Learning Delivery Modalities Course for Teachers

STUDY NOTEBOOK

CRISTINA S. JULIO | 2020

5394969
Gatiawin High School
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MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

(MELCs)
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:
As a teacher I think the fundamental concerns in terms of curriculum standards that need to be address in
order to ensure learning continuity are the accessibility of information, students’ attention/capabilities and
the scaffolds for learning.
Accessibility of Information- nowadays not all of my students have a cellphone, it is really difficult for me
as an adviser to communicate to them specially when their house is far away from the school. I can’t send
a message to them because they don’t have a phone or they don’t have internet/data connection.
Students’ attention and capability-
The best way to transfer learning to our students is by sending them the modules, but the problem is,
sometimes the students can’t focus their attention in learning because of their household chores and they
don’t really understand the lesson specially when it has solving problems or long reading text.
Scaffolds for learning- most of the parents are working and sometimes they can’t guide or answer the
questions of their children when it comes in studying. Parents and elder’s involvement are really need in
this homeschooling set up.

These concerns cannot be solved by teachers alone. The Department of Education, its
personnel and teachers together with other stakeholders should work together for the success of
these endeavors.

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?

Yes, I agree to this observation, that we have a congested curriculum. A congested curriculum
happens when too many subjects are squeezed into a short period of time. Example of these are the
several learning competencies that the students need to know and acquire in just one quarter. It is
indeed one of the hindering factors on the poor performance of the Filipino learners, they can’t master
all the learning competencies because they have several subjects and each subject, students are
required to do quizzes, activities and performances. I think we need to focus on the quality of
education than the quantities of learning competencies.

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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 Department came up with the Most Essential Learning Competencies (MELCs) to be used
nationwide by field implementers for SY 2020-2021. The release of the MELCs is not just a response to
addressing the challenges of the current pandemic but is also part of the Department’s long-term
response to the call of SDG4 to develop resilient education systems, most especially during
emergencies.

3. How does curriculum review aid in the identification of essential learning competencies?
The review focused on articulation within and across learning areas and grade levels, which led to the
identification of gaps, issues, and concerns. Moreover, areas for improvement that would enhance the
learning engagement, experience, and outcomes were identified and consequent solutions were
recommended.
Results of the review from the workshop series provided an overview of the articulation of learning
competencies in each learning area. Specifically, the review covered the following:
● 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

4. 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?
In determining the criteria for the selection of the MELCs, the Department collaborated with
stakeholders from ACTRC, during which the descriptor – 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 (Reeves, 2002; Many & Horrell,
2014).
The Department then identified the MELCs across all learning areas through the application of
these understandings.
Necessary in this process is the decision whether a learning competency is to be retained, merged,
dropped, or rephrased. As a general rule, a learning competency is retained if it satisfies the endurance

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criterion 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. Finally, a learning competency is rephrased to
be more concise.

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

The importance of the MELCs in ensuring the delivery of quality instruction is that these serve as guide
to teachers as they address the instructional needs of learners while ensuring that the curriculum
standards are maintained and achieved.

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
Merged/Clustered EN8WC-Id-1.1: Q1 Explain visual-verbal relationships illustrated in
Generate ideas and their tables, graphs, and information maps found in
relationships expository texts
EN8WC-Id-1.1.6:
Organize ideas in one-step word,
phrase, and sentence outline forms
EN8WC-Ie-6.1:
Arrange notes using a variety
of graphic organizers
Retained EN8V-If-6: Q1
Determine the meaning of words Determine the meaning of words
and expressions that reflect the and expressions that reflect the local culture by noting
local culture by noting context context clues
clues

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Dropped EN8LT-Ia-8: n/a

Describe the notable
literary genres contributed by
African writers
EN8LT-Ia-8.1:
Identify the distinguishing features
of notable African chants, poems,
folktales, and short stories

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.

In our LAC session we compared the Curriculum Guide and the MELCs, Ma’am Maneline
focused on Grade 7, Ma’am Alpine in Grade 9 and I in grade 8. Based in our observation, we saw that
the MELCs are compressed and based on the curriculum guide for K to 12. And while we are analyzing
it, we notice that there are some learning competencies that are retained, merged, dropped, or
rephrased.
According to Ma’am Maneline there are several competencies that were dropped and it was
merged from Quarter 1 to Quarter 4. We had a confusion about the unpacking of the MELCs but later
on we already clarify it after we did the unpacking.

In my observation, these learning competencies will not be achievable if the students will just
be focused on their modules. Our learners must other sources of information for them to understand
and applied the learning competencies. I suggest students must have reference books and they need to
use online platform like YouTube to widen their knowledge about their topics, and of course they need
the guidance of their teachers and parents.

