ANSWERS TO THE ACTIVITY IN THE MODULE

CHERRY PIE C. RAMOS

LDM2
Pang2_STAMARIA_6THSEC_TGROUP1_PANG2_STA.MARIA_6THsec_TGROUP4

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 school 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?
 One of the fundamental concerns in terms of curriculum standard that need to be addressed to ensure
learning continuity is to check on the most important or essential competencies to be implemented. Only
the most significant competencies should be implemented.

Cite a specific example.

 In order to master a specific competency in a particular subject area, only those Performance-
Based Competency should be implemented. There should be a deliberate evaluation on the learning
competencies. Specific example is Math, mastery on the 4 fundamental operations should be
included, therefore the competency in math could be Performance-Based.

Do you think these concerns could be solved by teachers alone?

 We believe that to solve or address these concerns, there should be a collaboration of ideas from
among the educators and administrators as well as Master Teachers, especially in choosing what
are essentials and what are those to be modified.

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?

 Yes, We agree on the observation that one of the hindering factors on the poor performance of
Filipino learners is the congested curriculum.

Why or why not?

 This is because the congested curriculum affects the acquisition of the learning skills to which the
learners should be developed. This means that there is too much learning competency in too
little space or time. It happens when there are too many subjects or learning competencies that
are squeezed into a short period of time. This affects the mastery of skills or learning
competencies by the learners.

Activity 2

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ANSWERS TO THE ACTIVITY IN THE MODULE

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 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.

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

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 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.

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

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. 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 & Horrell, 2014). The Department then identified the MELCs
across all learning areas through the application of these understandings.

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.

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ANSWERS TO THE ACTIVITY IN THE MODULE

K to 12 Learning
MELCs
Competencies
14.1 Natutukoy ang mga isyu na 14.1 Natutukoy ang mga isyu na
kaugnay sa paggamit ng kaugnay sa paggamit ng
Retained
kapangyarihan at pangangalaga sa kapangyarihan at pangangalaga sa
kapaligiran. kapaligiran.
Nakapagpapaliwanag ng kahalagahan
Dropped Removed
ng paggalang sa buhay

12.4 Nakagagawa ng angkop na kilos 12.4 Nakabubuo ng mapanindigang

upang maipamalas ang pangangalagas posisyon sa isang isyu tungkol sa
Merged/Clustered sa kalikasan. paggamit ng kapangyarihan at
pangangalaga sa kalikasan ayon sa
moral na batayan.

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.

We realized that the development of the MELC is relevant in catering the learning needs of
the learners, especially at this time of pandemic. We have identified the significance of the MELC in
promoting the Performance- Based Competencies which are helpful in the mastery of the lesson,
instead of the congested curriculum we had in the previous school year.

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 documents, 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?

 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. Likewise, the release of the MELCs does not confine teachers in
navigating the peculiarities of the learning landscape. Just like in the pre-COVID years, you
are highly encouraged to unpack the curriculum standards into learning objectives through
the MELCs, in order to systematize learning activities and effective address the varying needs
of learning and the challenges of instructional deliveries.

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
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ANSWERS TO THE ACTIVITY IN THE MODULE

 Alignment on the Content and Performance Standards- The MELCs are not a departure from
the standard-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 skill- 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 ensure that prerequisite knowledge and skills that would enable the
achievements 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.

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

 Yes, the MELCs are needed to be unpacked since the Most Essential learning Competencies
are broad for the learners to grasp and learn. We needed to formulate specific learning
objectives that are based from the MELC so that the learners will have a focus of learning. We
also needed to combine MELCs to observe efficiency in development of learning resources
which include but are not limited to SLMs, textbooks, teacher’s guide, activity sheet, and
television and radio scripts. This enables a teacher to use variety of learning resources
available in order to meet the pupils’ learning needs.

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.
MELC LEARNING OBJECTIVE

 Naiaangkop ang paggamit ng isip at kilos-loob

Natutukoy ang mataas na gamit at tunguhin ng isip
at kilos-loob. (EsP10MP-Ia-1.1)
UNPACKING
sa wastong pagkakataon sa ibinigay na
sitwasyon sa paglalapat na gawain.
 Nasusuri ang mataas na gamit at tunguhin ng
isip at kilos-loob sa angkop na sitwasyon sa
pamamagitan ng pagpuno nito sa kahon
 Naipapaliwanag ang konsepto ng isip at kilos-
loob

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ANSWERS TO THE ACTIVITY IN THE MODULE

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.

COMBINING
MELC
Napangangatwiran na:
a. Maisusulong ang kaunlaran at kabutihang Naipaliliwanag na ang pagkakaroon ng
panlahat kung ang lahat ng tao ay may kaayusan, kaunlaran at maisusulong ang
paninindigan sa tamang paggamit ng kabutihang panlahat kung ang lahat ng tao
kapangyarihan at pangangalaga sa kalikasan. ay may paninindigan sa tamang paggamit
ng kapangyarihan at pangangalaga sa
b. Lahat tayo ay mamamayan ng iisang mundo,
kalikasan.
dahil nabubuhay tayo sa iisang kalikasan
(Mother of Nature)

Activity 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.
FORM 4: LAC ENGAGEMENT REPORT
This form should be accomplished by each LAC Member at the end of every LAC session.

NAME OF MEMBER: CHERRY PIE C. RAMOS LAC SESSION ID.:

Pang2_STAMARIA_6THSEC_TGROUP1_PANG
2_STA.MARIA_6THsec_TGROUP4

REGION: I DATE OF LAC SESSION: September 2, 2020

DIVISION: PANGASINAN II NUMBER OF LAC SESSION: 1

Part A
Please indicate the extent to which you agree with each of the following statements by ticking
the appropriate box. (SD = Strongly Disagree; D = Disagree; N = Neutral; A = Agree; SA =
Strongly agree)

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ANSWERS TO THE ACTIVITY IN THE MODULE

Comments / Remarks (For

example, if you disagree or strongly
SD D N A SA disagree, please indicate why.)

THE LAC SESSION

1. I learned a lot from my /

colleagues in this LAC
session.

2. The LAC session deepened /

my understanding of the SLM
content.

3. My perspective on the topic/s /

covered has changed as a
result of the LAC session.

4. I participated actively in the /

LAC session by sharing my
assignment and insights,
asking questions, and giving
feedback on what colleagues
shared.

5. I interacted with different /

people during the LAC
session.

ACTION PLAN

6. I feel motivated to apply in /

my region/division/district
what I have learned in this
lesson.

7. I intend to apply what I have /

learned from the lesson in my
region/division/district

Part B
Please provide the information requested.
1. I need further clarification and/or resources on the following topics:
- n/a
2. I encountered the following problems or challenges:
- n/a
3. Other comments/suggestions:
- Everyone shared ideas successfully.

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ANSWERS TO THE ACTIVITY IN THE MODULE

CHERRY PIE C. RAMOS 7