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LDM2 MODULE 2-Study Notebook
LDM2 MODULE 2-Study Notebook
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
PANGASINAN SCHOOL OF ARTS AND TRADES
Lingayen
STUDY NOTEBOOK
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: The fundamental concerns in terms of curriculum standards that need to be addressed
in order to ensure learning continuity is the fact that teaching time is reduced and because of
this the quality of education we offer has lessen. Therefore, DepEd should come up with a
curriculum that can be taught in a lesser time but at the same time ensuring that all students
are able to learn and are capable of being successful. Second since online classes are close to
impossible the curriculum should focus on competencies on critical thinking and strong 21st
century communication skills because this will help the students in the near future. Moreover, distance
and remote learning programs are being put in place in many locations, the most marginalized, poverty-
stricken and vulnerable children are also the most disadvantaged.
These concerns could not be solved by teachers alone because the curriculum should be made in a way
that all learning competencies are aligned and will be able to scaffold, or build learning experience for
the students. Therefore, it should be
developed through a collaborative approach by the higher ups in order to achieve cohesiveness that
targets the success of every child.
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?
Answer: I agree on this observation because we should focus more on the quality of instruction
we give to our students than the quantity of the lesson we are giving them. Since there are a lot
of competencies that teachers need to finish, the tendency is they fast track the lesson even if
some of the students haven’t grasp the lesson yet because teachers are afraid to be left behind
in terms of lessons that are already discussed. By observation, some of the competencies are
just repetitions from the previous grade levels and some competencies are not really that
essential.
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?
Answer: 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.
2. How does curriculum review aid in the identification of essential learning competencies?
Answer: The review aided in the 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.
3. What is the difference between essential learning competencies and desirable learning
competencies?
Answer: 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?
Answer:
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
Answer: Since MELCs are already decongested to the most specific and importance lessons,
teachers will be able to have a clearer direction on what really needs to be developed by the
students after the school year, thus, the teacher will be able to plan a lesson that really targets
the competencies.
ACTIVITY 3:
Grade 10 Science MELCs
First K to 12 Learning Competencies MELCs
Quarter
Merged/ Describe the distribution of active Describe and relate the distribution of
volcanoes, earthquake epicenters, and active volcanoes, earthquake epicenters,
Clustered major mountain belts. and major mountain belts to Plate Tectonic
Theory.
Retained Describe the different types of plate Describe the different types of plate
boundaries. boundaries.
Describe the possible causes of plate Describe the possible causes of plate
movement. movement.
Enumerate the lines of evidence that Enumerate the lines of evidence that
support plate movement. support plate movement.
Describe how the nervous system Describe how the nervous system
coordinates and regulates these feedback coordinates and regulates these feedback
mechanisms to maintain homeostasis. mechanisms to maintain homeostasis.
Explain how protein is made using Explain how protein is made using
information from DNA. information from DNA.
Explain how mutations may cause changes Explain how mutations may cause changes
in the structure and function of a protein. in the structure and function of a protein.
Explain how fossil records, comparative Explain how fossil records, comparative
anatomy, and genetic information provide anatomy, and genetic information provide
evidence for evolution. evidence for evolution.
Explain how species diversity increases the Explain how species diversity increases the
probability of adaptation and survival of probability of adaptation and survival of
organisms in changing environments. organisms in changing environments.
Explain how the factors affecting rates of Explain how the factors affecting rates of
chemical reactions are applied in chemical reactions are applied in
food preservation and materials food preservation and materials production,
production, control of fire, pollution, and control of fire, pollution, and corrosion
corrosion
Dropped None N/A
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.
Reflection:
There are competencies in the curriculum guide that are repetitions from the
other grade levels.
Identifying the most essential competencies will provide students with enduring
learning.
2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
Answer: In unpacking the MELCs, you need to consider the following:
a. 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.
b. 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.
c. 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.
In combining MELCs, field implementers should take note of the following
criteria:
a. 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.
b. 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.
Activity 2
1. Using the curriculum guide and a list of the MELCs, choose MELCs in the first quarter
and unpack these into learning objectives.
Answer:
MELC: Describe the different types of plate boundaries.