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Module 2 Lesson 2 Act 1

The document discusses unpacking and combining the minimum expected learning competencies (MELCs) for curriculum standards. It explains that unpacking MELCs into learning objectives is important to systematically design learning activities and address learner needs. When unpacking or combining MELCs, considerations include alignment to content and performance standards, prerequisite skills, and logical sequencing of objectives.

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Raquel Bona Viñas
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22 views1 page

Module 2 Lesson 2 Act 1

The document discusses unpacking and combining the minimum expected learning competencies (MELCs) for curriculum standards. It explains that unpacking MELCs into learning objectives is important to systematically design learning activities and address learner needs. When unpacking or combining MELCs, considerations include alignment to content and performance standards, prerequisite skills, and logical sequencing of objectives.

Uploaded by

Raquel Bona Viñas
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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Module 2.

Lesson 2

ACTIVITY 1.

1. What is the importance of unpacking and combining the MELCs?

MELCs intends to provide instructional space among teachers to deliver quality instruction amidst the
limited learning modalities and shortening of the school year. Likewise, it does not confine teachers in
navigating the peculiarities of the learning experiences. Unpacking curriculum standards into learning
objectives through the MELCs essential in order to systematize learning activities and effectively address
the varying needs of learners and the challenges of instructional deliveries.

MELCs could likewise be combined to observe efficiency in the development of learning resources, since
MELCs in each learning area are all interrelated and anchored on the content and performance
standards. Combining at least two MELCs will allow teachers to effectively design instructional
resources without veering away from the standards prescribed by the curriculum.

2. What considerations must be taken in unpacking and combining the MELCs? Explain
each?

When unpacking the MELCS, the following are need to be considered:


● Alignment on the Content and Performance Standards - The MELCs are not a departure
from the standards-based design, which is one of the main features of the K to 12 Curriculum. In fact,
there are no MELCs without the content and performance standards.
● Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater to
higher-order cognitive demands. As such, lower cognitive demand may be considered first in creating
learning objectives. This ensures that prerequisite knowledge and skills that would enable the
achievement of MELCs, and eventually the content and performance standards, are addressed.
● Logical sequence of learning objectives - Since the intention of unpacking the MELCs is to
provide systematic learning experiences for learners, it is incumbent that the unpacked learning
objectives follow a logical sequence.

In combining MELCs, teachers should take note of the following criteria:


● Commonality of content, topic, or theme - MELCs to be combined should show commonality
and relatedness in content, topic, or theme. This ensures that essential content and topic will not be
watered down.
● Alignment with the Content and Performance Standards - Just like in the unpacking of
MELCs, combining two or more should aid in the achievement of the content and performance standards.

3. Do all the MELCs need to be unpacked or combined? Why or why not?


Yes. Unpacking/combining MELCs results in a form more easily translated into specific
objectives for daily lesson plans. This process helps educators focus on what is essential for
instruction.

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