MODULE 2 – LEARNING RESOURCES

NAME: CATHERINE S. MENDOZA

DESIGNATION: TEACHER III
LAC ID NO.: D10-001-C-04
SCHOOL ID: 104890
NAME OF SCHOOL: CANIOGAN ELEMENTARY SCHOOL

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 Republic of the Philippines
Department of Education

MODULE 2 – MOST ESSENTIAL LEARNING COMPETENCIES

NAME: CATHERINE S. MENDOZA SCHOOL: CANIOGAN ELEMENTARY SCHOOL
DESIGNATION: TEACHER III SCHOOL HEAD: ROMELIE C. RAMOS

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?
Answer:
Due to the global pandemic that causes a serious effection the quality of
education worldwide, I think as a teacher the fundamental concerns in terms of
curriculum stardards that need to be addressed in order to assure learning continuity
are as follows: First is the available resource for the learners to use during this new normal
situation of learning. Second is the training of the teachers to adapt in the current
situation and lastly, Is the internet connection wherein the government should have a
clear plan and programs to address this problem.
Teachers are flexible and resourceful. They can easily adapt to new or different
situations. But in this time of pandemic, cooperation between the educators,
government and other stakeholders is better in order to assure learning continuity.

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?
Answer:
I think the closure of schools nationwide and the congested curriculum are some
of the hindering factors on the poor performance of Filipino learners. Some are
unprepared for distance and home schooling especially the parents. When schools
close, parents will become the facilitator of learning and it very struggle for them to
perform the task especially for the parents with limited education and resources. Same
as congested curriculum ,too little space or time can result to less learning.

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.

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 1. What are the general and specific purposes of the development of MELCs?
Answer:
The Department of Education came up with Most Essential Learning
Competencies (MELCs) not just to address the challenges of the current pandemic but
also as part of the Department’s long-term response to the call of SDG4 to develop
resilient education systems, most especially during emergencies. The MELCs can be
used under similar circumstances as a mechanism to ensure education continuity
(curriculum dimension). However, releasing the MELCs does not downplay the
standards set by the K to 12 curriculum guides. Rather, they serve as one of the guides
for teachers as they address the instructional needs of learners while ensuring that
curriculum standards are maintained and achieved. 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?
Answer:
It stands: “Education cannot wait, if learning stops, we will lose human capital”.
The MELCs will enable the DepEd to focus instruction to the most essential and
indispensable competencies that our learners must acquire, as we anticipate
challenges in learning delivery. It will also enlighten the burden of converting classroom-
oriented learning resources into learning resources adapted to distance learning. 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 MELCs it determining the criteria for the selection
of the MELC the description “ENDURANCE” . part of the process was deciding whether
a learning is to be retained, merged, dropped or rephrase. Finally, certain
competencies were rephrased to be more concise.

3. What is the difference between essential learning competencies and desirable learning
competencies?
Answer:
Essential learning competencies were defined as what the students need,
considered indispensable, 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 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?
Answer:
The most essential learning competencies were identified in collaboration with
Assessment Curriculum and Technology Research Centre (ACTRC). The Department set
some considerations in identifying the MELCs- ENDURANCE is considered 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 & Horrell, 2014).
The decisions made in order to trim down the number of the essential learning
competencies were identifying the competencies to be retained, merged, dropped,
rephrased. a learning competency is retained if it satisfies the endurance criterion

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 which greatly contributes to life-long learning and is a prerequisite skill to the next grade
level. Two or more learning competencies are merged or clustered if they have the
same objective or learning intention and can therefore be combined into one
comprehensive learning competency. However, learning competencies are
removed/dropped due to the following reasons:
● They are too specific (and the articulation is similar to that of a learning objective).
● They are deemed appropriate to be introduced in an earlier quarter or grade level
or moved to a later quarter or grade level.
● They are recurring.
● They are subsumed in another learning competency.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
Answer:
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, Filipino learners are
guaranteed 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 K to 12 Learning
Identifies visually and aurally
Identifies the kinds of notes
Merged/Clustered the kinds of notes and rest in
and rests in a song
a song.
Compares the set integers
Compares and arranges
Retained and identify real-life
integers
situations that make use of it.
Sets up portions for groups of
Dropped n objects or numbers and for
given situation.

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.

We shared our concerning MELCs. It will allow effectively design instructional resources
without veering away from the standards prescribed by the curriculum.

