COMPILED-ICT Literacy Skills Development Training of Trainers

ICT Literacy Skills Development Training of Trainers
EXPECTATION SETTING, WORKSHOP OBJECTIVES, ICT4E

Session Guide
ICONS USED IN THIS GUIDE: Materials and

Things you need to state equipment
Input/explanation has a corresponding Powerpoint slide needed for the
There are special process instructions for the activity entire morning:
Laptop
*Paragraphs in bold are important messages which need to LCD projectors
be emphasized and clearly explained. Masking tape
Manila paper
(optional) Laser
Expectation Setting (15 minutes)
pointer
Slide 1: Expectation Setting
Powerpoint
Presentation:
Ask the participants to answer the following questions:
DepEd ICT
1. For me, ICT literacy is
Literacy Workshop
2. A concern I have about this training/workshop is
Agenda
3. After this workshop, I hope Ill come away with
4. The questions I would like answered during this
training/workshop are
The facilitator asks the participants to write their answers to

each question on the particular manila papers provided.
Give them 10 minutes to do this. After which, The facilitator
can ask for volunteers to read the answers to the questions.
The participants answers should be visible during the

workshop. At the end of the workshop, the facilitator should
review the expectations with the group to see if their
expectations have been met.
Workshop Objectives/ICT4E (45 minutes) Powerpoint

Presentation:
Introduce this session and state the session objective as DepEd ICT
shown in Slide 1. Literacy Workshop
Agenda
Slide: Objectives
State the objectives of the workshop and relate it with

the expectations of the participants
Slide: Agenda/Program
Present the workshop agenda/program to the
participants
Present the Timeline of activities related to the ICT
literacy skills training
ICT Literacy Skills Development Training of Trainers -1-

Slides: Appropriate use of technology can contribute
to the Agencys thrusts and direction
State that the DepEd recognizes that appropriate use
of technology is important for the efficient and
effective delivery of its mandate of providing quality
education to its citizens; in the planning,
implementation, monitoring and evaluation of its
programs and projects; and in communicating with all
its stakeholders.
DepEds ICT in education goals are anchored in the
following 4 pillars:
o Improving Technology Infrastructure this is
done through
provision of computers in schools through
the DepEd Computerization Program
(DCP)
internet connectivity for schools through
the DepEd Internet Connectivity Project
(until 2015) and increase in the
maintenance and other operating
expense (MOOE) budget of schools in
order that the schools can
purchase/subscribe for internet
connectivity
improve and secure office network in the
DepEd central, regional and division
offices
o Strengthen Information Systems this is done
through
Improvement of gathering of school
information through the Enhanced Basic
Education Information System (EBEIS). The
EBEIS contains information on
Improvement of gathering of learner
data through the Learner Information
System (LIS)
Improvement of gathering of DepEd
personnel data through the electronic
Personal Data Sheet (ePDS) / Human
Resource Information System (HRIS)
Gathering of geo-spatial analysis or
mapping of schools
o Enhancing Communication and Engagement
this is done through
DepEd email for communication
among employees. There are many
advantages in using the DepEd email.
Employees get up to date information
from the Central Office. DepEd email has
unlimited storage capacity in Google

Drive. Employees can make use of its
other features such as Google Docs,
Sheets, and Forms. There is also a plan to
use a single sign on using the DepEd
email credentials in order to access the
different DepEd systems.
Social Media and online presence for
communication with the general public.
DepEd has various social media
accounts on Facebook, Twitter, etc.
o Enhance Teaching and Learning this is done
through
Curriculum Reform via the K to 12
curriculum where students 1) learn about
ICT through the teaching of digital
literacy skills starting in Grade 4, and 2)
learn with ICT through the application of
ICT in teaching other subjects
Professional Development DepEd
teachers and employees will have
opportunities to learn more about how
ICTs can help them develop in their
profession
Learning Resource Development the
Learning Resource Management and
Development System (LRMDS) is
continuously being enhanced to provide
access to quality teaching and learning
materials
The facilitator concludes the slide by saying that the 4

pillars will be discussed in more detail in the succeeding
slides.
DepEd aims to provide all schools and learners access to

technology
The DepEd has pushed for the increase in the school

computerization budget in order to be able to reduce
the computer provision cycle. The school
computerization initiated by the Department of Trade
and Industry through the PCs for Public Schools
Program saw that the first batch of recipients receive
their computer replacement only after 10 years. With
the increase in the computerization budget, the
DepEd will be able to reduce the computer provision
cycle from 10 to 5 years.
The increase in the school computerization budget has
also allowed DepEd to provide at least one (1)
computer package to all the public schools with
electricity (up to DCP FY2014 budget). And with the

significant increase in the computerization budget
from PhP500M to PhP8B in FY2015, it has allowed
DepEd to provide 1) computer packages even for
schools without electricity, and 2) multiple computer
packages for schools with large enrolments.
Slide 7: DepEd had numerous manual forms with repetitive

data fields
The DepEd conducted a study to improve its data

gathering process. In the study it was found that there
are numerous manual forms where the same
information is being asked multiple times. Because of
the manual forms tedious process, the data from the
schools gathered at the beginning of the school year
is received by Central Office at the end of the school
year.
Slide 8: A study was conducted to reduce these forms

The study that was conducted saw the significant
reduction in the number of forms, the number of data
elements, and even the hours spent by teacher and
school heads in filling out the forms. In addition, the
actual forms need not be purchased from printing
presses or bookstores and may just be printed using
regular printer and paper
Slide 9: An information strategy was required to get to know

the schools better
The information strategy does not only give
information on the summary or consolidated data but
also data on individual schools, learners, school
buildings and employees.
Slide 10: Technology allows us to communicate to a bigger

audience
This is done through the various social media accounts
of DepEd. The DepEd Philippines Facebook (FB) Page
has more than 1.2 million likes (as of 23 November
2015). DepEds social media acocunts are used mainly
to communicate with the general public on DepEds
programs, projects, announcements, press releases,
etc.
Slide 11: Technology allows us to communicate with the

people concerned faster
This is done through the various social media accounts
of DepEd. The DepEd Philippines Facebook (FB) Page
has more than 1.2 million likes (as of 23 November

