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:

MODULE CONTENT:

Lesson 1. Background, Rationale, and Development of MELCs

ESTIMATED TIME REQUIRED

3 hours

DENSON D. GOPO
Teacher I
 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 COVID-19 pandemic has posted a lot of challenges for the Department of Education
especially to the teachers who also serve as front liners to provide the continuity in education.
As a teacher, I believe that having specific learning competencies has become a huge factor
in order to transfer learning 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 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 study 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.

2. What is the difference between essential learning competencies and desirable

Essential learning competencies are considered as the students’ need in the teaching-learning
process to building skills to equip learners for the subsequent grade levels, whereas

desirable learning competencies is defined as what may enhance education but may
not necessary in building foundational skills since learning depends on the
environment of the learners and their learning pace.

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?

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 Department of Education has come up with.
 4. What is the importance of the MELCs in ensuring the delivery of quality instruction?

The MELCs are 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, venue, and the
absence of face-to-face instructions, learners would still get 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.
 Republic of the Philippines
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VIII Eastern Visayas
Division of Leyte
POLAHONGON NATIONAL HIGH SCHOOL
Mahaplag II District
Mahaplag, Leyte

MODULE 2 OUTPUT

K to 12 Learning MELCs
Competencies
Get information that can be used in
Merged/Clustered everyday life from news reports,
speeches, informative talks, panel
discussions, etc. Use information from news reports,
speeches, informative talks, panel
Use information from news discussions, etc. in everyday
reports, speeches, informative talks, conversations and exchanges
panel discussions, etc. in everyday
conversations and exchanges

Determine the effect of textual aids like Determine the effect of textual aids like
Retained advance organizers, titles, non-linear advance organizers, titles, non-linear
illustrations, etc. on the understanding illustrations, etc. on the understanding of
of a text a text

Dropped N/A
Use reflexive and intensive pronouns
 UNPACKING OF MELCS
COMBINING MELCS
QUARTER 1 CONTENT PERFORMANCE MELC’s
STANDARD STANDARD
I The learner…. The learner…. 1. Identify the factors
The learner The learner composes a of public speaking.
demonstrates short but powerful (EN10OL-Ia-3.14)
understanding of how persuasive text using a
world literature and variety of persuasive 2. Describe and
other text types serve techniques and devices. interpret the ethics of
as ways of expressing public speaking.
and resolving personal (EN10OL-Ib-3.15)
conflicts, also how to
3. Describe the
use strategies in
techniques in effective
linking textual
public speaking.
information,
(EN10OL-Ic-3.16)
repairing, enhancing
communication public 4. Employ the
speaking, emphasis techniques in public
markers in persuasive speaking in a sample
texts, different forms public speaking
of modals, reflexive situation.
and intensive (EN10OL-Id3.16.1)
pronouns.

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

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
us a deeper understanding on how these MELCs are selected. It will be much helpful for us to
plan on how we are 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 all the learning areas; and 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?

Yes, unpacking the MELCs is 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 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.