Learning Action Cells and Action Research: Transforming Teacher Development in Philippine K-12 Education

The Philippine education system has undergone significant transformations in recent years, particularly with the implementation of the K to 12 Basic Education Program. This reform has necessitated innovative approaches to teacher professional development to ensure educators are well-equipped to meet the demands of the updated curriculum and pedagogical practices. In response to this need, the Department of Education (DepEd) has introduced Learning Action Cells (LACs) as a key strategy for supporting teachers’ ongoing professional growth and facilitating school-based action research.

This article examines the implementation of LACs in the context of the K to 12 Basic Education Program, as outlined in DepEd Order No. 35, s. 2016. We will explore the theoretical foundations, practical implementation, benefits, challenges, and potential impact of LACs on teaching quality, student learning outcomes, and school improvement through action research.

Background and Rationale

The K to 12 Basic Education Program

The K to 12 Program, implemented in 2013, represents a major overhaul of the Philippine education system. It extended basic education from 10 to 13 years, adding kindergarten and two years of senior high school. This change aimed to align the country’s education system with international standards and better prepare students for higher education, employment, or entrepreneurship.

The introduction of this program brought about significant changes in curriculum content, teaching methodologies, and assessment practices. Consequently, it created a pressing need for effective professional development strategies to support teachers in adapting to these changes.

The Need for Continuous Professional Development and Action Research

Research consistently shows that teacher quality is one of the most significant factors influencing student achievement. In the context of educational reform, continuous professional development becomes even more crucial. Traditional models of teacher training, often characterized by one-off workshops or seminars, have been criticized for their limited impact on classroom practice.

DepEd Order No. 35, s. 2016 addresses this issue by establishing LACs as a school-based, ongoing professional development strategy. This approach aligns with contemporary theories of adult learning and professional development, which emphasize the importance of context-specific, collaborative, and sustained learning experiences.

Furthermore, DepEd Order No. 16, s. 2017 (Research Management Guidelines) highlights the importance of action research in improving educational practices. LACs serve as an ideal platform for conducting action research, allowing teachers to systematically inquire into their own practice and implement evidence-based improvements.

Understanding Learning Action Cells

Definition and Purpose

As defined in DepEd Order No. 35, s. 2016, a Learning Action Cell is a group of teachers who engage in collaborative learning sessions to solve shared challenges encountered in the school. These sessions are typically facilitated by the school head or a designated LAC Leader. The primary objectives of LACs are to:

1. Enhance the teaching-learning process through collaborative problem-solving and knowledge sharing
2. Foster the development of successful teachers by providing a supportive learning environment
3. Enable teachers to support each other in improving their content and pedagogical knowledge, skills, and attitudes
4. Promote a collaborative spirit among school heads, teachers, and the wider school community
5. Facilitate school-based action research to address specific educational challenges

Importantly, LACs are designed to create positive, caring, and safe spaces for professional learning and collaborative research, as emphasized in the DepEd Order.

Theoretical Framework

The LAC approach is grounded in several educational theories and concepts:

1. Communities of Practice: Developed by Lave and Wenger (1991), this theory posits that learning occurs through participation in social groups that share a common interest or profession. LACs function as communities of practice within schools, allowing teachers to learn from and with each other.
2. Situated Learning: This theory suggests that learning is most effective when it occurs in the context where it will be applied (Brown, Collins, & Duguid, 1989). LACs provide a school-based learning environment, ensuring that professional development is directly relevant to teachers’ daily practice.
3. Reflective Practice: Schön’s (1983) concept of the reflective practitioner emphasizes the importance of reflection in professional learning. LACs provide a structured space for teachers to reflect on their practice and learn from their experiences.
4. Collaborative Learning: Research has shown that collaborative learning among teachers can lead to improved instructional practices and student outcomes (Vescio, Ross, & Adams, 2008). LACs create opportunities for such collaboration within the school setting.
5. Action Research: LACs embody the principles of action research, which involves educators systematically examining their own practice to improve teaching and learning (Kemmis & McTaggart, 1988). This approach allows teachers to become active participants in generating knowledge about effective teaching practices.

