Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
Schools Division of Ilocos Sur
CERVANTES NATIONAL HIGH SCHOOL
Cervantes, Ilocos Sur

Learning Delivery Modalities Course 2

Modul
e2
Prepared by:

ANELINE B. RAGASA
Teacher III
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?

There are variety of distance learning methods that were formulated

by the department to ensure that learning continues. Self-Learning Module is
the most ideal tool to be used. However, learning through SLM has many
limitations that needs to be addressed to maintain curriculum standards.

These could be problem on acquiring skills which is one of the basic

goal of education, when:
a. We do demonstration teaching, hands-on activities, science
experiments, and outdoor activities
b. Learners are required to interview, collaborate with classmates,
perform a role play, dance with a group, compose a song, etc…
c. There is a discussion and students needs to interact, debate, argue
and share their ideas

Skills developed may now be limited to reading, comprehending,

answering questions, interpreting data, researching and time management.
The role of teachers to provide knowledge may be met, but what about the
skills and values that must go along with knowledge?

This is not a teachers concern but the whole organization. If you are a
part of an organization, work with the organization.

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?

The congested curriculum and the spiral progression approach greatly

affect the performance of Filipino learners. There is lesser chances of
mastering the competencies because there is a limit of topics within one
school year. When we jump to the next school year, the teacher assumes
that learners have already mastered the prerequisites while in fact they did
not. The approach does not encourage review of pre requisite skills.

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 review in the development of the MELC’s focuses on articulation within and across
learning areas to identify gaps, issues, and concerns across learning areas and grade levels.
Specifically, the review covers the followings:
 Mapping of the essential and desirable learning competencies within the
curriculum;
 Identification of prerequisite knowledge and skills needed to prepare students for
essential learning competencies; and
 Analysis of the interconnectedness of prerequisite knowledge and skills among
the learning competencies for each subject area.

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

learning competencies?

Though curriculum review, bureau specialists, academic experts and field implementers
worked to reach a consensus regarding the criteria to be used in determining the competencies.
According to Secretary Briones, it is also part of her commitment to ensure quality, relevant and
liberating education for all.

Curriculum Review is a critical examination of academic programs for the purpose of

optimizing student learning experiences led collaboratively by academic staff who teach within
the program.

3. What is the difference between essential learning competencies

and desirable learning competencies?

. Essential competencies are defined as what the students need, considered indispensable
in the teaching-learning process to building skills to equip learners for subsequent grade levels
and subsequently, for lifelong learning. On the other hand, desirable learning competencies were
defined as 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?
 A list of characteristic of essential learning competencies was provided
to help reviewers decide which among the learning competencies are
deemed most important.

These characteristics are based on a US-developed competency

validation rubric, which is intended to assure that learning competencies can
reach the highest level of quality and comparability across schools, although
adaptations were made for relevance in the Philippine context.

With the challenges on learning delivery posed by COVID-19, the

Bureau of Curriculum Development accelerated the identification of the
essential learning competencies, and streamlined these further into the Most
Essential Learning Competencies (MELCs).

In determining the criteria for the selection of the most essential

learning competencies, the descriptor “ENDURANCE” was considered to be
the primary determining factor. A learning competency is considered
enduring if it remains with learners long after a test or unit of study is
completed, or if it is useful beyond a single test or unit of study. Examples of
such learning competencies include research skills, reading comprehension,
writing, map reading, and hypothesis testing, which are essential in many
professions and in everyday life (Reeves, 2002; Many and Horrell, 2014)

Part of the process was deciding whether a learning competency is to

be retained, merged, dropped, or rephrased. As a general rule, a learning
competency was retained if it satisfies the endurance criterion which greatly
contributes to life-long learning and is a pre-requisite skill to the next grade
level. Two or more learning competencies are merged or clustered into one
comprehensive learning competency if they have the same objective of
learning intentions. A significant number of learning competencies were
removed/dropped due to the following reasons:
a. They are too specific, and the articulation is similar to that of a
learning objective
 b. They are deemed appropriate to be introduced in an earlier quarter
of grade level or moved to a later quarter or grade level
c. They are recurring
d. They are subsumed in another learning competency.