2015). DepEds social media acocunts are used mainly
to communicate with the general public on DepEds
programs, projects, announcements, press releases,
etc.
Slide 12: Technology allows us to communicate with the

people concerned faster
Hashtags (word or phrase preceded by hash or pound
sign) are also used by DepEd to help locate messages
on a certain topic. These are some of the hashtags
being looked into by DepEd during typhoons, disasters,
traffic, etc.
Slide 13: Technology allows us to communicate even while

were asleep
The DepEd has a new website that is easier to
navigate and where data is easily searchable,
accessible and downloadable. The DepEd website
also has links to our various systems such as LIS, EBEIS,
LRMDS, school mapping data, etc.
Slide 14: ICT enhances teaching and learning

The DepEd is addressing the implementation of ICTs in
teaching and learning on three fronts (3):
o ICT in the curriculum: ICT literacy used to be
introduced in high school but is now being
introduced in Grade 4 under the new
curriculum
o Teacher Development: ICT is already being
introduced in the pre-service level. In the in-
service level, capacity building for effective T/L
through technology is also being implemented
o Learning Resources: The DepEd has already
made available not only printed materials but
also access to digital materials through the
LRMDS
Slide 15: Capacity building activities aim to raise the ICT

literacy of school heads and teachers
We need to build on the skills in using ICT to perform
job roles related to teaching and school administration
Our capacity building activities aim to prepare
teachers to become users of various ICT to help both
the students and themselves benefit from the
technology
Slide 16: ICT Competencies for Teachers

Here are the general domains of the competencies
that teachers need to learn:
o Technological Operations, Concepts,
Productivity competencies related to

computer operation, troubleshooting,
maintenance, use of productivity tools, internet
o Social and Ethical - competencies related to
social, ethical, legal and human issues, and
community linkage, such as Understand and
observe legal practices in the use of
technology; Recognize and practice ethical
use of technology in both personal and
professional levels; Plan, model and promote a
safe and sound technology- supported learning
environment; Facilitate equitable access to
technology that addresses learning, social and
cultural diversity
o Pedagogical - competencies related to the use
of technology in the following components of
an instruction process: planning and designing
effective learning environments and
experiences supported by technology;
implementing, facilitating and monitoring
teaching and learning strategies that integrate
a range of ICTs to promote and enhance
student learning; and assessing and evaluating
student learning and performances
o Professional - competencies related to the use
of ICT for professional growth and
development, research, innovation and
collaboration

ACTIVITY-BASED ICT LITERACY SKILLS TRAINING
Session Guide
Things you need to state equipment needed
Input/explanation has a corresponding Powerpoint slide for the entire
The participants will have group activity session:
There are special process instructions for the activity Laptop
LCD projectors
*Paragraphs in bold are important messages which need to (at least two if
be emphasized and clearly explained. possible)
Timer and
bell/alarm
Team Up! (Working Break-15 mins)
(digital timer will
(show Team up instructions - # of members per team,
do)
team sound while this is ongoing)
Permanent
markers (at least
Special note to Lead Facilitators: 2 per group)
Ensure that the tables are far apart enough for the subgroup Masking tape
activities. Label each table already as Group 1, Group 2, Metacards or
etc. Form groups of 5-10 participants in each group. Ideally strips of paper
only a maximum of 10 groups. Make sure that the chairs Mic/ Sound
around the tables only correspond to the number of System
members. (optional)
Clicker/ Pointer
Team up instructions
State: Powerpoint
Please make sure that each group only has ___ participants Presentation:
each. If there are groups with more, please move to other Teaming up slide
groups. 1,2,3 Game slides
Activity Cards
In your groups, during our break, please think of a team instructions slides
sound your team sound is a short cheer that we will be
asking you to do throughout the workshop, to identify your Handout:
team. (the facilitating team can do a demo) PDF files of the
Activity Cards
(give participants 15 minutes to do this)
Other materials:
State: (after the break) Session guide for
facilitator
Lets hear your team sound. When I call on the team
number, at the count of 3, please let us hear your team
sound
(after all teams) Remember your team sound. We will ask
you to do it from time to time within the workshop
Special note to Lead Facilitators:

If there is an internet connectivity problem, distribute the pdf
files of the activity cards to all groups during this time.

1,2,3 Collaboration Game (Working Break-15 mins) Materials and
equipment needed
1,2,3,Game for the session:
State: Laptop
Before we move on to our next activity, we will first play a LCD projector
game! For this game, we will not need your laptops, so Permanent
please close all your laptops/ put them to sleep mode in the markers (1 for
meantime. (wait for all participants to close their laptops) each subgroup)
Masking tape
Metacards or
Find a Partner: Assign a person A and a person B
strips of paper (a
State:
set of blue, pink,
Please stand up and find a partner. You may choose the
and yellow
person next to you so you dont need to move around too metacards for
much. With your partner, assign a person A and a person B. each subgroup
and many extra
Person A : Starts the game sets with the
Person B : Keeps track of mistakes Lead Facilitator)
State: Cartolina/Manila
All person As (ask them to raise their hands), you will be the paper on the
one to start the game. All person Bs, your job is to quietly wall in front, with
keep track of the mistakes you make the
corresponding
1,2,3 team numbers
State:
Heres how the game goes. With your partner, you will
count from 1 to 3. (person A:1, Person B:2, Person A:3, Person Powerpoint
B:1, Person A: 2, etc.). If you make a mistake, person A starts Presentation:
again. Just play the game over and over again until I say Facilitation/Intro
stop. Each round will be played for 30 seconds (facilitator to LACs PPT
readies a timer)
Round 1! Please face your partners. Get ready. In 3, 2, 1,

go!
(start the 30 second timer)
Check up!
Lets check on how everyone faired (please answer by
raising your hands)
a. How many pairs did not make any mistakes
b. How many pairs made 1-3 mistakes
c. How many pairs made more than 4 mistakes
Change partners! Assign a person A and a person B
State:
For round 2, please change partners (anyone except the
one you were originally with
Again, please assign a person A and a person B. To make
the game a bit more challenging, we will add a few more
instructions

