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LAC Sessions and MELCs in Education

This document discusses the objectives and challenges of Learning Action Cell (LAC) sessions, and provides guidance on unpacking the Most Essential Learning Competencies (MELCs) identified by the Department of Education. The top three challenges to a successful LAC are identified as the facilitator's preparation, organization among participants, and ensuring properly functioning equipment. The document also outlines the background and rationale for developing the MELCs, including addressing pandemic-related challenges and improving learning outcomes. Criteria for selecting MELCs included their endurance and ability to remain useful beyond a single lesson. Unpacking the MELCs into learning objectives should consider alignment with standards, prerequisite skills, and logical sequencing, but not all M

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Mark Bryan Cervantes
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17 views3 pages

LAC Sessions and MELCs in Education

This document discusses the objectives and challenges of Learning Action Cell (LAC) sessions, and provides guidance on unpacking the Most Essential Learning Competencies (MELCs) identified by the Department of Education. The top three challenges to a successful LAC are identified as the facilitator's preparation, organization among participants, and ensuring properly functioning equipment. The document also outlines the background and rationale for developing the MELCs, including addressing pandemic-related challenges and improving learning outcomes. Criteria for selecting MELCs included their endurance and ability to remain useful beyond a single lesson. Unpacking the MELCs into learning objectives should consider alignment with standards, prerequisite skills, and logical sequencing, but not all M

Uploaded by

Mark Bryan Cervantes
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

Module 1

Activity 1

1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s 2016.

 To improve the teaching-learning process to improve learning among the learners.


 To nurture successful teachers
 To enable teachers to support each other to continuously improve their content and pedagogical knowledge,
practice, skills and attitudes
 To foster a professional collaborative spirit among school heads, teachers, and the community as a whole.

2. What are the top three challenges to having a successful LAC? List down and elaborate.

a) LAC Facilitators – should be knowledgeable and well prepared in discussing the topic.
b) Being organized or well prepared – each member, including the leader, facilitator and documenter should know
their roles or part on the LAC session.
c) Equipment – the equipment to be used on the session should be in a good condition or properly working. It
should be checked prior to the LAC session to make sure that there is no technical error. Back up is on standby in
case of unanticipated problems regarding the equipment.

Activity 2

1. The environment should be child-friendly or peaceful to be able to understand fully the discussion. Other
circumstance is the household chores of some of the teachers who are a mother, like taking care of their babies or
attending to their needs.

2. I will always keep in mind that everything that we’re doing is for the sake of our children’s future. This will serve as my
motivation to complete this course for me to be able to give them quality instruction/education.

HABITS OBSTACLES MOTIVATION ENVIRONMENT


Having a weak signal for
-Requirement
Taking notes on every those who use data and
- love for the children
lesson being discussed poor internet Work from home
and having in mind their
by the facilitator connection for those
future
who use wifi
Module 2

Background, Rationale, & Development of MELCs

Activity 1

1. The fundamental concern in terms of curriculum standards is that there are too many essential learning
competencies to be taught on the curriculum but limited time to be taught. This concern couldn’t be solved by
teacher alone that’s why educational experts come up with the rise of MELC.
2. Yes, because the learners can’t absorb all the information being given to them with this congested curriculum.
And according to the global survey (Program for the International Student Assessment or PISA), the Philippines
ranked the lowest in reading comprehension and 2 nd lowest in Science and Mathematics among 79 countries.

Activity 2

1. The general & specific purposes of the development of MELC is to address the challenges of the current
pandemic, but it 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. It also intends to assist schools in navigating the limited number of
school days as they employ multiple delivery schemes by providing them ample instructional space.
2. Curriculum review aid in the identification of essential learning competencies because they made a list of
characteristic for them to determine which among the learning competencies are essential.
3. 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. Desirable learning competencies were defined as what may enhance education but may not be
necessary in building foundational skills.
4. 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.
5. The content and performance standards are directly lifted from the curriculum guides. Its inclusion is to
emphasize that the identification of MELCs is anchored on the prescribed standards and not a departure from
the standards-based basic education curriculum. Field implementers and private schools are encouraged to
contextualize the most essential learning competencies in order to accommodate the varying contexts of
learners, teachers, learning environment and support structures considering both the content and performance
standards. It is advantageous for students to learn the concepts and skills in the MELCs through meaningful
activities and scenarios relatable to them and within the context of the students’ own environment. The MELCs
are implementable as long as the designed activities also teach the procedures and processes on how and when
to apply those knowledge and skills in a given context. With these, Filipino learners are guaranteed relevant and
quality basic education despite the current health crisis.

