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: In General, I think the most fundamental concern in terms of
curriculum standards is that part where learners have to perform experiments or
simple scientific activities. Learners by their age to perform such activity or lack
of materials needed for the activity in science and those who have no internet
connection may not be able to search online. This is a challenge on my part as a
teacher as I may not be able to compel them because these are difficult times. I
just hope that the LGU’s could help in putting up community wifi connections
for learners to continue learning and be hopeful and not feel hopeless. As well as
financial assistance to augment some materials needed for experiment.

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
Answer: I believe that kto12 curriculum is the subject was already decongested.
However time allotment is too short to elicit mastery of learning competencies.

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?

Answer: The following are the general and specific purposes of the
development of MELCs
 The Department of education’s Bureau of Curriculum Development
developed MELCs to cope with the drastic change in educational
atmosphere due to covid-19 [Link] focus of instruction were
 streamlined to be the most essential or the most indispensable learning
competencies.
Melcs also is developed in response to UNISCOs fourth sustainable
development goal and that is to develop resilient education continuity
-The MELCS Intend to assist schools in navigating 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?

Answer: Curriculum review led to the identification of gaps, issues, and

concerns within and across learning areas and grade levels. It helped 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?

Answer: Essential learning competencies are competencies that the students

need and considered indispensable in the teaching-learning process to build
skills to equip them for subsequent grade levels and consequently, for lifelong
learning. On the other hand, desirable learning competencies are
competencies that 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?

Answer: 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 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 and Horell,2014. The Department then identified

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

instruction?
Answer: To effectively address the hindrance and challenges of
instructional deliveries.
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

Estimates the sum of 3- to 4

digit addends using
appropriate strategies.
Merged/Clustered Estimates the sum 3- to 4-digit addends
with reasonable results.

Visualizes numbers up to
Retained Visualizes numbers up to 10,000 with
10,000 with emphasize on
emphasize on numbers 1001 to 10,000
numbers 1001 to 10,000

Visualizes and compares N/A

Dropped number up to 1,000 using
relation symbols

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?

Answer: MELCs ensures delivery of quality instructions as it become they

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.

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

Explain each.

Answer: 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 the
main features of the k-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 objective. This ensures
that prerequisite knowledge and skills that would enable the achievement of
MELCs and eventually the content and performance standard, 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?

Answer: There are consideration and criteria in unpacking or combining.

Depending on the sequence of the lesson teacher may unpack or combine as
long the content and performance standards are attained

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.

Signature: Signature:
Prepared by: RANDY P. RODELAS Checked by: GRACE JOY A. SALUMBIDES
Position: Teacher II Position: Master Teacher I
Date: September 14, 2020 Date: September 24, 2020