National Educators Academy of the Philippines

Department of Education

LDM in the TIP

LEARNING DELIVERY
MODALITIES COURSE
FOR NEWLY HIRED TEACHERS

National Educators Academy of the Philippines

Department of Education
2021
National Educators Academy of the Philippines
Department of Education

M2-13-A, 2/F Mabini Building

Department of Education
DepEd Complex, Meralco Avenue
Pasig City 1600 Philippines

[email protected]

© 2021 National Educators Academy of the Philippines. All rights reserved.

The views expressed in this work are those of the authors and do not necessarily reflect those
of the National Educators Academy of the Philippines or the Department of Education; the
Foundation for Information Technology Education and Development or the International
Development Research Centre; or Save the Children or the Australian Government.
ACKNOWLEDGEMENTS
The National Educators Academy of the Philippines (NEAP), Department of Education, is
grateful for the generous support and assistance of our Education Forum Partners in
developing this course. In particular, we give special mention and thanks to:

1. Bureau of Curriculum Development (BCD), Department of Education, led by Director

Jocelyn D. R. Andaya;
2. Bureau of Learning Delivery (BLD), Department of Education, led by Director Leila
Areola, and the BLD Teaching and Learning Divison, led by Chief Rosalina J. Villaneza;
3. Foundation for Information Technology Education and Development (FIT-ED) for the
TPD@Scale Coalition for the Global South, led by FIT-ED Executive Director Victoria
Tinio and funded by the International Development Research Centre (Canada); and
4. Sustaining Education Reform Gains (SERG), led by Adelina Velasco and funded by
the Australian Government through Save the Children.

NEAP also thanks Undersecretary Nepomuceno A. Malaluan, Undersecretary Diosdado M.

San Antonio, Director Abram Abanil (ICT Service) and Director Roger B. Masapol (Planning
Service) for their invaluable guidance and support.

Finally, NEAP acknowledges with thanks the contributions of the instructional designers,
consultants and module developers who worked tirelessly to develop the course modules and
tools.

Instructional Designers and Consultants

Anne T. Choi, Sylvia A. Garde, Sarah Pouzevara (RTI International), Camille G. Quiambao,
Monalisa T. Sasing, Maria Regina Corazon Sibal (Deutsche Gesellschaft fȕr Internationale
Zusammenarbeit), John Arnold S. Siena, Victoria L. Tinio and Adelina Velasco
(SERG/Australian Government/Save the Children)

Module Developers

Module 2: Rowel Padernal and Daniel A. Mabini

Module 3A: Julieven R. Abrea, Denn Marc P. Alayon, Rosalie E. Bongon, Anne T. Choi, Anna
Lourdes A. Falcon, Sylvia A. Garde, Glenda M. Granadozin, Anna Marlaine V. Litonjua,
Camille G. Quiambao, Jessica C. Rubin, Wanny Milaine N. Santos, Monalisa T. Sasing,
Gaudencio Luis N. Serrano, Krisha Anne M. Soriano, Victoria L. Tinio, Gemma T. Valdevia
Rosalina J. Villaneza, and Guillermo Nikus A. Telan

Module 3B: Jerson R. Capuyan and NEAP Team

Layout Artists

Kriselle A. de Leon and Jojet T. Gabriel

 FOREWORD

Welcome to the Learning Delivery Modalities (LDM) Course for Newly Hired Teachers!
Through the National Educators Academy of the Philippines, the LDM Program is the
Department of Education’s initiative for education to continue despite the COVID-19 crisis. The
LDM Program is now included in the teacher professional development training as a proactive
measure to prepare teachers in teaching amidst similar challenges.

You will notice that this coursebook begins with the second module of the LDM. Anchored on
the Teacher Induction Program’s (TIP) aim to seamlessly immerse newly hired teachers in the
teaching profession in the public school system, LDM is mainstreamed into the TIP to ensure
that as you are introduced to the Department of Education, you are also equipped with similar
information useful in contexts where using different learning modalities will apply. Therefore,
complementing topics in the TIP and LDM were identified to bridge the gap between the
teaching practices in the brick-and-mortar classroom and the new normal.

We desire that as you go through these modules, you will find the connections between the
conventional teaching practices and the reformed practices the DepEd initiated responsive to
challenging situations. But more importantly, we hope that these modules will inspire you to
think outside the box and press on in providing quality education to the next generation.

Para sa bata, para sa bayan! Sulong Edukalidad!

MODULE 2: MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)

Have you thought about how the competencies are taught in the new normal setup? Would it
still be necessary to cover all of them given the challenging and varying demands of the
different modalities?

In TIP’s Course 2 Module 2, you have been oriented to the K to 12 curriculum guides (CGs).
You were able to plan developmentally sequenced teaching and learning processes using the
K to 12 CGs, provide purposeful activities anchored on the target standard and critical
competencies, and set learning outcomes that are aligned with learning competencies in the
K to 12 CGs.

