STUDY NOTEBOOK
NAME: Joanna Marie Z. Ramos
SCHOOL: Don Benito Agro- Industrial High School
LEARNING DELIVERY MODALITIES COURSE 2 FOR TEACHERS
MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES
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?
As a teacher, the fundamental concerns in terms of curriculum standards that need to be
addressed in order to ensure learning continuity and to see positive results of the learning modality
are the following:
a. Enough Resources – To help learners, parents, and teachers implement these learning delivery
modalities, which is the Self-Learning Modules (SLMs), and to see positive results of the learning
modality, the Department of Education must provide materials such as coupon bond, photocopy
machine and other supplies for the preparation and reproduction of the Self- Learning Modules.
b. Internet connection – The Department of Education/LGU’s must provide a strong internet
connection/access to sustain different platforms for the new normal teaching -learning process.
According to our Deped Secretary Leonor Briones, Our Learning Continuity Plan is notthe work of
one person alone. It is truly an integrated output of the Department. BE-LCP is the result of
consultations with partners and advisers, legislators, executives and directors, teachers, parents,
learners, and the general public. We should work hand and hand for a brighter future of our learners
and our country.
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, Students have insufficient mastery of basic competencies due to congested curriculum. A
congested curriculum happens when too many subjects are squeezed into a short period of time. In
simple terms, there is too much in too little space or time. This is perceived to be one of the hindering
factors on the poor performance of Filipino learners, because they don’t have enough time to study/
learn more about the subject, and so with the teachers, they cannot offer a lot of assessments to
enhance the performance of the learners.
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 answer in your Study
Notebook.
1. What are the general and specific purposes of the development of MELCs?
The development 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.
The MELCs can be used under similar circumstances as a mechanism to ensure education
continuity (curriculum dimension). They serve as one of the guides for teachers as they address the
instructional needs of learners while ensuring that curriculum standards are maintained and
achieved. Furthermore, the 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. How does curriculum review aid in the identification of essential learning competencies?
The review focused on 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?
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?
In determining the criteria for the selection of the MELCs, the Department collaborated with
stakeholders from ACTRC, during which the descriptor-ENDURANCE- was considered the primary
determining factor. A learning competency is considered enduring if it remains with learners long
after a test or unit of study is completed or if it is useful beyond a single test or unit of study.
Examples of such learning competencies include research skills, reading comprehension, writing, map
reading, and hypothesis testing, which are essential in many professions and in everyday life (Reeves,
2002; Many & Horrell, 2014). The Department then identified the MELCs across all learning areas
through the application of these understandings.
Necessary in this process is the decision whether a learning competency is to be retained,
merged, dropped, or rephrased.
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
The MELCs are part of the DepEd’s program to “to develop resilient education systems, especially
during emergencies.” It is also expected to enable Deped to “focus instruction on most essential and
indispensable competencies.”
ACTIVITY 3
Prepare a copy of your learning area’s original K-12 Curriculum Guide and corresponding list of MELCs.
General Mathematics (First Quarter)
K to 12 Learning Competencies MELCs
MERGED/CLUSTERED
RETAINED Represents real-life situations Represents real-life situations
using functions, including piece- using functions, including piece-
wise functions. wise functions.
Evaluates a function. Evaluates a function.
Performs addition, subtraction, Performs addition, subtraction,
multiplication, division, and multiplication, division, and
composition of functions. composition of functions.
Solves problems involving Solves problems involving
functions. functions.
Represents real-life situations Represents real-life situations
using rational functions. using rational functions.
Distinguishes rational function, Distinguishes rational function,
rational equation, and rational rational equation, and rational
inequality. inequality.
Solves rational equations and Solves rational equations and
inequalities. inequalities.
Represents a rational function Represents a rational function
through its: (a) table of values, through its: (a) table of values,
(b) graph, and (c) equation. (b) graph, and (c) equation.
Finds the domain and range of a Finds the domain and range of a
rational function. rational function.