These theoretical underpinnings support the hypothesis that collaborative planning, problem-solving, action implementation, and research within LACs will lead to improved teacher knowledge, skills, and attitudes, ultimately resulting in enhanced student learning and development.

Implementation of Learning Action Cells

Formation and Composition

LACs are typically composed of 5 to 15 members, with each teacher required to be part of at least one LAC. The size of the group is important; it should be large enough to generate diverse perspectives but small enough to ensure active participation from all members. Groups can be formed based on various criteria, such as:

• Grade level (e.g., all Grade 3 teachers)
• Subject area (e.g., all Mathematics teachers)
• Cross-curricular themes (e.g., teachers focusing on environmental education)
• Specific programs offered by the school (e.g., special education teachers)
• Action research topics or interests

The structure of a LAC includes:

1. LAC Leader: Usually the school head or principal, responsible for overseeing the LAC process and ensuring its alignment with school improvement goals.
2. LAC Facilitator: Often a master teacher or senior teacher, tasked with planning and guiding LAC sessions.
3. LAC Members: Teachers who participate in the collaborative learning process and action research activities.
4. LAC Documenter: A member responsible for recording the proceedings and outcomes of LAC sessions.
5. LAC Resource Person(s): Internal or external experts who may be invited to provide specialized knowledge or skills, particularly in research methodologies.

Each role has specific responsibilities as outlined in DepEd Order No. 35, s. 2016. For example, the LAC Leader is responsible for mobilizing resources for LAC sessions, while the LAC Facilitator convenes team meetings and provides technical assistance in developing the LAC plan and action research proposals.

Topics for LAC Sessions and Action Research

LAC sessions cover a wide range of topics relevant to the K to 12 Basic Education Program. These may include:

1. Learner diversity and student inclusion: Strategies for addressing the needs of diverse learners, including those with special educational needs, gifted students, and learners from various cultural backgrounds.
2. Content and pedagogy of the K to 12 curriculum: In-depth exploration of subject matter and effective teaching strategies aligned with the new curriculum.
3. Assessment and reporting: Discussion of formative and summative assessment techniques, as well as effective ways to communicate student progress to parents and stakeholders.
4. 21st-century skills and ICT integration: Exploration of ways to incorporate critical thinking, creativity, collaboration, and communication skills into lessons, as well as effective use of technology in the classroom.
5. Curriculum contextualization, localization, and indigenization: Strategies for adapting the national curriculum to local contexts and incorporating indigenous knowledge and practices.
6. Mother Tongue-Based Multilingual Education (MTB-MLE): As specifically mentioned in DepEd Order No. 35, s. 2016, LACs should address the implementation of MTB-MLE, including strategies for effective language transition and development of locally relevant teaching materials.
7. Action research methodologies: Introduction to action research principles, data collection methods, and analysis techniques to support teacher-led inquiries.

Additional topics may include:

• Analysis of school data to inform instructional decisions
• Child protection and safeguarding
• Classroom management techniques
• Strategies for promoting student engagement and motivation
• Mental health and well-being for both students and teachers

The selection of topics should be driven by the specific needs and interests of the LAC members, as well as school improvement priorities and potential action research projects.

LAC Implementation Process and Action Research Integration

The implementation of LACs follows a structured process that aligns well with the action research cycle:

1. Planning:

• Conduct a needs assessment to identify professional development priorities and potential action research topics
• Develop a LAC Plan aligned with the School Improvement Plan (SIP) or Annual Implementation Plan (AIP)
• Schedule regular LAC meetings (DepEd Order No. 35, s. 2016 recommends at least once a month)
• Assign roles and responsibilities within the LAC
• Formulate action research questions based on identified school or classroom issues