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MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES

(MELCs)

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 importance of unpacking and combining the Most Essential Learning Competencies (MELCs) is to
systematize learning activities and effectively address the varying needs of learners and 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:
1. 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.
2. 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.
3. 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?

The MELCs could likewise be combined to observe efficiency in the development of learning
resources, which include but are not limited to SLMs, textbooks, teacher’s guides, activity sheets, and
television and radio scripts.
Since MELCs in each learning area are all interrelated and anchored on the content and performance
standards, combining at least two MELCs will allow teachers to effectively design instructional
resources without veering away from the standards prescribed by the curriculum. In combining MELCs,
field implementers should take note of the following criteria:
● Commonality of content, topic, or theme - MELCs to be combined should show commonality and
relatedness in content, topic, or theme. This ensures that essential content and topic will not be
watered down.
● Alignment with the Content and Performance Standards - Just like in the unpacking of MELCs,
combining two or more should aid in the achievement of the content and performance standards. To
reiterate, MELCs are not a departure from the standards-based design of the curriculum.

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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.

A. UNPACKING MELCs
MELCs
 Determine the meaning of words
and expressions that reflect the local
culture by noting context clues
 Use conventions in citing sources
 Use modals appropriately
 Use emphasis markers for persuasive
purposes
 Note implicit signals used by the
writer to indicate coherence
LEARNING OBJECTIVES
- Determine the meaning of words and
expressions that reflect the local culture by
noting context clues
- Use context clues from the material
viewed to determine the meaning of
unfamiliar words or expressions
-Expand the content of an outline using
notes from primary and secondary source
-Use appropriate documentation
- Use conventions in citing sources
-Show respect for intellectual property
rights by acknowledging citations made in
an informative essay
-Acknowledge sources by creating a
bibliography
-Use modals appropriately
-Use emphasis markers for persuasive
purposes
-Share ideas using opinion-marking signals
-Use appropriate verbal and nonverbal cues
when delivering a persuasive speech
-Deliver a self-composed persuasive speech
-Note explicit and implicit signals (like
cohesive devices) used by the writer
-Interpret and follow instructions,
directions, notices, rules and regulations

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B. COMBINING MELCs

QUARTER CONTENT PERFORMANCE MLEC DURATION

STANDARD STANDARD
1 The learner The learner Determine the WEEK 1 AND 2
demonstrates transfers learning meaning of
understanding of: by composing words and
African literature and delivering an expressions that
as a means of informative reflect the local
exploring forces speech based on culture by noting
that human a specific topic of context clues
beings conntend interest keeping Use conventions WEEK 3 AND 4
with; variuos in mind the in citing sources
reading styles vis proper and
– à-vis purposes effective use of
of reading; parallel
prosodic features structures and Use modals WEEK 5
that serve as cohesive devices appropriately
carriers of and appropriate
meaning; ways prosodic features,
by which stance, and
information may behavior. Use emphasis WEEK 6
be markers for
organized, persuasive
related, and purposes
delivered orally;
and parallel Note implicit WEEK 7 AND 8
structures and signals used by
cohesive devices the writer to
in presenting indicate
information. coherence

MELC # MAJOR TOPIC/ THEME

1&2 Meaning of Words and Citing Sources
3 Modals
4&5 Emphasis Markers and Signals in Persuasive Text

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

Reflection:

“Learning to Learn During COVID-19”

The COVID-19 pandemic has caused the largest disruption of education in history, having
already had a near universal impact on learners and teachers around the world, from pre-primary to
secondary schools, technical and vocational education and training (TVET) institutions, and universities.
But learning should not stop there. Despite of the pandemic, economic crisis and lack of resources, we
should find ways on how to cope with these challenges. Economic freeze is not the solution to save the
people from the virus. For me the solution is thinking of the possible ways to transfer learning and still
following safety protocols.

The Department of Education implemented different ways on how to continue the education
despite of the COVID 19 pandemic. From remote enrollment, surveys, continuity plans, and to different
learning modalities. DepEd is preparing the administrators, teachers, LGUs, resources and the learners to
make learning possible. We just need to comply and support the department to have a good learning
delivery.

One of the solutions that proposed by the department is the “MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)” the Department of Education affirms its commitment to sustaining the delivery
of quality, accessible, relevant, and liberating Philippine basic education services anchored on the Sulong
Edukalidad framework. It will continue to strive to produce holistic Filipino learners with 21st century
skills.

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, Filipino learners are
guaranteed relevant and quality basic education despite the current health crisis.

These are the relevant information that I attained through reading the different sources
provided. And its true that we need to continue our oath as teachers in teaching the learners, we should
not stop caring our students in this time of pandemic. Let us be one of the “frontliners”, serving our
learners and our community.

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