STUDY NOTEBOOK

LEARNING DELIVERY MODALITIES COURSE 2

MODULE 2:
MOST ESSENTIAL LEARNING
COMPETENCIES
(MELCs)
MODULE OBJECTIVE:

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

MODULE CONTENT:

Lesson 1. Background, Rationale, and Development of MELCs

Lesson 2. Unpacking and Combining MELCs into Learning Objectives
LAC Session 2

ESTIMATED TIME REQUIRED

3 hours

MARY ANN C. NIQUIT

Teacher I

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?

The pandemic brought a big changes in the whole world, especially in our education system, it was very
difficult in delivering learning since most of the learners choose self-directed modules that don’t need thorough
discussion between them and the teachers, in making the most essential learning competencies was very helpful
but our major concerns in our school is we need a constant communication with our learners considering the lack
of ability of our learners to learn independently and having no one of the member of the family that can help
them to answers those SLMs, we really need to make our contextualized Learning Activity Sheet that we think the
learners can do but it also in line with the MELCs that was being provided.

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?

I totally agree to this. We need to make complicated problems simple and looking with our curriculum, some
of the competency was being repetitive and redundant, but the pandemic was something blessing in this guise
because the Department of Education found how to make the competency more effective with the help of MELCs
and now I found that the MELCs was really helpful for teachers to improve their performance in delivering
learning to learners and with that teachers can also help their learners in improving their performance.

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 Department of Education, through the Bureau of Curriculum Development has developed the
most essential learning competencies (MELCs) to address the challenges brought about by the global
pandemic. The MELCs is part of the department’s response to develop resilient education systems,
especially during emergencies and will enable DepEd to focus instruction on the “most essential and
indispensable” competencies

2. What is the difference between essential learning competencies and desirable learning competencies?
According to DepEd, “are defined as what the students need, considered indispensable, in the teaching-
learning process to building skills to equip learners for subsequent grade levels and subsequently, 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.”
 3. 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 MELCs were identified according to the gaps, issues and concerns across learning areas and grade levels.
The decisions were made due to the limited number of school days and the absence of face-to-face instructions at
this time of pandemic. Hence, narrowing down the the learning competencies is the best option the DepEd has
come up with.

4. What is the importance of the MELCs in ensuring the delivery of quality instruction?
The Department of Education ensure that with limited resources, time, and the absence of face-to-face
instructions, learners would still get the necessary competencies that need to acquire through these MELCs, and
with the help of MELCs the teachers works will be lessen corresponding to the good performance of teachers as
well as learners

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
MELCS
COMPETENCIES
1. * Describes well-defined sets, subsets, 1. illustrates well-defined sets, subsets,
universal sets, and the null set and universal sets, null set, cardinality of
cardinality of sets. sets, union and intersection of sets
* Illustrates the union and intersection and the different of two sets
MERGED/CLUSTERE of sets and the difference of two sets. 2.
D

1. Performs fundamental operations 1. Performs fundamental operations on

on integers. integers.

2. Converts measurements from one 2. Converts measurements from one

unit to another in both Metric and unit to another in both Metric and
RETAINED English systems. English systems.

3. Derives the laws of exponent. 3. Derives the laws of exponent.

4. Represents point, line and plane 4. Represents point, line and plane
using concrete and pictorial models. using concrete and pictorial models.
DROPPED

1. Arranges rational numbers on a

number line.
2. Describes the development of
measurement from the primitive to
the present international system of
units.
 3. Differentiates between constants
and variables in a given algebraic
expression.

4. Classifies algebraic expressions

which are polynomials according to
degree and number of terms.
5. Translates English sentences to
mathematical sentences and vice
versa
6. Explains the importance of
Statistics.

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?
By unpacking and combining the MELCs, we now have a clear content and performance standards , it simplify
the competencies in a simple way and it helps teachers work to lessen, The unpacking process keeps the focus on
ALL students learning performance despite of this pandemic .

2. What considerations must be taken in unpacking and combining the MELCs? Explain each.
The Most Essential Learning Competencies should be aligned to the content and performance standards of the
all the learning areas. Should be based on the learning needs of the learners.

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

Of course, unpacking the MELCs are essential in order to have a systematic learning activity so that the
competencies needed by the learners are not congested or repetitive.

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.
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.