LDM 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