�Harnessing the Power of Collaborative Expertise �in MATATAG Curriculum Pilot Implementation
1. Reflecting on the caselet, what key differences did you notice in the teaching practices of Mr. De La Cruz and Ms. Liwayway? How did their approaches to collaborative expertise impact their teaching effectiveness and student outcomes?�
2. In your experience, how has participating in collaborative expertise, such as learning action cells or professional learning communities, influenced your own teaching practice? Can you share specific examples on how collaboration has benefited you and your students?��
3. What are some potential challenges or barriers that teachers may face when trying to engage in collaborative expertise? How can instructional leaders support and address these challenges to promote a culture of collaboration within a school or district?���
4. How can instructional leaders ensure that the collaborative expertise among teachers translates into meaningful instructional improvements and student learning outcomes?���
Session Objectives
“The greatest influence on student learning is having expert, inspired, and passionate teachers and school leaders working together to maximize the effect of their teaching on all students in their care.” - Hattie, J. 2015
DepEd Order No. 35, s. 2016
“Learning Action Cell is a group of teachers who engage in collaborative learning sessions to solve shared challenges encountered in the school facilitated by the school head or a designated LAC leader.”
Composition of a Learning Action Cell
“Collaborative Expertise is described as communities within and across schools that work collaboratively to diagnose what teachers need to do, plan programs and teaching intervention and evaluate the success of the interventions…” – Hattie, J.
Theoretical Framework of the Learning Action Cell
Community of practice with collaborative planning, problem-solving, and action implementation
Improved teacher's content knowledge, pedagogical skills, assessment strategies, and professional ethics
Student learning and holistic development
“How collaborative time is used, how skillful educators are in using that time, and the support that school and system leaders provide to lead and sustain collaborative learning are critical to its success.” – Hattie, J. 2015
Limitation/Prohibitions
The holding of LAC sessions for purposes other than those provided herein is prohibited. Prohibited purposes may include but shall not be limited to the following: sale of goods and other merchandise; lending transactions; political and religious meetings and other purposes which are not included in this policy.” – DO 25, s. 2016.
Collaborative Expertise and LAC
Teacher Timetable� for Collaborative Expertise on Mondays
Start Time | Activity | Time Allocated (Minutes) | Notes on Focus |
8.00 am | Sign In, School Announcements, Program Orientation | 20 | Sign and receive materials, address any initial issues |
8.20 am | Move with subject/grade teams to a room | 5 | Move to a room allocated for teachers of the same subject and the same grade level |
8.25 am | Personal reading of materials | 45 | The focus is on the teacher personally understanding what is expected and provided |
9.10 am | Break | 5 |
|
9.15 am | Collaborative discussion and sharing of ideas on materials presented | 45 | The focus is on lesson plans and approach/content and teacher notes as well as students’ worksheets |
10.00 am | Recess | 15 |
|
Start Time | Activity | Time Allocated (Minutes) | Notes on Focus |
10.15 am | Personal reading and initial planning | 45 | Teachers think of lesson goals, what they will do, and how they will do it |
11.00 am | break | 5 |
|
11.05 am | Collaborative discussion and sharing on initial planning | 45 | Teachers share their perspectives and discuss any issues, and seek clarification |
11.50 am | Lunch | 70 |
|
1.00 pm | Personal lesson preparation | 45 | With the gathered information teachers finalize their approach |
1.45 pm | Class break | 5 |
|
1.50 pm | Collaborative discussion and sharing | 60 | The final approach shared with peers |
2.50 pm | Insights and Closure | 10 | Teachers wrap up the discussion |
3.00 pm | End of Day | ||
Start Time | Activity | Time Allotted | Notes on Focus |
3:00 | Personal reading and initial planning | 15 | Teachers think of lesson goals, what they will do, and how they will do it |
3:15 | Collaborative discussion and sharing on initial planning | 30 | Teachers share their perspectives and discuss any issues, and seek clarification |
3:45 | Personal lesson preparation | 20 | With the gathered information teachers finalize their approach and strategies |
4:05 | Collaborative discussion and sharing | 20 | Final approach and strategies are shared with peers |
4:25 | Insights and Closure | 5 | Teachers wrap up the discussion |
