STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES
(MELCs)

MODULE OBJECTIVES:

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 CONTENTS:

Lesson 1. Background, Rationale, and Development of

MELCs
Lesson 2. Unpacking and Combining MELCs into
Learning Objectives
LAC Session 2
 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?
 With this global pandemic we have today, this make education for
children more difficult to achieve. This also brings a big challenge
to the Department of education to conduct education in this new
normal situation. The best way to address the problem is adapt this
new normal learning by shifting to distance or modular learning.
With this strategy, we can ensure learning continuity. These
concerns are not for teachers alone but also with the collaboration
of all the deped forces teaching and non-teaching staff. And of
course, through parents’ learners and stake holders support.

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, in the department of education several curriculums
had been laid and adapt for the purpose of achieving higher
standard education and can produce a globally competitive learner.
But due to the congested curriculum we can’t achieve our goals.
Students can’t cope up with the content standard sometimes it
takes time to finish a full quarter subject with a limited time
allotment.

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 of Education & Bureau of Curriculum
Development developed MELCs to cope with the drastic change in
the educational atmosphere due to Covid 19 pandemic. The focus
of instruction were streamlined to the most essential or the most
indispensable learning competencies.
 MELCs is also developed in response to UNESCO's fourth
sustainable development goal and that is to develop resilient
education systems, most especially during emergencies.
  MELCs can be used as a mechanism to ensure education continuity.
 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. What is the difference between essential learning competencies and desirable
learning competencies?
 Analysis of the Interconnectedness of prerequisite knowledge and
skills among the learning competencies for each subject area.
 Curriculum review mapped the essential and desirable learning
competencies within the curriculum. It also led to the
identification of gaps, issues, and concerns within and across
learning areas and grade levels. It helped in the identification of
areas for improvement that would enhance the learning
engagement, experience, and outcomes and consequently
recommend solutions. In addition, it analyze the
interconnectedness of prerequisite knowledge and skills among
the learning competencies for each subject area.

3. 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?
Learning competencies are identified by knowing the ff:
 it is applicable to real-life situations
 it would be important for students to acquire the competency after
s/he left that particular grade level
 it is aligned with national, state, and/or local standards/
frameworks (e.g., scientifically- literate Filipinos)
 it connects the content to higher concepts across content areas
4. What is the importance of the MELCs in ensuring the delivery of quality
instruction?
 MELCS serves as a teacher guides in preparing our lesson (WHLP)
and instructional materials (SLM)
 MELCs ensures delivery of quality instruction as it becomes the
primary reference in determining and implementing learning
delivery approaches that are suited to the local context and
diversity of learners while adapting to the challenges posed by
COVID-19.
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
*explain the formation of
ionic and covalent bonds
*recognize different types
of compounds (ionic or
covalent) based on their
MERGED/CLUSTERE
properties such as
D
melting point, hardness,
polarity, and electrical
and thermal conductivity
MELCS
*describe the different
types of compounds
based on the bonds they
form and their
properties such as
melting point, hardness,
polarity and electrical
and thermal
conductivity

*describe the different *describe the different

types of volcanoes type of volcanoes and
REPHRASED
volcanic eruption

*infer that the *reason: this topic is

arrangement of stars in a
group (constellation) does
not change
DROPPED
*observe that the position
of a constellation changes
in the course of a night
already subsumed in
the discussion about
observable
constellations on a
specific time of the year.

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

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 MELCS is to
systematize learning activities and effectively address the varying
needs of the learners and the instructional deliveries. This will
help us to think what competencies should be taken priority first
among other competencies.
2. What considerations must be taken in unpacking and combining the MELCs?
Explain each.
 Alignment of learning content and performance standards. It is
important to consider this because misalignment of these two
contexts will risk quality education.
 Prerequisite knowledge and skills. This is also important to let
students see the continuity of lessons across grade level. This will
also guide the teacher as to whether proceed to the next
competency or there is a need to review the prerequisite
competency before proceeding.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
 Teachers, as aids in the realization of quality instructions, are
highly encouraged to unpack all these MELCs in order to organize
learning activities. This will help teachers to deliver uncongested
ideas to their students.
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.