Module 2: Most Essential Learning Competencies (MELCs)

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

 In my own standpoint, the fundamental concerns in terms of curriculum standards that

need to be addressed to ensure learning continuity during the global pandemic is how
can we deliver effectively the competencies through the new normal school setting or
the new modalities we are using. This kind of concern could not be solve by teachers
alone; we need help from everyone involve in the teaching-learning process especially
those who are in the higher position.

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?

 I believe this curriculum is not the problem, it is the implementation. The curriculum had
undergone different researches and checked by experts before it was being
implemented.
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?

 The Most Essential Learning Competencies (MELCs) are designed to ensure learning
continuity and also serving as a guide for teachers to address instructional needs of the
learners while ensuring the curriculum standards are maintained and achieved. The
release of MELCs is not just a response to addressing the challenges of the current
pandemic but it’s also a part of the Department’s long term response to the call of SDG4
to develop resilient education systems most especially during emergencies.

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

 The review focused on articulating and identifying gaps, issues and concerns that would
help enhance the teaching-learning process.

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

 Essential learning competencies were defined as what the students need, considered
necessary 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 foundation skills.

1
 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?

 The identification of MELCs is anchored on the prescribed standards and not a

departure from the standards-based basic education curriculum. The decisions made in
order to trim down the number of ELCs were the following:
i. A learning competency is retained if it satisfies the endurance criterion which
greatly contributes to lifelong learning and is prerequisite skill to the next grade
level.
ii. Two or more learning competency are merged if they have the same objective
and therefore can be combined into one comprehensive learning competency.
iii. Learning competencies were removed or dropped.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
 The concepts and skills in the MELCs are more advantageous and important for
students to learn through meaningful activities and scenarios relatable to them and
within the context of the student’s own environment. With these, Filipino learners are
guaranteed relevant and quality basic education despite the current health crisis.
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
 Installing application
software based in
software installation
guides, end-user
requirements and
software license Installing an Application
Merged/Clustered
agreement Software
 Access software updates
in accordance with the
manufacturer’s
recommendations and
requirements

Conduct testing and Conduct testing and

Retained
documentation documentation

Carry out variation to

application software in
Dropped n/a
accordance to customer/client
requirements.

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.
 As a newly hired teacher, who doesn’t have enough knowledge when it comes to MELCs, this
lesson is very relevant and of great help to address instructional needs of my learners. I have
2
 learned that MELCs are advantageous and of paramount importance for Filipino learners for them
to attain quality basic education despite the health crisis.

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 response to the following guide questions in your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?

 To systematize learning activities and effectively address the varying needs of learners
and challenges of instructional deliveries.

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

 In unpacking the MELC, we need to consider the following:

i. Alignment on the content and performance standards
ii. Prerequisite knowledge and skills
iii. Logical sequence
 While in combining:
i. Commonality of content, topic or theme
ii. Alignment on the content and performance standards

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

 Yes, we are all highly encouraged to unpack/combine the curriculum standards into
learning objectives through the MELCs, in order to systematize learning activities and
effectively design instructional resources without veering away from the standards
prescribed by the curriculum.
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.
 I have a hard time unpacking learning objectives but thanks to my colleague for assisting me and
helping me all throughout the process. As we go along the session, I finally understand how to do
the unpacking process.
Activity 2B
1. Form a group of four members within your LAC. This time, re-group teachers from other fields of
specializations.
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.

3
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.
 As a newbie, it’s a bit challenging for me to do all of these since I only have a few knowledge with
regards to these. Despite of it all, I was able to grasp the activity and learn from my colleague. As
a newly hired, ika nga marami pa akong bigas na kakainin.
Activity 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.

4
 Module 3A: Designing Instruction in the Different
Learning Delivery Modalities

Lesson 1: Understanding the Different LDMs

Activity 1
Do a quick check of your knowledge of the four modalities prescribed in the LCP—face-to- face (F2F)
learning, DL, blended learning (BL), and homeschooling. In your own words, define each modality.
 Face-to-Face (F2F) Learning refers to a learning delivery modality where the teacher and
learners are in one venue physically. With this modality, there are opportunities for
engagement and immediate feedback for learners.
 Distance Learning (DL) refers to learning modality where the teacher and learners are
separated geographically. The learners in this modality where given resources and undertakes
self or independent study at home.
 Blended Learning (BL) is a combination of any type of the learning modalities prescribed in the
LCP.
 Homeschooling is basically an LDM that provides learners with access to formal education
while staying in an out-of-school environment or at home with parents, guardians, or tutors as
authorized facilitators instead of classroom teachers.

Which of the LDMs do not have an F2F learning component?

