Scribd
Upload
90 views

Module 2 Lesson 1

This document contains information and activities for teachers regarding the Most Essential Learning Competencies (MELCs) implemented in response to school closures due to the COVID-19 pandemic. It discusses the development of MELCs to ensure continuous quality education during emergencies and their importance in guiding instruction. Teachers are asked to compare their original curriculum guides to the MELCs to determine what competencies were retained, dropped, or merged. They then practice unpacking and combining MELCs into learning objectives and present their work to peers for feedback to enhance the objectives.

Uploaded by

Roche Mae
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
90 views

Module 2 Lesson 1

This document contains information and activities for teachers regarding the Most Essential Learning Competencies (MELCs) implemented in response to school closures due to the COVID-19 pandemic. It discusses the development of MELCs to ensure continuous quality education during emergencies and their importance in guiding instruction. Teachers are asked to compare their original curriculum guides to the MELCs to determine what competencies were retained, dropped, or merged. They then practice unpacking and combining MELCs into learning objectives and present their work to peers for feedback to enhance the objectives.

Uploaded by

Roche Mae
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

MODULE 2 LESSON 1

Activity 1
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 spec for
example. Do you think these concerns could be solved by teachers alone? Why
or why not?
 The global pandemic the world is experiencing today indeed posed a great
risk in the educational system particularly in the Philippines; making
education for children more difficult to achieve. It also brings a bigger
challenge to the Department of Education to provide “quality basic education
that is equitable, culture-based, and complete” in the new normal situation.
And the best way to address the problem is to the new normal learning by
shifting to distance or modular learning all while equipping teachers and other
DepEd employees with the necessary skills to function effectively and
efficiently in the new normal. With this strategy, we can provide quality
continuous learning without having to compromise health, safety, and well-
being of all learners, teachers, and other stakeholders.

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 believe the Department of Education has laid and adapt several curriculums
implemented in the K-12 for the purpose of achieving higher standard in
education and to meet their goal - by producing globally competitive learners.
But due to the congested curriculum we might not 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
1. What are the general and specific purposes of the development of MELCs?
 In response to UNESCO's fourth sustainable development goal which is to
develop resilient education systems especially during emergencies, MELCs
was formulated. The Department of Education's 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 is
streamlined to the most essential or the most indispensable learning
competencies thus the name; Most Essential Learning Competencies. MELCs
is used as a mechanism to ensure quality continuous education and is
intended to assist schools in navigating the limited number of school days as
they employ multiple delivery schemes by providing them ample instructional
space.

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


competencies?
 Curriculum review maps the essential and desirable learning competencies
within the curriculum. It analyses the interconnectedness of prerequisite
knowledge and skills among the learning competencies for each subject area
to which leads to the identification of gaps, issues, and concerns within and
across learning areas and grade levels. In addition, it helps in the
identification of areas for improvement that would enhance the learning
engagement, experience, and outcomes and consequently recommend
solutions.

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


learning competencies?
 MELCs or Most Essential Learning Competencies is 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” (DepEd, 2020). Desirable Learning Competencies on the
other hand is defined as “what may enhance education but may not be
necessary in building foundation skills” (DepEd, 2020).

4. Now 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 following characteristics.
First, it should be applicable to real-life situations. Second, it would be
important for students to acquire the competency on a specific grade level
prior to proceeding on to the next level. Third, it should be aligned with
national, state, and/or local standards/ frameworks. Fourth, it would not be
expected that most students would learn this through their
parents/communities if not taught at school. Lastly, it should connect the
content to higher concepts across content areas.

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


instruction?
 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. MELCs also serves as a guide for teachers in
preparing Weekly Home Learning Plans and Self-learning Modules.

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

LESSON 2
Activity 1
1. What Is the importance of unpacking and combining the MELCs?
 The essence of unpacking and combining MELCS is to help us systematize
learning activities in order to identify gaps, issues, and concerns within and
across learning areas and grade levels. In addition, it helps in the
identification of areas for improvement to effectively address the varying
needs of learners and the challenges of instructional deliveries.

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


Explain each.
 In unpacking MELCs we must consider the following:
Alignment on the Content and Performance Standards- the MELCs
should not depart from the standard-based design. We must consider
this to achieve a quality and standardized teaching output.
Prerequisite knowledge and skills - curriculum objective must be
hierarchy. Mastering fundamental knowledge and skills in a certain
level is essential prior to moving on to the next.
Logical sequence of learning objectives - We can’t give a better
learning idea to our students if our objective is not logical in sequence.
Planning what are the most important objective is key frame in
achieving better understanding of our learners.

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


 MELCs or Most Essential Learning Competencies may be unpacked or
combined by the teacher depending on sequence of the lesson, the progress
and needs of learners as long as the content and standard will be achieved.
Activity 2
1. Form a group of four members within your LAC, preferably with fellow teacher's
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
Activity 3
Submit your Activity 2 output to your LAC leader. Make sure to keep a copy of your
outputs.
Reflection
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________

You might also like