MODULE 2 LDM2 FOR TEACHERS

L
LEARNING D
DELIVERY
MODALITIE M
S COURSE
FOR TEACHERS 2

STUDY
NOTEBOOK
MODULE
MOST ESSENTIAL LEARNING COMPETENCIES L
MODULE 2 2 LDM2 FOR TEACHERS

D
M
2

STUDY
NOTEBOOK

MOST ESSENTIAL LEARNING COMPETENCIES

MODULE 2 LDM2 FOR TEACHERS

MODULE OBJECTIVES:
By the end of this Module, you will be able to:
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

LESSON 1: BACKGROUND, RATIONALE, AND

DEVELOPMENT OF MELCS

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Activity 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?

Through this worldwide pandemic we have currently, this make education for
children more difficult to realize. This also brings a big challenge to the Department of
education to conduct education in this new normal situation. Since the K to 12 curriculum
of the Philippines is standards- and competence-based, some of the fundamental concerns
in terms of curriculum standards that need to be addressed in order to ensure learning
continuity amid pandemic, (a) Make it inclusive or available to all types of learners given
the fact that various learning modalities will be used;(b) Formulate policies and guidelines
relevant to the management, contextualization, and localization of the curriculum; and (c)
Guarantee quality education by providing knowledge and essential learning experiences, as
well as, suitable assessment tools to check the mastery of standards.The best way to
address the problem is adapting this new normal learning by shifting to distance or modular
learning. With this strategy, we can ensure learning continuity. This concerns are not for
teachers alone but also with the collaboration of all the DEPED forces teaching and non-
teaching staff. And of course through parents’ learners and stake holders support.

a. 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?
Yes, because of the congested curriculum we can’t achieve our goals. Students
can’t cope up with the content standard sometimes it takes time to finish a full quarter
subject with a limited time allotment. It also prevents students from achieving sufficient
competence in Reading, Writing, and Arithmetic, which results in the continuous presence
of non-readers in the higher grades.

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?

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The development of the Most Essential Learning Competencies (MELCs) to cope
with the drastic change in the educational atmosphere due to Covid 19 pandemic. The
focus of instruction was streamlined to the most essential or the most indispensable
learning competencies this is also to address the challenges brought about by the global
pandemic. The MELCs are also part of the departments’ response to develop flexible
education system, especially during crisis like COVID-19 pandemic and will enable DepEd
to focus instruction on the “most essential and indispensable” competencies. 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.

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

competencies?
 Analysis of the Interconnectedness of prerequisite knowledge and skills among the
learning competencies for each subject area.
 Curriculum review mapped the essential and desirable learning competencies
within the curriculum. It also led to the identification of gaps, issues, and concerns
within and across learning areas and grade levels. It helped in the identification of
areas for improvement that would enhance the learning engagement, experience,
and outcomes and consequently recommend solutions. The results of the review
provided an overview of the articulation of learning competencies in each learning
area. Specifically, the review covered the following:
a. Mapping of ELCs and DLCs within the curriculum;
b. Identification of prerequisite knowledge and skills needed to prepare students for
essential learning competencies; and
c. 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?
 Essential Learning Competencies (ELCs)
 What 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 (DLCs)

 What may enhance education but may not be necessary in building
foundational skills.

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?
In determining the criteria for the selection of the MELCs, DepEd collaborated with
stakeholders from Assessment Curriculum and Technology Research Centre
(ACTRC), during which the descriptor – ENDURANCE – was considered the
primary determining factor. Learning competencies are identified by knowing the

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following characteristics.
 it is applicable to real-life situations
 it would be important for students to acquire the competency after s/he left
that particular grade level
 -it is aligned with national, state, and/or local standards/ frameworks (e.g.,
scientifically-literate Filipinos)
 it would not be expected that most students would learn this through their
parents/communities if not taught at school
 it connects the content to higher concepts across content areas
Reasons for learning competencies to be removed/dropped:
 Too specific
 Deemed appropriate to be introduced in an earlier quarter or grade level or
move to a later quarter or grade level.
 Recurring
 Subsumed in another learning competency.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
 MELCS serves as a teacher guides in preparing our lesson (weekly home learning
plan) and instructional materials (Self- Learning Modules)
 MELCs ensures delivery of quality instruction as it becomes the primary
reference in determining and implementing learning delivery approaches that
are suited to the local context and diversity of learners while adapting to the
challenges posed by COVID-19.