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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?
Answer:
When standards and assessments align, it is easier to catch students quickly
when they don’t understand and to provide extension when they do understand. The
unpacking process keeps the focus on all students learning at high levels.

2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
Answer:
We have to consider the level or ability of the children in order to learn and gain
knowledge in unpacking and combining MELCs. The field implementers must think of
ways to make teaching-learning more effective.

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

Answer:
Not necessarily all. Because we have to understand first the vital
consideration in unpacking and combining 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.

NAME OF LAC MEMBERS:

1. CATHERINE S. MENDOZA
2. SOLEDAD S. CRISOSTOMO
3. VICTORIA T. PEROL

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LEARNING AREA: ENGLISH 5
UNPACKED LEARNING OBJECTIVES:

MELC
EN5G-IVa-1.8.1 Use compound and complex sentences to show cause and effect and
problem-solution relationship of ideas

Unpacked Learning Objectives:

EN5G-IVa1.8.1 Use compound sentences to show cause and effect
EN5G-IVc1.8.2 Use compound sentences to show problem-solution relationship of ideas

These learning objectives can further be unpacked into sub-competencies such as:
EN5G-IIh-8.3 Compose clear and coherent sentences using appropriate grammatical
structures: -subordinate and coordinate conjunctions
EN5G-IIh-8.3 Compose clear and coherent sentences using appropriate grammatical
structures: coordinate conjunctions

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.

LEARNING AREA: ENGLISH 5

COMBINED MELC:

MELC- Quarter 1
EN5G-IVa-1.8.1 Use compound and complex sentences to show cause and effect and
problem-solution relationship of ideas

MELC Quarter 2
EN5OL-IIf-3.5.1 Provide evidence to support opinion/fact

COMBINED MELCS
Use compound and complex sentences to show cause and effect and problem-solution
relationship of ideas to provide evidence to support opinion/fact

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Activity 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.
LEARNING AREA: K to 12 Learning MELCs
ENGLISH Competencies
EN5V-Ia-12 and 13 Infer the meaning
ofunfamiliar words (compound)
based on given context clues
(synonyms, antonyms, word parts) and
other strategies
EN5V-Ib-12 and 13 Infer the meaning
of unfamiliar words (compound)
based on given context clues
(synonyms, antonyms, word parts) and
other strategies
EN5V-Ib-12 and 13 Infer the meaning
of unfamiliar words (compound)
based on given context clues
(synonyms, antonyms, word parts) and
other strategies
EN5V-Ic-12 and 13 Infer the meaning
of unfamiliar words ( affixed) based on
given context clues (synonyms,
antonyms, word parts) and other
strategies
EN5V-Id-12 and 13 Infer the meaning Infer the meaning of
of unfamiliar words ( affixed) based on unfamiliar words using text
Merged/Clustered given context clues (synonyms, clues(compound, blended,
antonyms, word parts) and other clipped) based on given
strategies context clues (synonyms,
antonyms, word parts)
EN5V-Ie-12 and 13 Infer the meaning
of unfamiliar words ( blended) based
on given context clues (synonyms,
antonyms, word parts) and other
strategies
EN5V-If-12 and 13 Infer the meaning of
unfamiliar words ( blended) based on
givencontext clues (synonyms,
antonyms, word parts) and other
strategies
EN5V-Ig-12 and 13 Infer the meaning
of unfamiliar words ( clipped) based
on given context clues (synonyms,
antonyms, word parts) and other
strategies
EN5V-Ih-12 and 13 Infer the meaning
of unfamiliar words ( clipped) based
on given context clues (synonyms,
antonyms, word parts) and other
strategies
EN5WC-IIj3.7 Fill-out forms accurately Fill-out forms accurately
Retained (school forms, deposit and withdrawal (school forms, deposit and
slips, etc.) withdrawal slips, etc.)
Dropped EN5A-Ia-16 Observe politeness at all No longer included in the
times MELC

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 Submitted by:
CATHERINE S. MENDOZA
Teacher III

Checked by:
MA. CORAZON D. NATIVIDAD
Master Teacher I
LAC Leader

Noted:
ROMELIE C. RAMOS
Principal II
School Instructional Coach

Approved:
DULCE M. CAMAYA
Public Schools District Supervisor
District Instructional Coach

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