules
School Head – LAC Facilitator
You are the school head of a small school with 30 teachers and 3 non-teaching staff. At the
beginning of the school year, you have already included as part of the school calendar the regular
conduct of the LAC session. This is set every fourth Friday of the month from 2:30-4:30 in the
afternoon where the first hour is devoted to a Basa LAC session for Grades 1- 3. This involves a
total of 9 teachers, including the 2 Master Teachers. Everyone is aware of the topic to be
covered every session and this is also posted in the school bulletin board.
As a school head, you look at LAC session as a time to be closer with your teachers, get to know
their specific concerns about the topic, and help each other enhance each others’ teaching-learning
practice. All these excite you and you always look forward conducting a LAC session, so you
always come prepared. You have observed your teachers in class and for those whom you have
not visited you made sure that you have the observation notes from their grade coordinators as
your reference in preparing for the session. Practically, you have an idea of the specific concerns
of your teachers, the difficulties that they are encountering about the topic and also where they
are comfortable already.
You normally start your session very light, even engaging them in informal talks about their families
and other non-school concerns or doing a short icebreaker in the beginning (or while waiting for
others), but you when see that it’s already 2:30 and everybody is around, you announce the start
of the session. Before you introduce the topic of the LAC session, you can ask someone
to summarize the topic/ s of the last LAC session, maybe even its discussion points.
In the beginning, make sure you remind teachers about ground rules.
You also follow the suggested steps in conducting LAC session based on the LAC Facilitators’ Guide
which are as follows (make sure that you have at least one extra Faci Guide and a few Revised
Teacher’s Guides for the role play):
§ Before the Meeting
§ Sharing Session
*Make sure that all group members have an opportunity to participate, either by having
the participants share in pairs/groups.
§ Introduction of Topic:
*Make sure that you give clear directions for all activities so that participants will not be
confused and lose interest:
1) Show the new trigger video on Classroom Management that will be given to you and
then divide the 9 teachers by grade level before they answer the questions in small groups.
2) Ask each group to share their TOP 5 RULES with the rest of the LAC (say that each
group has 2 minutes to share).
§ Activity (Think of how the teachers can apply what they learned in the discussion. Just give
the instructions for this part---e.g. whether they look at their Revised Teacher’s Guides in
pairs) and show the teachers doing the activity. This can last for 5 minutes or so. )
Role Play: LAC Session on Grouping Students
§
§
Sharing What We Will Do
*During this part, walk about the room with energy; walk towards the teachers/participants
when they share what they are going to do.
After the Meeting
*During this part, go from one group to another (maybe you can maintain the per-level
grouping in the beginning) just to show that you are answering questions, etc. This part will
also last for only 5 minutes.
Roles of Teachers
Teacher 1
You are a Grade 3 teacher. You were one of those observed by your school head who had some
difficulty in classroom management. You have never established classroom rules and usually just
scold your misbehaving pupils and to you this is just okay. When asked by the school head to
share your own classroom rules, you even volunteered to share that you don’t think establishing
rules are necessary. You point out that, by the third grade, pupils should know how to behave.
Teacher 2
You are a Grade 1 teacher and you are very open to new ideas. You always ask for suggestions
from your LAC leader/facilitator and from other teachers about what to do with your boys who
love getting out of their seats to sit beside their friends, but you sometimes engage yourself in
small discussion with your seatmate which distracts the LAC facilitator.
Teacher 3
You are a Grade 2 teacher and you came in 20 minutes late for the LAC session because you
forgot about it. When you arrive in the meeting venue, everyone notices you because you sat in
front. But you have the most substantive sharing about the topic because you have always valued
establishing rules in the beginning of the school year and you know how much rules have helped
you manage your classes. You have a poster of classroom rules in your classroom, as well as a
poster reminding the pupils what to do once they are finished with their seat work or quiz.
Teacher 4
You are a Grade 1 teacher and very new in the school. You hardly talk---you just nod your head
as a sign of agreement for every point being raised by the LAC leader/facilitator and other
members.
Teacher 5
You are a very active Grade 3 teacher, you eagerly share your strategies in the discussion and
sometimes you would even demonstrate how you are doing it in class during the LAC session.
Even the LAC leader would normally asks for your suggestions when some members are sharing
some of their difficulties in classroom management. When you talk everybody listens and
appreciates your suggestions. One suggestion you make is rules should be established from the
Role Play: LAC Session on Grouping Students
very beginning, like the first few days of class, and that one should be consistent in applying them
(If you say that pupils should raise their hands silently to share something/answer a question, then
you should not call on those who are shouting: “Teacher! Teacher!”).
