LORETO NORTH DISTRICT

NUEVA GRACIA ELEMENTARY SCHOOL

Individual
Output

ELLEN B. NIPA
Adviser

Name: Ellen B. Nipa

LAC Session ID : Team 4
Number of LAC Session: 3
 Module 2

Activity 1
Lesson 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 specific example. Do you think these concerns could be solved by teachers
alone? Why or why not?
Answer:
A fundamental concern that I want to address in order to insure learning continuity is how
this competencies can be achieve at the given specific time. In the reason that one of our main
problems in our learners is the low level of Education of their parents or guardian since they are
the first person in contact that can assist them in dealing with this learning activities. As we know
“ You cannot give what you don’t have”. In the beginning of our survey we already have
difficulties on our identified low level learners.
Although we have planned of alternative modes, but there is still a big doubt on the how
this learners achieve the competencies. Even before the face to face learning, this child shows a
minimal interest in education.

No, because this concerns is addressed to the formulation of simple and achievable
competencies.

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?

Answer:

Yes, one of the contributing factor why we have poor performance in our learners is the
over loaded of subject, which is only given a short period of time. Some learners have that
difficult in analyzing the content of each subject which might need full attention but cannot be
accommodated because we had specific time to be accomplished.

Activity 2
 1. What are the general and specific purposes of the development of MELCs?

Answer:

The General and specific purpose of the development of MELC is to be used nationwide
by field implementers as a emergency measures to allow instruction amid in this challenging
circumstances. Ensure learning continuity through K-12 curriculum adjustment. This is not just a
response to addressing the challenges of the current pandemic, but also part of the Deped long
term response to the call of SDG4 to develop resilient education system, most especially during
crisis. It will continue to strive to produce holistic Filipino learners with 21st century skills.
Provide and ensure quality, relevant, and liberating education.

2. How does curriculum review aid in the identification of essential learning

competencies?

Answer:

The review focused on articulation within and across learning areas and grade levels,
which led to the identification of gaps, issues, and concerns. Moreover, areas for improvement
that would enhance the learning engagement, experience, and outcomes were identified and
consequent solutions were recommended. To insure quality results several steps has been
conducted
1. Mapping of the essential and desirable learning competencies within the curriculum. 2.
Identification of prerequisite knowledge and skills needed to prepare students for essential
learning competencies is focused. 3. Analysis of the interconnectedness of prerequisite
knowledge and skills among the learning competencies for each subject area.

3. What is the difference between essential learning competencies and desirable learning
competencies?

Answer:

Essential learning competencies is 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. A list of the characteristics of essential learning
competencies was provided to help participants decide which among the learning competencies
are deemed most important. This means these are skills knowledge that the learners need to
know that can help them in their daily life.

On the other hand, desirable learning competencies were defined as what may enhance
education but may not be necessary in building foundational skills. This means the
introduction of different modalities, that are considered as an enhance way of learning.
 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?

Answer:

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. A list of the characteristics of essential
learning competencies was provided to help participants decide which among the learning
competencies are deemed most important.

An essential learning competency has a ruled to be followed.

1. it is aligned with national, state, and/or local standards/ frameworks (e.g., scientifically-
literate Filipinos)
2. it connects the content to higher concepts across content areas
3. it is applicable to real-life situations
4. it would be important for students to acquire the competency after s/he
left that particular grade level
5. it would not be expected that most students would learn this through their
Parents/communities if not taught at school

Its inclusion is to emphasize that the identification of MELCs is anchored on the

prescribed standards and not a departure from the standards-based basic education curriculum.

5. What is the importance of the MELCs in ensuring the delivery of quality instructions?

Answer:

The MELCs serve as a mechanism to ensure education continuity (curriculum

dimension). MELCs does not downplay the standards set by the K to 12 curriculum guides , it
rather serve as one of the guides for teachers as they address the instructional needs of learners
while ensuring that curriculum standards are maintained and achieved. Furthermore, 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.

The MELCs are not a departure from the standards-based design, which is one of the
main features of the K to 12 Curriculum. In fact, there are no MELCs without the content and
performance standards. It is aligned to higher-order cognitive demands. As such, lower cognitive
demand may be considered first in creating learning objectives, this is done to insure the delivery
of quality instructions.

Activity 3

Answer:
K-12 FILIPINO 2
K-12 Learning MELC’s
Competencies
Merged / Clustered Nagagamit ang naunang
Nababasa ang usapan, tula, talata, kaalaman o karanasan sa
kuwento nang may tamang bilis, diin,
Naipamamala Naipamamalas pag-unawa ng
tono, antala at ekspresyon
s ang ang Nauunawaan
kakayahan sa kakayahan at ang ugnayan
F2TA-0a-j-3 napakinggang teksto
mapanuring tatas sa ng simbolo F2PN-Ia-2
pakikinig at pagsasalita at at tunog F2PN-IIb-2
pag-unawa sa pagpapahayag
napakinggan ng sariling (F2TA-0a-j- F2PN-IIIa-2
ideya, 3)
(F2TA-0a-j-1 ) kaisipan,
karanasan at
damdamin
(F2TA-0a-j-2
)

