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 CONTENT:
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?

The crisis brought about by the COVID-19 has posted a lot of challenges for the Department of Education especially to the teachers who are
standing in the front line to provide the continuity in education. As a teacher, I believe that narrowing down the learning competencies has become a
huge factor in order to deliver the only the most essential in this time of pandemic. However, one of the major concerns to ensure that learning
continues is the implementation process itself. Given the shortage of resources, schools, teachers, and the community itself are finding means to
bridge the gap.

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 totally agree to this. The purpose of the curriculum is solely to achieve a higher standard of education and to produce competitive learners. But
due to its congested nature, students cannot cope up with it and more often than not, teachers find it hard and time consuming to teach all these
competencies which seem to be repetitive and redundant resulting to poor performance of the learners as well as the teachers.

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 MELC is developed to allow students to study based on their abilities to learn skills or competencies at their own pace. This method is
tailored to meet different learning levels that can lead to efficient learning outcomes through alternative learning delivery modalities. How does
curriculum review aid in the identification of essential learning competencies?

2. What is the difference between essential learning competencies and desirable learning competencies?
Essential learning competencies are defined as what the students need, considered indispensable, in the teaching-learning process to building
skills to equip learners for subsequent grade levels and subsequently, for lifelong learning. On the other hand, desirable learning competencies were
defined as what may enhance education but may not necessary in building foundational skills.

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?
The MELCs were identified according to the gaps, issues and concerns across learning areas and grade levels. The decisions were made due to
the limited number of school days and the absence of face-to-face instructions at this time of pandemic. Hence, narrowing down the learning
competencies is the best option the DepEd has come up with.

4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
 The MELCs are made aligned with the national/local standards, applicable to real-life and are the most essential competencies that students are
expected to learn despite this pandemic. The Department of Education has made sure that with limited resources, time, and the absence of face-
to-face instructions, learners would still get the the necessary competencies the need to acquire through these MELCs.

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
Multiplies numbers up to 3-digit numbers by up to 2-digit numbers without Solves routine and non-routine problems
or with regrouping involving addition of whole numbers with sums
M4NS-Ic-43.7 up to 10 000 including money using
appropriate problem solving strategies and
Estimates the products of 3-to 4-digit numbers by 2- to 3- digit numbers tools.
with reasonable results
M4NS-Ic-44.2
Estimates the products of 3-to 4-digit numbers
MERGED/CLUSTERED Multiply mentally 2-digit by 1-to 2-digit numbers with products up to 200 by 2- to 3- digit numbers with reasonable
and explains the strategies used results
M4NS-Ic-44.3
Solves routine and non-routine problems involving multiplication of whole
numbers including money using appropriate problem solving strategies
and tools
M4NS-Id-45.4

RETAINED Visualizes numbers up to 100 000 with emphasis on numbers 10 001-100 Visualizes numbers up to 100 000 with
000 emphasis on numbers 10 001-100 000
M4NS-Ia-1.4
 Gives the place value and value of a digit in numbers up to 100 000
M4NS-Ia-10.4 Gives the place value and value of a digit in
numbers up to 100 000
Reads and writes numbers up to hundred thousand in symbols and in
words Reads and writes numbers up to hundred
M4NS-Ia-9.4 thousand in symbols and in words

Round numbers to the nearest thousand and ten thousand

M4NS-Ib-5.2 Round numbers to the nearest thousand and
ten thousand
Orders numbers up to 100 000 in increasing or decreasing order
M4NS-Ib-13.4
Orders numbers up to 100 000 in increasing
or decreasing order

DROPPED Compares numbers up to 100 000 using relation symbols

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?
By unpacking and combining the MELCs, we now have a clear path forward. This gives up a deeper understanding on how these MELCs are
selected. It will be much helpful for us to plan on how are we going to implement our LCP more efficiently.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
The Most Essential Learning Competencies should be aligned to the content and performance standards of the all the learning areas. Should be
based on the learning needs of the learners.

3. Do all the MELCs need to be unpacked or combined? Why or why not?

Of course, unpacking the MELCs are essential in order to have a systematic learning activity so that the competencies needed by the learners
are not congested or repetitive.

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.