Maximizing MELC Most Essential Learning Competencies Ms Elisha

Maximizing MELC (Most Essential Learning Competencies) Ms. Elisha D. Ponciano Senior High School Head

Expectations?

“Education cannot wait. If learning stops, we will lose human capital. ” - UNESCO

Most Essential Learning Competencies (MELC) • To be used nationwide by field implementers for SY 2020 -2021 ONLY • Used to inform and enrich the curriculum review • Long-term response to develop resilient education systems most especially during emergencies • Used to ensure education continuity through the curriculum dimension

Most Essential Learning Competencies (MELC) • Enable to focus instruction to the most essential and indispensable competencies that our learners must acquire • Lighten the burden of converting classroom-oriented learning resources into learning resources adapted to distance learning

Review covers the following • Mapping of the essential and desirable learning competencies within the curriculum; • Identification of prerequisite knowledge and skills needed to prepare students for essential learning; and • Analysis of the interconnectedness of prerequisite knowledge and skills among the learning competencies for each subject area.

The learning that will stay with you… EU : insights that a learner gains by going the work of understanding Ex. Making connections in our learning that help us make sense into existing understanding According to Director Joyce Andaya Worth being familiar with Important to know and do Big Ideas and Enduring Understanding

Characteristics of an Essential Learning Competency

As a general rule, Learning competencies are: RETAINED if it satisfies the endurance criterion which greatly contributes to life-long learning and is pre-requisite skill to the next grade level MERGED DROPPED REPHRASED -if they have the same objective or learning intention -Too specific - To be more concise -Recurring -Subsumed in another learning competency

What conditions guided you in your decision as the curriculum implementer?

Learning Design Options MODALITY - Full online, Blended, Web-enable, F 2 F PACING - self-paced - Class- paced STUDENT- TEACHER RATIO - 35 to 1 PEDAGOGY - ROLE OF ONLINE ASSESSMENT - Determine if student is ready for the new content - Tell system how to support the student - Provide student or teacher with information about learning state - Input to grade - Identify students at risk of failure Expository Practice Exploratory Collaborative

Instructor Role Online • Active instruction online • Small presence online • None Student Role Online • • Listen or read Complete problem or answer questions Explore simulation and resources Collaborate with peers Online Communication • Asynchronous only Synchrony • Synchronous only • Some blend of both Source of Feedback • Automated • Teacher • Peers

How can teachers maximize the MELCs?

Curriculum Integration • Integrated curriculum, interdisciplinary teaching, thematic teaching, synergistic teaching… • An integrated study is one in which children broadly explore knowledge in various aspects related to certain aspects of their environment (Humphreys, Post, and Ellis, 1998)

Curriculum Integration • It views learning and teaching in a holistic way and reflects the real world, which is interactive. (Shoemaker, 1989) • A knowledge view and curricular approach that consciously applies methodologies and language from more than one discipline to examine a central theme, issue problem, topic or experience (Jacobs, 1989)

Integrative Teaching • Synonymous with interdisciplinary curriculum • “a curriculum organization which cuts across subject matter lines to focus upon comprehensive life problems or broad areas of study that brings together various segments of curriculum into meaningful associations(Good, 1973)

In general, all the definitions of integrated curriculum or interdisciplinary curriculum include: • • A combination of subjects An emphasis on projects Sources that go beyond textbooks Relationship among concepts Thematic units as organizing principles Flexible schedules Flexible student grouping

Something to think about… Unfortunately, the reality of the situation is that students tend to learn what they were taught. If teachers teach separation and discontinuity, that is what students learn.

• Did your school engage in integrative teaching? • Why don’t some schools engage in integrative teaching?

• Requires more planning time • Require more than one teacher to work with the same class at the same time • Epistemological: Disciplines are different. Subjects are ends in themselves. Integration undermines their integrity.

Concept Mapping

Building Lessons Around a Theme Preschool & Primary Filipino Mother Tongue Buwan ng Wika English AP

Building Lessons Around a Theme Intermediate & Junior High School Filipino Araling Panlipunan Buwan ng Wika English Philippine Literature TLE

Building Lessons Around a Theme Senior High School Pagbasa at Pananaliksik sa Wikang Filipino 21 st Century Literature from the Philippines Buwan ng Wika Understanding Culture, Society, and Politics Personal Development

Threading the Competencies Language/ Grammar • Phrases and Sentences Reading • Getting main idea Writing • Expressing one’s writing skills

Team Planning leading to Team Teaching English Arts Music

Integrative Teaching Strategies (ITS) a. Integrate – “To put things together” • • The lesson and real life situation The lesson and a lesson from other subjects The lesson and meaningful activities The lesson and their intelligences and learning styles b. It paves the way to connect what is learned in school to real life world rather than isolated facts and information