Woohoo!
Whenever you make a mistake, both persons in your pair
should raise your arms and say woohoo! (demonstrate,
and ask participants to try it
Replace 2 with a clap

We will also replace number 2 with a clap (ex. Person A: 1,
Person B:clap, Person A:3, etc) demonstrate in front with a
volunteer.
Round 2! Please face your partners. Get ready. In 3, 2, 1,

go!
Change partners! Assign a person A and a person B

Now that youre used to it, we will now pick up the pace.
For the next round, please find a new partner. With your new
partner, assign a person A and person B.
Replace 2 with a clap, replace 3 with a right foot stomp

Here are some additional instructions for our next round.
(read instructions from slide) Also, dont forget to say
woohoo! with your partner when you make mistakes
Ready? Round 3! Please face your partners. Get ready. In 3,

2, 1, go!
Back to your original partners

State:
For our last round, please go back to your original partners
1,2,3
State:
For our last round, we will just keep 2 rules. Count from1 to 3,
and continue to say woohoo! if you make a mistake
Please face your partners. Get ready. In 3, 2, 1, go!

After the last round, ask participants to give everyone a

round of applause, and sit down.
The facilitator processes the activity:

In the activity we just had, we actually learned key traits we
will need for the next few activities, which you will be doing
as a group. What do you think they are? (ask 3-5
participants to share)
Check up!

Lets check on how everyone faired (please answer by
raising your hands)
a. How many pairs did not make any mistakes
b. How many pairs made 1-3 mistakes
c. How many pairs made more than 4 mistakes
Collaboration
State:
Processing point:
a. In the game we had, we actually experienced
collaboration this will be a key trait we will need in
the next few activities, because you need to work well
with each other.
Woohoo!
State:
Processing point:
a. What did you feel when you were given the
instruction to say woohoo!? (expected answers: fun,
relaxed, excited, etc)
b. In trainings like this, most specially ICT trainings, one of
the main challenges for participants is their fear of
making mistakes-most specially for those who do not
perceive themselves as techie. Before you start your
training, it would be good to reassure participants that
there is space to make mistakes and learn from them,
and to encourage them to just explore and try again
in case they do.
Activity-based Training with Activity Cards (2 hours

and 45 mins)
ACTIVITY-BASED SKILLS TRAINING

State:
Today, we will use a particular training model/ learning
material. Instead of the usual guided tutorials, where all of
us learn a software by doing things step-by-step, and at the
same time, the activity-based tech skills training approach
will give you a chance to work independently, but also
collaboratively
PROCESS (screenshots of activity guides)

State:
You will be given digital copies of these activity cards. These
are PDF files that look like this. (refer to slide). The cards will
have 2 main parts. First, it will pose a challenge/goal (ex.
Create a poster). Then, in the next slides, there will be
detailed instructions and illustrations/ screenshots to guide
you along the way.
ICT Literacy Skills Development Training of Trainers - 10 -

Our goal is to finish, at least 3 activity cards, given the
allotted time (from now to 1:30 PM). The doing of the tasks
will be individual, but we would like you to do it as a group,
and help each other as necessary. Ideally, each group
should decide on which activity card to do first, and do it
together. This way, you can collaborate and teach each
other when needed.
(the facilitator can give a simple token/ reward for all groups
who will be able to finish at least 3 activity cards)
If you will need help

State:
While you work, if you will need the help of any of the
facilitators, or if you have questions/ clarifications, just raise
your hands and say, woohoo!
When everyone in your team is done

State:
When everyone in your team finishes each task, let us hear
your team sound. A facilitator will approach you to take note
of the activity youve done and will tally it in front so you can
see each others progress.
Training resource website address :

https://sites.google.com/site/ictskillstot
State:
Here is the site where you can download the activity cards
and necessary resources. An offline file can also be copied
to your USB if you have trouble connecting to the internet.
Good luck!

Ensure that each group has copies of the activity cards. USBs
may be provided so that everyone can get a copy, in case
it is not possible to download the materials from the training
site. If possible, distribute this already during the break.
If in case there are resources missing to come up with the

expected product in the activity cards, the facilitator may
give participants the freedom to use other pictures, or to
customize the form of the output, as long as the key skills
targeted will still be evident.
If in case some activity cards are not doable because of

internet connectivity issues or lack of software, participants
may opt to do the other activity cards first.
From time to time, update the participants about the time

allotted and the progress of the groups. Also, go around to

assist participants who may need help and to entertain
queries.
AFTER LUNCH, before participants go back to work, start off

with an energizer. Then, review the progress of all groups and
encourage the rest to push for the minimum of 3
accomplished activity cards.
AT THE END, Do a recap of accomplishment of all groups and

facilitate the ACTIVITY FEEDBACK SESSION.
Energizer: PASS THE ENERGY (10 minutes)
PASS THE ENERGY

State:
Since we just had a good meal for lunch, we might be
feeling a little relaxed and sleepy, so lets have a short
activity to energize ourselves.
The short exercise well do is called pass the energy. We

will identify the person who will start, and that person in your
group will be the one to start to do an action that shows he
has energy, and will tap the next person. When the next
person is tapped, the he/she should also do the gesture,
then tap the next one, until the energy gets to your last
member. When you have been tapped, you should continue
to do the energy gesture until all members have received
the energy already. When the last person receives the
energy, he/she should raise both hands and say woohoo!
(Facilitating group does a demo)
Round 1: Per group

Facilitator announces a category. The person who falls in
that category will be the start passing the energy.
Possible categories (facilitators may choose): longest hair, If

arranged alphabetically by first name the last member on
the list, smallest member, member with lowest voice,
member with the highest voice,
Round 2: Per group


member with the highest voice.

Round 3: Merge 2-3 groups

member with the highest voice. (For this bigger group,
choose a category that is observable and easier to
determine)
Round 4: Everyone
Facilitator asks a co-facilitator to start it from the back of the
room. The goal is for the energy to reach the facilitators in
front.

