STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL
LEARNING
COMPETENCIES
(MELCs)
MODULE OBJECTIVE:

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

ESTIMATED TIME REQUIRED

3 hours

Prepared by:

MARK RAYMOND T. DOMINGO

Filipino Teacher
 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?

Fundamental concerns are whether these curriculum standards are being followed or whether students
possessed these expected outcomes at the end of a certain period since evaluating learners in a study at home
setup is hard. Another thing is the problem of implementing these curriculum standards since the teachers
are preoccupied of preparations, worries, challenges, and environment that are new to them. These problems
cannot be purely solved by teachers but by from upper part of the organizational chart like Regional
Directors or the secretary herself. Education in the middle of pandemic required the cooperation of every
stakeholders, from teachers, students, administrative staff, and parents, to be successful. The pressure for
this type of education to succeed lies in the teachers. Changing environment, worries for health, and burden
might severely affect teachers, which in turn affects the way they implement and adhere to the curriculum
standards. It should be a shared responsibility for all of stakeholders and initiative should start from the
upper ups and they need to think in the shoe of the teacher and the student since they are the one who was
affected the most.

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, I agreed to this. A lot of learning competencies are included in the curriculum guide which affects
the teaching and learning process. Congested curriculum creates half-baked learners. To catch up with these
learning competencies, the teachers typically adhere to a strict schedule, not taking considerations classes
suspensions and the pace of the students. Consequently, students tend to load and unload what they learn to
cope with a fast pace lesson. A dilemma for the teacher is whether to adhere strictly or to loosen a bit, but by
loosening a bit, the expected outcome and targeted competencies cannot be finish on time.

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 created to address congested curriculum without sacrificing the quality of education. It
was also created to ensure that education will continue regardless of our current situation. Furthermore,
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. What is the difference between essential learning competencies and desirable learning competencies?
Essential learning competencies were defined as what the students need, considered indispensable, in the
teaching-learning process to build skills to equip learners for subsequent grade levels and consequently, for
lifelong learning. On the other hand, desirable learning competencies were defined as what may enhance
education but may not be necessary in building foundational skills.

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?
In determining the criteria for the selection of the MELCs, the Department considered the descriptor
‘ENDURANCE’ as the primary determining factor. A learning competency is considered enduring if it
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. Examples of such learning competencies include research skills, reading comprehension,
writing, map reading, and hypothesis testing, which are essential in many professions and in everyday life.

4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
MELCs ensure that students can still attain life-long learning and hit expected outcomes in a limited
amount of school days without sacrificing the quality of the education. Creation of MELCs anticipates the
challenges in employing various schemes in the delivery of the learning standards in these challenging
times.

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.
LEARNING AREA: FILIPINO 8
K TO 12
LEARNING MELC
COMPETENCIES S
MERGED/CLUSTER None None
ED
Naiuugnay ang mahahalagang kaisipang Naiuugnay ang mahahalagang kaisipang
RETAINED nakapaloob sa mga karunungang-bayan nakapaloob sa mga karunungang-bayan sa
sa mga pangyayari sa tunay na buhay sa mga pangyayari sa tunay na buhay sa
kasalukuyan. kasalukuyan.
Nahuhulaan ang mahahalagang kaisipan
at sagot sa mga karunungang-bayang
DROPPED napakinggan.

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.
I think that the newly created MELC should be the new learning curriculum after we go back to pre-
pandemic arrangement in education as it is easier and decongested. In this way, we
have ample time to teach these ‘Essential Competencies’.

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, it decongested the curriculum by combining almost similar
competencies. This means that the teacher can teach the competencies efficiently.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
 Combining should be done carefully and to make sure that the 2 combining competencies are similar to
each other and aligned with the curriculum standards.

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

Yes, to ensure that there are no repetitive competencies as it entails a wastage on time, effort and
resources for all the stakeholders.

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.

MOST ESSENTIAL LEARNING COMPETENCY LEARNING OBJECTIVES

Naisusulat ang sariling bugtong, salawikain,  Nakakagawa ng sariling bugtong ayon sa
sawikain o kasabihan na angkop sa kasalukuyang isang paksa.
kalagayan.  Nakakagawa ng sariling salawikain ayon
sa isang paksa.
 Nakakagawa ng sariling sawikain o
kasabihan ayon sa isang paksa.

Prepared by:

MARK RAYMOND T. DOMINGO

Filipino Teacher