Jaycee P. Orcine-ldm2 - Module 2_ Most Essential Learning Competencies

MODULE 2: MOST ESSENTIAL LEARNING COMPETENCIES (MELCs) 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? Answer: We are all striving and trying to cope up in this time of pandemic and there are variety of webinars in which we attend to widen our horizons when it comes to handling lessons properly for our learners. Maybe one concern is the guidelines regarding classroom assessment. As an educator, we can see that there is an underlying problem about how are we guided about classroom assessment. How can we solve this? As teacher, we can make our own assessment. How can we ensure that students can learn? We can create innovative interventions to make learning easier on the part of students and that they may also feel like they are also in classroom scenario. We can always do our part as educators because we are always the implementers. 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, our curriculum is indeed congested and we are still basing our curriculum to US education system. That is why MELC is released. There is something that we need to prioritize when it comes to student’s needs. 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. “Learning must always continue” and it should never stop, so we also need to further review the MELC based on the needs and the life-long effect of it for our learners, and that is the goal of our education system.

LDM2: Learning Delivery Modalities Course for Teachers

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ACTIVITY 2. rning area’s original K-12 Curriculum Guide and corresponding list of MELCs.

urriculum guide and MELCs that arewith relevant your instructional Copy and accomplish the following table in. your Stu Familiarize yourself the to course reading onneeds. the Development and Design of the MELCs ermine whichAfter learning competencies weredocument, retained, dropped, or merged. going through the 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: The purpose of development of MELC is a part of the long-term response of the Department of Education 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. Moreover, areas for improvement that would enhance the learning engagement, experience, and outcomes were identified and consequent solutions were recommended. 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: These characteristics are based on a US-developed competency validation rubric, which is intended to assure that learning competencies can reach the highest level of quality and comparability across schools (New Hampshire Department of Education, 2012); adaptations were made for relevance in the Philippine context. 5. What is the importance of the MELCs in ensuring the delivery of quality instruction? Answer: The importance of MELC is to provide contextualized and paradigm shift of learning competencies amidst in global health emergencies based on the emerging needs to continuously deliver basic quality education which is accessible, relevant and inclusive in nature.

K to 12 Learning Competencies Merged/Clustered

Retained Dropped

MELCs

Differentiate potential and kinetic Identify and explain the factors that energy and relate speed and position affect potential and kinetic energy. of object to the amount of energy possessed by a body. Differentiate potential and kinetic Identify and explain the factors that energy. affect potential and kinetic energy. Relate speed and position of object to the amount of energy possessed by a body.

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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. Insights: 1. Unpacking and combining MELCS needs a lot of time. 2. MELCs play a vital role in delivering quality education. 3. This module help us understand the process of crafting MELCs

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.

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING OBJECTIVES

ACTIVITY 1. ACTIVITY 3. Familiarize yourself with the course reading on Unpacking and Combining the MELCs. Submit your Activity 2 Outputs to your LAC and Leader. Makeresponse sure to keep a copy of your After reading the document, provide a brief concise to the following guide outputs. in your Study Notebook: questions 1. What is the importance of unpacking and combining the MELCs? Answer: Unpacking of MELCs will allow you to systematize learning activities and effectively address the varying needs of learners and the challenges of instructional deliveries in a way that students can understand while combining of MELCs allows you to effectively design instructional resources without veering away from the standards prescribed by the curriculum from the LCs which has a common goal. 2. What considerations must be taken in unpacking and combining the MELCs? Explain each. Answer: In unpacking of MELCs you need to consider the (1) Alignment on the Content and Performance Standards which means MELCs should always be based on the standardbased design of the K to 12 Curriculum (2) Prerequisite knowledge and skills which means that we should consider the Higher order thinking skills, the reason why K to 12 curriculum is in spiral progression (3) Logical sequence of learning objectives meaning following the blooms taxonomy in learning we can create a logical pattern from the lowest to highest order of learning. In combining MELCs you have to consider the following (1) Commonality of content, topic, or theme you should consider combining the learning competencies if LCs have the relatedness in topic, content or theme (2) Alignment with the Content and Performance Standards just like in unpacking of MELCs the common goal of combining the LCs is to aid in the achievement of content and performance standard of our Curriculum. 3. Do all the MELCs need to be unpacked or combined? Why or why not? Answer: No, I think it depends on the need to unpack or combine Learning Competencies based on the guidelines we have. Our common goal here is to deliver quality instruction amidst the limited learning modalities and shortening of the school year but we should not depart on quality education we are aiming for.

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

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