2. During the LAC session (Action stage of action research):

• Begin with a brief review of previous session outcomes and progress on ongoing action research projects
• Present the session topic and objectives
• Engage in activities such as:
  • Lectures or presentations by LAC members or invited experts
  • Workshops or hands-on activities
  • Case study discussions
  • Collaborative lesson planning
  • Creation of instructional materials
  • Analysis of student work samples
  • Data collection and analysis for action research projects
• Conclude with action planning for classroom implementation and next steps in action research

3. After the LAC session (Observation and Reflection stages of action research):

• Implement proposed strategies in classrooms
• Collect data on the effectiveness of implemented strategies
• Reflect on the implementation process
• Share experiences, outcomes, and research findings in subsequent LAC sessions
• Use research findings to inform school improvement efforts

This cyclical process ensures that LACs remain focused on continuous improvement, the practical application of learning, and the generation of context-specific knowledge through action research.

Benefits and Challenges of Learning Action Cells and Action Research

Benefits

1. Cost-effective professional development: LACs utilize existing school resources and expertise, reducing the need for expensive external training programs. They can be funded through the school’s Maintenance and Other Operating Expenses (MOOE), as suggested in DepEd Order No. 35, s. 2016.
2. Contextualized learning experiences: Professional development is tailored to the specific needs and context of the school and its teachers.
3. Promotion of collaborative learning and research: LACs foster a culture of peer support, shared responsibility for professional growth, and collaborative inquiry.
4. Immediate application of learning: Teachers can quickly implement new strategies in their classrooms and receive timely feedback from colleagues.
5. Continuous improvement of teaching skills: Regular LAC sessions provide ongoing opportunities for reflection and refinement of teaching practices.
6. Enhanced teacher motivation and job satisfaction: Collaborative learning environments can boost teacher morale and sense of professional efficacy.
7. Improved student learning outcomes: As teachers enhance their skills and knowledge through LACs and action research, student achievement is likely to improve.
8. Alignment with professional standards: LACs can support teachers in meeting the Philippine Professional Standards for Teachers (PPST), contributing to their professional growth and career advancement.
9. Evidence-based decision making: Action research conducted through LACs provides school-specific data to inform instructional and administrative decisions.
10. Empowerment of teachers as researchers: LACs enable teachers to become active producers of educational knowledge, not just consumers of external research.

Challenges

1. Time constraints: Finding regular time for LAC meetings and conducting action research amidst busy school schedules can be challenging.
2. Ensuring active participation: Some teachers may be reluctant to share their experiences, contribute actively to discussions, or engage in research activities.
3. Maintaining focus on relevant and impactful topics: LACs must strike a balance between addressing immediate concerns and long-term professional development goals.
4. Balancing LAC activities with other school responsibilities: Teachers and school leaders must manage their time effectively to accommodate LAC participation and action research alongside other duties.
5. Measuring long-term impact: It can be difficult to isolate and quantify the specific effects of LACs and school-based action research on student learning outcomes.
6. Sustaining momentum: Maintaining enthusiasm and commitment to the LAC process and ongoing action research over time may be challenging.
7. Addressing power dynamics: Hierarchical relationships within the school may affect open and honest communication in LAC sessions and collaborative research efforts.
8. Ensuring quality facilitation and research rigor: The effectiveness of LACs and the validity of action research depend largely on the skills of the facilitator and the research competencies of the teachers, which may vary.
9. Resource limitations: Some action research projects may require resources that are not readily available in all schools.
10. Balancing research and teaching responsibilities: Teachers may find it challenging to conduct rigorous research while maintaining their regular teaching duties.