Retained : F2TA-0a-j-3 Nababasa ang usapan, tula, F2PN-Ia-2

talata, kuwento nang may tamang bilis, Nagagamit ang naunang kaalaman o
diin, tono, antala at ekspresyon karanasan sa pag-unawa ng
Naisasagawa ang mapanuring pagbasa upang napakinggang
mapalawak ang talasalitaan napakinggan
(F2TA-0a-j-1 )

Dropped : Nakasasagot sa mga F2- Nasasabi ang mensahe, paksa

 Nakasasagot sa F2PS-Ib-5.3 tanong tungkol sa PN- o tema na nais ipabatid sa
mga tanong tungkol Nakasasali sa napakinggang kuwento 3.1.1
sa napakinggang isang usapan batay sa tunay na patalastas,
kuwento batay sa tungkol sa isang pangyayari /pabula kuwentong kathang – isip
tunay na pangyayari pangyayaring
/pabula naobserbahan
( hal: pabula, maikling
kuwento, alamat), o teksto
hango sa tunay na pangyayari
(hal: balita, talambuhay,
tekstong
pangimpormasyon)*
F2PP-Ia-c-12
F2PP-Ia-c-12

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.

Answer:

Insights: We are in difficulties on how to manage the different competencies to create

an essential learning competency. We had a problem on what is the competency or objectives
can be merged, dropped or retained. We are not confident of our way of arranging the different
objective based on the given competency.
Name: Ellen B. Nipa
LAC Session ID: Team 4
Number of LAC Session: 3

Lesson 2

Activity 1

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

Answer:

The importance of unpacking and combining the MELC’s is in order to systematize

learning activities and effectively address the varying needs of learners and the challenges of
instructional deliveries. To provide also instructional space among field partners/implementers
to deliver quality instruction amidst the limited learning modalities and shortening of the school
year. In fact, there are no MELCs without the content and performance standards.

2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
Answers;

In combining the MELC we need to consider the following:

● Alignment on the Content and Performance Standards - The MELCs are not a departure
from the standards-based design, which is one of the main features of the K to 12 Curriculum. In
fact, there are no MELCs without the content and performance standards.

Answer:
This means that the formulation as to the content of this MELC is aligned to the standard
based designed programmed by the K-12 Curriculum. This is well validated, planned and
supervised since standard education is concern.

● Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater to
higher-order cognitive demands. As such, lower cognitive demand may be considered first in
creating learning objectives. This ensures that prerequisite knowledge and skills that would
enable the achievement of MELCs, and eventually the content and performance standards, are
addressed.

Answer :

This means that MELC’s processed in long after test or unit of study. The creations of
objectives are well reviewed and analyzed. The content knowledge and skills of the MELC
should be essential in many professions. Objectives that are suitable to cater the limited school
days of learning as they employ multiple delivery schemes.

● Logical sequence of learning objectives - Since the intention of unpacking the MELCs is to
provide systematic learning experiences for learners, it is incumbent that the unpacked learning
objectives follow a logical sequence.

Answer:

Which means unpacking the MELC could help formulate a achievable and most simple
way delivering the learning instruction. Since we are experiencing limited number of school
days, and a minimum number of hours to discuss thoroughly some lessons. As long as the
unpacked objective concise to the needed learning concept, and follow the précised standards of
departure from the Basic Education Curriculum.

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

Answer:

Yes , all of the MELC’ need to be unpacked or combined because of the New Normal
Education System, in which the learning process in normal days are shorten. So the number of
days were in an objective is expected to achieve are change into limited days. It is needed that
some of the objective in which are directly attainable could be combined to its same objective.

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

Insights: The group discusses the importance of formulation of the MELC. Collaboration of
ideas about the unpacking of MELC are done salmotanously.

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.

Unpac
king
FILIPINO 2 First Quarter
Retained Learning Objectives

Naipamamalas ang kakayahan Nasasabi ang

Nagagamit ang at tatas sa pagsasalita at mensaheng nais
naunang kaalaman pagpapahayag ng sariling ipabatid
o karanasan sa pag- ideya, kaisipan, karanasan at
unawa ng damdamin
napakinggang
teksto
F2PN-Ia-2
F2PN-IIb-2
F2PN-IIIa-2

These learning objectives are articulated in

DLL/DLP

Combining of Most Essential Learning Competencies

FILIPNO 2 First Quarter
Chosen MELC Combine Objective
 1. Nagagamit ang naunang kaalaman o
karanasan sa pag-unawa ng - Naipahahayag ang sariling
napakinggang teksto ideya/damdamin o reaksyon
F2PN-Ia-2 tungkol sa
F2PN-IIb-2 napakinggang kuwento batay sa tunay na
F2PN-IIIa-2 pangyayari/pabula

2. Nakasasagot sa mga tanong tungkol

sa nabasang kuwentong kathang-isip
(hal: pabula, maikling kuwento, alamat),
tekstong hango sa tunay na
pangyayari (hal: balita, talambuhay, tekstong
pang-impormasyon), o tula*
F2PB-Id-3.1.1
F2PB-IIa-b-3.1.1
F2PB-IIId-3.1.11

Insights: From the group presentation clarification are raised as to how to arrange objectives
properly with their correct column. Give examples of objectives which can be clearly understand
and attainable time.