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Module 2: Most Essential Learning Competencies (Melcs) : Answer

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MODULE 2: MOST ESSENTIAL LEARNING

COMPETENCIES
(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?

Answer:
COVID-19 greatly changed the way we live before and it affects everything especially in
education, the fundamental concerns of the curriculum standards that need to be addressed are,

a. It should be attainable – where everyone can achieve learning and objectives can be done
easily.

b. It should be easily adapted by everyone (Teachers and Students) – where there can be no rich
or poor in education and live for the line that #NOSTUDENTSSHOULDBELEFTBEHIND.
Example of this is what we are doing in DepEd which we continue education in a virtual world,
however this cannot be solved by teachers alone; COVID-19 affected everyone so it is only
reasonable that everyone is responsible in the continuity of education by helping hand in hand in
every situation especially in education.

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?
Answer:
No, because with that curriculum, It is already the ELC has been and being taught to the
learners. It is only on the learners itself on how they will drive their learner to the best possible
outcome as possible. It should also be noted that there are a lot of successful students with the
“congested curriculum” that they are pertaining. So, the perennial problem here is not the
curriculum itself.

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?

Answer:
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?

Answer:
The review focused on articulation within and across learning areas and grade levels, which led
to the identification of gaps, issues, and concerns.

3. What is the difference between essential learning competencies and desirable


learning competencies?

Answer:
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?

Answer:
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). 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. However, learning competencies are removed/dropped due to the
following reasons:
● They 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. Finally, a learning competency is
rephrased to be more concise.

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

Answer:
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.

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-12 LEARNING MELCs


COMPETENCIES

EsP8PB-Ia-1.1 Natutukoy Naisasagawa ng mag-aaral


Merged/Clustered
ang mga gawain o ang mga angkop na kilos
karahasan sa sariling bilang bahagi ng sariling
pamilya na kapupulutan ng pamilya.
aral o may positibong
impluwensya sa sarili.

Retained EsP8PB-Ia-1.1 Natutukoy Naisasagawa ng mag-aaral


ang mga gawain o ang mga angkop na kilos
karahasan sa sariling tungo sa matatag na
pamilya na kapupulutan ng pagmamahalan at
aral o may positibong pagtutulungan sa sariling
impluwensya sa sarili. pamilya.

N/A N/A
Dropped
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.

Good job! You are now done with Lesson 1.

Proceed to Lesson 2 to learn how to unpack and combine the 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?

Answer:
To systematize learning activities and effectively address the varying needs of learners and the
challenges of instructional deliveries.

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

Answer:
-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.

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

Answer:
The MELCs could likewise be combined to observe efficiency in the development of learning resources,
which include but are not limited to SLMs, textbooks, teacher’s guides, activity sheets, and television
and radio scripts. Since MELCs in each learning area are all interrelated and anchored on the content
and performance standards, combining at least two MELCs will allow teachers to effectively design
instructional resources without veering away from the standards prescribed by the curriculum.

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.

MELC Unpacked MELC


 Pagsasagawa ng mga angkop na kilos  What are those good gestures?
tungo sa pagpapatatag ng  Identify good practiced gestures inside
pagmamahalan at pagtutulungan sa the family?
pamilya.  Use the most practiced good gestures
everyday.
 Pagsasagawa ng mga angkop na kilos  Know the results and effectiveness of
tungo sa pagpapaunlad ng gawi sa the good gestures.
pag-aaral at pagsasabuhay ng  Apply to day to day basis.
pananampalataya sa pamilya.  Put into practices and become norm.

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.

Congratulations! You have completed Module 2. You may now proceed to


Module 3A - Lesson Design and Assessment in the Modalities.

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