STUDY NOTEBOOK
LEARNING DELIVERY MODALITIES COURSE
MODULE
2:
MOST ESSENTIAL
LEARNING
COMPETENCIES
MODULE OBJECTIVE:
[Link] the background and development
of MELCs
[Link] 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
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 pandemic 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 an integral
factor in order to deliver only the most essential learning competencies in this
time of pandemic. However, one of the major concerns is to ensure the continuity
of learning and seamless implementation of the proposed new learning
modalities under the new normal condition. Also, another concern is the
availability of resources and materials which will contribute largely on the success
of the implementation. Undeniably, these concerns cannot be resolve by
teachers alone. We recognize the partnership among parents and other
stakeholders on these matter. Parents are the teacher’s number one support to
ensure the continuity of learning among children at their respective homes.
Stakeholders, on the other hand are the school’s support system in the delivery
of services to achieve the educational goal of the department amidst pandemic.
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 MELCs were developed in response to provide a resilient education system,
especially during this time of pandemic and will enable DepEd to focus instruction
on the most essential and indispensable competencies.
Moreover, 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.
2. How does curriculum review aid in the identification of essential learning
competencies?
Initiated by Secretary Leonor Magtolis Briones, the K12 curriculum review is not
just meant to fulfill one of the provisions of Republic Act 105333, but is also part
of her commitment to ensure quality, relavent and liberation educatio for all.
The curriculum eview aid in the identification of the most essential learning
competencies because review covers the mapping of the essential and desirable
competencies within the curriculum. It identifies prerequisite knowledge
knowledge and skills needen to prepare learners for essential learning
competencies. Also, it analyzes the interconnectedness of the knowledge and
skills among the learning competencies in different subject areas.
3. 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
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?
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.
5. 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 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
3.1. nagagamit ang
advanced features ng isang 1.2 natutukoy ang angkop
search engine sa na search
pangangalap ng engine sa pangangalap ng
impormasyon EPP5IE-0d- impormasyon EPP5IE-0d-
10 11
3.2. natutukoy ang angkop
na search engine sa
pangangalap ng
impormasyon
EPP5IE-0d-11
MERGED/
3.3. natitiyak ang kalidad
CLUSTERED
ng impormasyong nakalap
at ng mga website na
pinanggalingan nito
EPP5IE-0d-12
3.4. nakakapag-bookmark
ng mga website
EPP5IE-0e-13
3.5. naisasaayos ang mga
bookmarks
EPP5IE-0e-14
1.2 naipaliliwanag ang 1.1 naipaliliwanag ang
RETAINED kahulugan at pagkakaiba kahulugan at pagkakaiba ng
ng produkto at serbisyo produkto at serbisyo
EPP5IE-0a-2 EPP5IE-
0a-2
1.3 natutukoy ang mga
taong nangangailangan ng 1.2 natutukoy ang mga
angkop na produkto at taong nangangailangan ng
serbisyo EPP5IE -0a-3 angkop na produkto at
serbisyo EPP5IE - 0a-3
1.5 nakapagbebenta ng
natatanging paninda 1.3 nakapagbebenta ng
EPP5IE-0b-5 natatanging paninda
EPP5IE- 0b-5
5.1 nakasusunod sa
usapan sa online
discussion format chat
DROPPED
EPP5IE-0g-17
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?
To systemized learning activities and effectively address the varying needs of
learners and the challenges of instructional deliveries.
Moreover, 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 we are going to implement
our LCP more efficiently.
2. What considerations must be taken in unpacking and combining the MELCs?
Explain each.
In unpacking the MELCs consideration of the following must be taken:
1. Content Standard: ensure that it indicates real life purpose of
competencies, show lifelong connection of different competencies and
provides level of doing competencies.
[Link] Competency: must be stated in specific terms, include statements
that define essential knowledge, skills and values that learners are
expected
to know and be able to demonstrate as indicators of learnings and
understanding the content standards.
Moreover, in unpacking the competencies we must also consider the
following: the knowledge, skills, core message, value, must be referred to task
analysis in the content standard and also the activities.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
Yes, unpacking the MELCs are essential in order to have a systematic learning
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.