MARIVELES NHS - POBLACION

Brgy. Carlos, Mariveles, Bataan

LEARNING DELIVERY MODALITIES
COURSE FOR TEACHERS

Name of Teacher : ROBERT KEVIN A. ALINDAYU

(Position/Designation) : Teacher III

Department : Science Department

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs)

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

LESSON 1 - Background, Rationale, and Development of MELCs

LEARNING OBJECTIVES:

1. identify the background and basic process of the identification and development of the MELCs
2. make sense of the function of MELCs as an educational response to a global health crisis 3.
appreciate the MELCs as support for teachers during this time

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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LEARNING DELIVERY MODALITIES
COURSE FOR TEACHERS

Some of the challenges are quality can vary between regions; unclear or vague standards;
disciplinary aspect of standards can encourage segregation and/or hierarchy between subject areas; too
many standards for one level of instruction; and some standards may not be worth achieving and can be
irrelevant. Another issue with standards is that they are often used to put pressure on a school to perform,
thus creating a school culture that gravitates around the “teach to the test” approach. This can lead to
hungry brains of learners left with plates of facts and rote memory skills, while teachers may perceive
their role as unmotivating.

Teachers generally do not have a choice regarding whether to align teaching and learning with
mandatory state and/or district standards or not. The teachers cannot solve the issues alone. The school
administration, parents and other stakeholders are also accountable with the curriculum standards. It is a
shared responsibility.

This said, individual schools and teachers often celebrate their options through instructional
strategies and build a teaching framework through which they can successfully deliver standards-based
instruction. The instructional strategies are monitored by school heads. The division office, specifically
the Curriculum Implementation Division (CID) and education program supervisors ensure that
instructional strategies are aligned with the curriculum standards.

This act of balancing accountability with relevance can be achieved when we consider integrating
standards with higher levels of integration than what has been done in the past.

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?

With the K-12 Basic Education Curriculum and MELCs, I believe that the curriculum is not that
congested and somehow it is not the biggest contributor in the poor performance of Filipino learners.
Before the implementation of the new curriculum, the Philippine basic education curriculum is congested.
The curriculum designed for completion in twelve years has been cramped in 10 years, resulting to gaps
in critical skills of the graduates, whereas the lack of emotional maturity, which is highly
fundamental in the workplace results to the mismatch of industry demand and supply. Through the
implementation of the aforementioned reform, congestion will be addressed through the additional two
years in the curriculum while enriching the students’ emotional faculties through the natural development
and help them to be globally competitive.
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LEARNING DELIVERY MODALITIES
COURSE FOR 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 MELCs is released to address the challenges of the COVID-19 pandemic. It is also part of
the Department of Education’s long-term response to SDG4 to develop resilient education systems. The
MELCs can be as a mechanism to ensure education continuity. It serves as one of the guides for teachers
as they address the instructional needs of learners while ensuring that curriculum standards are
maintained and achieved. 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.

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

The review of the 2016 K-12 Basic Education Curriculum mainly focused on articulation within
and across learning areas and grade levels. This review led to the identification of gaps, issues, and
concerns. The review also recommended areas for improvement that would enhance the learning
engagement, experience, and outcomes were identified and consequent solutions.
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LEARNING DELIVERY MODALITIES
COURSE FOR TEACHERS 3.

What is the difference between essential learning competencies and desirable learning competencies?

Essential learning competencies are aligned with student’s needs, considered vital, in the
teaching-learning process to build knowledge and skills to equip learners for subsequent grade levels
holistically and for lifelong learning. Desirable learning competencies were referring to anything that
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 descriptor used in identifying essential learning competencies is “endurance.” It was

considered the primary determining factor. A learning competency is considered enduring if it is retained
with learners long after a test or unit of study is completed. It is also considered enduring if it is useful
beyond a single test or unit of study or apply it in real-life situations.

The consideration made in further trimming down the competencies are the following:

• They are too specific.

• 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.
 MARIVELES NHS - POBLACION
Brgy. Carlos, Mariveles, Bataan
LEARNING DELIVERY MODALITIES
COURSE FOR TEACHERS 5.

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

MELCs is important because educators are increasingly getting behind a big idea:
organize learning and recognize achievement based on students’ mastery of a defined set of
competencies. The most essential learning competencies include explicit, measurable, transferable
learning objectives that empower students in this time of pandemic. It also assists schools as they employ
multiple delivery schemes by providing them ample instructional space 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

K to 12 Learning MELCs
Competencies
Merged/Cl
ustered

Retained Describe and relate the distribution of

Describe the distribution of activeactive volcanoes, earthquake
volcanoes, earthquake epicenters, and major
epicenters, and major mountain belts to Plate
mountain belts. Tectonic Theory.
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Describe the different types of plate Describe the different types of plate
boundaries. boundaries.

Explain the different processes that occurExplain the different processes that occur
along the plate boundaries along the plate boundaries.

the possible causes of plate movement.

Describe the possible causes of plate
movement.

Enumerate the lines of evidence that

support
Enumerate the lines of evidence that plate movement.
support plate movement.
Dropped describe the internal structure n/a
of the Earth

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.
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LEARNING DELIVERY MODALITIES
COURSE FOR TEACHERS

Some of the competencies from the 2016 K-12 Basic Education Curriculum were merged,
retained, and dropped. This due to the fact that the curriculum was reviewed in response to the poor
performance of students and the pandemic. The MELCs will help teachers cope up with the new normal
in education. Hopefully, this curriculum will enhance the performance of students.

