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?

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?

ACTIVITY 2.

Familiarize yourself with the course reading on the Development and Design of the MELCs.
After going through the document, 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?
2. How does curriculum review aid in the identification of essential learning competencies?
3. What is the difference between essential learning competencies and desirable learning
competencies?
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?
5. What is the importance of the MELCs in ensuring the delivery of quality instruction?

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING

OBJECTIVES

ACTIVITY 1.
Familiarize yourself with the course reading on Unpacking and Combining the
MELCs. After reading the document, provide a brief and concise response to the
following guide questions in your Study Notebook:
1. What is the importance of unpacking and combining the MELCs?
2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
3. Do all the MELCs need to be unpacked or combined? Why or why not?
MODULE 3A: DESIGNING INSTRUCTION IN THE DIFFERENT LEARNING
DELIVERY MODALITIES

ACTIVITY 3.
Consider the situation in your School/Division—your organizational capabilities, your
level of resources (infrastructure, financial, human), level of experience in DL, health
and safety status, context and capacities of your learners and their households, etc.
Then rank the DL types—MDL, ODL, TVBI, RBI, and BL—from easiest to most
difficult to implement. Give the reasons for your ranking of each. Replicate the
following table and write your answers in your Study Notebook.
Be prepared to discuss your ranking at your next LAC Session.

Ranking (1 to 5, from Type of DL Why?

easiest to hardest to
implement)
1.

2.

3.

4.

5.

ACTIVITY 4.
The LCP assures that all possible measures will be taken to ensure that no child will be
excluded from learning during the COVID-19 crisis. Think about groups of learners in
your School/Division who might require special consideration to be able to participate
in DL. Describe what targeted interventions you would develop to include them. Listed
below are some examples which may be relevant to your context. Add others as
appropriate. Write down your answers in your Study Notebook and share your ideas
at your next LAC Session.

Learner Group Targeted Intervention

earners without parents or household

member who can guide and support their
learning at home
Beginning readers (K to 3)

Struggling readers (Grades 4-12)

No access to devices and Internet

Inaccessible (living in remote and/or unsafe

areas)

Indigenous Peoples

Persons with Disabilities

Others? Specify.

earners without parents or household

member who can guide and support their
learning at home

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT

LDMs

ACTIVITY 1.
Read DO 42, s2016 on Policy Guidelines on Daily Lesson Preparation. As you go
through the document, write down your answers to the following questions in your
Study Notebook:
1. What is Lesson Designing or Lesson Planning?
2. Why is lesson designing important?
3. What are the three elements or components of a well-designed lesson?

ACTIVITY 2.
The second component of a well-designed lesson asks teachers to select and sequence
teaching and learning activities that would help learners meet the learning objectives.
These learning tasks can be presented (1) before the lesson, (2) during the lesson
proper, and (3) after the lesson.
In your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

Refer to the list of learning tasks below, and identify which section of the lesson these
learning activities can be presented by placing each task under the appropriate column.
List of Learning Tasks
1. Wrap up activities
2. Review previous lesson
3. Clarify concepts from previous lesson
4. State lesson objectives as guide for learners
5. Provide learners with feedback
6. Present connection between old and new lesson and establish purpose for new lesson 7.
Emphasize key information and concepts discussed
8. Assess whether lesson has been mastered
9. Check for learners’ understanding
10. Explain, model, demonstrate, and illustrate the concepts, ideas, skills, or processes that
students will eventually internalize
11. Help learners understand and master new information
12. Ask learners to recall key activities and concepts discussed
13. Reinforce what teacher has taught
14. Transfer ideas and concepts to new situations
15. Present warm-up activities to establish interest in new lesson
16. Check learner’s prior knowledge about the new lesson

ACTIVITY 3.
Lesson design does not end after implementing the lesson. After the delivery of the lesson,
teachers should take time to reflect on what worked well and why, and what could have
been done differently. Identifying successful and less successful activities and strategies
would make it easier to adjust and revise the lesson plan as needed.
In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or Detailed
Lesson Plan (DLP) listed below, then highlight which part/s is/are accomplished after the
lesson is delivered.
Components of the DLL/DLP
I. Objectives
II. Content
III. Learning Materials and Resources
IV. Procedures
V. Remarks
VI. Reflection

