St

ud
ARDY D. PATAWARAN
Teacher I

0
Module 2: Most Essential Learning Competencies (MELCs)
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
ACTIVITY 1
Answer the following reflective questions:
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?

 I think it is essential that the fundamental issues about curriculum standards which
are needed to be addressed are to contextualize the most important learning skills
to fit the varying level of understanding of the learners. Students, learning
environment and support systems are also needed to take into account in relevance
to both the content and performance expectations to ensure consistency of learning.
It is important for the students to learn the concepts and skills in MELCs through
practical exercises and scenarios specific to the learners and in the sense of their
own community. Provided that, amid the current health crisis, Filipino learners are
guaranteed appropriate and high-quality basic education. Teachers and field
implementers should support each other to ensure the consistency of learning.

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?

 It is true that the congested curriculum is one factor that can trigger poor
performance among Filipino learners because they need to be taught a lot of skills
within a short span of time and some teachers taught the next skill even when other
learners have not yet mastered it. Therefore, we need to contextualize the most
essential learning competencies to fit learners' varying contexts, and to learn
procedures and processes about how and when to apply those relevant knowledge
and skills.

1
Module 2: Most Essential Learning Competencies (MELCs)
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.
1. What are the general and specific purposes of the development of MELCs?

 These MELCs act as one of the teachers 'guides as they discuss the learners'
instructional needs while ensuring that curriculum expectations are upheld and
fulfilled. In addition, the MELCs aim to help schools manage the restricted number of
school days as they employ various delivery schemes by offering adequate
educational space for them.

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

 The analysis concentrated on articulating differences, challenges and issues across

learning areas and across learning levels. The analysis first mapped the learning
competencies within the curriculum that were necessary and desirable.
Improvement areas were established that would improve the learning involvement,
experience, and results and proposed consequent solutions. The workshop series
analysis results offered a summary of the articulation of learning competencies in
each learning area.

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

 Essential learning competencies were identified as what students need, considered

necessary, in the teaching-learning process to develop skills to equip learners for
successive grade levels and, subsequently, lifelong learning processes. While
desirable learning competencies have been described as what may improve
education but may not be sufficient to develop 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?

 Most important learning competencies defined as illustrated in the K-12 Curriculum

Guides by evaluating the learning competencies. The review brought about the
essential learning competencies and from this ELC the most essential learning
competencies were crafted following a set of criteria. What is required in this phase
is the decision whether to maintain, merge, reduce, or reframe a learning
competency. A cognitive ability is maintained if it fulfills the strength requirement,
which contributes significantly to lifelong learning and is a prerequisite for the next
grade level. Two or more learning skills are blended or clustered if they have the
2
Module 2: Most Essential Learning Competencies (MELCs)
 same goal or learning intention and can therefore be combined into one
comprehensive learning skill. For the following reasons, learning skills are removed /
dropped if they are too specific (and the articulation is similar to that of a learning
objective), they are deemed appropriate to be introduced at an earlier quarter or
grade level or moved to a later quarter or grade level, they are recurrent and they
are subsumed into another learning skill.

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

 MELCs are part of the response of our department to develop a flexible education
system particularly during the crisis that will allow the DepEd to focus instructions on
the most important and indispensable skills. MELC seeks to provide field partners /
implementers with instructional space to provide quality training in the midst of the
restricted learning modalities and shortening of the school year.

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 and compare the two documents to determine
which learning competencies were retained, dropped, or merged.

K-12 Learning
Competencies
Merged/Clustered
 determines arithmetic
means and nth term of an
arithmetic sequence
 finds the sum of the terms
of a given arithmetic
sequence.
 determines geometric
means and nth term of a
geometric sequence.
 finds the sum of the terms
of a given finite or infinite
geometric sequence
 proves the Remainder
Theorem and the Factor
Theorem
MELCs
 determines arithmetic
means, nth term of an
arithmetic sequence and
sum of the terms of a
given arithmetic
sequence.
 determines geometric
means, nth term of a
geometric sequence and
sum of the terms of a
given finite or infinite
geometric sequence
 proves the Remainder
Theorem, Factor Theorem

3
Module 2: Most Essential Learning Competencies (MELCs)
  proves Rational Root
Theorem
 generates patterns.
 illustrates an arithmetic
sequence
 illustrates a geometric
sequence
 differentiates a geometric
sequence from an
arithmetic sequence.
 solves problems involving
sequences
Retained
 performs division of
polynomials using long
division and synthetic
division
 factors polynomials
 illustrates polynomial
equations
 solves problems involving
polynomials and
polynomial equations
 differentiates a finite
geometric sequence from
an infinite geometric
sequence.
Dropped  illustrates other types of
sequences (e.g., harmonic,
Fibonacci)
 solves polynomial
equations
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.
Module 2: Most Essential Learning Competencies (MELCs)
and the Rational Root
Theorem.
 generates patterns.
 illustrates an arithmetic
sequence
 illustrates a geometric
sequence.
 differentiates a geometric
sequence from an
arithmetic sequence.
 solves problems involving
sequences.
 performs division of
polynomials using long
division and synthetic
division.
 factors polynomials.
 illustrates polynomial
equations.
 solves problems involving
polynomials and
polynomial equations.
N/A
4
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:
1. What is the importance of unpacking and combining the MELCs?

 Identifying MELCs aims to provide field partners / implementers with instructional

space to provide quality instruction across the restricted learning modalities and
shortening the school year. Likewise, MELC release does not confine teachers to
exploring the learning landscapes peculiarities. Just as in the pre-COVID years, you
are strongly encouraged to unpack the curriculum requirements through MELCs into
learning goals, in order to systematize learning practices and effectively resolve
learners' varying needs and the difficulties of instructional delivery.

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

 Field implementers should take note of the following requirements when combining
MELCs: ● Common content, subject or theme-MELCs to be combined should
demonstrate commonality and relatedness in material, subject, or theme. This
means there is no watering down of critical content and subjects. ● Compliance with
the Content and Performance Standards-Just as in MELC unpacking, the combination
of two or more may help to achieve the content and performance standards.

5
Module 2: Most Essential Learning Competencies (MELCs)
3. Do all the MELCs need to be unpacked or combined? Why or why not?

 The MELCs may also be combined to examine efficiency in learning resource

creation, including but not limited to SLMs, textbooks, teacher's guides, activity
sheets, and television and radio scripts. Since MELCs are all interrelated and based
on the content and performance standards in each learning area, the combination of
at least two MELCs would enable teachers to effectively develop instructional
resources without distancing themselves from the standards prescribed in the
curriculum.

ACTIVITY 2
Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter and
unpack these into learning objectives.

MELCs Learning Objectives

 illustrates an arithmetic sequence  Illustrate an arithmetic sequence

 Define an arithmetic sequence

 determines arithmetic means, nth term
of an arithmetic sequence and sum of
the terms of a given arithmetic
sequence.
 Derive a formula for the nth term of
an arithmetic sequence
 Determine the nth term of an
arithmetic sequence
 Define arithmetic means
 Determine the arithmetic means
given the extremes
 Define series and differentiate it
from a sequence
 Find the sum of the terms of a given
arithmetic sequence

Discuss and jot down the synthesis of the presentations.

6
Module 2: Most Essential Learning Competencies (MELCs)
ACTIVITY 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your
outputs.

7
Module 2: Most Essential Learning Competencies (MELCs)