STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL
LEARNING
COMPETENCIES
(MELCs)
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

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?

With this global pandemic and crisis we are facing today, this
make education more difficult to achieve. This also brings a big challenge to
the Department of Education in this new normal education. The best way to
address the problem is through adapting this new normal learning by shifting
from face to face instruction to distance or blended learning. With this
strategy, we can ensure learning continuity. This is not only concerning
teachers alone but rather with the collaboration of the whole DepEd forces
including teaching and non-teaching staff as well as the parents, learners and

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?

Yes, I agree. As we all know that in the Department of Education several

curriculums had been laid and adapt for the purpose of achieving higher
standard education and produce a globally competitive learner. 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 and redundant resulting to poor performance of
the learners as well as the teachers. Students scarcely cope up with the
content standards and specifically the learning competencies which
sometimes takes time to finish a full quarter subject with a limited time

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 Department of Education's Bureau of Curriculum Development

developed 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. Most Essential Learning Competencies (MELCs) is also
developed in response to UNESCO's fourth sustainable development goal
and that is to develop resilient education systems, most especially during
emergencies which can be used as a mechanism to ensure education
continuity. Further, it is designed to ensure education continuity
(curriculum dimension) while serving as a guide for teachers to address
the instructional needs of the learners and ensuring that the curriculum
standards are maintained and achieved. Meanwhile, it is also intended to
 2. What is the difference between essential learning competencies and desirable learning
competencies?

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. In addition, it analyses the
interconnectedness of prerequisite knowledge and skills among the
learning competencies for each learning area.

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 essential learning competencies deals with the students’
needs, it is considered indispensable, in the teaching- learning process
to build the skills and to equip learners for the subsequent grade level
and consequently, for lifelong learning. On the other hand, the desirable
learning competencies are those that may enhance education but may
not be necessary in building foundational skills.

4. What is the importance of the MELCs in ensuring the delivery of quality instruction?

Learning competencies are identified by knowing the 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, holistic Filipino learners with 21 st
century skills, and the likes)
 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

5. What is the importance of the MELCS in ensuring the delivery of quality

instruction?

MELCS serves as a teacher’s guide in preparing the lessons

(weekly home learning plan) and instructional materials (Self-
Learning Modules) that ensures delivery of quality instruction and
accommodates the varying context of the learners, teachers, learning
environment, and support structures considering both the content
and performance standards needed for adequate instructions and
learning 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
 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.

UNPACKING OF MELC
ENGLISH
K TO 12 LEARNING
MELC
COMPETENCIES
1.1 Analyze figure of speech
(hyperbole, irony)
EN6LC-Ia2.3.8

1.2 Infer meaning of idiomatic

expression EN6V-Ia-12.3.1 1. Identify real or make-
2 believe, fact or non-fact
1.3 Identify real or make-believe images EN6VC-IIIa-6.2
images EN6VC-IIIa6.1

MERGED/
CLUSTERED 3.1 Note significant details
EN6LC-IIIa2.2
3. Make connections between
3.2 Identify tenses of verbs information viewed and
EN6G-Ic-3.2.1 personal experiences
EN6VC-IVd-1.4
3.3 Make connections between
information viewed and
personal experiences
EN6VC-IVd-1.4

2.1 Interpret the meaning 2. Interpret the meaning

suggested in visual media suggested in visual media
through a focus on visual through a focus on visual
elements, for example, line, elements, for example, line,
RETAINED symbols, colour, gaze, framing symbols, colour, gaze, framing
and social distance and social distance
EN5VC-IIIf-3.8 EN5VC-IIIf-3.8

DROPPED NONE
 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.

Question(s) about Your insights shared Insights shared by

MELCs that need(s) your co-teacher(s)
clarification
 How will the students  It is possible for  The expected
ensure to participate students to jot down varieties of materials
with their classmates in their ideas on a certain are not available at
such forums or panel topic given, although their respective
discussions if they do they will be no homes.
not have the gadgets to appearance on screen
be used as reflected in due to some certainties,  Some students will
the SLMs in some but what matters is for be having a hard
activities posted for them to express their time to accomplish
Modular DL insights on a certain this competency
(smartphones, tablets, issue and submit it (jot because of lack of
laptops, or computers down ideas) through sources, internet
and stable internet pictures or role playing connectivity, and/or
connections.) during home visitation/ limited knowledge
monitoring about the topic.

 How will the students  The students may get

gather sensible ideas through extensive
questions to deliver in readings (books,
such activities? newspapers, articles.
etc) and watch
documentaries.

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?

The importance of unpacking and combining the MELCs is to

systematize learning activities and effectively address the diverse needs
of the learners and the challenges of instructional deliveries. With this,
we can now have a clear path forward that would entails a deeper
understanding on how these MELCs are selected which will be much
helpful for us to plan on how are we going to implement our BE-LCP
more efficiently.

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

In unpacking MELCs we must consider the following:

 Alignment on the Content and Performance Standards- The
MELCS are not departure from the standard-based design. We must
consider this to achieve a quality teaching output.
 Prerequisite knowledge and skills - curriculum objective must be
hierarchy. Mastering Fundamental knowledge Is a must before going
to the other level of learning.
 Logical sequence of learning objectives - We can’t give a better
learning ideas to our students if our objective is not logical sequence.
Planning what are the most important objective is key frame in
achieving better understanding of our learners.

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

The teacher may unpack or combined the MELCS depending on

the sequence of the lesson, the progress and needs of learners as long
as the content and standard will be achieved. Thus, teachers, as the
deliverer of instructions are highly encouraged to unpack the
curriculum standards into learning objectives through the MELCs.

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.

RETAINED LEARNING COMPETENCY SAMPLE LEARNING OBJECTIVES

Interpret the meaning suggested in

visual media through a focus on visual  Identify the different visual media.
elements, for example, line, symbols,
colour, gaze, framing and social distance  Distinguish different visual
EN5VC-IIIf-3.8 elements.

MELCs # MAJOR TOPIC/THEME

Interpret the meaning suggested in

visual mediaRepeat
throughthe a focus
above on visual
process  Visual
but instead media each team will now
of unpacking,
elements, for atexample,
combine line, symbols,
least two MELCs of their choice. Group deliberation will be observed
to arrive at a consensus. Discuss
colour, gaze, framing and social distance and jot down the synthesis of the presentations
in your study
EN5VC-IIIf-3.8 notebook.

ACTIVITY 3

Submit your activity 2 outputs to your LAC leader. Make sure to keep a
copy of your outputs.