Connecting what you learned from TIP, this module will introduce you to how the CGs are used
in the context of the different modalities. The primary aim of this module is for you to gain an
understanding of the Most Essential Learning Competencies (MELCs) and how that is related
to the competencies in the CGs. Specifically, this module will present how the MELCs were
developed and how they can be unpacked and combined in planning and designing your
lessons.

MODULE OBJECTIVES

By the end of this Module, you will be able to do the following:

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

*LAC Sessions are included in the activities but may be optional as determined by the LAC members under the
guidance of the LAC Leader
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

By the end of this lesson, you should be able to familiarize yourself with the background,
rationale, and development of the MELCs. In this session, you will be able to

1. identify the background and basic process of the identification and development
of the MELCs,
2. make sense of the function of MELCs as an educational response to a
global health crisis, and
3. appreciate the MELCs as support for teachers during this time.

Key Topics/Concepts
curriculum standards; essential learning competencies; desirable learning
competencies; enduring knowledge

Resources Required
�Development and Design of MELCs

�Your learning area’s original K-12 Curriculum Guide and corresponding list of
MELCs
�Study Notebook

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 to ensure learning continuity? Cite a specific example. Do you think
these concerns could be solved by teachers alone? Why or why not?

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 factors connected to the poor
performance of Filipino learners. Do you agree with this observation? Why or why
not?

6 | LDM Course 2 Module 2 Most Essential Learning Competencies (MELCs)

 ACTIVITY 2.

Familiarize yourself with the course reading on the Development and Design of the
MELCs. After going through the document, provide a brief 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?
2. How does curriculum review aid in the identification of essential learning
competencies?
3. What is the difference between essential learning competencies and desirable
learning competencies?
4. How were the most essential learning competencies identified? What were the
decisions made to trim down the number of the essential learning competencies
further?
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?

ACTIVITY 3. This is an optional activity. Your LAC leader may discuss this during one
of your LAC sessions.

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.

K to 12 Learning MELCs
Competencies

Merged/Clustered

Retained

Dropped n/a

7 | LDM Course 2 Module 2 Most Essential Learning Competencies (MELCs)

 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.

Good job! You are now done with Lesson 1. Proceed to Lesson 2 to learn how to unpack
and combine the MELCs into Learning Objectives.

8 | LDM Course 2 Module 2 Most Essential Learning Competencies (MELCs)

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

In this session, you will familiarize yourself with unpacking and combining MELCs into
Learning Objectives. By the end of this lesson, you will be able to:

1. understand the vital considerations in unpacking and combining MELCs,

2. unpack and combine sample MELCs, and
3. affirm that unpacking and combining MELCs provide curricular flexibilities to field
implementers.

Key Topics/Concepts
unpacking; curriculum standards; essential learning competencies; content standards;
performance standards

Resources Required
�Unpacking and Combining the MELCs

�Your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs

�Study Notebook

ACTIVITY 1.

Familiarize yourself with the course reading on Unpacking and Combining the MELCs.
After reading the document, provide a brief response to the following guide questions
in your Study Notebook:

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

2. What considerations must be taken in unpacking and combining the MELCs?
Explain each.
3. Do all the MELCs need to be unpacked or combined? Why or why not?

9 | LDM Course 2 Module 2 Most Essential Learning Competencies (MELCs)

ACTIVITY 2A.

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 to arrive at a consensus.
Discuss and jot down the synthesis of the presentations in your Study Notebook.

ACTIVITY 2B.1

1. Form a group of four members within your LAC. This time, re-group teachers
from other fields of specializations. 2
2. Using the unpacked learning objectives from the previous activity, integrate the list
of objectives from the different subjects and think of a performance task where the
integrated objectives can be observed.
3. Each team will present their unpacked learning objectives and integrated
performance task. 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 the unpacked objectives, each team will now
combine at least two MELCs of their choice from each subject, integrate them to the other
subjects, and create a performance task where the MELCs can be observed. Group
deliberation will be observed to arrive at a consensus. Discuss and jot down the synthesis
of the presentations in your Study Notebook.

*Note:
1. The aim of this activity is for you to practice integrating subjects by coming up with a single performance
task that cuts across different subjects. This way, there will be less cognitive load for the students as
they will only accomplish one performance task that will be used in grading different subjects.
2. LAC leaders should facilitate in re-grouping the teachers into different fields of specializations. The
teachers may also reach out to other teachers with a different field of specialization to collaborate with
them in accomplishing Activity 2.B.

10 | LDM Course 2 Module 2 Most Essential Learning Competencies (MELCs)

 ACTIVITY 3.

Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs.

Congratulations! You have completed Module 2. You may now proceed to Module 3A -
Lesson Design and Assessment in the Modalities.

11 | LDM Course 2 Module 2 Most Essential Learning Competencies (MELCs)