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.

MOST ESSENTIAL LEARNING COMPETENCIES

MODULE 2 LDM2 FOR TEACHERS
K to 12 Learning MELCs
Competencies
Merged/Clustered n/a n/a
Retained
1. illustrates quadratic 1 illustrates quadratic
equations. equations.
2. solves quadratic 2. solves quadratic
equations by: (a) equations by: (a)
extracting square roots; extracting square
(b) factoring; (c) roots; (b) factoring; (c)
completing the square; completing the square;
and (d) using the and (d) using the
quadratic formula. quadratic formula.
3. describes the relationship 3. describes the
between the coefficients relationship between
and the roots of a the coefficients and the
quadratic equation roots of a quadratic
4. solves equations equation.
transformable to 4. solves equations
quadratic equations transformable to
(including rational quadratic equations
algebraic equations). (including rational
algebraic equations).

Dropped n/a n/a

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.
 MELCs ensures delivery of quality instruction as it becomes the primary reference
in determining and implementing learning delivery approaches that are suited to the
local context and diversity of learners while adapting to the challenges posed by
COVID-19.
 MELCs are comprehensively compressed but this is not a departure from the
standards-based design of the curriculum.
 MELC’s are a long-term response to the call of Sustainable Development Goal 4. It
is already been planned even before the COVID-19 pandemic.
 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.

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MODULE 2 LDM2 FOR TEACHERS

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 and concise response to the following guide questions
in your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?
We need to unpacked MELCS to help us systematize learning activities and
effectively address the varying needs of learners and the challenges of instructional
deliveries. The significance of unpacking and combining the MELCs helps and directs
teachers to systematically plan learning activities and address the varied students’ needs
and challenges of teaching deliveries. It is also essential to prevent repetition of the lesson
which does not show spiral progression.

2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
In unpacking of MELCs, these should be considered:
a. Alignment on the Content and Performance Standards because this is one of the
main features of the K to 12 Curriculum.
b. Prerequisite knowledge and skills would enable the achievement of MELCs, and
eventually the content and performance standards.
c. Logical sequence of learning objectives to provide systematic learning experiences
for learners.

In combining MELCs, these should be considered:

a. Commonality of content, topic, or theme to ensure that essential topics and content
will not be watered down.
b. Alignment with the Content and Performance Standards to aid in the achievement
of the content and performance standards.

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

In the context of BE-LCP, all MELCs are needed to be unpacked and combined in
order to organize the learning activities and effectively address the varying needs of
learners and the challenges of instructional deliveries.

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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.
Unpacking the MELCs

Subject: Math 9
Quarter: 1st Quarter
Most Essential Learning Competency Learning Objectives
models real-life situations using quadratic  Define Quadratic Function
functions.  Differentiate Quadratic Function from
represents a quadratic function using: (a) table Linear and other functions
of values; (b)  represent and identify the quadratic
graph; and (c) equation. function given;(a) table of values;(b)
graphs;(c) equation
SCHOO VILLA CACHO
GRADE LEVEL 9
L INTEGRATED SCHOOL
TEACH
WILSON C. CASTRO, JR. LEARNING AREA MATHEMATICS
ER
GRADES 1 TEACHI
TO 12 NG
DAILY DATES November 16,2020 QUARTER FIRST
LESSON AND
LOGS TIME

I. Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
must be followed and if needed, additional lessons exercises and remedial activities maybe done for developing
OBJECTIVES content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the
lesson. Weekly objectives shall be derived from the curriculum guides.

