Module 2 Lesson 1

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 spec for example. Do you think these concerns
could be solved by teachers alone? Why or why not?
Ans: With this global pandemic we have today, this make education for children more difficult to
achieve. This also brings a big challenge to the Department of education to conduct education in
this new normal situation. The best way to address the problem is adapt this new normal learning
by shifting to distance or modular learning. With this strategy, we can ensure learning continuity.
This concerns are not for teachers alone but also with the collaboration of all the deped forces
teaching and non-teaching staff. And of course through parents’ learners and stake holders
support.
With the current worldwide epidemic, it is becoming more difficult for youngsters to obtain an
education. This presents a significant challenge to the Department of Education in terms of
providing education in this new normal situation. The greatest solution is to adopt this new
normal learning by switching to distance or modular learning. We can ensure learning continuity
using this method. This is an issue not only for teachers, but for all members of the deped forces,
both teaching and non-teaching. And, of course, with the help of parents, students, and other
stakeholders.

2. Even prior to the spread of COVID-19 that eventually led to the closure of schools
nationwide, the congested curriculum has been a perenrial 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?
Ans: Yes, I agree, in the department of education several curriculums had been laid and adapt for
the purpose of achieving higher standard education and can produce a globally competitive
learner. But due to the congested curriculum we cant achieve our goals. Students cant cope up
with the content standard sometimes it takes time to finish a full quarter subject with a limited
time allotment.
Yes, I agree that numerous curriculums have been drawn out and adapted at the department of
education with the goal of achieving a higher standard of education that can develop a globally
competitive student. However, due to the heavy curriculum, we will be unable to attain our
objectives. Students can't keep up with the content standard, and it can take a long time to
accomplish a full quarter subject in a short amount of time.
Activity 2
1. What 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 the educational atmosphere due to Covid 19 pandemic. The focus of
instruction were streamlined to the most essential or the most indispensable learning
competencies.
The Department of Education's Bureau of Curriculum Development established MELCs to cope
with the severe change in the educational milieu owing to Covid 19 epidemic. The focus of
instruction were simplified to the most necessary and the most essential learning competencies.
-MELCs is also developed in response to UNESCO's fourth sustainable development goal and
that is to develop resilient education systems, most especially during emergencies.
MELCs were also created in response to UNESCO's fourth sustainable development goal, which
aims to promote resilient education systems, particularly in emergency situations.
-MELCs can be used as a mechanism to ensure education continuity.
MELCs can be used to ensure that education is not disrupted.
-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
By providing ample instructional space, the MELCs hope to help schools navigate the limited
number of school days they have when using multiple delivery schemes.
2. How does curriculum review aid in the identification of essential learning competencies?
-Analysis of the Interconnectedness of prerequisite knowledge and skills among the learning
competencies for each subject area.
Interconnectedness of prerequisite knowledge and abilities among learning competencies for
each subject area is examined.
-Curriculum review mapped the essential and desirable learning competencies within the
curriculum. It also 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. In addition, it analyse the interconnectedness of prerequisite knowledge
and skills among the learning competencies for each subject area.
The essential and desirable learning competencies within the curriculum were mapped during the
curriculum review. It also revealed gaps, issues, and concerns within and across learning areas
and grade levels. It assisted in identifying areas for improvement that would improve learning
engagement, experience, and outcomes, as well as recommending solutions. It also examines
how prerequisite knowledge and skills are interconnected among the learning competencies for
each subject area.
4. Now 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?
Learning competencies are identified by knowing the following characteristics.
- It can be used in real-life situations.
- It would be critical for children to acquire the skill after they had graduated from that grade
level.
-- It conforms to national, state, and/or local standards and frameworks (e.g., scientifically-
literate Filipinos)
- If not taught in school, it is unlikely that most students will learn this from their parents or
communities.
- It bridges content across content areas to higher concepts.
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
- MELCS assists us in preparing our lesson (weekly home learning plan) and instructional
materials by acting as a teacher guide (Self- Learning Modules)
- MELCs enable the delivery of high-quality instruction by serving as the key resource for
developing and implementing learning delivery methodologies that are appropriate for the local
context and diversity of learners while also adapting to problems posed by COVID-19.
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 and compare the two documents to
determine which learning competencies were retained, dropped, or merged.

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.
Insights:

Lesson 2
Activity 1
1. What Is the importance of unpacking and combining the MELCs?
- MELCS must be unpacked in order for us to systematize learning activities and efficiently
address learners' various requirements and instructional delivery issues.
2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
In unpacking MELCs we must consider the following:
- Content and Performance Standards Alignment- The MELCS do not deviate from the standard-
based design. To obtain a high-quality instructional output, we must take this into account.
-Knowledge and skills prerequisites - the curriculum objective must be hierarchy. Before moving
on to the next level of study, you must first master fundamental knowledge.
-A logical sequence of learning objectives - We can't give our students greater learning concepts
if our objectives aren't in a logical order. Planning what the most essential goals are is a crucial
step in gaining a better knowledge of our students.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
- The teacher may unpack or combine the MELCS depending on the lesson's order, progress, and
learners' needs, as long as the content and standard are met.
Activity 2
1. Form a group of four members within your LAC, preferably with fellow teacher's 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

Unpacking MELCS Sample

Combining MELCS Sample

Activity 3
Submit your Activity 2 output to your LAC leader. Make sure to keep a copy of your outputs.
Reflection
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