LDM2: Learning Delivery Modalities Course for Teachers 1

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NAME: APPLE GRACE MARIE S. SEBASTIAN

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SCHOOL ID: 307301
NAME OF SCHOOL: CESAR E. VERGARA MEMORIAL HIGH SCHOOL
DESIGNATION: TEACHER III

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 MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS

NAME: APPLE GRACE MARIE S. SCHOOL: CESAR E. VERGARA MEMORIAL HIGH

SEBASTIAN SCHOOL
DESIGNATION: TEACHER III SCHOOL HEAD: ELOISA O. DE LEON

ACTIVITY 1.
Answer the following reflective questions in your Study Notebook:

• 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?
In order to ensure learning continuity, I think that one of the fundamental concerns in terms of
curriculum standards is the delivery of the most basic skills that learners should acquire. In elementary
levels I believe that the 3Rs should be the main focus. I have mentioned this because I witnessed how
some learners enter high school with poor reading and comprehension level. I was thinking how could
distant learning, especially modular delivery modality, which is the most common modality to be
applied in most public schools, be applicable among students if they have poor reading and
comprehension level. I know that difficulty will start here. This issue is also a concern for most
students in high school.
This concern should be solved not only by teachers but parents as well, whether distant learning due to
pandemic or during the “old normal” of learning. This is because as parents, it is also their
responsibility to ensure that these skills have continuing practice at home, and not just in schools alone.

• 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 totally agree in this observation. As a classroom teacher for years now, I have witnessed
teaching under different curricula- BEC (Basic Education Curriculum), SEC (Secondary Education
Curriculum) and now the K-12 Curriculum. In all of these curricula, congested topics is always an
issue and on my point of view, it was even more congested in the present curriculum, the K-12
curriculum. It hinders not just performance of learners but also the strategies that has to be done by the
teachers. Most of the time, the teachers were forced to disregard applying appropriate teaching
strategies in delivering lessons because of the need to finish lessons within the time frame given.
Mastery of the skills or lessons was somehow sacrificed just to come up with the whole content of the
prescribed curriculum. This, I believe is one of the hindrances on academic performance of Filipino
learners.
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 general purpose of the MELCs is to ensure education continuity amidst the pandemic that the
world is facing right now. It is also a response to UNESCO’s belief that quality education should not
be compromised. More importantly, this is also a long-term response of the Department of Education
to the call of SDG4 which is to develop resilient education systems, most especially during
emergencies.
Specific purposes of the MELCs include ensuring that such would not tone down the standards set by
the K to 12 curriculum guides, that it it will serves as guides for teachers in addressing instructional
needs of learners while ensuring the maintaining and achieving the curriculum standards and lastly, to
help schools in crossing the limited school days as different delivery schemes are employed by
providing them ample instructional space.

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

The Curriculum review, which started in the middle of 2019 as part of the curriculum evaluation have
been a great help in identifying essential learning competencies as this aid the Department in responding
to this time of pandemic crisis. Since the review was done months ago, we can say that coming up with
the MELCs were not half baked, and of course considering the fact that Bureau specialists, academic
experts, and field implementers from different segments like the Bureau of Curriculum Development–
Curriculum Standards Development Division, Assessment Curriculum and Technology Research Centre
(ACTRC) worked collaboratively on these.

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

Essential learning competencies were defined in the module 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 while 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?

MELCs were identified using the descriptor ENDURANCE as the primary 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 like research skills, reading
comprehension, writing, map reading or hypothesis testing.

The decisions made in order to further trim down the number of the essential learning competencies
is whether a learning competency is to be retained, merged, dropped, or rephrased.
 5. What is the importance of the MELCs in ensuring the delivery of quality instruction?

MELCs is important in ensuring the delivery of quality education in the sense that the required
standards of the K-12 curriculum are not compromised in delivering instruction under the new
normal in education.

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
Competencies
Merged/Clustered describe the distribution of
active volcanoes, earthquake
epicenters, and major
mountain belts;
Retained Describe the different types
of plate boundaries
MELCs
Describe and relate the
distribution of active
volcanoes, earthquake
epicenters, and major
mountain belts to Plate
Tectonic Theory
Describe the different types
of plate boundaries

Describe the possible causes Describe the possible causes

of plate movement of plate movement

Explain the different Explain the different

processes that occur along the processes that occur along the
plate boundaries plate boundaries

Enumerate the lines of Enumerate the lines of

evidence that support plate evidence that support plate
movement movement
Dropped describe the internal structure
of the Earth
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.
 LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES
NAME: APPLE GRACE MARIE S. SCHOOL: CESAR E. VERGARA MEMORIAL HIGH
SEBASTIAN SCHOOL
DESIGNATION: TEACHER III SCHOOL HEAD: ELOISA O. DE LEON

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?

Unpacking of MELCs enables the teachers in navigating the peculiarities of the learning landscapes into
learning objectives through the MELCs. This will allow teachers to provide a systematic learning
activity and efficiently address the different needs of learners and the challenges of instructional
deliveries.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
The considerations that must be taken in unpacking and combining MELCs include (1) Alignment on
the Content and Performance Standards, that is the objectives crafted by the teacher should still be
anchored to the Content and Performance Standards of the curriculum; (2) Prerequisite knowledge and
skills, lower order cognitive demands should consider in crafting of objectives should be considered
since MELCs supply higher order cognitive demands. This is to guarantee that prerequisite knowledge
and skills that would enable the achievement of MELCs, and eventually the content and performance
standards, are addressed; (3) Logical sequence of learning objectives, it says that learning objectives
should follow a logical sequence so as to provide systematic learning experiences.
3. Do all the MELCs need to be unpacked or combined? Why or why not?

Yes. In most cases, the MELCs need to be contextualized or localized as it is applied in each and every
setting. Unpacking MELCs will allow teachers to steer through his lessons, employ different strategies
or approaches without disconnecting from the content and performance standards of the curriculum.

ACTIVITY 2.
1. Form a group of three 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.

LEARNING AREA: SCIENCE 10

UNPACKED LEARNING OBJECTIVES:

MELCs Learning Objectives

Explain how protein is made using information
from DNA.
1. Describe protein synthesis and its importance.
2. Recall the characteristics of DNA and RNA and
their role in protein synthesis.
3. Discuss the different processes in a central
dogma molecular biology.
4. Summarize how proteins are made from the
DNA information.

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

NAME OF MEMBER: APPLE GRACE MARIE S. LAC SESSION ID.: 1

SEBASTIAN

REGION: III DATE OF LAC SESSION: September 7,

2020

DIVISION: Cabanatuan City NUMBER OF LAC SESSION: 1

Part A
Please indicate the extent to which you agree with each of the following statements by
ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

Comments / Remarks
(For example, if you disagree
or strongly disagree, please
SD D N A SA indicate why.)

THE LAC SESSION

1. I learned a lot from my

colleagues in this LAC session.

2. The LAC session deepened

my understanding of the SLM
content.

3. My perspective on the topic/s

covered has changed as a
result of the LAC session.

4. I participated actively in the

LAC session by sharing my
assignment and insights,
asking questions, and giving
feedback on what colleagues
shared.

5. I interacted with different

people during the LAC
session.
 ACTION PLAN

6. I feel motivated to apply in

my region/division/district
what I have learned in this
lesson.

7. I intend to apply what I have

learned from the lesson in my
region/division/district

Part B
Please provide the information requested.

1. I need further clarification and/or resources on the following topics:

Distant learning delivery modalities.

2. I encountered the following problems or challenges:

None

3. Other comments/suggestions: