STUDY NOTEBOOK LAC

LEARNING DELIVERY MODALITIES COURSE 2

TEAM 48

MODULE
2:
Most Essential Learning
Competencies (MELCS)
MODULE OBJECTIVE:

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

ESTIMATED TIME REQUIRED

3 hours

SHEBA S. SALIDO
Name of Teacher
 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?
As a teacher teaching in the hinterlands, I think one of the most fundamental concerns of everybody (teacher, parents &
learners) is not meeting the curriculum standards even after utilizing MELCs. Teachers who are also module writers are trying
their best to contextualize and simplify the activities that are suitable for their diverse learners coming from urban and rural
areas. Unfortunately, face to face learning is not yet applicable which makes it more difficult for the teachers to know and to
measure the capacity of their new enrolled pupils/students that is vital to creating an appropriate learning method. In order to
ensure learning continuity, it is best to adopt modular distance learning. However, as I checked their answers to all the activities,
I’m speaking from the results of the module “dry run”, I’ve found out that most of my grade 7 students have trouble
understanding simple English/Tagalog questions and their parents could not help them because some of them did not even
went to school. I could not really solve my concern alone coz my problem is every teachers problem and we need more time to
coordinate with the parents and if possibly explain to them what and how to do the module so that they can relay it to their
children. Out of my 20 students who passed LESF, only 3 of them have cellphone numbers.
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?

I do agree with Andaya 2018 that congested curriculum has been a problem of teachers. Although Deped are aiming
to produce globally competitive learners through implementing the K-12 curriculum, not only students are having a
hard time coping with plenty of competencies but also teachers. Teachers were provided with curriculum guides
with competencies that are need to be accomplished within a specific time frame.
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?
MELCs is a long-term response to the call of SDG4 to develop resilient education systems, most especially during
emergencies. Its specific purposes are: 1. To ensure education continuity and 2. will 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. 3. 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?
Curriculum review focused on articulation within and across learning areas and grade levels, which led to the
identification of gaps, issues and concerns. Areas for improvement that would enhance the learning
engagement,experience and outcomes were also identified and consequent solutions were recommended. Thus,
leads to identifying of essential learning competencies .
3. What is the difference between essential learning competencies and desirable learning competencies?
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?
The most essential learning competencies were identified through the ff.
1. It is aligned with national, state, and/or local standards/frameworks.(e.g. scientifically-literate Filipinos)
2. it connects the content to higher concepts across content areas.
3. It is applicable to real life situations
4. it would be important for students to acquire the competency after s/he left that particular grade level
5. It would not be expected that most students would learn this through their parents/communities if not taught
at school.
In order to trim down the number of essential learning competencies, Deped set criteria for the selection of
MELCs. ENDURANCE – was 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

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
MELCs serves as our guide to ensure education continuity amidst pandemic. As a result on the curriculum review,
learning competencies that were included in the MELCs are considered to remain with learners since it is still useful
after a test or unit of study. MELCs also ensures delivery of quality instruction because it serves as the only guide to
identify and enforce appropriate learning delivery approaches.
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

-Natataya ang mga implikasyon ng -Nasusuri ang yamang likas at

kapaligirang pisikal at yamang likas ng mga ang mga implikasyon ng
rehiyon sa pamumuhay ng mga Asyano kapaligirang pisikal sa
noon at ngayon sa larangan ng: 7.1 pamumuhay ng mga Asyano
Agrikultura 7.2 Ekonomiya 7.3 noon at ngayon
Pananahanan 7.4 Kultura -Nasusuri ang komposisyon ng
- Nasusuri ang kaugnayan ng yamang-tao populasyon at kahalagahan ng
ng mga bansa ng Asya sa pagpapaunlad ng yamang-tao sa Asya sa
kabuhayan at lipunan sa kasalukuyang pagpapaunlad ng kabuhayan at
MERGED/CLUSTERED
panahon batay sa: 10.1 dami ng tao 10.2 lipunan sa kasalukuyang
komposisyon ayon sa gulang, 10.3 panahon
inaasahang haba ng buhay, 10.4 kasarian,
10.5 bilis ng paglaki ng populasyon, 10.6 uri
ng hanapbuhay, 10.7 bilang ng may
hanapbuhay, 10.8 kita ng bawat tao, 10.9
bahagdan ng marunong bumasa at
sumulat, at 10.10 migrasyon

-Naipapaliwanag ang konsepto ng Asya tungo
sa paghahating – heograpiko: Silangang Asya,
Timog-Silangang Asya, TimogAsya, Kanlurang
Asya, Hilagang Asya at Hilaga/ Gitnang Asya
-Napapahalagahan ang ugnayan ng tao at
kapaligiran sa paghubog ng kabihasnang
Asyano
-Nailalarawan ang mga yamang likas ng Asya
-Naipapahayag ang kahalagahan ng
RETAINED pangangalaga sa timbang na kalagayang
ekolohiko ng rehiyon
-Naipapaliwanag ang konsepto ng Asya tungo
sa paghahating – heograpiko: Silangang Asya,
Timog-Silangang Asya, TimogAsya, Kanlurang
Asya, Hilagang Asya at Hilaga/ Gitnang Asya
-Napapahalagahan ang ugnayan ng tao at
kapaligiran sa paghubog ng kabihasnang
Asyano
-Nailalarawan ang mga yamang likas ng Asya
-Naipapahayag ang kahalagahan ng
pangangalaga sa timbang na kalagayang
ekolohiko ng rehiyon

-Nailalarawan ang mga katangian ng

kapaligirang pisikal sa mga rehiyon ng Asya
katulad ng kinaroroonan, hugis, sukat, anyo,
klima at “vegetation cover” (tundra, taiga,
grasslands, desert, tropical forest, mountain
DROPPED lands)
-Nailalarawan ang mga katangian ng
kapaligirang pisikal sa mga rehiyon ng Asya
katulad ng kinaroroonan, hugis, sukat, anyo,
klima at “vegetation cover” (tundra, taiga,
grasslands, desert, tropical forest, mountain
lands)
 K TO 12 LEARNING
MELCS
COMPETENCIES

- Nasusuri ang kaugnayan ng yamang-tao

ng mga bansa ng Asya sa pagpapaunlad ng
-Nasusuri ang komposisyon ng
MERGED/CLUSTERED kabuhayan at lipunan sa kasalukuyang
populasyon at kahalagahan ng
panahon batay sa: 10.1 dami ng tao 10.2
yamang-tao sa Asya sa
komposisyon ayon sa gulang, 10.3
pagpapaunlad ng kabuhayan at
inaasahang haba ng buhay, 10.4 kasarian,
lipunan sa kasalukuyang
10.5 bilis ng paglaki ng populasyon, 10.6 uri
panahon
ng hanapbuhay, 10.7 bilang ng may
hanapbuhay, 10.8 kita ng bawat tao, 10.9
bahagdan ng marunong bumasa at
sumulat, at 10.10 migrasyon

-Nailalarawan ang mga yamang likas ng Asya -Nailalarawan ang mga yamang likas ng Asya
-Naipapahayag ang kahalagahan ng -Naipapahayag ang kahalagahan ng
pangangalaga sa timbang na kalagayang pangangalaga sa timbang na kalagayang
ekolohiko ng rehiyon ekolohiko ng rehiyon

RETAINED

-Nakapaghahambing ng kalagayan ng
kapaligiran sa iba’t ibang bahagi ng Asya
-Nakakagawa ng pangkalahatang profile ng
heograpiya ng Asya
-Napapahalagahan ang yamang tao ng Asya
-Nailalarawan ang komposisyong etniko ng
DROPPED mga rehiyon sa Asya
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.

Activity 1 #1
According to Sir Somoza, the fundamental concerns that he had were the proper selection of modalities to be
used and its implementation. Mrs. Lozada also added that, the readiness of the teachers and learners for the new
normal are vital for the success of the modality that will be adopted by a certain school.
Activity 1 #2
Mr. Ramirez, and yours truly agreed to Andaya that prior to the health crisis, the congested curriculum were one of the
teachers problem.

Activity 2 #1
Ms. Guevarra and Mrs. Vera shared that the specific purpose of MELCS was to ensure education continuity and that the
MELCS will assist schools in navigating the limited number of school days.

Activity 2 #2
Mr. Tuco said that the curriculum review helped a lot in choosing the essential competencies that will endure to students
after a test or subject unit. And it also helped the teachers to lessen their workloads which comprise of competencies from 1,000
going down to 4,000.

Activity 2 #3
Mr. Ramirez differentiated the essential learning competencies and desirable learning competencies

Activity 2 #4
Mr. Somoza gave his insights on how the MELCs were identified and Mr. Catubig also added that the most essential
learning competencies were identified through the ff.1. It is aligned with national, state, and/or local
standards/frameworks.(e.g. scientifically-literate Filipinos)2. it connects the content to higher concepts across
content areas.3. It is applicable to real life situations 4. it would be important for students to acquire the
competency after s/he left that particular grade level 5. It would not be expected that most students would learn
this through their parents/communities if not taught at school.
Activity 2 #5
According to Mrs. Cornelio that MELCs serves as the teacher’s guide on what to teach to the students that are deemed
essential amidst pandemic.

Activity 3
Mr. Catubig shared an example of the merged,retained and dropped competencies in Filipino.

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?
It is important to unpack and combine the MELCs in order to systematize learning activities and effectively address
the varying needs of learners and the challenges of instructional deliveries.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
In unpacking the MELCs into learning objectives, you need to consider the following:
● 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 all depends to the teacher whether she finds it necessary to unpack or combine certain MELCs or not as long as the
sequence of the lesson are followed and achieve the learning standard .

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.

Refer to :
LACTEAM48_ShebaSalido_Unpacking-of-MELCS.docx
LACTEAM48_ShebaSalido_Combining-MELCs.docx