Roles and Responsibilities in LAC Implementation and Action Research

School Level

School heads play a crucial role in organizing and sustaining LACs and promoting action research. Their responsibilities include:

1. Leading the organization of LACs and ensuring alignment with school improvement goals
2. Ensuring regular LAC sessions are held and providing necessary resources for action research
3. Monitoring and evaluating LAC activities and research projects to ensure their effectiveness
4. Including LAC participation and action research in teacher performance evaluations, linking it to the Results-Based Performance Management System (RPMS)
5. Creating a school culture that values continuous professional learning and teacher-led research
6. Participating in LACs to model commitment to professional growth and research-based practice

Teachers, as LAC members and action researchers, are responsible for:

1. Actively participating in LAC sessions and contributing to discussions
2. Implementing strategies learned in LACs in their classrooms
3. Designing and conducting action research projects relevant to their teaching context
4. Collecting and analyzing data on the effectiveness of implemented strategies
5. Sharing their experiences, insights, and research findings with colleagues
6. Engaging in reflective practice to continually improve their teaching and research skills

Division and Regional Level

Schools Division Offices and Regional Offices provide support through:

1. Offering technical assistance in establishing and maintaining LACs and conducting action research
2. Identifying and sharing best practices in LAC implementation and action research across schools and divisions
3. Conducting meta-analyses of school-based action research projects and disseminating findings
4. Providing resources and guidance for LAC implementation and research methodologies
5. Organizing inter-school or inter-division LAC activities to broaden learning opportunities and research collaborations
6. Monitoring the implementation of LACs and action research projects across schools and providing feedback for improvement

Central Office

The DepEd Central Office is responsible for:

1. Reviewing and updating LAC policies based on research and feedback from the field
2. Coordinating efforts across all levels to support LAC implementation and school-based action research
3. Establishing reward systems for effective LAC practices and outstanding action research projects
4. Allocating funds for LAC-related activities, resources, and action research through the Basic Education Research Fund (BERF)
5. Developing national guidelines for LAC implementation, evaluation, and action research standards
6. Conducting large-scale studies on the impact of LACs and school-based action research on teacher quality and student achievement

Monitoring and Evaluation

To ensure the effectiveness of LACs and associated action research projects, ongoing monitoring and evaluation are essential. Key aspects of this process include:

1. Regular progress monitoring: This should occur throughout LAC planning and implementation, with periodic check-ins to assess progress towards goals and research objectives.
2. Use of multiple data sources: Both qualitative and quantitative approaches should be used to assess LAC impact and research outcomes. Data sources may include:

• Teacher surveys and interviews
• Classroom observations
• Student achievement data
• LAC session documentation
• Teacher reflective journals
• Action research reports and presentations

3. Focus on evidence of change: Evaluations should look for evidence of:

• Critical reflection among teachers
• Increased understanding of curriculum and pedagogy
• Changes in classroom practice
• Improvements in student engagement and learning outcomes
• Application of research findings to school improvement efforts

4. Evaluation of LAC processes and research quality: This includes assessing the quality of LAC facilitation, relevance of topics, level of teacher engagement, and the rigor of action research methodologies employed.
5. Long-term impact assessment: While challenging, efforts should be made to evaluate the long-term effects of LACs and school-based action research on teacher professional growth and student achievement.
6. Feedback loops: Results of monitoring and evaluation should be used to continually refine and improve the LAC process and action research practices.
7. Quality assurance: As emphasized in DepEd Order No. 35, s. 2016, LACs should contribute to quality assurance in education by promoting improved teaching practices and student learning outcomes. The quality of action research conducted should also be assessed against established research standards.

Case Studies: LACs and Action Research in Action

To illustrate the practical application and impact of LACs and associated action research, consider the following case studies from Philippine schools:

Case Study 1: Improving Mathematics Instruction through LAC-based Action Research

A public elementary school in Quezon City formed a LAC focused on enhancing mathematics instruction. Over six months, teachers met weekly to discuss challenges in teaching specific math concepts, share effective strategies, and collaboratively develop lesson plans. They also designed and implemented an action research project to investigate the effectiveness of manipulative materials in improving students’ understanding of fractions.

Results:

• Teachers reported increased confidence in teaching challenging math topics
• Classroom observations showed more frequent use of hands-on activities and real-world applications in math lessons
• The action research findings demonstrated a significant improvement in students’ conceptual understanding of fractions when using manipulative materials
• Student performance on standardized math tests improved by an average of 12% compared to the previous year

Case Study 2: Implementing Mother Tongue-Based Multilingual Education through LAC and Action Research

A rural school in Mindanao used LACs to support the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE). Teachers met bi-weekly to develop teaching materials in the local language, practice pronunciation and usage, and discuss strategies for transitioning students to Filipino and English instruction. They also conducted an action research project to examine the impact of MTB-MLE on students’ reading comprehension and overall academic performance.