 Distance Learning
 Homeschooling
Activity 2
Read these two documents: Guidance on Distance Learning and Non-Negotiable Minimum
Requirements for Distance Learning. As you go through the readings, complete the Distance
Learning Matrix. Share your completed matrix at your next LAC Session. Your goal is to come to a
shared understanding with your peers on the different DL modalities and their defining features and
requirements.
Note that when a vaccine is already available and F2F will be allowed by the Inter-Agency Task Force
(IATF) and by the local government unit (LGU) concerned, any of the DL modalities may be combined
with F2F learning to come up with a BL. Learn more about BL in the Supplementary Handout on
Blended Learning Delivery Modalities.
Activity 3
Consider the situation in your School/Division—your organizational capabilities, your level of
resources (infrastructure, financial, human), level of experience in DL, health and safety status,
context and capacities of your learners and their households, etc.
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most difficult to implement.
Give the reasons for your ranking of each. Replicate the table provided below and write your answers
in your Study Notebook.
Ranking (1 to 5, from easiest to
Type of DL Why
hardest to implement)
1 MDL
Most of our learners belong to less-fortunate
families who are not capable of providing
necessary equipment in order for them to
participate in online learning. Many of them
reside in remote areas where signal reception is
not possible so MDL by far is the best modality
for them.
5
 The school may include the face-to-face
instruction along with the existing modular
2 BDL
learning, when the current situation becomes
better.

TVBI is possible but not for everyone. As

3 TVBI mentioned above, most of the learners are not
capable of providing this type of device.

Most families in the community nowadays do not

use radios anymore. In some households, it is
4 RBI
still present but the signal reception is still an
obstacle.

Based from the data gathered from the LESFs, a

very small number of learners selected this type
5 ODL of instruction simply because most of the
learners are not capable of this as stated in the
above explanations.

Activity 4
The LCP assures that all possible measures will be taken to ensure that no child will be excluded
from learning during the COVID-19 crisis. Think about groups of learners in your School/Division who
might require special consideration to be able to participate in DL.
Describe what targeted interventions you would develop to include them. Listed below are some
examples which may be relevant to your context. Add others as appropriate. Write down your
answers in your Study Notebook and share your ideas at your next LAC Session.

Learner Group Targeted Intervention

Learners without parents or

household member who can Communicate learners through text, call, chat on Facebook
guide and support their learning at messenger or home visit if needed.
home.

Beginning readers (K to 3)
 Provide them materials that will be suitable to their
Struggling readers (Grades 4-12) learning condition.
 Communicate to the previous teacher and parents.
Provide all the learning package like module, worksheets and
No access to devices and Internet
etc.
 Provide them modules and make sure to check their
Inaccessible (living in remote and/or work weekly.
unsafe areas)  Ask assistance from barangay officials to access the
remote areas of the community.
 Provide them the learning materials suitable to them.
Indigenous Peoples
 Communicate with the parent or guardian.
Assess the particular needs of these learners and provide
Persons with Disabilities
them with materials that are suitable to them.
Others? Specify.

Lesson 2: Designing Lessons and Assessments in the Different LDMs

6
Activity 1
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go through the
document, write down your answers to the following questions in your Study Notebook:
1. What is Lesson Planning?
 Lesson planning is one way of planning instruction and also visualizing a certain lesson
before it is taught.
2. Why is Lesson Planning important?
 Lesson planning is a vital step in the instructional process. It helps the teachers set
learning targets for learners. By planning lessons, teachers are able to see to it that daily
activities inside the classroom lead to learner progress and achievement or the attainment
of the learning outcomes.
3. What are the three elements or components of a well-designed lesson?
 Clearly articulated lesson objectives.
 Well-selected and logically sequenced presentation of learning resources and activities to
help learners meet the objectives.
 Appropriate and timely assessment activities that provide relevant information and
feedback for both teachers and learners.
4. Based on what you have learned (TIP Core Course 2). How will you provide a good design
lesson?
 Based on what I have learned all throughout the TIP Course 2, I will provide a well-
designed lesson by giving ample time and effort in making it for this is the critical part of
the teaching and learning process. Next, I have to make sure I have followed the
elements in instructional planning for effective teaching as stated in DepEd Order no.42,
s. 2016. I should identify clear lesson and learning objectives while carefully linking
activities to them, which is essential for effectiveness. I had to systematically develop
objectives, questions and activities that reflect higher-level and lower-level cognitive
skills as appropriate for the content and the student. And also, I should put in mind and
put into consideration student attention spans and their learning styles for I have diverse
learners.
Activity 2
Learning Delivery Modality (select one): MDL
Grade Level and Learning Area: Grade 11-CSS
Lesson/Topic: BIOS – Basic Input/Output System
Learning Objectives: (1) Explain what is BIOS, (2) Access the BIOS setup, (3) Select the proper boot device.
Learning Resources/Materials Needed: CSS Module/LAS

