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Module 2 Study Notebook

1. The document outlines activities for teachers to familiarize themselves with the Most Essential Learning Competencies (MELCs) and how to unpack and combine them into learning objectives. 2. Teachers are asked to compare the original K-12 curriculum to the MELCs to determine which competencies were retained, dropped, or merged. They then form groups to unpack and combine selected MELCs from the first quarter into learning objectives. 3. The groups present their work, and insights are shared to enhance the learning objectives. Teachers are guided to unpack MELCs systematically and consider alignments to standards when combining competencies.

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Lorily B. Abad
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70 views

Module 2 Study Notebook

1. The document outlines activities for teachers to familiarize themselves with the Most Essential Learning Competencies (MELCs) and how to unpack and combine them into learning objectives. 2. Teachers are asked to compare the original K-12 curriculum to the MELCs to determine which competencies were retained, dropped, or merged. They then form groups to unpack and combine selected MELCs from the first quarter into learning objectives. 3. The groups present their work, and insights are shared to enhance the learning objectives. Teachers are guided to unpack MELCs systematically and consider alignments to standards when combining competencies.

Uploaded by

Lorily B. Abad
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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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 background 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?

The crisis brought about by the COVID-19 has posted a lot of


challenges for the Department of Education especially to the
teachers who are standing in the front line to provide the
continuity in education. As a teacher, I believe that narrowing
down the learning competencies has become a huge factor in
order to deliver the only the most essential in this time of
pandemic. However, one of the major concerns to ensure that
learning continues is the implementation process itself. Given the
shortage of resources, schools, teachers, and the community itself
are finding means to bridge the gap.

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?

I totally agree to this. The purpose of the curriculum is solely to


achieve a higher standard of education and to produce competitive
learners. But due to its congested nature, students cannot cope up
with it and more often than not, teachers find it hard and time
consuming to teach all these competencies which seem to be
repetitive and redundant resulting to poor performance of the
learners as well as the teachers.
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?
The MELC is developed to allow students to study based on
their abilities to learn skills or competencies at their own pace.
This method is tailored to meet different learning levels that can
lead to efficient learning outcomes through alternative learning
delivery modalities. How does curriculum review aid in the
identification of essential learning competencies?

2. How does curriculum review aid in the identification of


essential learning competencies?
It will inform us to determine the most essential and attainable
competencies that can be reached both the learners and teachers
and can be conveyed by the parenrts.

3. What is the difference between essential learning


competencies and desirable learning competencies?
Essential learning competencies are defined as what the
students need, considered indispensable, in the teaching-learning
process to building skills to equip learners for subsequent grade
levels and subsequently, for lifelong learning. On the other hand,
desirable learning competencies were defined as what may
enhance education but may not necessary in building foundational
skills.

4. 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?
The MELCs were identified according to the gaps, issues and
concerns across learning areas and grade levels. The decisions
were made due to the limited number of school days and the
absence of face-to-face instructions at this time of pandemic.
Hence, narrowing down the learning competencies is the best
option the DepEd has come up with.

5. What is the importance of the MELCs in ensuring the


delivery of quality instruction?
The MELCs are made aligned with the national/local standards,
applicable to real-life and are the most essential competencies
that students are expected to learn despite this pandemic. The
Department of Education has made sure that with limited
resources, time, and the absence of face-to-face instructions,
learners would still get the the necessary competencies the need
to acquire through these MELCs.

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.

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?
By unpacking and combining the MELCs, we now have a clear
path forward. This gives up a deeper understanding on how these
MELCs are selected. It will be much helpful for us to plan on how
are we going to implement our LCP more efficiently.

2. What considerations must be taken in unpacking and


combining the MELCs? Explain each.
The Most Essential Learning Competencies should be aligned
to the content and performance standards of the all the learning
areas. Should be based on the learning needs of the learners.

3. Do all the MELCs need to be unpacked or combined? Why or


why not?
Of course, unpacking the MELCs are essential in order to have
a systematic learning activity so that the competencies needed by
the learners are not congested or repetitive.

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 unpackthese 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 combineat 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.
K TO 12 LEARNING
MELCS
COMPETENCIES
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advanced features ng 1.2 natutukoy ang
isang search engine angkopna search
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MERGED/CLUST 3.3. natitiyak ang


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impormasyongnakala
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napinanggalingannito
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3.4. nakakapag-
bookmark ng mga
website
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3.5. naisasaayos ang


mga bookmarks
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RETAINED 1.2 naipaliliwanag 1.1 naipaliliwanag ang


ang kahulugan at kahulugan at
pagkakaiba ng pagkakaibang produkto
produkto at at serbisyoEPP5IE-
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1.3 natutukoy ang 1.2 natutukoy ang


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