Objectives of Integrative Teaching Strategies 1. 2. 3. 4. 5. 6. 7. To foster security and satisfaction To promote cooperative learning To help develop sense of values To help develop self- direction To foster creativity To provide opportunities for social action To help evaluate learning

Characteristics of the Learning Experiences for Meaningful Integrative Activities 1. Problem- based 2. Contextualized Learner’s comprehension and scope of experience 3. Continuous development 4. Cooperatively planned by teachers and students

Three Modes of Integrative Teaching Strategies 1. Thematic Teaching 2. Content-based Instruction 3. Focusing Inquiry

Thematic Teaching • Linking of content and process from variety of disciplines • Provides coherence among the activities

Focusing Inquiry • Inquiry – dynamic process of being open to wonder and puzzlements and coming to know and understand the world • Inquiry-based learning – a process where students are involved in their learning, formulate questions, investigate widely and then build new understanding, meanings and knowledge

Focusing Inquiry • An instructional approach that engages students in investigating real world questions • Students acquires and analyze information, develop and support propositions, provide solutions and design technology and art products that demonstrate their thinking and make their learning visible

Inquiry Process What kinds of questions work best?

Part 2: Guide for Teachers in use of MELCs

Guide for Teachers in use of MELCs (Kindergarten) • May be taught repeatedly to help the learner acquire the necessary knowledge, skills, and values • Unpack the MELCs into more specific learning competencies using the CG • May add more sub-competencies depending on the need of the learners, and as time allows

Quarter 1 – Week 1 Content Standards Ang bata ay nagkakaroon ng pag-unawa sa sariling ugali at damdamin. Performance Standards MELCs Sub. Competencies Ang bata ay nakapagpapamalas ng kakayahang kontrolin ang sariling damdamin at paguugali, gumawa ng desisyon at magtagumpay sa kanyang mga gagawin 1. Nakikilala ang sarili a. Pangalan b. Kasarian c. Gulang d. Gusto at digusto e. Use the proper expression in introducing oneself - Talk about one’s personal experiences - Naipakita ang tiwala sa sarili na tugunan ang isang pangangailangan nang magisa

ARALING PANLIPUNAN

Araling Panlipunan • Hinango mula sa mga learning competencies ng K to 12 Araling Panlipunan Curriculum Guide kung saan ito ay pinag-aralan kung: – Retained – Merged – Rephrased – Subsumed o deleted

ENGLISH

English • Literacy and oracy skills necessary in acquiring the content knowledge in other learning areas • Work in close with other competencies in other subjects thus maintaining the curricular quality of integration

Example: Grade 4 Q 1 Identify different meanings of content specific words (denotation and connotation) • English, Math, and Science

Factors considered in lessen MELCs • Recurrence • Ability to be clustered together

Recurrence Example: Key Stage 2 (G 6 Q 2) - Detect biases and propaganda devices used by speaker Key Stage 3 (G 8 Q 3) - Examine biases (for or Against) made by the author

Key term Principle of curriculum flexibility and differentiated instruction

Ability to be clustered together Example - Use a variety of informative, persuasive, and argumentative writing techniques Competencies needed - Making stand - Gathering information from various sources - Citing sources of information

Horizontal Alignment

Grade 2

• Re-teach certain competencies needed for their achievement • Unpack the MELCs into more specific learning competencies as guided by the original 2016 English Curriculum Guide

EDUKASYON SA PAGPAPAKATAO (ESP)

Edukasyon sa Pagpapakatao (Es. P) Halimbawa: Baitang 1, Unang Markahan - Nasasabi na nakatutulong sa paglinang ng sariling kakayahan ang wastong pangangalaga sa sarili Baitang 3, Ikatlong Markahan - Nakapagpapahayag ng isang tanda ng mabuting pag-uugali ng Pilipino ang pagsunod sa tuntunin ng pamayanan

Apat na Uri ng mga Kasanayan sa Pampagkatuto • Unang LC – Knowledge – Anong kaalaman ang kailangan upang maipamalas ng mag-aaral ang pag-unawa? • Ikalawang LC – Comprehension, Analysis, and Evaluation – Anong kasanayan ang dapat maipamalas tingo sa pag-unawa?

Apat na Uri ng mga Kasanayan sa Pampagkatuto • Ikatlong LC - Comprehension and Synthesis (EU) – Ano ang pinakamahalagang mensahe na dapat maunawaan ng mag-aaral? • Ika-apat na LC – Application (PT) – Ano ang dapat maipamalas ng mag-aaral bilag patunay ng pag-unawa?