Additional Remarks:
(ex. can be done via voice
calls, can be facilitated by
a household partner, can
be done via a learning
Check of already present in the
Part of Lesson/Learning Tasks activity sheet, can be
SLM
presented via an internet based
resource, can
be facilitated during a
synchronous learning
session, etc.)
Before the Lesson
1. Review previous lesson √  can be done via phone call
2. Clarify concepts from previous √ or chat via Messenger
lesson  can be facilitated by a
3. Present warm-up activities to √ household partner
establish interest in new lesson
4. Check learner’s prior √
knowledge about the new lesson
5. Present connection between √

7
 old and new lesson and establish
purpose for new lesson
6. State lesson objectives as
√
guide for learners
Lesson Proper
1. Explain, model, demonstrate, √
and illustrate the concepts, ideas,
skills, or processes that students
will eventually internalize  can be done via learning
2. Help learners understand and √ activity sheets
master new information  can be done via phone call
3. Provide learners with feedback √
4. Check for learners’ √
understanding
After the Lesson
1. Wrap up activities
√
2. Emphasize key information and
√
concepts discussed
3. Ask learners to recall key
√  can be done via phone call
activities and concepts discussed
or chat via Messenger
4. Reinforce what teacher has
√  can be done via learning
taught
activity sheets
5. Assess whether lesson has
√
been mastered
6. Transfer ideas and concepts to
√
new situations

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can you create or
curate to supplement the SLM?

 Create printed materials or any instructional material that would supplement the missing learning
tasks in the SLM.

2. What kind of additional support can you give: a) the learner, and/or b) the household partner so that
they are guided throughout the lesson?

 Provide additional learning resources like activity sheets and also constant communication with
the parents or guardians for proper instructions and monitoring.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current
and future lessons?
 In MDL, the only way is to retrieve the modules/LAS and additional activity sheets for checking.
We, teachers may also connect with the parents/guardians via text message or phone call for the
feedbacks, comments and suggestions.

Activity 3
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines on
Classroom Assessment to learn about assessment. In the policy, you will find out about the two types
of assessment: formative and summative.
Take note of the similarities and differences between the two. Write your answers in a Venn
diagram in your Study Notebook. Follow the example below.

Formative Assessment Summative Assessment

 Assessment FOR learning: to  Assessment OF learning: to
 Learners may be measure id the student met the
make adjustments in the lesson
assessed individually or performance and content
 May be integrated in all parts of collaboratively
the lesson: before the lesson, standards.
 Should promote self-
lesson proper and after the  Done after the lesson/end of the
reflection and personal
lesson. quarter
accountability among 8
 Results must be recorded to students about their  Results enable teachers to
study the patterns of learning own learning describe how well the students
demonstrated by the students  May be written work or learned the standards/
but should not be used as basis performance task competencies for a given quarter
Activity 4
There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on
Classroom Assessment to see examples such as games, quizzes, and interviews. These methods
that are commonly used in the classroom may be modified to be suitable for DL. Which assessment
methods can you adapt in DL considering the content area that you are teaching? In your study
notebook, recreate the following table and list five methods that you would like to try. For each one,
write how you plan to use it in DL.
Assessment Method How to Adapt the Assessment Method in DL
I will send a three-item quiz via text message before the lesson. Based on
Example: Short quiz the responses, I will take note of the common misconceptions and clarify
them to the learners during our online session or via text message.
1. Performance Task At the end of the lesson, focusing on the topic and skill, I will give 1-2
activities guided by the rubrics along with the modules once a week.
2. Formative I will include it in the activity sheets to be given weekly along with the
Assessment modules. Base on the responses, I will take note of the common
misconceptions and clarify them to the learners via chat or SMS.
3. Written Work I will send a five-item written work via printed module or text message
before the lesson. Base on the responses, I will take note of the common
misconceptions and clarify them to the learners via chat or SMS.
4. Quarterly I will give assessment once at the end of the quarter face-to-face (if given
Assessment a chance or if allowed) and/or test items will be sent via Facebook
messenger or SMS.
5. Portfolio Making I will instruct the class at the beginning of each quarter to gather their
activity sheets or evidences of what they do for the whole quarter. It will
be checked and noted at the end of the quarter upon the retrieval of
student’s output. For me, it will be a valuable data about the learner’s
improvement or progress.

