Scribd
Upload
221 views

Module 2

This document contains information and activities from a Module 2 Lesson 1 teacher training. It discusses concerns about ensuring learning continuity during the pandemic. It was noted that shifting to distance or modular learning could help address issues caused by school closures. The document also mentions that congested curriculums were a pre-existing problem, and analyzing curriculums helped identify essential learning competencies. Teachers then worked in groups to unpack learning competencies into objectives and presented their work.

Uploaded by

Carlota Recare Angara
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
221 views

Module 2

This document contains information and activities from a Module 2 Lesson 1 teacher training. It discusses concerns about ensuring learning continuity during the pandemic. It was noted that shifting to distance or modular learning could help address issues caused by school closures. The document also mentions that congested curriculums were a pre-existing problem, and analyzing curriculums helped identify essential learning competencies. Teachers then worked in groups to unpack learning competencies into objectives and presented their work.

Uploaded by

Carlota Recare Angara
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 5

Module 2 Lesson 1

Activity 1

1. The closure of schools around the world due to the global pandemic posed
serious challenges on the delivery of quality basic. education. As a teacher,
what do you think are the fundamental concerns in terms of curriculum
standards that need to be addressed in order to ensure learning continuity?
Cite a spec for example. Do you think these concerns could be solved by
teachers alone? Why or why not?

Ans: The pandemic we experience today, this make education for children more
difficult to achieve. This also brings a big challenge to the Department of education
to conduct education in this new normal situation. The best way to address the
problem is adapt this new normal learning by shifting to distance or modular learning.
With this strategy, we can ensure learning continuity. This concerns are not for
teachers alone but also with the collaboration of all the deped forces teaching and
non-teaching staff. And of course through parents’ learners and stake holders
support.

2. Even prior to the spread of COVID-19 that eventually led to the closure of
schools nationwide, the congested curriculum has been a perennial problem
of teachers (Andaya, 2018). This is perceived to be one of the hindering factors
on the poor performance of Filipino learners. Do you agree with this
observation? Why or why not?

Ans: Definitely Yes, I agree, in the department of education several curriculums had
been laid and adapt for the purpose of achieving higher standard education and can
produce a globally competitive learner. But due to the congested curriculum we can’t
achieve our goals. Learners can’t cope up with the content standard sometimes it
takes time to finish a full quarter subject with a limited time allotment.

Activity 2

1. What are the general and specific purposes of the development of


MELCs?
-The Department of Education's Bureau of Curriculum Development developed
MELCs to cope with the drastic change in the educational atmosphere due to Covid
19 pandemic. The focus of instruction were streamlined to the most essential or the
most indispensable learning competencies.
-MELCs is also developed in response to UNESCO's fourth sustainable development
goal and that is to develop resilient education systems, most especially during
emergencies.
-MELCs can be used as a mechanism to ensure education continuity.
-the MELCs intend to assist schools in navigating the limited number of school days
as they employ multiple delivery schemes by providing them ample instructional
space
2. How does curriculum review aid in the identification of essential learning
competencies?

-Analysis of the Interconnectedness of prerequisite knowledge and skills among the


learning competencies for each sub)ect area.

-Curriculum review mapped the essential and desirable learning competencies within
the curriculum. It also led to the identification of gaps, issues, and concerns within
and across learning areas and grade levels. It helped in the identification of areas for
improvement that would enhance the learning engagement, experience, and
outcomes and consequently recommend solutions. In addition, it analyse the
interconnectedness of prerequisite knowledge and skills among the learning
competencies for each subject area.

4. Now were the most essential learning competencies identified? What were
the decisions made in order to trim down the number of the essential learning
competencies further?

Learning competencies are identified by knowing the following characteristics.


-it is applicable to real-life situations
-it would be important for students to acquire the competency after s/he left that
particular grade level
--it is aligned with national, state, and/or local standards/ frameworks (e.g.,
scientifically-literate Filipinos)
-it would not be expected that most students would learn this through their
parents/communities if not taught at school
-it connects the content to higher concepts across content areas
5. What is the importance of the MELCs in ensuring the delivery of quality
instruction?

-MELCS serves as a teacher guides in preparing our lesson (weekly home learning
plan) and instructional materials (Self- Learning Modules)

-MELCs ensures delivery of quality instruction as it becomes the primary reference in


determining and implementing learning delivery approaches that are suited to the
local context and diversity of learners while adapting to the challenges posed by
COVID-19.

Activity 3
Prepare a copy of your learning area's original K-12 Curriculum Guide and
corresponding list of MELCs. Go to the sections of the curriculum guide and
MELCs that are relevant to your instructional needs. Copy and accomplish the
following table and compare the two documents to determine which learning
competencies were retained, dropped, or merged.

K-12 Learning MELCs


Competencies

Merged/Clustered Nouns Give naming words Recognize names people,


for persons, places, things objects, things and places
(EN2GIIId-f-2) (e.g. names of animals,
Use common nouns in fruits, objects in songs,
simple sentences stories, poems, nursery
(EN2GIIId-2.4) rhymes, pictures, realia and
other ICT based materials)

Retained Use personal experiences to Use personal experiences


make predictions about text to make predictions about
viewed and listened to text viewed and listened to

Drop none none

ACTIVITY 4

In your LAC Session, discuss and share your answers to Activities 1-3 in this
lesson. Discuss any questions about the MELCs that need clarification as well.
Share your thoughts and let your co-teachers articulate their insights
regarding your questions. Jot down all the insights shared in the discussion,
including your own.

Insights:

Lesson 2

Activity 1

1. What Is the importance of unpacking and combining the MELCs?


-We need to unpacked MELCS to help us systematize learning activities and
effectively address the varying needs of learners and the challenges of instructional
deliveries.

2. What considerations must be taken in unpacking and combining the


MELCs? Explain each.
In unpacking MELCs we must consider the following:
-Alignment on the Content and Performance Standards- The MELCS are not
departure from the standard-based design. We must consider this to achieve a
quality teaching output.
-Prerequisite knowledge and skills - curriculum objective must be hierarchy.
Mastering Fundamental knowledge Is a must before going to the other level of
learning.
-Logical sequence of learning objectives - We cant give a better learning ideas to our
students if our objective is not logical sequence. Planning what are the most
important objective is key frame in achieving better understanding of our learners.
3. Do all the MELCs need to be unpacked or combined? Why or why not?

-The teacher may unpacked or combined the MELCS depends on sequence of the
lesson, the progress and needs of learners as long as the content and standard will
be achieved.

Activity 2

1. Form a group of four members within your LAC, preferably with fellow
teacher's in your respective learning area.

2. Using the curriculum guide and a list of the MELCs, choose MELCs in the
first quarter and unpack these into learning objectives.

3. Each team will present their unpacked learning objectives.

Discussion and processing will follow each presentation. Suggestions and


insights from each group will be considered in enhancing the learning
objectives
Unpacking MELCS Sample

Sample MELCS Learning Objectives


Nakapaglalahad na mahalaga ang  Nakatutukoy ng mga kilos at gawain
paggawa ng mabuti sa kapwa na nagpapakita ng pagmamahal at
EsP1PIIe-f– 4 pagmamalasakit sa kapawa
 Naipahahayag ang mga wastong
paraan ng pakikitungo sa mga
kapwa
 Naisasabuhay ang wastong
pakikitungo sa ibang kasapi ng
pamilya at kapwa sa lahat ng
pagkakataon.

Activity 3

Submit your Activity 2 output to your LAC leader. Make sure to keep a copy of
your outputs.

Reflection

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________

You might also like