Determines the: (a) intercepts Determines the: (a) intercepts
(b) zeroes; and (c)asymptotes of (b) zeroes; and (c)asymptotes of
rational functions. rational functions.
Solves problems involving Solves problems involving
rational functions, equations, rational functions, equations,
and inequalities. and inequalities.
Represents real-life situations Represents real-life situations
using one-to one functions. using one-to one functions.
Determines the inverse of a Determines the inverse of a
one-to-one function. one-to-one function.
Represents an inverse function Represents an inverse function
through its: (a) table of values, through its: (a) table of values,
and (b) graph. and (b) graph.
Finds the domain and range of Finds the domain and range of
an inverse function. an inverse function.
Solves problems involving Solves problems involving
inverse functions. inverse functions.
Represents real-life situations Represents real-life situations
using exponential functions using exponential functions
Distinguishes between Distinguishes between
exponential function, exponential function,
exponential equation, and exponential equation, and
exponential inequality. exponential inequality.
Solves exponential equations Solves exponential equations
and inequalities. and inequalities.
Represents an exponential Represents an exponential
function through its: (a) table of function through its: (a) table of
values, (b) graph, and (c) values, (b) graph, and (c)
equation. equation.
Finds the domain and range of Finds the domain and range of
an exponential function. an exponential function.
Determines the intercepts, Determines the intercepts,
zeroes, and asymptotes of an zeroes, and asymptotes of an
exponential function. exponential function.
Solves problems involving Solves problems involving
exponential functions, exponential functions,
equations, and inequalities. equations, and inequalities.
Represents real-life situations Represents real-life situations
using logarithmic functions. using logarithmic functions.
Distinguishes logarithmic Distinguishes logarithmic
function, logarithmic equation, function, logarithmic equation,
and logarithmic inequality. and logarithmic inequality.
Solves logarithmic equations Solves logarithmic equations
and inequalities. and inequalities.
Represents a logarithmic Represents a logarithmic
function through its: (a) table of function through its: (a) table of
values, (b) graph, and (c) values, (b) graph, and (c)
equation. equation.
Finds the domain and range of a Finds the domain and range of a
logarithmic function. logarithmic function.
Determines the intercepts, Determines the intercepts,
zeroes, and asymptotes of zeroes, and asymptotes of
logarithmic functions. logarithmic functions.
Solves problems involving Solves problems involving
logarithmic functions, logarithmic functions,
equations, and inequalities. equations, and inequalities.
DROPPED Graphs rational functions.
Graphs inverse functions.
Graphs exponential functions.
Illustrates the laws of
logarithms.
Graphs logarithmic functions.
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 you thoughts and let your co-teachers articulate their insights
regarding your questions. Jot down all 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 MELCs into learning objectives, it systematizes learning activities
and effectively address the varying needs of learners and the challenges of instructional deliveries.
Since MELCs in each learning area are all interrelated and anchored on the content and performance
standards, combining at least two MELCs will allow teachers to effectively design instructional
resources without veering away from the standards prescribed by the curriculum.
2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
In unpacking the MELCs into learning objectives, you need to consider the following:
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.
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.
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:
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.
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.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
It depends if the MELC’s is essential in life – long learning process.
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.
Activity 2: UNPACKING the MELCs
MELCS Sample Learning Objectives
Explain how the respiratory and Identify the key parts of the respiratory
circulatory systems work together to and circulatory systems.
transport nutrients, gases, and other Describe the function of each key part of
molecules to and from the different parts the respiratory and circulatory systems.
of the body. Describe how the movement of the
diaphragm helps the air go in and out of
(Science 9, Q1, Week 1) the lungs.
Describe the blood flow and gas
exchange within the heart, circulatory
system, and the lungs.
Explain the different types of circulation.
Activity 2: Combining the MELCs
MELCS TOPIC
Investigate properties of unsaturated or
saturated solutions
(Science 7, Q1 – W6)
Express concentrations of solutions
quantitatively by preparing different SOLUTIONS
concentrations of mixtures according to
uses and availability of materials
(Science 7, Q1 – W7)
ACTIVITY 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.