Results:

• Teachers developed a bank of locally-relevant teaching materials in the mother tongue
• The action research project revealed a positive correlation between the use of mother tongue instruction and improved reading comprehension scores
• Student participation in class discussions increased significantly
• Parents reported greater engagement with their children’s schoolwork due to the use of the local language

These case studies demonstrate how LACs can be tailored to address specific school needs, facilitate action research, and lead to tangible improvements in teaching practice and student outcomes.

Future Directions and Research Opportunities

As LACs and school-based action research become more established in the Philippine education system, several areas warrant further exploration:

1. Technology integration: Investigating how digital tools can enhance LAC processes and support action research, particularly in remote or resource-constrained areas.
2. Cross-school collaboration: Exploring the potential of inter-school LACs and collaborative action research projects to broaden learning opportunities and share resources.
3. LACs and teacher career progression: Examining how participation in LACs and conducting action research can be formally recognized in teacher evaluation and promotion systems, aligning with the Philippine Professional Standards for Teachers (PPST).
4. Customizing LACs for different contexts: Studying how LAC implementation and action research approaches may need to be adapted for various school types (e.g., small rural schools, large urban schools, multigrade schools).
5. LACs and educational equity: Investigating how LACs and action research can be used to address issues of educational equity and improve outcomes for marginalized student populations.
6. Longitudinal studies: Conducting long-term research to assess the sustained impact of LACs and school-based action research on teacher practice and student achievement over time.
7. Integration with other DepEd initiatives: Exploring how LACs and action research can be more effectively integrated with other DepEd programs and initiatives, such as the Results-Based Performance Management System (RPMS) and School-Based Management (SBM).
8. Scaling up successful interventions: Investigating how successful interventions identified through LAC-based action research can be effectively scaled up to benefit more schools and students.
9. Developing teacher-researcher capacity: Exploring effective strategies for building teachers’ research skills and confidence in conducting rigorous action research.
10. Impact on school culture: Examining how the implementation of LACs and promotion of action research influence overall school culture and attitudes towards continuous improvement.

Conclusion

Learning Action Cells, coupled with school-based action research, represent a significant shift in the approach to teacher professional development in the Philippines. By promoting collaborative, context-specific learning experiences and teacher-led inquiry, LACs have the potential to transform teaching practices, generate valuable educational knowledge, and improve student learning outcomes. As the K to 12 Basic Education Program continues to develop, LACs and action research will likely play an increasingly important role in supporting teachers’ ongoing professional growth and adaptation to new educational challenges.

The success of LACs and school-based action research depends on the commitment and active participation of all stakeholders, from individual teachers to school leaders and education officials at all levels. By fostering a culture of continuous learning, improvement, and inquiry, LACs can contribute significantly to the overall enhancement of the Philippine education system.

As we move forward, it is crucial to continue refining LAC implementation and action research practices based on ongoing studies and feedback from the field. The Basic Education Research Fund (BERF) provides an important mechanism for supporting and scaling up promising research initiatives that emerge from LACs. By leveraging this resource and continuing to build research capacity among teachers, we can ensure that LACs remain a relevant and effective tool for professional development and school improvement.

The ongoing implementation and refinement of LACs and school-based action research, as guided by DepEd Order No. 35, s. 2016 and DepEd Order No. 16, s. 2017, will be instrumental in achieving the goals of quality, accessible, and inclusive education for all Filipino learners. By empowering teachers as both practitioners and researchers, the Philippine education system is well-positioned to address its unique challenges and contribute valuable insights to the global educational community.

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This article, “Learning Action Cells and Action Research: Transforming Teacher Development in Philippine K-12 Education,” was authored by Mark Anthony Llego and published on August 12, 2024.