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MODULE 2 LDM2 FOR TEACHERS
A. Content Demonstrates understanding of key concepts of quadratic equations, inequalities
Standards: and functions, and rational algebraic equations.
B. Performance Is able to investigate thoroughly mathematical relationships in various situations,
Standards: formulate real-life problems involving quadratic equations, inequalities and
functions, and rational algebraic equations and solve them using a variety of
strategies.
C. Learning models real-life situations using quadratic functions.
Competencies/ (M9AL-Ig-2 )
Objectives: represents a quadratic function using: (a) table of values; (b)
Write the LC graph; and (c) equation.
code for each (M9AL-Ig-3)

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher
aims to teach. In the CG, the content in a week or two.
PATTERNS AND ALGEBRA
INTRODUCTION TO QUADRATIC FUNCTION
III. LEARNING List the materials to be used in different days. Varied resources of materials sustain
RESOURCES children’s interest in the lesson an in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.
A. References
1. Teacher’ 85-90
s Guide 119-129
Pages
2. Learner’
s
Materials
Pages
3. Text
book
Pages
4. Addition Supplemental presentation, TG, CG
al Pictures, flashcards(strip of paper)LCD Projector, video from supported website
Materials
from
Learning
resources
(LR)Port
al
B. Other
Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that the
IV students will learn well. Always be guided by demonstration of learning the by the students which
PROCEDURES you can infer from formative assessment activities. Sustain learning systematically by providing
the students with multiple ways to learn new things, practice their learning, question their learning
processes and draw conclusion about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewi Do some preliminaries(Checking of attendance and uniforms)
ng  Ask them about their previous lesson on quadratic equations and solving
previous problem involving quadratic equation.
lesson or  If time permit give drills
presenti
ng new
lesson
B. Establis Present the objectives of the lesson.
hing a
purpose

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MODULE 2 LDM2 FOR TEACHERS
for the
lesson
C. Presenti Present them some ideas and samples on quadratic function and its opposite as their
ng springboard into the definition of the quadratic function.
example
s/instanc
es of the
lesson

D. Discussi Present Activity 1( A Group activity)

ng new “ IDENTIFY ME”
concepts Give them time to finish the activity. Time may vary
and
practici After doing Activity 1, guide them in defining quadratic function on their own. Answers
ng new may vary( Use Differentiated Instruction)
skills#1
E. Discussi Present Activity 2 ( Same Group Activity)
ng new “ COMPARE ME”
concepts In this activity, the students are guided to complete the table of values for each function
and that involves quadratic function and linear function, from this activity the students are
practici expected to identify quadratic function from not quadratic when table of values is given.
ng new
skills#2 Ask: How can you identify quadratic function from a not quadratic function?

F. Developi To develop their mastery on the properties of quadratic function, present another activity,
ng the graphing activity, its same group activity.
mastery “ GRAPH ME”
(leads to
formativ -In this activity the students are expected to identify quadratic function from a not
e quadratic function when the graphs are given.
assessme
nt 3) -They must be able to see the difference from those functions that are not quadratic.

-Guide them on the properties of graphs of quadratic functions

G. Finding From the definition and properties of quadratic functions, let the students find practical
practical application in real life and daily living or across learning areas.
applicati
on of -To guide them present some pictures of applications across learning areas and fields of
concepts the concept quadratic function
and
skills in
daily
living
H. Making After the discussions and series of activities, let the students generalize about the lesson
generali on how, what and when quadratic function is.
zation
and
abstracti
ons
about
the
lesson
I. Evaluati Give them a short assessment on what they had learned.
ng
learning
J. Addition Give them simple assignments/enrichment on the lesson and advancement on the next
al lesson.

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MODULE 2 LDM2 FOR TEACHERS
activities
for
applicati
on or
remedia
tion
VI- REMARKS Objectives has
Attained :_______
Not attained due

to______________
Objectives has
Attained :_______

Not attained due

to______________
Objectives has
Attained :_______

Not attained due

to______________
Objectives has
Attained :_______

Not attained due

to______________

VII - Reflect on your teaching and assess yourself as a teacher. Think about your
REFLECTION students’ progress this week. What works? What else needs to doneto help the
students learn? Identify what help your instructional supervisors can provide for
you so when you meet them, you can ask them relevant questions.
A. No. of
learners who
earned 80% on
the formative
assessment.
B. No. of
learners who
required
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have caught up
with the lesson
D. No. of
learners who
continue to
require
remediation.
E. Which of my
teaching
strategies work

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MODULE 2 LDM2 FOR TEACHERS
well? Why did
this work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
used/discover
which I wish to
share with other
teachers?

Activity 3:
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs.

MOST ESSENTIAL LEARNING COMPETENCIES