MODULE 1: COURSE ORIENTATION

LESSON 1: COURSE OVERVIEW

ACTIVITY 1.
Read the LDM Course Overview. Reflect on the overview by answering the following
questions. Write down your insights in your Study Notebook.
1. What is the main delivery of this course?
- Distance Learning
- Blended Learning
- Home schooling
2. How can this course help ensure that you will be able to deliver quality instruction in
the “new normal”?
- this course will serve as a guide in planning for the implementation of the school adopted LDMS, as teacher it
gives idea, techniques and strategies in preparing learning materials and resources needed for the LDM.
- This course serves as a guide in planning for the implementation of the school-adopted LDMS and prepare
learning materials.
3. What are the two support mechanisms that will help you with your learning in this
course?

- LDM Selection and Implementation

- LDM Implementation Portfolio
- LAC Session
ACTIVITY 2.
Answer the following questions by copying and filling out the table in your Study Notebook.
1. How will my personal characteristics and circumstances affect (positively or negatively) my participation in this
course?

1. Personal Characteristic Positively Negatively

Determination Push me to adapt in the situation -may lead to work overload
Flexibility “new normal” -double work and output
2. Giving ample time to finish this course

2. How can I ensure that I am able to sustain my strengths and address the obstacles that will hinder me from
completing this course?

HABITS OBSTACLES ENVIRONMENT

(What is it that I repeatedly MOTIVATION
What will prevent me from (Where will I accomplish the
do that may affect my What will push me to
participating fully in this requirements of this course?
participation in the course in participate in this course?)
course?) Describe this environment.)
a positive or negative way?)

Workload (SLR writing,

“It is my profession and Computer Laboratory
Layout BE 2020 and
learners need me” HE Room
“Maniana” Habit more)
Well lighted
Internet Connection
-acquire new knowledge Well ventilated
Health condition

LESSON 2: ORGANIZING YOUR LEARNING ACTION CELL (LAC)

ACTIVITY 1.
1. Reflect on the objectives for conducting LAC sessions as listed in DO 35, s. 2016.
Rank the following objectives from easiest to the most difficult to achieve:

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 ___1___ To improve the teaching-learning process to improve learning among students
___2___ To nurture successful teachers
___4___ To enable teachers to support each other to continuously improve their content
and pedagogical knowledge, practice, skills, and attitudes
___3___ To foster a professional collaborative spirit among School Heads, teachers, and
the community as a whole

2. What are the top three challenges to having a successful LAC? List down and
elaborate.

 Time allotment - to meet a deadline (finish the LDM2 modules on-time) inspite of shortage of time due to certain
workloads.
 Resources (physical and capital) limitations of inputs available to complete the LDM2 Modules: primarily people
time, equipment and supplies.
 Individual Differences - academic ability (or intelligence), achievement level, gender, learning style, and ethnicity
and culture.

ACTIVITY 2.
According to DO 35, s. 2016, a LAC should have no less than 2 but not more than 15 members each. Get in touch with your
designated Coach or LAC Leader in forming your LACs.

1. Agree on a date and time to meet and discuss forming your LACs. Follow LAC Session 1 Guide for the conduct of your
LAC.
2. During this meeting, decide on your groupings and designate one LAC Facilitator and one LAC Leader per LAC.
3. Note the following in forming your LACs:
• LACs should be composed of teachers. Discuss your preferred LAC composition with your assigned Instructional Coach
(this will be a district or division supervisor assigned to your LAC).
• After forming your respective LACs, there should a LAC Leader assigned to you from among the following school
members:
» Master Teacher
» Head Teacher/Department Head
» Other senior teachers who have proven competence, potential to lead, or subject expertise t lead the LAC.
• Teacher LACs can connect with their Instructional Coach through the LAC Leader. This Instructional Coach will also
be handling multiple LACs through a network of LAC Leaders.

ROLES:

1. LAC Leader – shall take the lead in identifying the needed resources ensuring their availability and sustainability.
2. LAC facilitator - assist the LAC leader in leading the session.
3. LAC Member - expected to implement the proposed strategies/activities in their classroom.
ACTIVITY 2

Estimated Time
Date Time Module LAC Facilitator
Required
September 2, 2020 8:00 am – 10:00 pm LDM2 Orientation
10:00 am – 12:00 pm Module 1
September 2, 2020 4 hours Wenelyn P. Bautista
1:00pm – 3:00 pm Module 1 (Continuation)
3:00pm – 5:0 pm Module 2
September 3, 2020 3 hours Ramon A. Venezuela
8:00am – 9:00am Module 2 (Continuation)

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 9:00am – 12:00 pm
Module 3A (Continuation) Isabelita D. Moral
1:00pm – 5:00pm

8:00am – 12:00 pm 18 hours

September 4, 2020 Module 3A (Continuation) Marinel M. Dumaloy
1:00am – 5:00 pm

8:00am – 11:00 pm Module 3A (Continuation) Cang-O B. Langtiwan

11:00am – 12:00pm Module 3B
September 7, 2020 4 hours Wenelyn P. Bautista
1:00pm – 4:00 pm Module 3B (Continuation)
4:00pm – 5:00 pm Module 4
2 hours Ramon A. Venezuela
8:00 am – 9:00 pm Module 4 (Continuation)
September 8, 2020
9:00 am onwards Submission of LAC Modules

