Module 2 Lesson 1

Activity 1
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 spec for example. Do you think these concerns could be
solved by teachers alone? Why or why not?
Ans: With this global pandemic we have today, this make education for children more
difficult to achieve. This also brings a big challenge to the Department of education to
conduct education in this new normal situation. The best way to address the problem is
adapt this new normal learning by shifting to distance or modular learning. With this strategy,
we can ensure learning continuity. This concerns are not for teachers alone but also with the
collaboration of all the deped forces teaching and non-teaching staff. And of course through
parents’ learners and stake holders support.

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?
Ans: Yes, I agree, in the department of education several curriculums had been laid and adapt
for the purpose of achieving higher standard education and can produce a globally
competitive learner. But due to the congested curriculum we cant achieve our goals. Students
cant cope up with the content standard,sometimes it takes time to finish a full quarter
subject with a limited time allotment.
Activity 2
1. What are the general and specific purposes of the development of MELCs?
-The Department of Education's Bureau of Curriculum Development developed MELCs to
cope with the drastic change in the educational atmosphere due to Covid 19 pandemic. The
focus of instruction were streamlined to the most essential or the most indispensable
learning competencies.
-MELCs is also developed in response to UNESCO's fourth sustainable development goal and
that is to develop resilient education systems, most especially during emergencies.
-MELCs can be used as a mechanism to ensure education continuity.
-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 covered the following:

-Curriculum review mapped the essential and desirable learning competencies within the
curriculum. It also led to the identification of gaps, issues, and concerns within and across
learning areas and grade levels. It helped in the identification of areas for improvement that
would enhance the learning engagement, experience, and outcomes and consequently
recommend solutions. In addition, it analyse 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?

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?
It started in identification of essential and desirable learning competencies. Then, essential
learning competencies to most essential learning competencies.

As a 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:

● These are too specific (and the articulation is similar to that of a learning objective).
● These are deemed appropriate to be introduced in an earlier quarter or grade level or moved
to a later quarter or grade level.
● These are recurring.
● These are subsumed in another learning competency.

Learning competencies are identified by knowing the following characteristics.

-it is applicable to real-life situations
-it would be important for students to acquire the competency after s/he left that particular
grade level
--it is aligned with national, state, and/or local standards/ frameworks (e.g., scientifically-
literate Filipinos)
-it would not be expected that most students would learn this through their
parents/communities if not taught at school
-it connects the content to higher concepts across content areas
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
-MELCS serves as a teacher guides in preparing our lesson (weekly home learning plan) and
instructional materials (Self- Learning Modules)
-MELCs ensures delivery of quality instruction as it becomes the primary reference in
determining and implementing learning delivery approaches that are suited to the local
context and diversity of learners while adapting to the challenges posed by COVID-19.

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 and compare the two
documents to determine which learning competencies were retained, dropped, or merged.

K to 12 LC MELCS
Merged/clustered 1. give evidence for and explain 2.give evidence for and describe
the formation of the light the formation of heavier elements
elements in the Big Bang theory during star formation and
evolution
S11/12PS-IIIa-1

2.give evidence for and describe

the formation of heavier elements
during star formation and
evolution

S11/12PS-IIIa-2
retained explain how the concept of explain how the concept of
atomic number led to the atomic number led to the
synthesis of new elements in the synthesis of new elements in the
laboratory laboratory

S11/12PS-IIIb-11 S11/12PS-IIIb-11
Drop write the nuclear fusion reactions N/A
that take place in stars, which
lead to the formation of new
elements

S11/12PS-IIIa-3
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.
Insights:

Lesson 2
Activity 1
1. What Is the importance of unpacking and combining the MELCs?
-We need to unpacked MELCS to help us 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.
In unpacking MELCs we must consider the following:
-Alignment on the Content and Performance Standards- The MELCS are not departure from
the standard-based design. We must consider this to achieve a quality teaching output.
-Prerequisite knowledge and skills - curriculum objective must be hierarchy. Mastering
Fundamental knowledge Is a must before going to the other level of learning.
-Logical sequence of learning objectives - We cant give a better learning ideas to our students
if our objective is not logical sequence. Planning what are the most important objective is key
frame in achieving better understanding of our learners.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
-The teacher may unpacked or combined the MELCS depends on sequence of the lesson, the
progress and needs of learners as long as the content and standard will be achieved.

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.
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

Activity 3
Submit your Activity 2 output to your LAC leader. Make sure to keep a copy of your outputs.
Reflection
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