You may opt to use a different Icebreaker/energizer as you
see fit.
Activity Feedback Session (30 minutes) Materials

needed:
LIKE/ DID NOT LIKE Slide Metacards and
State: pentel pens for
Assign a leader, documenter and reporter for your group. each group
If you look back at your experience of working on the Metacards with

activity cards, headings Like
a. What did you like? What were the things that you feel and Didnt like
was most helpful and engaging.
b. What did you not like? What was least helpful? What
got in the way of learning?
Give the participants 10 minutes to discuss these two

questions. The documenter will be in charge of taking note
of the answers/insights. Limit what you write to
keywords/phrases.
Then, ask each group to share their answers, and post the
likes/dislikes under the headings on the wall after each group
shares.
Processing point:
a. What you liked/did not like may be what your co-
teachers will like/not like as well. Its important to keep
this in mind as a facilitator, since you want to do more
of what you liked, and do less or avoid what you did
not like.

b. Clarification on using activity cards: When you go
back to your schools, you may opt to conduct a
similar training, like this, or you may also use particular
activity cards one by one. We will be providing you
with several acivity cards, and it will be up to you to
choose which one fits your context-which one will be
most helpful for your co-teachers. You may also
create your own activity cards. We will provide you
with the template, if it will help.
LESSON IDEAS DISCUSSION (1 hour)
LESSON IDEAS DISCUSSION
State:
When we talk about technology integration, its important for
us not to end just with the ICT skills taught and learned, but to
bring this back to your context as teachers.
Like our previous activity, please make sure that each group
assigns a leader, documenter and reporter for your group.
In your groups, please discuss and answer the following

questions. Document all answers in meta cards.
a. How can you use these tools in your teaching? (in

doing your work as a teacher)
b. How can you use these tools in learning? (as activities
that you can ask students to do)
c. How does this improve the teaching-learning
situation?

LAC FACILITATION TRAINING
Session Guide

The participants will have group activity entire morning:
LCD
*Paragraphs in bold are important messages which need to be projectors (at
emphasized and clearly explained. least two if
possible)
Registration and Opening (show Workshop Title Slide from Galvin and Timer and
bell/alarm
Christine while this is ongoing)
Permanent
markers (12:
10 for the
subgroups
Ensure that the tables are far apart enough for the subgroup activities. and 2 for the
Label each table already as Group 1, Group 2, etc. In Make sure there facilitator and
are only 10 chairs per table (there are 10 people per sub-group). documentor)
Masking tape
Ask members of each sub-group to sit together. If some of the Metacards or
participants are already in the same LAC group (meaning their LAC is strips of paper
composed of teachers and school heads from a cluster of schools or a Manila paper
District LAC), you can put them together in one group. (optional)
Laser pointer
Make sure that participants were advised about the homework that
they need to do to facilitate Session 1. Powerpoint
Presentation:

Facilitation/Intro
to LACs PPT
Handout:
LAC
Facilitation
Checklist
Other materials:
Role Sheet for
Role Play (10
sheets so that
each actor
gets one
sheet)
Debriefing
sheet for
trainers

Other
requirements:
2 break-out
rooms, if
possible
INTRODUCTION / ADULT LEARNING 45 minutes Materials and

equipment
Introduce this session and state the session objective as shown in Slide needed for the
1. session:
Laptop
Slide 1: Session Objective LCD projector
Permanent
Share experiences and lessons from exemplary INSET/LAC/TQC markers (1 for
sessions each
subgroup)
Masking tape
Further explain that this session will provide the context of the
Metacards or
succeeding discussion. The lessons that will be generated from the
strips of paper
sharing of experiences will serve as inputs as participants think of how
(a set of blue,
they can facilitate their LAC sessions pink, and
yellow
Slide 2: Session Mechanics metacards for
each
For this session, we will be working in sub-groups first, then each sub- subgroup and
group will be sharing to the plenary. many extra
sets with the
Give the following instructions: Lead
Facilitator)
1. You are already divided into subgroups by table. There should Manila paper
be a maximum of 10 participants 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 Powerpoint
ready to share. (Pause until homework is retrieved.) Presentation:
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 Facilitation/Intro
all, a documentor who will summarize what has been shared, to LACs PPT
and a reporter who will share this summary to the plenary.
(Pause until assignments are done.)
4. For 20 minutes, in your subgroups, please take turns sharing your
responses to these questions (questions on Slide 3)
Read out the process questions below (which they had to answer as
homework the night before) and show this slide as they discuss in their
sub-groups:
Looking back at your own experience in facilitating/being part of

INSET/LAC/TQC other school-based/local professional development
sessions:
Slide 3

1) What was the most satisfying, stimulating, and/or thought-provoking
INSET/LAC/TQC session you have ever conducted/facilitated (or even
observed/participated in, if you were not the one doing the actual
facilitation)? (BLUE metacards)
2) Why was it satisfying, stimulating, and/or thought-provoking? (PINK

metacards)
3) In this particular experience, how did you (or the facilitator) manage
the session, what facilitation skills were demonstrated, how was the
facilitator being and what helped the teachers to be more engaged in
the discussion? (YELLOW metacards)
Instructions for the Lead Facilitator:
After 20 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 three or four reporters to come to the front; each reporter will
only summarize the groups responses to the 3 questions. Give each
reporter 3 minutes to report. The other groups reporters can then add
their groups responses by taping their metacards on the Manila paper,
and then orally adding whatever the three reporters did not cover.
After the plenary sharing, spend 10 minutes to summarize the group

sharing/output. Using your co-trainers documentation, highlight the
following areas:
Process Questions 1-2 will generate the high points and success factors
they experienced in facilitating a teacher professional development
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 2).
Connect these skills and strategies to the elements of Adult Learning

(Slide 4).
Slide 4
1. Adults will learn only what they feel they need to learn Adults are
practical in their approach to learning; they want to know, How
is this going to help me right now? Be practical, be direct.
2. Adults learn by doing Children learn by doing, but active
participation is more important among adults. Adults need to be
able to use these skills immediately so that they see their
relevance.

