ALMA G.

FERRER

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCS)

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?
Answer:
The fundamental concerns in terms of curriculum standards that need to be addressed
in order to ensure learning continuity? Are ,it should be still (1) inclusive and
equitable, (2) characterized by quality learning, (3) promoting lifelong learning, and
(4) relevant to holistic [Link], in other words, provides the bridge
between education and development –and it is the competencies associated with
lifelong learning and aligned with development needs, in the broadest, holistic sense of
the term, that span that bridge even we are in this hard [Link] cannot be solved
by teachers alone. It is a big challenge for all of us ,not only by the teachers but also to
all, deped officials, our government, students and parents too. Because we need lot of
things to face in this new normal situation. It needs big budgets for the
modules,televisions shows. Patience and big effeorts are needed especially to the
parents that have a big roll now in educating their child.

[Link] 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, I am agree that the congested curriculum is one of the hindering factors on the poor performance
of the Filipino learners. curriculum should have specificity, internal coherence, and integration of some
essential principles of 21st century learning and language teaching . proper education should to slow
things down, focus and pay attention to what is important so that children will not lead to anxiety and
diminish the educational experience of the child especially in the lower level like grade 1.
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?
According to its guidelines, the MELCs is part of the department's response
to develop resilient education systems, especially during emergencies and will enable
DepEd to focus instruction on the “most essential and indispensable” competencies.
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. As a general rule, a learning competency is retained if it
satisfies the endurance criterion which greatly contributes to life-long learning and is a
prerequisite skill to the next grade level. Two or more learning competencies are merged or
clustered if they have the same objective or learning intention and can therefore be
combined into one comprehensive learning competency. However, learning competencies
are removed/dropped due to the following reasons:
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?

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
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

ESP K to 12 Learning Competencies MELCs

Merged/Clustered
Retained 1. Nakikilala ang sariling: 1.1. 1. Nakikilala ang sariling: 1.1.
gusto 1.2. interes 1.3. potensyal gusto 1.2. interes 1.3. potensyal
1.4. kahinaan 1.5. damdamin / 1.4. kahinaan 1.5. damdamin /
emosyon emosyon
Dropped Nakapagpapakita ng wastong Isinaloob sa LC3
pag-uugali sa pangangalaga sa
sarili

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?
in order to systematize learning activities and 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 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.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
YES. The MELCs could likewise be combined to observe efficiency in the development of
learning resources, which include but are not limited to SLMs, textbooks, teacher’s guides,
activity sheets, and television and radio scripts

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 3.

Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.