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

LEARNING OBJECTIVES:

1. understand the vital considerations in unpacking and combining MELCs

2. unpack and combine sample MELCs
3. affirm that unpacking and combining MELCs provide curricular flexibilities to field
implementers
 MARIVELES NHS - POBLACION
Brgy. Carlos, Mariveles, Bataan
LEARNING DELIVERY MODALITIES
COURSE FOR TEACHERS
 MARIVELES NHS - POBLACION
Brgy. Carlos, Mariveles, Bataan
LEARNING DELIVERY MODALITIES
COURSE FOR TEACHERS

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?

Sometimes competencies and standards are written as overarching and often in complex
statements which can be interpreted in different ways. It is important that teachers share a common
understanding about the goals and targets of the MELC. The term “unpacking” refers to a technique
teacher can use to make sense of competencies and standards, and then create focused learning targets to
implement them into instruction. This process is also called “deconstructing” or “unwrapping”. This
process is very essential since it fosters a collaborative dialogue that supports growth and effectiveness.

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

There are three considerations in unpacking MELCs. First is the Alignment on the Content and
Performance Standards which means that during unpacking and combining make sure that the specific
learning objectives are aligned with national and/or local standards and frameworks. Next is the
prerequisite knowledge and skills, this is important in preparing students for higher-ordered thinking
skills by starting with objectives which require lower cognitive demand. This preparation ensures that
students will achieve what is required in the MELC. The last thing to consider is the logical sequence of
learning objectives. This helps in organizing objectives in a systematic manner so that students will
experience the logical flow of events needed toa achieve the goal. This also helps in interconnecting
prerequisite knowledge and skills among the learning competencies for each subject area.

There are two considerations in combining MELCs. The commonality of content, topic,
or theme should be considered in combining MELCs. Those with commonality and relatedness in
content, topic, or theme should be combined. This ensures that essential content and topic will not be
watered down. The next thing to consider in combining is alignment with the content and performance
standards. This is just similar with the unpacking of MELCs. Combining two or more should aid in the
achievement of the content and performance standards.
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LEARNING DELIVERY MODALITIES
COURSE FOR TEACHERS

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

Yes and No. Yes, all MELCs must be unpacked or combined. The process makes the
competencies more employable in the instruction. No, since the teacher is given the autonomy to unpack
the MELC depending on the needs of the learners.

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.

Week MELCs Unpacked Learning Objectives

Describe and relate the distribution of 1. Describe and relate the

active volcanoes, earthquake epicenters, distribution of active
and major mountain belts to Plate volcanoes, earthquake
Tectonic Theory. (LC: S9ES-1a-36.1) epicenters, and major
mountain belts.
2. Determine the Scientific
basis for dividing the
Lithospheric plates.

Describe the different types of plate 1. Compare and contrast the

boundaries three types of plate
boundaries. describe the
three main ways
boundaries interact:
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LEARNING DELIVERY MODALITIES
COURSE FOR TEACHERS
spreading apart, coming
together, and sliding past
one another.

2. Describe the land

features associated with
each type of plate
boundary.

3. Give examples of land

structures found at each
plate boundary.
Explain the different processes that occur 1. Explain the process of
along the plate boundaries seafloor spreading in
divergent boundaries

2. Identify the evidence that

indicates that new ocean
floor is continuously
being created at mid-
ocean ridges.

3. Explain how the old ocean

floor is continuously
being destroyed beneath
deep ocean trenches by a
process called subduction.

Describe the possible causes of plate 1. Compare and contrast the

movement three types of force that
may propel plates.

2. Explain how plates move.

Enumerate the lines of evidence that 1. Enumerate and describe
support plate movement the lines of evidence in
the Continental Drift
Theory.

2. Enumerate and describe

the lines of evidence in
the Seafloor-Spreading
Theory.
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LEARNING DELIVERY MODALITIES
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3.

Explain the Theory of

Plate Tectonics.

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.

Week MELCs Unpacked Learning Objectives

Describe and relate the distribution of 1. Describe and relate the

active volcanoes, earthquake epicenters, distribution of active
and major mountain belts to Plate volcanoes, earthquake
Tectonic Theory. (LC: S9ES-1a-36.1) epicenters, and major
mountain belts.
2. Determine the Scientific
basis for dividing the
Lithospheric plates.
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Brgy. Carlos, Mariveles, Bataan
LEARNING DELIVERY MODALITIES
COURSE FOR TEACHERS
1.

Describe the different types of plate Compare and contrast the

boundaries three types of plate
boundaries. describe the
three main ways
boundaries interact:
spreading apart, coming
together, and sliding past
one another.

2. Describe the land

features associated with
each type of plate
boundary.

3. Give examples of land

structures found at each
plate boundary.
Explain the different processes that occur 1. Explain the process of
along the plate boundaries seafloor spreading in
divergent boundaries

2. Identify the evidence that

indicates that new ocean
floor is continuously
being created at mid-
ocean ridges.

3. Explain how the old ocean

floor is continuously
being destroyed beneath
deep ocean trenches by a
process called subduction.

Describe the possible causes of plate 1. Compare and contrast the

movement three types of force that
may propel plates.

2. Explain how plates move.

Enumerate the lines of evidence that 1. Enumerate and describe
support plate movement the lines of evidence in
 MARIVELES NHS - POBLACION
Brgy. Carlos, Mariveles, Bataan
LEARNING DELIVERY MODALITIES
COURSE FOR TEACHERS
the
Continental Drift Theory.

2. Enumerate and describe

the lines of evidence in
the Seafloor-Spreading
Theory.

3. Explain the Theory of

Plate Tectonics.