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LDM2 COURSE FOR TEACHERS

Name: JOHN CIELPH G. VALLENTE Position: TEACHER I

School: AFGBMTS School ID: 300740
Department: MAPEH

LDM2 COURSE
Module 2 MELCS
Lesson1 (BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS)

ACTIVITY 1.
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?

One of the biggest challenges of our country or even the world today is
this covid 19 which has killed many people and the economy collapsed. It also
changes is the education system. The Deped did not give up and the found a
way to continue the children’s learning through various delivery of modalities.
The students have a different option to learn like online learning, modules and
even radio and television can use for learning. In this pandemic the teachers
cannot be solve by teachers alone. we need the guidance of the parents to
monitor the learning of their child and of course the government to sustain the
needs of the teachers specially in printing of modules. Lastly the student’s
willingness to learn is very important.

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?

It has a positive impact because this pandemic given the opportunity to re

visit the present curriculum and analyze what is the needs of our students. It
will more efficient and effective.
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ACTIVITY 2.
1. What are the general and specific
purposes of the development of MELCs?
The release 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). However, releasing the MELCs does
not
downplay the standards set by the K to 12 curriculum guides. Rather, 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.
● Mapping of the essential and desirable learning competencies within the
curriculum;
● Identification of prerequisite knowledge and skills needed to prepare students for
essential learning competencies; and
● Analysis of the interconnectedness of prerequisite knowledge and skills among
the
learning competencies for each subject area.

2. How does curriculum review aid in

the identification of essential learning?

competencies?
In this review we know the different issues that they need to improve. It also
helps them to analyze what the child’s just needs
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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?

The most essential learning skills should satisfy the following conditions

1. It is aligned with national and/or local standards/ frameworks

(eg: “scientifically literate Filipinos”).
2. It connects the content to higher concepts across content areas.
3. It is applicable to real-life situations.
4. If students leave school, it would still be important for them
to have this competency above many others.
5. It would not be expected for most students to learn this in
settings other than through formal education.
If the existing competency didn’t satisfy the given conditions, the competency
should be rephrased or removed.

5. What is the importance of the MELCs

in ensuring the delivery of quality instruction?

The development of MELCs gave the curriculum developers a chance to revisit

our existing curriculum, the chance to address the gaps, issues, and concerns.
In this way, we are sure that the learning competency to be used is tailored to
the situation we are in.

The MELCs were provided by DepEd as the primary reference for all Schools,
Schools Division Offices (SD0s) and Regional Offices (R0s) 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.
Schools are hereby instructed to refer to the MELCs in creating learning activity
sheets, self-learning modules, and other instructional materials. Moreover,
schools are enjoined to adhere to the content of the MELCs and refrain from
creating a new list of learning competencies for different learning areas.
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ACTIVITY 3.

KK to 12 Learning
Competencies MELCs

Merged/Clustered

Retained

Dropped

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.