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Module 1 Activity

This document discusses the objectives and challenges of Learning Action Cell (LAC) sessions, and provides guidance on unpacking the Most Essential Learning Competencies (MELCs) identified by the Department of Education. The top three challenges to a successful LAC are identified as the facilitator's preparation, organization among participants, and ensuring properly functioning equipment. The document also outlines the background and rationale for developing the MELCs, including addressing pandemic-related challenges and improving learning outcomes. Criteria for selecting MELCs included their endurance and ability to remain useful beyond a single lesson. Unpacking the MELCs into learning objectives should consider alignment with standards, prerequisite skills, and logical sequencing, but not all M

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Mark Bryan Cervantes
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42 views

Module 1 Activity

This document discusses the objectives and challenges of Learning Action Cell (LAC) sessions, and provides guidance on unpacking the Most Essential Learning Competencies (MELCs) identified by the Department of Education. The top three challenges to a successful LAC are identified as the facilitator's preparation, organization among participants, and ensuring properly functioning equipment. The document also outlines the background and rationale for developing the MELCs, including addressing pandemic-related challenges and improving learning outcomes. Criteria for selecting MELCs included their endurance and ability to remain useful beyond a single lesson. Unpacking the MELCs into learning objectives should consider alignment with standards, prerequisite skills, and logical sequencing, but not all M

Uploaded by

Mark Bryan Cervantes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Module 1

Activity 1

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s 2016.

 To improve the teaching-learning process to improve learning among the learners.


 To nurture successful teachers
 To enable teachers to support each other to continuously improve their content and pedagogical knowledge,
practice, skills and attitudes
 To foster a professional collaborative spirit among school heads, teachers, and the community as a whole.

2. What are the top three challenges to having a successful LAC? List down and elaborate.

a) LAC Facilitators – should be knowledgeable and well prepared in discussing the topic.
b) Being organized or well prepared – each member, including the leader, facilitator and documenter should know
their roles or part on the LAC session.
c) Equipment – the equipment to be used on the session should be in a good condition or properly working. It
should be checked prior to the LAC session to make sure that there is no technical error. Back up is on standby in
case of unanticipated problems regarding the equipment.

Activity 2

1. The environment should be child-friendly or peaceful to be able to understand fully the discussion. Other
circumstance is the household chores of some of the teachers who are a mother, like taking care of their babies or
attending to their needs.

2. I will always keep in mind that everything that we’re doing is for the sake of our children’s future. This will serve as my
motivation to complete this course for me to be able to give them quality instruction/education.

HABITS OBSTACLES MOTIVATION ENVIRONMENT


Having a weak signal for
-Requirement
Taking notes on every those who use data and
- love for the children
lesson being discussed poor internet Work from home
and having in mind their
by the facilitator connection for those
future
who use wifi
Module 2

Background, Rationale, & Development of MELCs

Activity 1

1. The fundamental concern in terms of curriculum standards is that there are too many essential learning
competencies to be taught on the curriculum but limited time to be taught. This concern couldn’t be solved by
teacher alone that’s why educational experts come up with the rise of MELC.
2. Yes, because the learners can’t absorb all the information being given to them with this congested curriculum.
And according to the global survey (Program for the International Student Assessment or PISA), the Philippines
ranked the lowest in reading comprehension and 2 nd lowest in Science and Mathematics among 79 countries.

Activity 2

1. The general & specific purposes of the development of MELC is to address the challenges of the current
pandemic, but it is also part of the Department’s long-term response to the call of SDG4 to develop resilient
education systems, most especially during emergencies. The MELCs can be used under similar circumstances as
a mechanism to ensure education continuity. It also intends to assist schools in navigating the limited number of
school days as they employ multiple delivery schemes by providing them ample instructional space.
2. Curriculum review aid in the identification of essential learning competencies because they made a list of
characteristic for them to determine which among the learning competencies are essential.
3. 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. Desirable learning competencies were defined as what may enhance education but may not be
necessary in building foundational skills.
4. In determining the criteria for the selection of the MELCs, the Department collaborated with stakeholders from
ACTRC, during which the descriptor – ENDURANCE – was considered 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.
5. The content and performance standards are directly lifted from the curriculum guides. 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. Field implementers and private schools are encouraged to
contextualize the most essential learning competencies in order to accommodate the varying contexts of
learners, teachers, learning environment and support structures considering both the content and performance
standards. It is advantageous for students to learn the concepts and skills in the MELCs through meaningful
activities and scenarios relatable to them and within the context of the students’ own environment. The MELCs
are implementable as long as the designed activities also teach the procedures and processes on how and when
to apply those knowledge and skills in a given context. With these, Filipino learners are guaranteed relevant and
quality basic education despite the current health crisis.

Activity 3

K – 12 Learning Competencies MELCs


Merged/Clustered
Retained
Dropped
Unpacking and Combining MELCs into Learning Objectives

1. Unpacking the curriculum standards into learning objectives through the MELCs, will lead to systematize
learning activities and effectively address the varying needs of learners and the challenges of instructional
deliveries.
2. In unpacking the MELCs into learning objectives, the following must be considered:
 Alignment on the Content and Performance Standards –
 Prerequisite knowledge and skills –
 Logical sequence of learning objectives –
3. Some of the MELCs don’t need to be unpacked or combined because it still depends on the topic of the lesson.
Unpacking all the MELCs will cause to longer days of instruction. MELCs were made to assist the shorten time of
teaching. Not all the MELCs need to be combined because if they don’t have the same theme/topic, you must
not combine them.

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