Katangian ng MELCs • Endurance • Leverage Note: Kung walang batayang Konsepto, hndi maipahahayag nang malinaw ang expert system of knowledge (Etika at Career Guidance)

Apat na Katangian ng Batayang Konsepto a. Pangmatagalan o pang-habang buhay (Endurance) b. Batay sa mga disiplina ng Es. P (Disciplinedbased) c. May nakapaloob na mga konsepto (Needs Uncoverage) d. Mapupukaw nito ang interes, atensyon, at pakikilahok ng mag-aaral (Potentially Engaging)

Kinakailangan sa Paggamit ng Es. P MELCs 1. Isaalang- alang Pangkalahatang Pamantayan sa bawat baitang. 2. Pag-aralan ang bawat MELC ayon sa Pamantayang Pangnilalaman at Pamantayan sa Pagganap ng bawat quarter o paksa

Kinakailangan sa Paggamit ng Es. P MELCs 3. Sa JHS, bigyang prayoridad sa pagtuturo at pagpili ng learning resources ang paglinang ng Batayang Konsepto na nasa ikatlong LC ng paksa at ang edidensya ng pagkaunawa nito Baitang 1 -6 Mahalaga ang paghinuha o pagtukoy mismo ng mga guro ng Batayang Konsepto na ipinahihiwatig ng isang LC o kalipunan ng mga LC, kahit hindi direktang binanggit ito.

4. Gamitin ang mga modyul o Learning Resources ayon sa tatlong hakbang sa itaas. 5. Maaaring gamitin ang mga gawain sa aklat o Learner’s Module bilang pagtatasa ng pagkatuto

Grade 7, Unang Markahan

FILIPINO

Katangiang Taglay ng MELCs sa Filipino 1. Pag-uulit ng ilang MELCs sa iba pang markahan ng bawat baitang kung kinakailangan sa lalong paglinang nito.

2. Pag-unpack ng MELCs para sa mga tiyak na Kasayanang Pampagkatuto

3. Pagpili ng mga magkakasamang MELCs na sasakto para sa walong Linggo

MATHEMATICS

Twin Goals of Mathematics • Problem Solving • Critical Thinking

MELCs in Math • Puts premium on the development of numeracy skills rather than contentknowledge • Development of HOTS which goes beyond procedural fluency

Skills and Processes • • Knowing and understanding Estimating, computing, and solving Visualizing and modelling Representing and communicating Conjecturing Reasoning. , proving, and decision making Applying and connecting

Values and Attitudes • • • Accuracy Creativity Objectivity Perseverance Productivity

Example

Using MELCs in Math 1. Appraise the content standards in each quarter of your grade level. 2. Plan the instructional activities suited to the type of learning delivery modality being used based on the performance standards specified in a particular quarter. 3. Examine the identified MELCs for each week. 4. In your IP, design activities or assessment tasks whereby learners will have a great deal analysis and problem-solving

MAPEH

MOTHER TONGUE

Mother Tongue • First key stage – first language • Significant in providing the literacy and oracy skills necessary in acquiring content knowledge

Example • Interprets a pictograph based on a given legend • Deals with the skill to draw meaning from non-prose texts, a knowledge which is especially useful in Math

SCIENCE

Goal • Development of scientifically, technologically, and environmentally literate and productive members of society who manifest skills as: – Critical problem solvers – Responsible stewards of nature – Innovative and creative citizens – Informed decision makers, and – effective communicators

EPP/TLE

Four Components a. Industrial Arts (IA) b. Home Economics (HE) c. Agriculture and Fishery Arts (AFA) d. Information, Communication and Technology (ICT)

Objectives of EPP and TLE Edukasyong Pantahanan at Pangkabuhayan - Enable the learners acquire technical knowledge, skills, and values in the four components Technology and Livelihood Education - Make the learners technologically proficient to help lead them in pursuing a career or livelihood training

Things to consider in utilizing MELCs in teaching TLE • Entrepreneurship is embedded in the four components of EPP/TLE; • To be unpacked by the teacher • Sub learning competencies that are recurring and redundant were removed • There is a quarter 0 for grade 4 -6.

Things to consider in utilizing MELCs in teaching TLE • There is an option to choose four mini courses in ICT/AFA/HE/IA or one of the components may be chosen for the duration of the whole year for Grade 7/8 • The last two to three weeks are allotted for entrepreneurship for Grade 7/8

• Handicraft and other TVL specializations – Local materials should be available at home and in the community. • Consider the resources so the students can still be able to do the tasks in the MELCs