ACTIVITY 4.
Read the handout Designing Lessons in DL. In your Study Notebook, recreate and accomplish the
following table. Then choose one lesson from a Self Learning Module (SLM) for students that you
have on hand. Imagine that you will deliver this lesson to your learners through DL. In the second
column, identify which of these tasks are already present in the SLM. In the third column, identify
which has to be presented via technology-mediated resources, supplementary learning materials,
or other means.
Learning Delivery Modality (select one):  ODL  MDL  TV/RBI  BL
Grade Level and Learning Area: ____________________________________
Lesson/Topic: ___________________________________________
Learning Objectives:____________________________________
Learning Resources/Materials Needed: __________________________________
Additional Remarks: (ex. can be
done via voice calls, can be
facilitated by a household
Part of Lesson / Learning Tasks partner, can be done via a
Check if already learning activity sheet, can be
present in the SLM presented via an internetbased
resource, can be facilitated
during a synchronous learning
session, etc.)

Before the Lesson

1. Review previous lesson
2. Clarify concepts from previous lesson
3. Present warm-up activities to establish
interest in new lesson
4. Check learner’s prior knowledge about
the new lesson
5. Present connection between old and new
lesson and establish purpose for new lesson
6. State lesson objectives as guide for
learners
Lesson Proper

1. Explain, model, demonstrate, and

illustrate the concepts, ideas, skills, or
processes that students will eventually
internalize
2. Help learners understand and master new
information
3. Provide learners with feedback
4. Check for learners’ understanding
After the Lesson

1. Wrap up activities
2. Emphasize key information and concepts
discussed
3. Ask learners to recall key activities and
concepts discussed
4. Reinforce what teacher has taught
5. Assess whether lesson has been mastered
6. Transfer ideas and concepts to new
situations

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can you create or
curate to supplement the SLM?
2. What kind of additional support can you give: a) the learner, and/or b) the household partner so that they
are guided throughout the lesson?
3. How can the teacher gather feedback on the different learning tasks, in order to refine or modify current
and future lessons?

ACTIVITY 5.
Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines on
Classroom Assessment to learn about assessment.

In the policy, you will find out about the two types of assessment: formative and summative. Take note of
the similarities and differences between the two. Write your answers in a Venn diagram in your Study
Notebook. Follow the example below.
ACTIVITY 6.
There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on Classroom
Assessment to see examples such as games, quizzes, and interviews. These methods that are commonly
used in the classroom may be modified to be suitable for DL.

Which assessment methods can you adapt in DL considering the content area that you are teaching? In your
study notebook, recreate the following table and list five methods that you would like to try. For each one,
write how you plan to use it in DL.
Assessment

Assessment Method How to Adapt the Assessment Method in DL

Example: Short quiz I will send a three-item quiz via text message before the lesson. Based on the
responses, I will take note of the common misconceptions and clarify them to
the learners during our online session or via text message.
1.

2.

3.

4.

Be ready to share your output when you meet with your LAC group after completing this module. Try to
answer these questions with your colleagues:
1. What assessment methods are common among the group members?
2. What are the challenges in doing assessment in DL?
3. Despite the challenges, what opportunities can you and your colleagues explore to make assessment
doable in DL?

ACTIVITY 7.
Sample learning outputs obtained from different assessment methods may be collected to build a learner’s
portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out how to construct and
use it.
After reading the references, answer the following quiz to check your understanding about using a portfolio
to assess the learner.

Questions True False

1. A portfolio mainly displays the academic achievements of the learner.

2. Testimonies of parents/guardians and learning facilitators regarding the learner’s
progress may be included in a portfolio.
3. There is a fixed list of items that should be included in a portfolio.
4. The teacher can only comment on a learner’s portfolio.
5. For asynchronous learning, teachers allow learners to work on their outputs
during their own time. The latter will submit the portfolio within the schedule that
the teachers set.
6. The learners may submit, store, and manage their portfolio via file sharing
programs or they may submit the actual softcopies of their work saved on a
CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or physical forms may be
handed over to the teacher by the parents or learning facilitators.
LESSON 3: GUIDING AND MONITORING LEARNERS IN THE DIFFERENT LDMs

ACTIVITY 1.
Answer the simple check-up quiz below. Read and match the descriptions in column A with the terms in
column B. Write your answers in your Study Notebook.

Column A Column B

1. These are the knowledge, understanding, a. learning area

skills, and attitudes that learners need to
demonstrate in every lesson and/or learning task.
2. These are the formative learning opportunities b. mode of delivery
given to learners to engage them in the subject
matter and to enhance their understanding of the content.
3. This refers to the prescribed subject that learners take. c. learning competencies
4. This refers to the method of submission of learning d. learning task
outputs preferred by the learner/parent based on their context.