3. Experience affects adult learning Adults have more experience
than children. This can be an asset and a liability. Use the
learners experience (negative or positive) to build a positive
future by making sure that negative experiences are not part of
their experience in your program.
4. Adults learn best in an informal situation Children have to follow a
curriculum. Often, adults learn only what they feel they need to
know. Involve adults in the learning process. Let them discuss
issues and decide on possible solutions. Make the environment
relaxed, informal and inviting.
5. Adults want guidance Adults want information that will help them
improve their situation or that of their children. They do not want
to be told what to do. They want to choose options based on
their individual needs.
The summary needs to be cleaned up and be posted in the wall. This

way, participants can refer to the lists during Session 2.
COFFEE BREAK/BATHROOM BREAK (15 MINUTES)
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.
INTRO TO LACs/LAC SIMULATION (90 MINUTES) Materials and

equipment
Suggested breakdown for this 90-minute activity: needed for the
Objectives, what is a LAC, and what are its essential elements, etc.: 30 session:
minutes Laptop
Distribution of Facilitation Checklist and participants taking of their LCD projector
places: 10 minutes Activity Card
Actual role play: 40 minutes, including presentation of one activity card File
Slide 5: Session 2: Enhancing INSET/LAC/TQC Facilitation Skills

Powerpoint
Now that weve looked at your successes in facilitating professional Presentation:
development sessions, lets now look at some facilitation skills that can
further contribute to your management of LAC sessions and make the Facilitation/Intro
experience for you and your co-teachers even more fulfilling. to LACs PPT
State the session objective as shown in Slide 6:

Handout:
Facilitation
Slide 6: Session Objective Checklist
Enhance facilitation skills in managing INSET/LAC/TQC sessions Other Materials:
Role Play Guide
Sheet

Explain that this session will help them further strengthen their facilitation
skills needed for effective ICT INSET/LAC/TQC sessions. Refer back to
posted plenary summaries for Questions 1-3 created in Session 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 7: Review of LACs
Before we discuss the mechanics of the activity, let me just do a

quick introduction of DepEds efforts to revive the LACs. This will help us
when we do the activity.
Given DepEds efforts to revive LACs, the recognition of the importance

of expanding the way we think about Teacher Professional
Development, and the premise that teachers learn best through
collaboration and work based learning, BEST has created a Learning
Action Cell Team to work alongside DepEd to support a number of LAC
initiatives in identified DepEd priority areas.
Slide 8: Why the need to revive the LACs?
We need to expand how we think about Teacher Professional

Development. Mass training will remain important, but this kind of PD
needs to be supported by local contextualized professional
development efforts.
The need to support teachers in various modes/in complementary ways

is more urgent at this point in time given the enormous reform that is the
K-12. It is imperative that we support teachers in mastering a new
curriculum and introducing student-centered inclusive pedagogy, but
we also need to do it in a way that empowers teachers, and
encourages them to reflect and collaborate with each other.
This is where the Learning Action Cells come in.
Slide 9: What are Learning Action Cells in the first place?
Learning Action Cells are groups of teachers/school heads/supervisors

who engage in collaborative learning sessions to solve shared
challenges encountered in the school/cluster of schools/district.
Who have Learning Action Cells in their schools? For those who have
LACs in their schools, what are the key aspects of a LAC?
Slide 10: What are the key aspects of a Learning Action Cell?
Its key aspects are:

Ongoing collaborative learning / problem solving within a shared
domain of professional interest;
Self-directed learning;
Reflective practice leading to action and self evaluation; and
Collective competence development and peer
coaching/learning
The concept of the LAC has the basic assumption that knowledge is
situated in teachers everyday experiences and the best way to think
about those experiences is to reflect on them with peers/colleagues. In
other words, teacher learning is recognized as a school-based
collaborative process.
As we have emphasized since this morning, any attempt to engage

adults in learning has to consider their needs, their experiences, as well
as their need to exercise choice and agency, and the LAC does that.
Slides 11-12: What are the steps in conducting a Learning Action Cell
session?

1) Reflection/identification of problem: One teacher in Happy
Hallow High School, Teacher Leo, shares in a meeting what a
wealth of resources the LRMDS is. The other teachers are
interested to discover the portal so Leo arranges a LAC session for
the LRDMS.
2) Teacher Leo uses the LRMDS activity card to share how he uses
the LRMDS portal---which resources he has found useful, etc. The
teachers ask his questions about the portal---how to access it,
how to search for specific materials, etc.
3) One English teacher sees an activity she can use in her next lesson
and tells the group that she will tell them how she used the acivity,
how she contextualized it, etc.
4) The English teacher incorporates the activity in her lesson.
5) She realizes how it was effective in motivating her students. She
goes back to the LRMDS and looks for similar activities that she
can use in class.
6) (start of a new LAC cycle)In the next LAC session, she shares
specific LRMDS activities she found particularly useful. Two
teachers find the activities she shared promising and thinks they
can modify it and use it in their Filipino classes. They also become
more curious about the LRMDS and arrange a meeting for
exploring the Filipino lesson plans further.
Slide 13: Mechanics
Now that we have looked at the LAC process, lets proceed to the
mechanics of the next activity.
We will have a role playing of a LAC session using (select one activity
card/topic which the participants successfully finished the day before)
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 good practices that were identified earlier. 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. Thats what the
blanks are for.
If the instructions are clear and you have no questions about the
Facilitation features, lets proceed to the role play (actors take their
places in the fishbowl arrangement and start acting).
Role play will use the Activity Card as a springboard for discussion so

make sure it is ready (file containing Activity Card is open; projector is
ready) before the actors take their places. 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.
Slide 14
Processing of the Role Play (45 minutes)
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.
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 15 as a guide:
Slide 15: Facilitation Skills Demonstrated in the Role Play:

Sub-group 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.
Slide 16 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 16 mentioned by the group

representatives (you can use a laser pointer if you have one).
Then ask the questions on Slide 17.
Slide 17: 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 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 19):
Slide 20: Basic Communication Functions of a Facilitator

Active Listening (connected to Item # 3 in Checklist)
Linking (connected to Item # 12 in Checklist)
Conveying Acceptance (connected to # 11 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.
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 members 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.
After explaining why the features are important, make sure

you emphasize these two points:
Slide 21: The Importance of Modeling
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 22: 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
thing 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