Finally, certain competencies were rephrased to be more concise.

5. What is the importance of the MELCs in ensuring the delivery of

quality instruction?

Field implementers and private schools are encouraged to

contextualize the most essential learning competencies in order to
accommodate the varying contexts of learners, teachers, learning
environment and support structures considering both the content and
performance standards. It is advantageous for students to learn the concepts
and skills in the MELCs through meaningful activities and scenarios relatable
to them and within the context of the students’ own environment. 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. With these, learners are assured relevant and
quality basic education despite the current health crisis.

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.

K to 12 Learning MELCs
Competencies
Identify situations in
which work is done and
in which no work is
done.
Describe how work is
Identify and explain the
related to power and
factors that affect
Merged/ Clustered energy.
potential and kinetic
Differentiate potential
energy.
and kinetic energy.
Relate speed and
position of object to the
amount of energy
possessed by a body.
 Investigate the Investigate the
relationship between relationship between
the amount of force the amount of force
Retained applied and the mass of applied and the mass of
the object to the the object to the
amount of change in amount of change in
the object’s motion. the object’s motion.
Demonstrate how a
Dropped body responds to
changes in motion.

K to 12 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.

The MELC has been developed as a navigating tool as teachers journey

through this New Normal.

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 identification of MELCs intends to provide instructional space among field

partners/implementers to deliver quality instruction amidst the limited learning modalities and
shortening of the school year.

2. What considerations must be taken in unpacking and combining

the MELCs? Explain each.
  Alignment on the Content and Performance Standards - The MELCs are not a departure
from the standards-based design, which is one of the main features of the K to 12
Curriculum. In fact, there are no MELCs without the content and performance standards.
 ● Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater
to higher-order cognitive demands. As such, lower cognitive demand may be considered
first in creating learning objectives. This ensures that prerequisite knowledge and skills
that would enable the achievement of MELCs, and eventually the content and
performance standards, are addressed.
 ● Logical sequence of learning objectives - Since the intention of unpacking the MELCs
is to provide systematic learning experiences for learners, it is incumbent that the
unpacked learning objectives follow a logical sequence.

3. Do all the MELCs need to be unpacked or combined? Why or why

not?

It is highly encouraged to unpack the curriculum standards into learning objectives

through the MELC, in order to systematized learning activities and effectively address the
varying needs of learners and the challenges of instructional deliveries.

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 MELC

First Quarter Science 8 Unpacking MELCs
Retained Specific Objectives
 Identify forces acting on object at rest.
Investigate the relationship between the  Explain the effect of balanced forces
amount of force applied and the mass of the on the state of motion of an object.
object to the amount of change in the object’s  Differentiate balanced force from
motion. unbalanced force
Infer that when a body exerts a force on  Explain the principles behind
another, an equal amount of force is exerted Newton’s Laws of Motion
back on.  Describe how force acting on an
object affect its acceleration.
  State the three laws of motion.
 Solve problems on acceleration.
 Explain when a work is considered
done.
Identify and explain the factors that affect
 Differentiate potential energy from
potential and kinetic energy.
kinetic energy.
 Explain why work is called energy in
transit.
 Identify situations as either potential
energy or kinetic energy.
 Explain how sound is created and
transmitted.
 Distinguish the different
Investigate the effect of temperature to the
characteristics of sound waves.
speed of sound.
 Describe the characteristics of
materials where sound could travel
fastest.
 Explain why lights bend.
 Identify what color has the most
Explain the hierarchy of colors in relation to amount of energy.
the energy of visible light.  Infer that light is composed of colors
of different frequencies and
wavelength.
Differentiate between heat and temperature of

the molecular level.

First Quarter Science 8 Combining MELCs

MELCs Merged
 Infer the relationship between
current and voltage.
 Explain the advantages and
disadvantages of series and
parallel connections in homes.
San ko pay namerge
 Explain the functions of circuit
breakers, fuses, earthling
double insulation, and other
safety devices in the home.

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