STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES
(MELCs)

MODULE OBJECTIVES:

By the end of this Module, you will be able to:

1. Explain the contextual and development of the MELCs
2. Unpack the MELCs
3. Combine related competencies into learning objectives

MODULE CONTENT:

Lesson 1. Background, Rationale, and Development of MELCs

Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

ACTIVITY 1.
Answer the following reflective questions in your Study Notebook:

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 specific
example. Do you think these concerns could be solved by teachers alone? Why or why not?

Continuity of learning is the continuation of education in the event of a prolonged school closure or
student absence. It is a critical component of school emergency management, as it promotes the continuation of
teaching and learning despite circumstances that interrupt normal school attendance for one or more students.
However, many considerations play a role in the development of distance learning programs, such as
accessibility, type and quality of materials, and the length of time that this type of learning must be maintained.
There are also a variety of potentially viable distance learning methods. The following considerations,
information, and resources can support schools and districts as they make plans for continuity of learning in the
event of a school closure or student absence.

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?

Yes. For now we are living amidst what is potentially one of the greatest threats in our lifetime to global
education, a gigantic educational crisis. As of March 28, 2020, the COVID-19 pandemic is causing more than 1.6
billion children and youth to be out of school in 161 countries. This is close to 80% of the world’s enrolled
students.  We were already experiencing a global leaning crisis, as many students were in school, but were not
learning the fundamental skills needed for life. I do not hope that student would learn from the strategy but for
the students/learner’s to bridge the gap Deped teachers throughout the country made/create diversion such as
online, modular and even radio/tv network just to fill-up the gap.

ACTIVITY 2
Familiarize yourself with the course reading on the Development and Design of the MELCs. After going through the
document, provide a brief and concise response to the following guide questions. Write your answers in your Study
Notebook.

1. What are the general and specific purposes of the development of MELCs?
Is to address the challenges brought about by the global pandemic; to develop resilient education systems
during emergencies, The Department of Education, through the Bureau of Curriculum Development has
developed the most essential learning competencies (MELCs) to address the challenges brought about by the
global pandemic. The MELCs is part of the department’s response to develop resilient education systems,
especially during emergencies and will enable DepEd to focus instruction on the “most essential and
indispensable” competencies.
2. What is the difference between essential learning competencies and desirable learning competencies?
The main difference between essential and desirable that the term essential refers to minimum qualifications
that are necessary for a job, while the term desirable refers to non-essential, but preferred qualifications

3. How 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?
 Most Essential Learning Competencies (MELCs) identified as a primary reference of all schools, Schools
Divisions, and Regional Offices in determining and implementing learning delivery approaches that are suited to
the local context and diversity of learners while adapting to the challenges caused by COVID-19. The decision of
Deped was based on the policies and guidelines for them to sustain the quality of education despite that we are
facing this recent pandemic through this they trimmed down each subjects to become essential, short and
readable by any learners.

4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
MELC serves as a teacher guides in preparing his/her lesson and instructional materials. Despite that we are facing
this global pandemic MELC were badly in need. MELC remains with learners long after a test or unit of study is
completed or if it is useful beyond a single test or unit of study. MELCS also 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 done 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 in your Study Notebook and compare the two documents to determine which learning
competencies were retained, dropped, or merged.

K TO 12 LEARNING
MELCS
COMPETENCIES

Writing a close analysis and critical

interpretation of literary texts and doing
an adaptation of these require from the
learner the ability to:
1. Identify the geographic, linguistic,
and ethnic dimensions of Philippine
literary history from pre-colonial to
the contemporary EN12Lit-Ia-21 1.2 Identify the different geographic,
MERGED/CLUSTERE linguistic, ethnic during pre-colonial,
D representative texts and authors from
different regions. ENG 12Lit-Ia 2.1.2
2. identify representative texts and
authors from each region (e.g.
engage in oral history research with
focus on key personalities from the
students’ region/province/ town)
EN12Lit-Ib-22

1.1. Identify the geographic, linguistic, and 1.1 Identify the geographic, linguistic, and
ethnic dimensions of Philippine literary ethnic dimensions of Philippine literary
history from pre-colonial history from pre-colonial
EN12Lit-Ia-21 EN12Lit-Ia-21
RETAINED
1.2 Identify the authors from each region 1.2 Identify representative texts and authors
EN12Lit-Ib-22 from each region EN12Lit-Ib-22

2.1 Identify the representative texts

DROPPED

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, in your Study Notebook.

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1
Familiarize yourself with the course reading on Unpacking and Combining the MELCs. After reading the document,
provide a brief and concise response to the following guide questions in your Study Notebook:

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

DepEd: Guidelines for streamlined K to 12 curriculum now available online. ... According to its guidelines,
the MELCs is part of the department's response to develop resilient education systems, especially during
emergencies and will enable DepEd to focus instruction on the “most essential and indispensable”
competencies.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
Teachers who do the work to unpack standards are the ones who understand them. It is through collaborative
conversations that we come to collective clarity on what we want our students to know and be able to do. When
teachers unpack standards in isolation they are likely to interpret the intent and rigor differently resulting in an
educational lottery for students rather than a guaranteed and viable curriculum.

3. Do all the MELCs need to be unpacked or combined? Why or why not?

MELCs to be combined should show commonality and relatedness in content, topic, or theme. This ensures that
essential content and topic will not be watered down. Just like in the unpacking of MELCs, combining two or more
should aid in the achievement of the content and performance standards.

ACTIVITY 2
1. Form a group of four members within your LAC, preferably with fellow teachers 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.

Repeat the above process but instead of unpacking, each team will now combine at least two MELCs of their choice.
Group deliberation will be observed in order to arrive at a consensus. Discuss and jot down the synthesis of the
presentations in your Study Notebook.

Prepared by:

Lerwin E. Garinga
Teacher 1