ACTIVITY 3.
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-CI-2020-00162. After you read the
guidelines on creating an ILMP, copy and fill out the table below in your Study Notebook to see how the
ILMP differs from the WHLP.

Weekly Home Learning Plan Individual Learning Monitoring

(WHLP) Plan (ILMP)

Purpose
For Whom?
Components
Has to be communicated to
parents?
MODULE 3B: LEARNING RESOURCES

LESSON 1: LEARNING RESOURCE MAPS FOR DISTANCE LEARNING

ACTIVITY 1.
The DepEd Memorandum on Suggested Strategies in Implementing LDMs for SY
2020-2021 included the Learning Resources (LR) Map as a guide in selecting the
appropriate Distance LDM to be implemented in Schools/Divisions. Study this map
and answer the following questions in your Study Notebook:

1. Based on the map, what resources should you have in order to implement the LDM
adopted by your School/Division?
2. Do you have the complete resources for the Distance LDM needed in class? If the LRs
are not complete or not available, what steps will you take to make these available? What
are your options to substitute these missing LRs?
3. What support will you need to maximize the use of the two DepEd-sanctioned LR
Portals? From whom can you get this support?
4. Based on your evaluation of the materials, are they appropriate to the level and
characteristics of learners? Are there learners who might be disadvantaged by the materials
(based on reading ability, level of learning independence, level of household support,
distance)? What adjustments will you make in terms of the LRs?

LESSON 2: ACCESSING LEARNING RESOURCES FROM DepEd PORTALS

ACTIVITY 1. Establish access to the following portals:

Explore the Portals. In your Study Notebook, answer the following questions:
1. Given the LDM adopted in your School, how can the two DepEd portals respond to your
LR needs and those of your learners’? How do they complement the LRs that you already
have?
2. What are the challenges in accessing the LRs in the portals both for you and your
learners? How will you overcome these challenges?
3. What support will you need to be able to maximize the use of the LR Portals? From
whom can you get this support?

LESSON 3: ASSESSING THE LR MATERIALS

ACTIVITY 1.
Study the LR Rapid Assessment Tool. Download an LR from either DepEd Commons or
LRMDS Portal and assess the material using the tool. Answer the following questions in
your Study Notebook:
1. Was the material able to meet all the requirements?
2. Were there any questions in the assessment tool where you answered “No” or “Cannot Be
Determined”? What decision will you make on the LR material? Why?
3. Are there other aspects of the material not covered by the tool but still need to be
assessed? Specify which aspect/s.
4. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?

ACTIVITY 2.
Explore other non-DepEd LR portals/platforms you can find online. Take note of the
portals in your Study Notebook. Download at least one LR from each portal. Assess
the materials using the same tool and answer the following questions in your Study
Notebook:

1. Based on the Assessment Tool, how does the material from a non-DepEd Portal compare
with the LR from the DepEd Portal?
2. Based on the results of the Assessment Tool, what improvements do the materials — both
from DepEd and Non-DepEd portals — still need?
3. How does this exercise help you in picking the right and appropriate LRs for your lesson
and your learners?

ACTIVITY 3.
Choose one of the LR materials that you have developed. Assess this material using the
same tool. Answer the following questions in Your Study Notebook:
1. How does your material compare with the ones that are obtained from the online portals?
2. What improvements do you still need to make in your developed material?
MODULE 4: PLANNING FOR CONTINUING PROFESSIONAL DEVELOPMENT
AND LAC PLANNING

LESSON 1: REFLECTING ON PROFESSIONAL LIFE AND DEVELOPMENT

ACTIVITY 3.
Answer the following questions by constructing and filling out the table in your Study
Notebook. How do you envision your teaching practice in the next few months as you
use the LDM adopted by your School? What is your goal in terms of your teaching
practices in the modalities? What motivates you to achieve this goal? What do you
think will help you attain this goal?
Add as many rows as you need for your answers

What is your goal toward What will push you to What will help you attain
improving your teaching achieve this goal? this goal?
practices in the modalities?
MODULE 5: BUILDING THE TEACHING PORTFOLIO RELATED TO THE
IMPLEMENTATION OF THE MODALITIES

ACTIVITY 2.
Study the Reading on Portfolios from the Glossary of Education Reform. Based on
your reading, reflect on the following questions and jot down your answers in your
Study Notebook:
1. How will your Portfolio help you in tracking the progress of your teaching practice in
your School’s LDM?
2. What evidence from the previous modules will help capture the progress of your teaching
practice? 3. Why is writing down your reflections an integral part of your Portfolio?