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LDM 2 Module 2 Activity With Sample Answers
LDM 2 Module 2 Activity With Sample Answers
(MELCs)
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
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 specific example. Do you think these concerns could be solved by teachers alone? Why or why
not?
In my own perspective about this situation, the fundamental concerns in terms of curriculum
standards that need be addressed to ensure learning continuity are the learning competencies which
students really need to equip them with skills necessary to subsequent grade levels and consequently
to lifelong learning and how these learning competencies should be taught to them. I think these
concerns cannot be solved by the teachers alone they the need the assistance from the head of
schools, division offices and DepEd.
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?
Yes, I agree with this observation. Within my years of teaching in public school, I have observed
that there are a lot competencies in the K-12 Curriculum Guide to be taught to learners. This is
because some learning competencies are simply recurring.
ACTIVITY 2
1. What are the general and specific purposes of the development of MELCS?
The Most Essential Learning Competencies (MELCs) are designed to ensure education continuity
(curriculum dimension) while serving as a guide for teachers to address the instructional needs of
the learners and ensuring that the curriculum standard are maintained and achieved. Meanwhile,
it is also intended to assists 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?
Mapping the essential and desirable learning competencies within the curriculum,
Identification of prerequisite knowledge and skills needed to prepare students for essential
learning competencies,
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?
The essential learning competencies deals with the students’ needs, it is considered
indispensable, in the teaching- learning process to build the skills to equip learners for the
subsequent grade level and consequently, for lifelong learning. On the other hand, the desirable
learning competencies are those 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?
It is aligned with national standards or frameworks, such as, for example, “holistic Filipino learners
with 21st century skills.”
They connect the content to higher concepts across content areas.
They are applicable to real- life situations
They are important for students to acquire, even if a student drops out from school.
They cannot be expected to be ordinarily learned by students if not taught in school.
5. What is the importance of the MELCS in ensuring the delivery of quality instruction?
The importance of MELCS in ensuring the delivery of quality education is that it
accommodates the varying context of the learners, teachers, learning environment, and support
structures considering both the content and performance standards needed for adequate instructions
and learning..
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
EN7G-II-a-I
EN7G-II-a-I
EN7G-II-b-I
EN7G-II-c-I
MERGED/CLUSTERED The intention of all the
EN7G-II-d-I
following learning codes is to
EN7G-II-e-I
Use phrases, clauses, and lead learners to use phrases,
EN7G-II-f-I
sentences appropriately and clauses, and sentences
EN7G-II-g-I
meaningfully appropriately and
EN7G-II-h-I
meaningfully
EN7G-II-i-I
EN7G-II-j-I
EN7WC-IV-a-2.2
RETAINED
This learning code is very
EN7WC-IV-a-2.2
important as it is both
Compose simple narrative text
observable and enduring. It is
also a foundation for further
lessons relative to it.
ACTIVITY 1
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.
Combining of Most Essential Learning Competencies
MELCS COMBINED
ACTIVITY 3
Submit your activity 2 outputs to your LAC leader. Make sure to keep a copy of your outputs.