Instructions for facilitator (fish bowl activity):
1. Start with an icebreaker. (5 minutes)
- Participants can be given a fun question to ask to set the tone and get
the conversation going, like Whats the most wonderful thing that
happened to you this week? What is your favourite show/song,etc.
these days?
- You can also just do one round of kamustahan to clear the air.
2. Introduce the topic or activity card by explaining why its relevant (e.g. In
the last meeting, many teachers expressed wanting to know more about
the LRDMS.) (1 minute)
3. Follow activity card steps. Make sure you give clear instructions and that
you address questions/concerns/special contexts, etc. (20 minutes)
4. Make sure that all participants get to participate, whether by doing a

round of insights/questions (if the group is small, meaning 10 or below) or
by grouping participants into small groups/pairs to allow everyone to
speak.
You may use the following guide questions to facilitate the discussion:
A. How will you use this skill in your work?
B. Where can you use this in delivering lessons?
C. What activities can you ask pupils to do with this?
D. When is it most appropriate to use this?
5. End with a short review of the session and outline next steps (e.g. In the
next few days, please take the time to go to the computer lab/an internet
caf and explore further the LRDMS portal. Today we only got a taste of
what the portal has to offer.) Emphasize that the next LAC session will build
on their experiences (e.g. sharing of LRDMS resources which might be
useful, etc.). (5 minutes)

LAC Session Checklist for Facilitation
Please put a check beside the features you observe.

Note that you can add features which are not in this checklist.
Feature Specific Instance
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. Gives clear directions for all activities so that participants will not
be confused and lose interest
7. Avoids allowing just a few group members to monopolize "air time"
8. Keeps the group on the topic and focused
9. Resists the urge to "teach"listens, talks with, and learns

something from the teachers/participants and their experiences
instead
10. 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.
11. Deals with misinformation in a positive and constructive way
12. Brings ideas together; highlights certain points made before the
end of the session
13. Has the group members share one new thing they learned or
something they may do differently at the end of the session
14. Keeps track of time; starts and ends on time

LAC SESSION GUIDE for School ICT Coordinators
Using Activity Cards
PRE-APPLICATION LAC SESSION
6. Start with an icebreaker Materials and

- Participants can be given a fun question to ask to set the tone and get equipment
the conversation going, like Whats the most wonderful thing that needed:
happened to you this week? What is your favourite show/song,etc. these Laptop*
days? LCD projectors
- You can also just do one round of kamustahan to clear the air. (at least two if
possible)*
7. Introduce the topic or activity card by explaining why its relevant (e.g. In the
Timer and
last meeting, many teachers expressed wanting to know more about the
bell/alarm
LRDMS.)
Activity card file
State the objective/s and the Key ICT skills they will learn, Ex. (distributed to
Objectives: participants)
At the end of the session, you are expected to:
1. Create a one page poster *If you would
like to prepare
ICT Skills: slides for your
1. Create a poster discussion
A. Setting the page layout
B. Adding objects
C. Adding text
D. Saving and exporting
8. Activity Proper
Ask the participants to go through the activity cards exercise. Make sure you
give clear instructions and that you address questions/concerns/special
contexts, etc. Announce the time given to them to accomplish the task in
the given activity card. Periodically, remind them of the time left. (note:
make sure that the time alloted is enough. The time it takes to finish an
activity card task may vary depending on the complexity of the task.
9. Analysis and Discussion

Note: Make sure that all participants get to participate, whether by doing a
round of insights/questions (if the group is small, meaning 10 or below) or by
grouping participants into small groups/pairs to allow everyone to speak.
A. How will you use this skill in your work?
B. Where can you use this in delivering lessons?
C. What activities can you ask pupils to do with this?
D. When is it most appropriate to use this?
10. Application
Based on your curricular goals, identify a particular application of this ICT skill.
Why is this an appropriate tool/strategy for your curricular goals?
11. End with a short review of the session and outline next steps (e.g. In the next
few days, please take the time to go to the computer lab/an internet caf
and explore further the LRDMS portal

Emphasize that the next LAC session will build on their experiences of trying
out the tools/strategy in their class. (e.g. sharing of LRDMS resources which
might be useful, etc.). (5 minutes)
POST-APPLICATION LAC SESSION
1. Start with an icebreaker

- Participants can be given a fun question to ask
to set the tone and get the conversation going,
like Whats the most wonderful thing that
happened to you this week? What is your
favourite show/song,etc. these days?
- You can also just do one round of kamustahan
to clear the air.
2. Introduce the agenda/topic by explaining why its

relevant (e.g. last LAC session, we all learned about
(particular ICT skill/strategy). Now that weve tried this
out in our respective classes, lets hear about each
others experiences)
3. State the Objective:

At the end of the session, you are expected to:
Be able to identify the stenghts and weaknesses of
using this ICT tool/strategy in teaching and learning.
of the task.
4. Analysis and Discussion

You may use the following guide questions to facilitate
the discussion:
a. How did you use the ICT tool/strategy for your
curricular goals?
b. What the use of the ICT tool/ strategy effective/
not effective? What made you say that it was
effective/ not effective?
c. What were the opportunities and challenges
that using thie ICT tool/strategy presented?
5. Application
a. What are adjustments that you can make to
improve the use of the ICT tool/strategy in the
future?
b. What are other ICT tools/strategies that you
would like to explore using to meet your
curricular goals?
6. End with a short review of the session and outline next

steps (e.g. another LAC session to learn about more
tools,etc)
7. Emphasize that the next LAC session will build on their

experiences of trying out the tools/strategy in their
class. (e.g. sharing of LRDMS resources which might be
useful, etc.).

