Learning Delivery Modality Session 2

2. SESSION 3.2
LDM 2 FOR TEACHERS MODULE 2
MOST ESSENTIAL LEARNING
COMPETENCIES

3. OBJECTIVES 1. Explain the rationale behind the background and
development of the MELCs
2. Unpack the MELCs
3. Combine related competencies into learning objectives
CONTENT Lesson 1. Most Essential Learning Competencies: Rationale
Lesson 2. Unpacking and Combining MELCs into Learning
Objectives

4. Lesson 1
MOST ESSENTIAL LEARNING
COMPETENCIES: RATIONALE

5. 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
Philippine education (Andaya, 2018). This is pointed to
be one of the factors on the poor performance of Filipino
learners as reflected in 2018 Programme for International
Student Assessment (PISA). In reading, the Philippines
ranked 340th, in Mathematics 353rd, in Science 357th; all
belong to the participating countries' bottom three
(3).
Other school activities like monthly programs,
online reports, seminars during school days, and
lack of text books are also factors that affect Filipino
students’ performance.
With these factors being mentioned, Most Essential
Learning Competencies (MELCs) came to its birth.

6. Activity 1
A. In one sentence, differentiate the general and specific
purpose of the MELCs.
B. Guided with your CG and MELCs Guide, identify one
competency that you will classify as ELC and DLC.
As defined: essential learning competencies
(ELC) are competencies considered indispensable
in the teaching-learning process to build skills to
equip learners for subsequent grade levels.
Contrariwise, desirable learning competencies
(DLC) were defined as what may enhance education
but may not be necessary in building foundational
skills.

7. In crafting the MELCs, foremost, DepEd partnered
with ACTRC in which the descriptor – ENDURANCE –
was considered the primary determining factor if a
competency shall be categorized as ELC.
A learning competency is considered enduring if it
remains with learners long after a test or unit of study is
completed or if it is useful beyond a single test or unit of
study.
A learning competency is retained if it satisfies
the endurance criterion. 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.

8. However, learning competencies are
removed/dropped due to the following reasons:
• They are deemed appropriate to be introduced in an
earlier quarter or grade level or moved to a later quarter
or grade level;
• They are recurring;
• They are included in another learning competency.

9. Activity 2
Using your CG and MELCs Guide, identify competencies that are retained, dropped
or merged. Do this by accomplishing the table found in your activity sheet. Be
guided by the following sample.
English 2, Quarter 3
Category CG Competency MELC
Retained EN2RCIVe-2.16 Use clues to make and
justify predictions before, during and after
reading (titles, pictures)
Use clues to answer questions, clarify
understanding and justify predictions
before, during and after reading (titles,
pictures, etc)
Merged EN2VIIIc-13.1 Recognize that some words
mean the same (synonyms) &
EN2VIIIc-d- 13.2 Recognize that some
words have opposite meaning (antonyms)
Recognize that some words may have the
same (synonyms) or opposite (antonyms)
meaning
Dropped EN2LCIIIa-2.4 Use an understanding of
characters, incidents and settings to make
predictions
N/A

10. Lesson 2
UNPACKING AND COMBINING
MELCS INTO LEARNING
OBJECTIVES

11. Unpacking of standards is a technique teachers
can use to make sense of the standards, and then create
focused learning targets to make them actionable. This
process, also called “deconstructing” or
“unwrapping” of standards fosters a collaborative
dialogue that supports growth and effectiveness.
Unpacking of standards is essential because: (1) it
can serve as guide in making LAS; (2) it can make
learning targets more achievable for students.

12. 1. Select a learning competency from MELC guide.
Example:
• Analyze literature as a means of valuing other people
2. Identify the target skill and the target content. Note that
the target skill is the verb part of your competency
while the target content is the noun part of your
competency.
Example:
• Analyze literature as a means of valuing other people
Steps in Unpacking Most Essential Learning
Competency

13. Steps in Unpacking Most Essential Learning
Competency
3. Go back to Bloom’s Taxonomy to
check the level of your chosen
competency
Example:
• Analyze literature as a means of
valuing other people
Since analyze is in the fourth part of the
pyramid, remember, understand, and apply
are the pre-requisite skills you need to
cover/subtask. Guided by the action verbs,
formulate your specific learning objectives

14. Example:
• Analyze literature as a means of
valuing other people.
Specific LO: Remember (define, duplicate,
etc)
• List down the different kinds of literature
Specific LO: Understand (classify, describe,
etc.)
• Classify the kinds of literature
Specific LO: Apply (execute, implement,
etc.)
• Interpret the message of the poem

15. Specific LO: Analyze (differentiate,
organize, etc.)
• Differentiate poem from short story
Unpacked LOs:
1. List down the different kinds of
literature
2. Classify the kinds of literature
3. Interpret the message of the poem
4. Differentiate poem from short stories

16. Important Note:
• If your chosen MELC don’t use
the general objective, locate it in
the specific objective(s) and
afterwards you can strategize the
sub tasking. Just make it sure
that your specific LOs are in line
with your general LOs

17. PRESENTATION OF
OUTPUTS