MODULE-2-PRESENTATIONIIIKWELJFWEHFEWJIIIIIIG.pptx

PRESENTATIONDYQWFGWY

1. Development of melcs The release of the MELCS is not just a response to addressing the challenges of the current pandemic but is also part of the department’s long-term response to the call of SDG4 to develop resilient education systems, most especially during emergencies.

2. Difference of ESSENTIAL LEARNING COMPETENCIES AND DESIRABLE LEARNING COMPETENCIES

3. ESSENTIAL LEARNING COMPETENCIES What the students need, considered indispensable in the teaching and learning process and to build skills to equip learners for subsequent grade level and consequently for lifelong learning.

4. DESIRABLE LEARNING COMPETENCY defined as what may enhance education but not necessary in building foundational skills

5. ESSENTIAL LEARNING COMPETENCY IS ESSENTIAL IF…. 1. It is aligned with national, state or local standards/frameworks 2. It connects the content to higher concepts across content areas 3. It is applicable to real-life situation

6. ESSENTIAL LEARNING COMPTENCY IS ESSENTIAL IF…. 4. It could be important to students to acquire the competency after s/he left the particular grade level 5. It would not be expected the most students would learn this through their parents/community if not taught in school

7. LEARNING COMPTENCY IS RETAINED MERGED DROPPED REPHRASED **** SATISFIES THE ENDURANCE CRITERION

8. unpacking and combining of essential melc s

9. Intends to provide instructional space among field implementers to deliver quality instruction amidst limited learning modalities and shortening of school year.

10. it is needed to systematized learning activities and effectively address the varying needs of learners and the challenges of the instructional deliveries

11. In unpacking the MELCs into learning objectives, you need to consider the following: * Alignment on the content and performance standards * prerequisite knowledge and skills * logical sequence of learning objectives

12. COMBINING MELCs * In combining MELCs, 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. To reiterate, MELCs are not a departure from the standards-based design of the curriculum.

13. As seen in the tables, out of the six MELCs identified for A raling P anlipunan 1 Q uarter 1, MELCs 1 & 2 and 3 & 4 are related and manifest a common content or topic: personal identity for the first two and change and continuity for the latter. The combination of these MELCs do not affect the attainment of both the content and performance standards as articulated in the said quarter.