3. I. Rationale
Ensuring the welfare of more than 27 million
learners in basic education alone requires
indomitable commitment amidst this crisis.
However, UNESCO’s stand is “Education
cannot wait. If learning stops, we will lose
human capital.” Meeting the needs of the
most vulnerable populations in these times
is essential in achieving SDG4 (UNESCO,
2017).
4. DepEd affirms its commitment to sustaining the
delivery of quality, accessible, relevant and liberating
Philippine basic education services anchored on the
Sulong Edukalidad framework. It will continue to strive
to produce holistic Filipino learners with 21st century
skills.
Consequently, the Bureau of Curriculum Development
ensures that learning standards are relevant and
flexible to address the complex, disruptive, volatile, and
ambiguous impact of COVID-19 in the Philipines
particularly in the basic education sector.
5. • DepEd releases the Most Essential Learning
Competencies (MELCs) to be used nationwide
by field implementers for SY 2020-2021 only.
• The review of the K to 12 curriculum remains
ongoing, and the experience with MELCs for
this school year will be used to inform and
enrich the curriculum review.
6. Most Essential Learning Competencies (MELC)
-not just a response to addressing the challenges of the current
pandemic but is also part of DepEd’s long-tem response to the call
of SDG 4
-can be used as a mechanism to ensure education continuity
through the curriculum dimension
-focus of instruction is to the most essential and indispensable
competencies
-lightens the burden of converting classroom oriented learning
resources into learning resources adapted to distance learning
7. With the challenges on learning delivery
posed by COVID-19, the Bureau of Curriculum
Development accelerated the identification of
the essential learning competencies, and
streamlined these further into the Most
Essential Learning Competencies (MELCs)
8. II. Background on the identification of the Most Essential
Learning Competencies
The Department, through the Bureau of Curriculum
Development-Curriculum Standards Development Division, in
collaboration with the Assessment Curriculum and Technology
Research Centre (ACTRC) , started working on the identification
of essential learning competencies in the middle of 2019 as
part of its ongoing review of the intended curriculum. Bureau
specialists, academic experts and field implementers worked to
reach a consensus regarding the criteria to be used in
determining these competencies.
9. Characteristics of an Essential Learning Competency
Learning competency is essential if …
-It is aligned with national 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.
-If students leave school, it would still be important for them to
have this competency above many others.
-It would not be expected for most students to learn this in
setting other than through formal education.
10. The descriptor “Endurance” – primary factor in determining
the criteria for the selection of the most essential learning
competencies.
A learning competency is considered enduring of 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.
Examples: research skills, reading comprehension, writing,
map reading, and hypothesis testing, which are essential in
many professions and in everyday life (Reeves, 2002; May &
Horrell, 2014)
11. Part of the process was deciding whether a learning
competency is to be retained, merged, dropped, or
rephrased.
-retained if it satisfies the endurance criterion which
greatly contributes to life-long learning and is a pre-
requisite skill to the next grade level
-merged or clustered into one comprehensive
learning competency if they have the same objective
or learning intensions
12. -removed/dropped if
-they are too specific and the articulation is similar to that of
a learning objective
-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 subsumed in another learning competency
-rephrased to be more concise
13. III. Guides of Teachers in the use of MELCs
(Final K to 12 MELCs)
15. DepEd Order No. 42, s. 2016
15
1. In line with the implementation of
Republic Act (RA) No. 10533 or the Enhanced
Basic Education Act of 2013, the Department of
Education (DepEd) issues the Policy Guidelines
on Daily Lesson Preparation for K to 12 Basic
Education Program.
17. Teacher-made Learner’s Home Task
I. MELC:
II. Objective/s:
III. Subject Matter:
IV. Procedure:
A. Readings
B. Exercises for skill subjects
/Analysis questions using HOTS
for content subjects
Exercise 1
Directions:
Exercise 2
Directions:
C. Assessment/Application
Directions:
Resources
• GAD-based iC CEBU LEs
• iPlans
• Harvested Teaching
Guides from other
sources
• Any Learning
Materials surfed from
the internet
18. What are Teacher-made Learner’s Home Tasks?
Teacher-made Learner’s Home Tasks
• School works
• Set of tasks to be completed by the learners
outside the class
• Teacher-made
• MELC-based
• Allow learners to master the content/s
• reinforce what has been taught or learned
• Must be checked promptly
19. I. MELC
Teacher-made Learner’s Home Tasks
• Most Essential Learning Competencies
• Serve as a primary reference of all
schools in determining and implementing
learning delivery approaches that are
suited to the local context and diversity
of learners while adapting to the
challenges caused by COVID 19
20. II. Objectives
• Specific statements of knowledge, process/skills and
attitudes/values (KSAVs) that students are expected to
demonstrate in a lesson
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
Knowledge
The fact or condition of
knowing something with
familiarity gained through
experience or association
Categories: Behavioral Verbs:
Remembering
The learner can recall
information and retrieve
relevant knowledge from long-
term memory
identify, retrieve, recognize,
duplicate, list, memorize,
repeat, describe, reproduce
Understanding
The learner can construct
meaning from oral, written and
graphic messages
interpret, exemplify, classify,
summarize, infer, compare,
explain, paraphrase, discuss
Teacher-made Learner’s Home Tasks
21. Teacher-made Learner’s Home Tasks
Skills
The ability and capacity
acquired through deliberate,
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming
from one's knowledge,
practice, aptitude, etc., to do
something
Applying
The learner can use
information to undertake a
procedure in familiar
situations or in a new way
execute, implement,
demonstrate, dramatize,
interpret, solve, use, illustrate,
convert, discover
Analyzing
The learner can distinguish
between parts and determine
how they relate to one
another, and to the overall
structure and purpose
differentiate, distinguish,
compare, contrast, organize,
outline, attribute, deconstruct
Evaluating
The learner can make
judgments and justify decisions
coordinate, measure, detect,
defend, judge, argue, debate,
describe, critique, appraise,
evaluate
Creating
The learner can put elements
together to form a functional
whole, create a new product or
point of view
generate, hypothesize, plan,
design, develop, produce,
construct, formulate,
assemble, devise
22. Attitude
Growth in feelings or
emotional areas.