4:30 | End of Collaborative Expertise Session | ||
TEACHER TIMETABLE FOR COLLABORATIVE EXPERTISE (PREPARATION)
Start Time | Activity | Time Allocated (Minutes) | Notes on Focus |
8.00 am | Arrival Gather the week’s program, materials, and data | 20 | Sign in, gather any notes and any data or information collected during the week |
8.20 am | Move with each subject/grade team to meeting rooms | 5 |
|
8.25 am | Personal organization of ideas and feedback about lessons: content, components, learnings within a grade and a subject | 45 | The focus is on each teacher to reflect on their point of view about the lesson content and how the content was presented |
9.10 am | Break | 5 |
|
9.15 am | Collaborative discussion and sharing about lessons: content, components, learnings, key observations noted within a grade and a subject | 45 | Focus on sharing teacher observations and hearing from peers in the same grade and subject area |
10.00 am | Recess | 15 |
|
Start Time | Activity | Time Allocated (Minutes) | Notes on Focus |
10.15 am | Personal organization of ideas and feedback about student performance: abilities, processes used, interesting occurrences, teacher learnings within a grade and a subject. | 45 | The focus is on each teacher reflecting on how students performed in class |
11.00 am | Break | 5 |
|
11.05 am | Collaborative discussion and sharing about student performance: abilities, processes used, interesting occurrences, teacher learnings. Key observations noted within a grade and a subject | 45 | The focus is on sharing teacher perspectives on how students performed in class, how they reacted to the lesson, and how the content was presented with peers from the same grade and subject |
11.50 am | Lunch | 70 |
|
1.00 pm | Collaborative discussion and sharing with teachers within a grade and a subject | 45 | The focus is on sharing and hearing teacher perspectives on how students performed in class and how they reacted to the lesson, and how the content was presented. |
1.45 pm | Break | 5 |
|
1.50 pm | Collaborative discussion and sharing with teachers.
| 60 | Focus on sharing and hearing perspectives across different grades and subjects |
2.50 pm | Insights and Closure | 10 | Teachers wrap up the discussion |
3.00 pm | End of Day | ||
Start Time | Activity | Time Allotted | Notes on Focus |
3:00 | Personal organization of ideas and feedback about lessons: content, components, learnings within a grade and a subject | 15 | The focus is on each teacher reflecting on their point of view about the lesson content and how the content was presented |
3:15 | Collaborative discussion and sharing about lessons | 30 | Focus on sharing teacher observations and hearing from peers in the same grade and subject areas |
3:45 | Personal organization of ideas and feedback about student performance: abilities, process used, interesting occurrences, teacher learnings within a grade and a subject | 20 | The focus is on each teacher reflecting on how students performed in class |
4:05 | Collaborative discussion and sharing about student performance: abilities, processes used, interesting occurrences, teacher learnings. | 20 | The focus is on sharing teacher perspectives on how students performed in class, how they reacted to the lesson |
4:25 | Insights and Closure | 5 | Teachers wrap up the discussion |
4:30 | End of Collaborative Expertise Session | ||
TEACHER TIMETABLE FOR COLLABORATIVE EXPERTISE (REVIEW)
“We need others to complement and develop our own expertise. This collective character of knowledge does not mean that individuals don’t count. In fact, the best communities welcome strong personalities and encourage disagreements and debates. Controversy is part of what makes a community vital, effective, and productive.”�― Etienne Wenger, Cultivating Communities of Practice: A Guide to Managing Knowledge
Recipe for a Successful Collaborative Expertise
Ingredients:
Recipe for a Successful Collaborative Expertise
Instructions:
2. Add patience, open-mindedness, and empathy. Mix well to ensure a smooth and understanding texture.
3. Slowly fold in flexibility and communication. Blend until all ideas are thoroughly incorporated.
4. Gradually sprinkle trust and respect into the mixture, ensuring they permeate evenly throughout
5. Allow the collaborative expertise to marinate in a supportive environment for a sufficient amount of time.
6. Serve with a side of active listening and constructive feedback for a fulfilling experience.
Recipe for a Successful Collaborative Expertise
Adjust measurements to taste and adapt to the specific needs of your collaboration.
Enjoy the recipe and may your collaborative endeavors be fruitful!
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Thank you!
DEPARTMENT OF EDUCATION