Module 2 Study Notes

Module 2
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?
Answer:
The spread of COVID-19 pandemic brings serious challenges for the Department of Education
especially for the teachers to adapt with the new normal setting of delivering our lessons. As
a teacher, the best way to address in order to ensure learning continuity is to shift into
distance learning. This could not be solved by the teachers alone. We need the help of all the
stakeholders, parents and LGUs, to achieve the development of this new normal setting.
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:
Yes, I agree. Due to the congested curriculum we can’t achieve our goals since in the
Department of Education several curricula had been laid and adapted for the purpose of
achieving higher standard education and can produce a globally competitive learner. Because
of this, students can’t cope with the content standard. Sometimes it takes time to finish all
subjects in all quarters with a limited time allotment.
Activity 2
1.What are the general and specific purposes of the development of MELCs?
Answer:
 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.
 It intends 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?
Answer:
Curriculum review led to the identification of gaps, issues, and concerns within and across
learning areas and grade level. It helps in the identification of areas for improvement that
would enhance the learning engagement, experience, and outcome and consequently
recommend solution.
Specifically, the review covered the following:
 Mapping of the essential and desirable learning competencies within the curriculum;
 Identification of prerequisite knowledge and skills needed to prepare students for
essential learning competencies; and
 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?
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:
Learning competencies are identified by knowing the following characteristic:
 it is aligned with national, state, and/or local standards/ frameworks (e.g.,
scientifically-literate Filipinos)
 it connects the content to higher concepts across content areas
 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 would not be expected that most students would learn this through their
parents/communities if not taught at school
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
Answer:
 MELCs ensures delivery of quality instruction as it becomes the primary reference in
the determining and implementing learning delivery approaches that are suited to
local context and diversity of learner while adapting to the challenges posed by
COVID-19. It serves as a teacher guides in preparing his/her lesson and instructional
materials. MELCs remains with learners long after test or unit is completed or if it is
useful beyond a single test or unit of study.
K to 12 Learning MELCs
Competencies
Merged/Clustered n/a n/a
Retained explain that knowing oneself can explain that knowing oneself can
make a person accept his/her make a person accept his/her
strengths and limitations and strengths and limitations and
dealing with others better dealing with others better
EsP-PD11/12KO-Ia EsP-PD11/12KO-Ia
share his/her unique share his/her unique

characteristics, habits, and characteristics, habits, and
experiences experiences
EsP-PD11/12KO-Ia EsP-PD11/12KO-Ia
Dropped maintain a journal n/a
EsP-PD11/12KO-Ib
Activity 3
PERSONAL DEVELOPMENT
Activity 4
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
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:
In unpacking the MELCs into learning objectives, you need to consider the following:
● 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
higherorder 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:There are consideration and criteria in unpacking or combining. The teacher may
unpack or combine depending on the sequence of the lesson, depending on the need of the
learners and for as long as the content and performance standards are attained.
ACTIVITY 2
UNPACKING OF MELC
Sample MELCs Learning Objectives
Wk 1
Supply other words or expressions that complete Analyze relationships presented in analogies
an analogy
Wk 2 1. Define the term genre

Identify the genre, purpose , intended audience 2. Identify the genre of the material viewed
and features of various viewed texts such as 3. Differentiate the genres of viewing by
movie clip ,trailer, newsflash ,internet-based examining the various examples presented
program, documentary, video
4. Organize the information of the material
viewed and evaluate its importance
5. Observe correct subject-verb agreement
in writing personal journal
6. Present a graphic organizer containing
information from a material viewed
ACTIVITY 3
Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy of your outputs.

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Module 2

Merged/Clustered n/a n/a

share his/her unique share his/her unique

1. What is the importance of unpacking and combining the MELCs?

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

Wk 2 1. Define the term genre

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