Teacher 6
You are a Grade 2 teacher. You are known by the group as the problematic type. Every time you
speak, it is all about the problems you have encountered with your pupils, with your lesson, etc.
You also sometimes pretend to be listening in the discussion (when in fact you really are planning
what you will say next) and you always want to be seated in front so you can readily voice out
your problems and difficulties which are sometimes off track. One of the problems you mention is
that a boy and a girl seated together are always fighting in your class. The boy usually teases the
girl/pulls her hair/makes faces at her and the girl reacts by crying or by whining that the boy is
teasing her/pulling her hair/making faces at her. You say that maybe the boy needs to be
transferred to another class because he is always so “makulit” and that you have a hunch that he
has special needs), although you would also appreciate it if the girl is also transferred because she
makes a fuss about everything.
Teacher 7
You are a Grade 1 teacher, already 3 years in the post. You have a very good practice in
classroom management and this has been recognized by the school head when she observed you
the last time. Your school head requested you to share your good practices during the LAC
session. You mention that calling attention to the things your pupils are doing that meet your
expectations is a good classroom management strategy. It enables you to restate and reinforce the
expectations for pupil behavior in a non-negative way. By narrating on-task behavior, you enable
pupils who may have misheard you the first time to hear exactly what you expect of them. It's
easier for students to meet your expectations when it's clear what those expectations are. For
example, when I am telling a story and I ask questions, most of the pupils are eager to answer and
so they stand up and tell me to call on them. When I see someone quietly raising his/her hand, I
will say “I will call on Jessa since she is quietly raising her hand.”
Teacher 8
You are a Grade 1 teacher, you used to teach in the kindergarten class for two years. This is your
first time to attend a LAC session. You listen very intently in the discussion and you express
appreciation about the learning you got from the LAC session and say that you look forward to
the next session. You also ask substantive questions and suggestions. You mention that you are
now wondering how the rules you were using in your Kindergarten class are applicable to your
Grade 1 class.
Teacher 9
You are a Grade 3 teacher, known by many as an effective teacher and someone with the
potential to become a LAC facilitator. For this LAC session, you were assigned by your school
head to be her co-LAC facilitator with specific task of managing the ‘Activity’ part.
Role Play: LAC Session on Grouping Students
Basa Pilipinas
In support of DepEd’s National Reading Program
LAC Refresher
August 2015
QUESTIONS & POSSIBLE RESPONSES FOR ADDITIONAL TRIGGER VIDEOS
Questions for Classroom Management Video on Rules
1) In small groups, come up with 10-15 classroom rules that you find effective.
2) Select the TOP 5 Rules that you all agree on.
Possible answers/tips for discussing this topic:
Ø Focus discussion on the TOP 5 Rules.
Ø LAC provides an opportunity to align classroom rules within a grade level since they have to be
developmentally appropriate. The underlying essence of the rules should be consistent across grades as
well.
Ø Answers will vary to both Questions 1 and 2. However, we want to highlight that rules are most effective
when:
• co-generated by pupils and teacher
• pupils understand the reason behind the rule
• limited to a small number (no more than five)
• expressed in pupil-friendly language (language that pupils understand at their grade/age
level)
Questions for Classroom Management Video on Routines
With your partner, pick a routine. How will you…
…explain to pupils the need for the routine?
…demonstrate the routine?
…practice the routine with your pupils?
…provide feedback to your pupils (both for proper and improper execution of the routine)?
Possible answers/tips for discussing this topic:
Ø Emphasize that routines should be linked to the curriculum. This maximizes instructional time. For
example, in a Grade 1 English classroom, teachers can ask pupils to line up in alphabetical order or ask
pupils whose first names begin with P to line up: “Everyone whose names have the beginning letter “P” get
in line.”
Ø Draw out differences between rules and routines. Rules are best when they are developed by pupils in
collaboration with their teacher. It is a collaborative process. Routines are designed by the teacher who
teaches the routine to pupils. This is a small but important difference.
Ø The sharing part of this session is important in order to see how alignment of routines within a grade and
between grades is possible. Once pupils learn a routine in one grade level, it will take less time to
establish in subsequent grade levels.
Questions for Classroom Management Video on Doing Group Activities
1) In what situations are pairings versus small groups most effective?
2) Think of ways to efficiently transition to groupings.
