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LDM2 REFLECTION Module 2 Lesson 1

The document discusses the development and rationale of the Minimum Essential Learning Competencies (MELCs) in the Philippines in response to school closures during the COVID-19 pandemic. The MELCs were established by the Department of Education to ensure learning requirements continue to be met for students. They are the result of an ongoing curriculum review directed by the Secretary of Education two years ago. Teachers were taught how to unpack and combine MELCs to help stay focused on objectives and ensure positive learning outcomes for students of varying abilities.

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Teresa Navarrete
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7K views1 page

LDM2 REFLECTION Module 2 Lesson 1

The document discusses the development and rationale of the Minimum Essential Learning Competencies (MELCs) in the Philippines in response to school closures during the COVID-19 pandemic. The MELCs were established by the Department of Education to ensure learning requirements continue to be met for students. They are the result of an ongoing curriculum review directed by the Secretary of Education two years ago. Teachers were taught how to unpack and combine MELCs to help stay focused on objectives and ensure positive learning outcomes for students of varying abilities.

Uploaded by

Teresa Navarrete
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
REGION III
Schools Division of Pampanga

REFLECTION
Background, Rationale, and Development
of MELCs
(MODULE 2 - LESSON 1)

The closing of schools around the world has raised significant challenges
to the delivery of quality basic education in the ongoing global crisis. The MELCs
were established by DepEd to ensure that the learning requirements are still met
in response to the needs of the learners.

The MELCs is not only identified in response to the challenge of delivering


learning in the time of COVID-19 but is actually the accelerated result of the
curriculum review that the Secretary has directed as early as two years ago. It
responds to the findings that there are overlaps and congestion in the curriculum.

Also, the DepEd provided a list of characteristics of essential learning


competencies to identify the most essential one. Two or more competencies’ with
the same objectives were also merge to trim down the number of the essential
learning competencies.

Furthermore teachers were taught how to unpack and combine MELCs in


this module. Unpacking and combining can help teachers stay on task in crafting
the learning task for our students by writing more specific objectives. Teacher
can be more focused on specific activities that target the objectives made,
avoiding wasting of time and effort and ensuring positive learning outcome.

Hence, unpacking made us realize how learning tasks are designed


following the spiral progression. One process of unpacking is writing objectives
following the revised Bloom's Taxonomy. All activities are arranged according to
the level of difficulty to make sure that all learners of different capabilities are
given equal opportunities

Lastly, module 2 inspired us to consider unpacking as part of our lesson


preparation. With the knowledge gained from this module and our experience in
unpacking MELCs, this paved the way for us to have a strong passion for
teaching and a desire to help our students to be more successful in their studies
in this school year.

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