DATA GOVERNANCE / EBEIS/LISD
Session Guide
The participants will have group activity entire session:
LCD projectors
*Paragraphs in bold are important messages which need to be (at least two if
emphasized and clearly explained. possible)
Masking tape
15 Metacards or
1:00 2:30AM DATA GOVERNANCE & INFORMATION SYSTEMS 60
strips of paper
minutes Mic/ Sound
Warm up Questions System
(optional)
State: Clicker/ Pointer
The facilitator asks the participants each of the 5 questions on slide
(one by one), and takes note of the % of the participants who fit the Powerpoint
following statements: (who raised their hands). Presentation:
Data
Who among you are involved in the LIS? governance and
Who among you are involved in the EBEIS? Information
Who among you are involved in updating the LIS and EBEIS Systems
for the entire school?
Who among you are involved in the development of the SIP Handout/s:
or are part of the SPT? Digital version of
What is the objective of the LIS? (Randomly select at least 5 slides for
participants to share their understanding of the objective of distribution
the LIS.
An assistant facilitator posts the headings on the wall, and the Other materials:
corresponding percentages. Ex. LIS = 70%, EBEIS = 30% Session guide for
facilitator
Processing point:
Taking off from the participants responses on the objective of the
LIS, emphasize 2 important objectives:
a) The LIS aims to maintain an accurate and complete profiel of
every learner in the basic education system to inform learner-
centered decision-making at all levels
b) The LIS aims to streamline the reporting processes at school
level.
(In emphasizing this point, mention DepEd Order No. 4 s.2014,
School Forms were reduced from 16 to 7 forms and most of
these forms are now incorporated in the LIS so that data such
as names of learners and other data already captured in the
LIS can be automatically generated, reducing the amount of
time for manual report preparation)

These centrally managed systems were developed and
implemented with the objective of improving governance. Data is
essential in the delivery of education servicesas it enables
evidence-based decision-making. If we understand the value of
data then we as an organization is compelled to manage data in
most effective and efficient manner.
Set of slides on data governance principles

Presenter notes are available in the powerpoint slides provided. A
recording of Ms. Rechie Cruz facilitating this discussion is also
provided for the facilitators review.
Key discussion points:
Principles of Data Governance:

1. DATA is an enterprise resource that must be managed
from an enterprise perspective.
2. Organizations are stewards of enterprise data rather than
owners of that data.
3. High quality data must be readily accessible by anyone
who has a legitimate need
4. Data must be secure -Data must be accurate, reliable and
available
when those with authorized access need it.DATA PRIVACY ACT OF
2012 (RA 10173)
5. Public information must be published
Activity LAC sessions

Topic 1: Discuss the most critical data quality issue in your
school and identify actions to resolve these issues
Topic 2: Identify at least 5 most important data that needs to
be secured. Discuss security risks and identify strategies to
secure these data
Topic 3: Assess the schools level of transparency and define
the content and strategy for data transparency
The facilitator assigns topics for particular groups to discuss. Ex. If

there are 10 groups, assign groups 1-3 to discuss topic 1, groups 4-6
to discuss topic 2, groups 7-10 to discuss topic 3. Give them 20
minutes to discuss this. In the group assign a facilitator, documenter
and presenter.
Ask 1 group per topic to share their answers/discussion to the bigger

group. Allot 5 minutes for each presenter.

2:30 3:30AM EBEIS/LEIS -60 minutes Materials and
equipment
Data collection Systems needed for the
session:
Special note to Lead Facilitators: Laptop
Presenter notes are available in the powerpoint slides LCD projector
Permanent
provided.
markers (1 for
each subgroup)
Key discussion points: Masking tape
Metacards or
What are the data collection systems of DepEd?
strips of paper (a
Enhanced Basic Educ. Info. System (EBEIS)
set of blue, pink,
Registry of schools
Annual school profile and yellow
Learner Information System (LIS) metacards for
Registry of learners each subgroup
Enrolment, grades & attendance and many extra
Personnel Tracking System (PTS) sets with the
Registry of personnel Lead Facilitator)
PDS, movements and deployments Cartolina/Manila
paper on the
How is data used in DepEd? wall in front, with
Enrolment determines resource requirements, existing inventories the
determine remaining needs and other data like buildable space corresponding
and electricity supply determine prioritization. We have used this for team numbers
resource allocation.
Enrolment and teacher and classroom inventories are used for
MOOE computation. Powerpoint
Enrolment, programs offered and school locations were used for Presentation:
SHS planning.
Facilitation/Intro
School addresses are used to determine which schools will be
to LACs PPT
along the projected typhoon path, must be reminded to prepare
and asked to submit RADAR reports.
Learner basic profile such as birth date and sex are used in the Other materials:
computation of participation rate and other EFA indicators. Internet
Languages/dialects and ethnicity are used to enhance programs connection for
on IPEd and MTB-MLE. facilitators laptop
Enrolment in SPED and data on learner exceptionalities are used to
enhance the SPED and other related programs.
EBEIS and LIS Operation Timeframe

- Facilitator discuss the roles and responsibilities of Central,
Region, Division Offices and School in EBEIS and LIS
implementation from BOSY to EOSY.
Guidelines for Operation

- EBEIS
- Maintaining School Profile
- School Level data encoding and submission
- LIS
- Role of School Head and Class Adviser
- Creation and Updating of Learner Profile
- Enrollment of Learners

- Transfer, Dropout and NLS
- User Management
- Enhancement
EBEIS Instructional video title slide

The facilitator shows 2 instruction videos on EBEIS
(EBEIS_dashboard.swf, EBEIS_data.swf*)
*.swf files can be played on any browser drag the file to a browser
window
LIS Review Activity

The facilitator asks 7 volunteers to demonstrate the tasks shown
on the slides. (refer to ppt slides). If the volunteers cannot do it, you
may show the corresponding videos to demonstrate the task.
(EBEIS_dashboard.swf, EBEIS_data.swf*)
*.swf files can be played on any browser drag the file to a browser
window

IMPLEMENTATION PLANNING for ICT Coordinators (School level)
Session Guide
ICONS GUIDE: Materials and

Things you need to state equipment needed
Input/explanation has a corresponding PowerPoint slide for the entire topic
The participants will have group activity to be discussed:
MS Word
*Paragraphs in bold are important messages which need to be LCD projectors
emphasized and clearly explained. Timer and
bell/alarm
Special note to Lead Facilitators: (optional) Laser
pointer
Ensure that participants have space to work on their implementation
plan. Use the same groupings made from the earlier activities. PowerPoint
Presentation:
Planning
Other materials:
Google Site:
https://sites.googl
e.com/site/ictskills
tot/home
Introduce this topic as shown on the Planning Slide.
Slide 1: Change Management
Explain that each will have to think about how to:

Create a partnership with the right stakeholders and get their
support and commitment
Share the goal of increasing the usage of DCP through
integration in the classrooms via LAC sessions and/or teacher
buddy systems
Further explain that each participant will draft an implementation

plan using the training approach of activity based learning (activity
cards) in LAC sessions.
Inform the participants that a guide template will be provided later

for their reference but keep in mind that their implementation plan
will still grow with more details as they continue to work on it since
they will only be given a short time to draft one in the workshop.