3) What are some ways of providing positive feedback to groups which are working well together?
Possible answers/tips for discussing this topic:
Ø Pairings can be more effective in order to give all pupils a time to share. However, it will take more time
for pairs to report out than in small groups. If the goal of the activity is for students to express their own
thinking (e.g., in preparation for a writing assignment), then pairs may be best . However, if it is important
to hear from pupils in order to reach a collective understanding or agreement, small groups may be best.
Ø Brainstorming sessions may also be best accomplished in small (heterogeneous) groups. Pupils can build
on their peers’ responses and more creative ideas may emerge.
Ø Lessons using Leveled Readers is best done in pairs as both pupils should be reading at approximately the
same level.
Ø Ideas for transitioning will vary. However, an interesting point to raise for discussion is whether auditory
signals may be more effective than visual signals for transitioning. If pupils are immersed in the assignment,
they may miss visual signals for transitioning.
Ø Ideas for providing positive feedback to groups who are working together may want to take into
consideration how the feedback leads to establishing self-regulation in pupils. The satisfaction that comes
from recognition versus tangible rewards (e.g., candy, stars) will develop pupils’ understanding and
appreciation of good group work.
Ms. Torres' second-grade pupils are working in groups in a Filipino class. Having worked
in groups several times before, most pupils understand their roles and the class guidelines
for working together (such as “Listen when someone is talking.”). Ms. Torres notices that
one group, Sandy, Anette, Ralph, and Manny’s group, is having some problems. Only
Anette is sitting down and writing something while the other three are wandering around
the room. Ms. Torres walks over to Sandy, Ralph, and Manny and asks why they are not
working with Anette. They say that Anette wants to finish the task on her own and they
have nothing to do.
As a group,
a) identify classroom rules for working in cooperative groups and how you remind pupils
of these rules.
b) discuss Anette's behavior. Is it disruptive or nondisruptive to her group? Why?
c) think of what you would do next if you were Ms. Torres.
__________________________________________________________________
Ms. Torres' second-grade pupils are working in groups in a Filipino class. Having worked
in groups several times before, most pupils understand their roles and the class guidelines
for working together (such as “Listen when someone is talking.”). Ms. Torres notices that
one group, Sandy, Anette, Ralph, and Manny’s group, is having some problems. Only
Anette is sitting down and writing something while the other three are wandering around
the room. Ms. Torres walks over to Sandy, Ralph, and Manny and asks why they are not
working with Anette. They say that Anette wants to finish the task on her own and they
have nothing to do.
As a group,
a) identify classroom rules for working in cooperative groups and how you remind pupils
of these rules.
b) discuss Anette's behavior. Is it disruptive or nondisruptive to her group? Why?
c) think of what you would do next if you were Ms. Torres.
__________________________________________________________________
Ms. Torres' second-grade pupils are working in groups in a Filipino class. Having worked
in groups several times before, most pupils understand their roles and the class guidelines
for working together (such as “Listen when someone is talking.”). Ms. Torres notices that
one group, Sandy, Anette, Ralph, and Manny’s group, is having some problems. Only
Anette is sitting down and writing something while the other three are wandering around
the room. Ms. Torres walks over to Sandy, Ralph, and Manny and asks why they are not
working with Anette. They say that Anette wants to finish the task on her own and they
have nothing to do.
As a group,
a) identify classroom rules for working in cooperative groups and how you remind pupils
of these rules.
b) discuss Anette's behavior. Is it disruptive or nondisruptive to her group? Why?
c) think of what you would do next if you were Ms. Torres.
LAC DOCUMENTATION FORM
Our school/cluster had a LAC session and we want to tell
about it: Basa
The
date of the LAC session was: The time we began and ended was: The location/venue was: The
facilitator was: The
documenter was: The
number of teachers attending was: The
topic/theme was: The
highlights of the discussion were (include agreements made): Basa Pilipinas
In support of DepEd’s National Reading Program
LAC Refresher
August 2015
TICKET TO LEAVE
What are the most valuable ideas you are taking away from this training?
What questions do you have?
1
Basa Pilipinas
In support of DepEd’s National Reading Program
LAC Refresher
August 2015
Trainer’s Debriefing
Please complete this during the debriefing of trainers.
We look forward to hearing about your training experience and insights.
THANK YOU!
1. What would you do again as a trainer that you found effective? Give 3-5 Do’s.
2. What would you not do again as a trainer? Give 3-5 Don’ts.
3. Any recommendations to improve future trainings?