STUDY NOTEBOOK

LEARNING DELIVERY
MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL
LEARNING COMPETENCIES
(MELCs)
MODULE OBJECTIVE:

By the end of this Module, you will be able to:

1. explain the background and development of the MELCs
2. unpack the MELCs
3. combine related competencies into learning objectives

MODULE CONTENT:

Lesson 1. Background, Rationale, and Development of MELCs

Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2

ESTIMATED TIME REQUIRED

3 hours

JUBILIN L. ALBANIA

Teacher II
 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 to ensure learning continuity?
Cite a specific example. Do you think these concerns could be solved by
teachers alone? Why or why not?

The crisis brought about by the COVID-19 has posted a lot of challenges for the Department
of Education especially to the teachers who are standing in the front line to provide the
continuity in education. As a teacher, I believe that narrowing down the learning competencies
has become a huge factor in order to deliver the only the most essential in this time of
pandemic. However, one of the major concerns to ensure that learning continues is the
implementation process itself. Given the shortage of resources, schools, teachers, and the
community itself are finding means to bridge the gap.

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?

I totally agree to this. The purpose of the curriculum is solely to achieve a higher standard of
education and to produce competitive learners. But due to its congested nature, students cannot
cope up with it and more often than not, teachers find it hard and time consuming to teach all these
competencies which seem to be repetitive and redundant resulting to poor performance of the
learners as well as the teachers.
 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?

The MELC is developed to allow students to study based on their abilities to learn skills or
competencies at their own pace. This method is tailored to meet different learning levels that
can lead to efficient learning outcomes through alternative learning delivery modalities. How
does curriculum review aid in the identification of essential learning competencies?

2. What is the difference between essential learning competencies and

desirable learning competencies?

Essential learning competencies are defined as what the students need, considered
indispensable, in the teaching-learning process to building skills to equip learners for
subsequent grade levels and subsequently, for lifelong learning. On the other hand, desirable
learning competencies were defined as what may enhance education but may not necessary in
building foundational skills.

3. 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 MELCs were identified according to the gaps, issues and concerns across learning
areas and grade levels. The decisions were made due to the limited number of school days and
the absence of face-to-face instructions at this time of pandemic. Hence, narrowing down the
the learning competencies is the best option the DepEd has come up with.
 4. What is the importance of the MELCs in ensuring the delivery of
quality instruction?

The MELCs are made aligned with the national/local standards, applicable to real-life
and are the most essential competencies that students are expected to learn despite this
pandemic. The Department of Education has made sure that with limited resources, time, and
the absence of face-to-face instructions, learners would still get the necessary competencies
the need to acquire through these MELCs.
 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

1. identify the geographic, linguistic, 1.Writing a close analysis and critical

and ethnic dimensions of Philippine
literary history from pre-colonial to the
contemporary
EN12Lit-Ia-21
2.identify representative texts and authors
from each region (e.g. engage in oral history
MERGED/CLUSTERE
research with focus on key personalities from
D the students’ region/province/ town)
EN12Lit-Ib-22
interpretation of literary texts and doing
an adaptation of these
require from the learner the ability to
identify:
a. the geographic, linguistic, and ethnic
dimensions of Philippine literary history
from
pre-colonial to the contemporary
b. representative texts and authors from
each
region (e.g. engage in oral history
research with focus on key personalities
from the
students’ region/province/town)

1. identify the geographic, linguistic,

and ethnic dimensions of Philippine
literary history from pre-colonial to the
contemporary
EN12Lit-Ia-21
RETAINED
2.identify representative texts and
authors from each region (e.g. engage in
oral history research with focus on key
personalities from the students’
region/province/ town)
EN12Lit-Ib-22

1. Value the contributions of local writers

to the development of regional literary
traditions
EN12Lit-Ic-24
DROPPED
2. Appreciate the contributions of the
canonical Filipino writers to the development
of national literature
EN12Lit-Ic-24

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?

By unpacking and combining the MELCs, we now have a clear path forward. This gives
up a deeper understanding on how these MELCs are selected. It will be much helpful for us
to plan on how we are going to implement our LCP more efficiently.

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

The Most Essential Learning Competencies should be aligned to the content and
performance standards of the all the learning areas. Should be based on the learning needs of
the learners.

3. Do all the MELCs need to be unpacked or combined? Why or why not?

Of course, unpacking the MELCs are essential in order to have a systematic learning activity
so that the competencies needed by the learners are not congested or repetitive.

LDM2-MODULE 2-LESSON 2- 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.
4. 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.
SUBJECT: 21ST CENTURY LITERATURE IN THE PHILIPPINES AND THE WORLD
Unpacking the MELCs
MELCs Learning Objectives
1.Writing a close analysis and critical 1. Identify geographic, linguistic, and ethnic
interpretation of literary texts and doing an dimensions of Philippine literary history from
pre-colonial to contemporary and
adaptation of these require from the learner
representative texts from the regions.
the ability to identify: 2. Write a close analysis and critical
a. the geographic, linguistic, and ethnic interpretation of literary texts.
3.Appreciate the Filipino identity through
dimensions of Philippine literary history from
literature
pre-colonial to the contemporary 4.Show a sense of adaptability of the Philippine
b. representative texts and authors from each Literary History
region (e.g. engage in oral history research
with focus on key personalities from the
students’ region/province/town)
2.Compare and contrast the various 21st 1. Differentiate the 21st century literary
century literary genres and the ones from the genres, and the one’s from the original genres;
2. Describe the elements among different
earlier genres/periods citing their elements,
literary genres
structures and traditions 3.Exhibit active participation in describing and
identifying the elements of the different
literary genres
4.Appreciate the unique features of each genre.
Literary texts.