A settled way of thinking
or feeling about someone
or something, typically
one that is reflected in a
person’s behavior
Categories:
1.Receiving Phenomena - Awareness,
willingness to hear, selected attention
Behavioral Verbs: ask, choose, describe,
erect, follow, give, hold, identify, locate,
name, point to, reply, select, sit, Study,
use
List of Attitudes:
Self-esteem, Self-confidence, Wellness,
Respect, Honesty, Personal discipline,
Perseverance, Sincerity, Patience, Critical
thinking, Open-mindedness, Interest,
Courteous, Obedience, Hope, Charity,
Fortitude, Resiliency, Positive vision,
Acceptance, Determined, Independent ,
Gratitude, Tolerant, Cautious, Decisive,
Self-Control, Calmness, Responsibility,
Accountability, Industriousness, Industry,
Cooperation, Optimism, Satisfaction,
Persistent, Cheerful, Reliable, Gentle,
Appreciation of one’s culture, Globalism,
Compassion, Work Ethics, Creativity,
Entrepreneurial Spirit, Financial Literacy,
Global, Solidarity, Making a stand for the
good, Voluntariness of human act,
Appreciation of one’s rights,
Inclusiveness, Thoughtful, Seriousness,
Generous, Happiness, Modest, Authority,
Hardworking, Realistic, Flexible,
Considerate,
Sympathetic, Frankness
2. Responding to Phenomena - Active
participation on the part of the learners.
Attends and reacts to a particular
phenomenon. Learning outcomes may
emphasize compliance in responding,
willingness to respond, or satisfaction in
responding (motivation).
Behavioral Verbs: aid, answer, assist,
comply, conform, discuss, greet, help,
label, perform, practice, present, read,
recite, report, select, tell, write
Teacher-made Learner’s Home Tasks
23. 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
acceptance to the more complex state of commitment. Valuing is based on the internalization
of a set of specified values, while clues to these values are expressed in the learner's overt
behavior and are often identifiable.
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate,
invite, join, justify, propose, read, report, select, share, study
4. Organization - Organizes values into priorities by contrasting different values, resolving
conflicts between them, and creating a unique value system. The emphasis is on comparing,
relating, and synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize
4. Internalizing values - (Characterization): Has a value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the
learner. Instructional objectives are concerned with the student's general patterns of
adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify
Teacher-made Learner’s Home Tasks
24. Values
A learner's principles or standards of
behavior; one's judgment of what is
important in life.
Go beyond learer’s life on earth, include
more than wealth and fame, and would
affect the eternal destiny of millions.
(Intentionally add value to people everyday.)
List of Values:
1.Maka-Diyos
Love of God, Faith, Trusting, Spirituality, Inner
Peace, Love of Truth, Kindness, Humility
2. Maka-tao
Concern for Others, Respect for human rights,
Gender equality, Family Solidarity, Generosity,
Helping, Oneness
3. Makakalikasan
Care of the environment, Disaster Risk Management,
Protection of the Environment, Responsible
Consumerism, Cleanliness, Orderliness, Saving the
ecosystem, Environmental sustainability
4. Makabansa
Peace and order, Heroism and Appreciation of Heroes,
National Unity, Civic Consciousness, Social responsibility,
Harmony, Patriotism, Productivity
Teacher-made Learner’s Home Tasks
25. Teacher-made Learner’s Home Task
Subject Matter- pertains to the particular
topic/content or skill that the lesson focuses on
Examples:
English 5 – Filling out Forms
Malikhaing Pagsulat 12 -Mga Pandamang Danas
o Sensory Experience
EsP 6- Mapanuring Pag-iisip
PE & Health 12 –Health Related Fitness
English 7- Simple Past Tense of Regular Verbs
III. Subject Matter
26. IV. Procedure
A. Readings
- selection/article/write-
up/relevant information that provides
concepts and ideas about the learning
emphasized in the activities
27. IV. Procedure
B. Exercises
Exercise 1 – developing mastery
- learner demonstrates learning
through assessable activities
Exercise 2 – additional activity for the learner to
be confident in his/her knowledge/competencies
28. IV. Procedure
Directions
- specific instructions on the basis of which the
students will answer the items
-state whether the students will select the
answer or supply the answer
29. IV. Procedure
C. Assessment/Application
•Assessment - way of assessing whether the learning
objectives have been met
-measures the performance
described in the specific
objectives
•Application - structured to ensure the commitment of
the learners to do something to apply their new
learning in their own environment
31. “Every teacher shall uphold the highest
standards of quality education, shall
make the best preparations for the
career for teaching , and shall be at his
best at all times in the practice of his
profession.”
Article IV, Section 2
(Code of Ethics for Professional Teachers)
State the following:
On June 17, 2016, the Department of Education issued an order which institutionalizes instructional planning thru the use of the Daily Lesson Plan and Detailed Lesson Log. The guidelines aim to support teachers in organizing and managing their classes and lessons effectively and efficiently, and ensure the achievement of learning outcomes.