Activity 3

K – 12 Learning Competencies MELCs


Merged/Clustered
Retained
Dropped
Unpacking and Combining MELCs into Learning Objectives

1. Unpacking the curriculum standards into learning objectives through the MELCs, will lead to systematize
learning activities and effectively address the varying needs of learners and the challenges of instructional
deliveries.
2. In unpacking the MELCs into learning objectives, the following must be considered:
 Alignment on the Content and Performance Standards –
 Prerequisite knowledge and skills –
 Logical sequence of learning objectives –
3. Some of the MELCs don’t need to be unpacked or combined because it still depends on the topic of the lesson.
Unpacking all the MELCs will cause to longer days of instruction. MELCs were made to assist the shorten time of
teaching. Not all the MELCs need to be combined because if they don’t have the same theme/topic, you must
not combine them.

Common questions

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The key challenges impacting the success of LAC sessions include the need for knowledgeable and well-prepared facilitators, the necessity of being organized with clear roles for each participant, and ensuring all equipment is in good working condition with backups available . To overcome these challenges, it is critical to ensure that facilitators are trained and prepared with ample resources and knowledge about the topics at hand. Clearly defining roles and responsibilities can help maintain organization, and conducting equipment checks prior to sessions will mitigate technical issues. Establishing a robust support system and contingency plan can further address unexpected problems.

To enhance the efficacy of LAC sessions during remote learning, measures such as investing in robust digital infrastructure and providing technical training to both facilitators and participants can be adopted. Establishing clear communication channels to address connectivity issues, utilizing asynchronous learning materials to accommodate varying internet speeds, and scheduling sessions considering participants' availability to manage external responsibilities can also be beneficial . Providing support for technical issues and fostering a virtual collaborative spirit through online platforms can further enhance session outcomes.

The inclusion of content and performance standards within MELCs underscores the Department's commitment to a standards-based education system by ensuring that the MELCs align with the prescribed educational standards, rather than deviating from established curricular benchmarks . This adherence promotes consistency in educational quality and objectives, ensuring that all learners receive an education that meets national expectations for academic performance and skill acquisition, while also allowing for contextual flexibility.

Combining MELCs can enhance the coherence of lessons across different academic subjects by allowing for thematic integration and interdisciplinary learning, which can help in consolidating related concepts and enabling students to see connections between different areas of knowledge . However, it necessitates careful consideration of content alignment to ensure that only compatible themes are merged. Proper combination aids in optimizing instructional time and resources, making learning more efficient and meaningful without compromising the integrity of distinct subject matter.

The primary objectives of conducting LAC sessions according to DO 35, s. 2016 include improving the teaching-learning process to enhance learner proficiency, nurturing successful teachers, supporting teachers to continuously advance their content and pedagogical knowledge, practice, skills, and attitudes, and fostering a professional collaborative spirit among teachers, school heads, and the community . These objectives contribute to the overall educational process by creating a structured and supportive environment that encourages professional development and collaboration, ultimately aiming to improve educational outcomes for learners through enhanced instructional quality and teacher effectiveness.

The descriptor "ENDURANCE" plays a pivotal role in shaping the learning curriculum by prioritizing competencies that have lasting value beyond immediate testing and are applicable in real-world contexts. An enduring learning competency remains relevant long after a test or unit of study is completed and proves useful beyond a single context . This criterion ensures that the selected competencies equip learners with essential skills for lifelong learning and adaptability, thereby enhancing the quality and relevance of education in dynamic settings.

The development of the Most Essential Learning Competencies (MELCs) during the pandemic aimed to address challenges posed by limited school days and the necessity of remote education. It serves as a long-term strategy aligned with SDG4 to develop resilient education systems, ensuring education continuity during emergencies . The MELCs focus on prioritizing learning that remains valuable beyond immediate assessment, fostering a robust foundation adaptable to various delivery modes. Such an approach prepares education systems to effectively manage future crises, ensuring sustainable and equitable learning opportunities.

Unpacking all the MELCs can extend the duration of instruction, which contradicts the purpose of streamlining content delivery to fit reduced instructional periods . While unpacking ensures thorough exploration and alignment with learning objectives, doing so excessively can lead to longer instructional time that may not be feasible, especially during emergencies or limited class schedules. It is crucial to balance depth of coverage with practical time constraints, reinforcing that only those MELCs relevant to the theme should be unpacked to optimize learning without overwhelming resources.

Unpacking and combining the MELCs into learning objectives allows educators to design instructional activities that are aligned with content and performance standards, prerequisite knowledge and skills, and the logical sequence of learning objectives . This process helps systematic organization of learning experiences and addresses the diverse needs of learners, ensuring that instructional activities are efficiently structured to meet educational goals. However, it is important to maintain thematic coherence, avoiding the combination of unrelated competencies, to prevent lengthening the instructional period unnecessarily.

Field implementers and private schools play a crucial role in contextualizing the MELCs by adapting them to suit various learner contexts, including different learning environments and support structures . Contextualization is important because it ensures that the learning experiences are relevant and relatable to the students' own environments, thereby improving engagement and understanding. It allows educators to tailor education to meet the specific needs of their learners, thereby enhancing the effectiveness of instruction and making learning more meaningful.

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