Be ready to share your output when you meet with your LAC group after completing this module. Try
to answer these questions with your colleagues:
1. What assessment methods are common among the group members?
 Written works and formative test are common among the group because it can be
included right away with the learning activity sheets to be distributed weekly.
2. What are the challenges in doing assessment in DL?
 There are lots of challenges in doing the assessment this new normal. For me, the most
challenging is choosing the right method of assessment to be used. A method that would
really show or assess how much they have learned.
3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
 Hoping for more LAC sessions regarding assessment so we will have more choices of
different methods we can use that will be doable in DL.
Activity 5
Sample learning outputs obtained from different assessment methods may be collected to build a
learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out how to
construct and use it.
After reading the references, answer the following quiz to check your understanding about using a
portfolio to assess the learner.

Questions True False

9
 1. A portfolio mainly displays the academic achievements of the learner. √
2. Testimonies of parents/guardians and learning facilitators regarding the
√
learner’s progress may be included in a portfolio.
3. There is a fixed list of items that should be included in a portfolio. √
4. The teacher can only comment on a learner’s portfolio. √
5. For asynchronous learning, teachers allow learners to work on their
outputs during their own time. The latter will submit the portfolio within √
the schedule that the teachers set.
6. The learners may submit, store, and manage their portfolio via file
sharing programs or they may submit the actual softcopies of their work √
saved on a CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or physical forms
may be handed over to the teacher by the parents or learning √
facilitators.

Lesson 3: Guiding and Monitoring Learners in the Different LDMs

Activity 1
Answer the simple check your knowledge below. Read and match the descriptions in column A with
the terms in column B. Write your answers in your Study Notebook.
Column A Column B
1. These are the knowledge, understanding,
skills, and attitudes that learners need to a. learning area
demonstrate in every lesson and/or learning
task.
2. These are the formative learning opportunities b. mode of delivery
given to learners to engage them in the subject
matter and to enhance their understanding of
the content. c. learning competencies
3. This refers to the prescribed subject that
learners take. d. learning task
4. This refers to the method of submission of
learning outputs preferred by the learner/parent
based on their context.

Activity 2
Read items 1 to 6 of the Appendix D of the DepEd Memorandum DM-CI-2020-00162 which discusses
what WHLPs and Individual Learning Monitoring Plans (ILMPs) are. After that, view the three Sample
Weekly Home Learning Plans. Now, based on what you have read, create a WHLP for your class.
Take note of the following when creating your WHLP:
 For grade levels where learning areas are taught by different teachers, coordinate, plan, and
discuss the WHLP with the learning area teachers.
 Adjustments should be made on the timeframe for accomplishing the learning tasks if there are
any suspensions of classes due to calamities (DepEd, 2020).
 Enjoyable learning activities scheduled on Saturdays such as designing portfolios, should also be
reflected in the WHLP.
 Be guided by the recommended screen time for learners set by the American Academy of
Pediatrics (AAP) and the World Health Organization (WHO) which are as follows:
 Key Stage 1 (K to 3) – at most one hour daily for Kindergarten and one hour to
1.5 hours for Grades 1 to 3
 Key Stage 2 (Grades 4 to 6) – up to two hours
 Key Stage 3 (Grade 7 to 10) – up to two hours for Grades 7 and 8 and up to four
hours (two in the morning and the other two in the afternoon) for Grades 9 and
10
 Key Stage 4 (Grades 11 to 12) – at most four hours (2 hours in the morning and
the other 2 hours in the afternoon)
10
Share your prepared WHLP during your LAC Session.

Activity 3
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you read the
guidelines on creating an ILMP, copy and fill out the table below in your Study Notebook to see how
the ILMP differs from the WHLP.
Weekly Home Learning Plan Individual Learning
(WHLP) Monitoring Plan (ILMP)
Purpose A tool to guide learners and
learning facilitators in tracking A tool for monitoring learners
the subject areas to be tackled who lag behind based on the
and activities to perform at results of their assessments.
home.
For Whom? Learners and learning
Teachers and learning
facilitators/household partner
facilitator/household partner
Components Learners need intervention
Learning area, LCs, learning
strategies, monitoring date,
tasks, mode of delivery
learner’s status
Has to be communicated with
Yes Yes
parents?

Activity 4
Assume that after going through the outputs submitted by your learners, one of them has problems
completing the learning tasks for the first two weeks. Think of a possible difficulty the learner may
have encountered in accomplishing the learning tasks. Apply what you have learned about ILMPs in
Activity 3 and create an ILMP for that particular learner who lags behind. Read and use the Individual
Learning Monitoring Plan Template. Consider the components of the ILMP that were described in
Activity 3.

Share the ILMP that you made for that specific learner during your next LAC Session.

11