ACTIVITY 3

Module
LAC Facilitator LAC Documenter LAC Member
No.
Ramon A. Venezuela
1 Wenelyn P. Bautista Marinel M. Dumaloy Isabelita D. Moral
Cang-O B. Langtiwan
Marinel M. Dumaloy
2 Ramon A. Venezuela Jr Isabelita D. Moral Wenelyn P. Bautista
Cang-O B. Langtiwan
Ramon A. Venezuela
Isabelita D. Moral Wenelyn P. Bautista Cang-O B. Langtiwan
Marinel M. Dumaloy
Cang-O B. Langtiwan
3A Marinel M. Dumaloy Ramon A. Venezuela Wenelyn P. Bautista
Isabelita D. Moral
Ramon A. Venezuela
Cang-O B. Langtiwan Marinel M. Dumaloy Wenelyn P. Bautista
Isabelita D. Moral
Ramon A. Venezuela
3B Wenelyn P. Bautista Isabelita D. Moral Cang-O B. Langtiwan
Marinel M. Dumaloy
Wenelyn P. Bautista
4 Ramon A. Venezuela Jr Cang-O B. Langtiwan Isabelita D. Moral
Marinel M. Dumaloy
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?

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Answer:
Access to quality education remains a priority of the Philippine government. In ensuring that every Filipino child
has access to education, the Department of Education is preparing measures to ensure that this fundamental right is
unhampered and accessible to everyone, all while ensuring that children are provided utmost protection against the threat of
COVID-19. UNESCO reiterates its stand in spite of the circumstances: “Education cannot wait. If learning stops, we will
lose human capital.”

The MELCs can be used under similar circumstances as a mechanism to ensure education continuity (curriculum
dimension). The MELCs 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.
MELC is intended to assist schools in navigating the limited number of school days as they employ multiple delivery
schemes by providing them ample instructional space.

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?

Yes, I agree because some learning competencies in K-12 curriculum is broad and you need to unpack the
competencies, some are deemed appropriate to be introduced in an earlier quarter or grade level or moved to a later quarter or
grade level. They are too specific (and the articulation is similar to that of a learning objective). They are subsumed in
another learning competency.

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?

General purpose - 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).
Specific purpose - 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.

2. How does curriculum review aid in the identification of essential learning competencies?

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 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.

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.

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

It is advantageous for students to learn the concepts and skills in the MELCs through meaningful activities and
scenarios relatable to them and within the context of the students’ own environment. The 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 Competencies MELCs

HOME ECONOMICS – BEAUTY/NAIL CARE (NC HOME ECONOMICS – BEAUTY/NAIL CARE (NC II)
II) LESSON 1: USE OF NAIL CARE TOOLS AND
LESSON 1: USE OF NAIL CARE TOOLS AND EQUIPMENT (UT)
EQUIPMENT (UT)
LO1. Prepare the necessary tools and equipment
LO1. Prepare the necessary tools and equipment for
for the specific nail care activity
the specific nail care activity
1.1 Classify the tools and equipment used in nail
1.1 Identify the uses of tools and equipment in nail
Merged/Clustered care
care according to task requirements
1.2 Identify the uses of tools and equipment in nail
1.2 Use tools and equipment according to task
care according to task requirements
requirement
1.3 Use tools and equipment according to task
1.3 Observe safety procedure of using tools and
requirement
equipment
1.4 Observe safety procedure of using tools and
equipment TLE_HEBC7/8UT-0ab-1
TLE_HEBC7/8UT-0ab-1

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 LO 2. Perform basic preventive and corrective LO 2. Perform basic preventive and corrective
maintenance maintenance
2.1 Clean tools according to standard 2.1 Clean tools according to standard
Retained
procedures procedures
2.2 Inspected defective tools and Equipment 2.2 Inspected defective tools and Equipment
TLE_HEBC7/8MT-0de-3 TLE_HEBC7/8MT-0de-3

LESSON 2: MAINTAIN TOOLS AND

EQUIPMENT (MT)
LO 1. Check condition of nail care tools and
equipment
Dropped 1.1 Sterilize/sanitize nail care tools n/a
1.2 Classify non-functional tools and
equipment
TLE_HEBC7/8MT-0c2

K to 12 Learn
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?

 Unpacking and combining of MELCs is very important to focus instruction to the most essential and indispensable
competencies that our learners must acquire, as we anticipate challenges in learning delivery. It is also lightening the
burden of converting classroom-oriented learning resources into learning resources adapted to distance learning.
 The identification of MELCs intends to provide instructional space among field partners/implementers to deliver
quality instruction amidst the limited learning modalities and shortening of the school year.

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

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3. Do all the MELCs need to be unpacked or combined? Why or why not?
Yes, because some competencies are too specific (and the articulation is similar to that of a learning objective). They
are deemed appropriate to be introduced in an earlier quarter or grade level or moved to a later quarter or grade level. They
are recurring. They are subsumed in another learning competency.

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.
HOME ECONOMICS – BEAUTY/NAIL CARE (NC II)
LESSON 1: USE OF NAIL CARE TOOLS AND EQUIPMENT (UT)
LO1. Prepare the necessary tools and equipment for the specific nail care activity
TLE_HEBC7/8UT-0ab-1
At the of the lesson learners are expected to:
1. define tool and equipment;
2. familiarize the tools and equipment used in nail care; and
3. identify the uses of tools and equipment in nail care activity.

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.

Prepared by:

Wenelyn P. Bautista
SHS-TVL Teacher

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