Slide 2: Training Plan
Part of planning for a workshop even in a LAC session you will need
to identify logistics such as:
Venue and schedule (When is the DCP and the participants

available?)
Technical devices needed (laptop, projector, dcp package,
applications needed)
Documentation (What are the approvals or documentation
needed before starting a session)
Other logistics (such as pens, paper, markers, metacards, etc.)
Show the sample checklist that can be downloaded in the google

site: https://sites.google.com/site/ictskillstot/before-i-train
Slide 3: Draft an Implementation Plan
Show the implementation plan template and explain that they will be
given 20minutes to draft their individual implementation plans and
that each will present this in their respective groups. Inform them to
follow the file format provided in the next slide.
Filename format: FirstName_LastName_DivisionName

Example Filename: Ann_Amaro_Tacloban.docx
Ask the participants to

1) Create a draft implementation plan using MS Word following the
basic template provided in the slide. This will be done in 20 minutes.
2) Once done, explain that each member will be provided 1 minute

to present their draft in their group and 1 minute for other members to
provide comments and feedback. This activity will be done in 20
minutes. Assign a timer to make sure that each sharer only takes a
minute. *
*For the sharing within the group, you may use the following guide
questions to put some focus:
a. What are the topics do you plan to conduct LAC
sessions/training on?
b. Why these topics/why this order?
Note: when they share to their groupmates, they need not
share other details partners, actual time and venue, etc.
3) Once done, ask each group to present one draft implementation

plan to everyone. Each will be given 3 minutes to present and no
feedback will be provided by participants anymore at this time.
4) After ask each group to assign a person to collect all draft files in a
folder with their group name and submit to the Facilitator.

TRAINING CHECKLIST:
VENUE
Whiteboard
Projector screen
Sound system and mic
Tables and chairs
Food and drinks
Accommodation (if applicable)
TECHNICAL
Laptop and desktops
Internet
Projector
Extension cords (if applicable)
USBs (if applicable)
DOCUMENTATION
Attendance Sheet per day
Reimbursement forms and receipts (if applicable)
Certificate of attendance
Certificate of participation
Facilitators Guide
Facilitators note cards
Participants guide or reference materials
OTHER LOGISTICS
Bond Paper
Manila Paper
Pens
Markers, whiteboard markers
IDs (if applicable)
Printer (if applicable)

COMPILED-ICT Literacy Skills Development Training of Trainers

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

COMPILED-ICT Literacy Skills Development Training of Trainers

Hochgeladen von

Copyright:

Verfügbare Formate

ICT Literacy Skills Development Training of Trainers

EXPECTATION SETTING, WORKSHOP OBJECTIVES, ICT4E

ICONS USED IN THIS GUIDE: Materials and

The facilitator asks the participants to write their answers to

The participants answers should be visible during the

Workshop Objectives/ICT4E (45 minutes) Powerpoint

State the objectives of the workshop and relate it with

ICT Literacy Skills Development Training of Trainers -1-

ICT Literacy Skills Development Training of Trainers -2-

The facilitator concludes the slide by saying that the 4

DepEd aims to provide all schools and learners access to

The DepEd has pushed for the increase in the school

ICT Literacy Skills Development Training of Trainers -3-

Slide 7: DepEd had numerous manual forms with repetitive

The DepEd conducted a study to improve its data

Slide 8: A study was conducted to reduce these forms

Slide 9: An information strategy was required to get to know

Slide 10: Technology allows us to communicate to a bigger

Slide 11: Technology allows us to communicate with the

ICT Literacy Skills Development Training of Trainers -4-

Slide 12: Technology allows us to communicate with the

Slide 13: Technology allows us to communicate even while

Slide 14: ICT enhances teaching and learning

Slide 15: Capacity building activities aim to raise the ICT

Slide 16: ICT Competencies for Teachers

ICT Literacy Skills Development Training of Trainers -5-

ICT Literacy Skills Development Training of Trainers -6-

Special note to Lead Facilitators:

ICT Literacy Skills Development Training of Trainers -7-

Round 1! Please face your partners. Get ready. In 3, 2, 1,

Change partners! Assign a person A and a person B

ICT Literacy Skills Development Training of Trainers -8-

Replace 2 with a clap

Round 2! Please face your partners. Get ready. In 3, 2, 1,

Change partners! Assign a person A and a person B

Replace 2 with a clap, replace 3 with a right foot stomp

Ready? Round 3! Please face your partners. Get ready. In 3,

Back to your original partners

Please face your partners. Get ready. In 3, 2, 1, go!

After the last round, ask participants to give everyone a

The facilitator processes the activity:

ICT Literacy Skills Development Training of Trainers -9-

Activity-based Training with Activity Cards (2 hours

ACTIVITY-BASED SKILLS TRAINING

PROCESS (screenshots of activity guides)

ICT Literacy Skills Development Training of Trainers - 10 -

If you will need help

When everyone in your team is done

Training resource website address :

Special note to Lead Facilitators:

If in case there are resources missing to come up with the

If in case some activity cards are not doable because of

From time to time, update the participants about the time

ICT Literacy Skills Development Training of Trainers - 11 -

AFTER LUNCH, before participants go back to work, start off

AT THE END, Do a recap of accomplishment of all groups and

Energizer: PASS THE ENERGY (10 minutes)

PASS THE ENERGY

The short exercise well do is called pass the energy. We

(Facilitating group does a demo)

Round 1: Per group

Possible categories (facilitators may choose): longest hair, If

Round 2: Per group