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    Most Essential Learning Competencies

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    MARITES VILLAROMAN
    This document outlines an implementation monitoring and evaluation tool for Most Essential Learning Competencies (MELCs). It contains several parts that evaluate different aspects of MELC implementation, including: professional development and preparation of teachers before and during implementation; time allotment for lessons; learning resources provided; delivery of learning through various modalities; and ensuring academic ease and focus on competency achievement. Each part contains several questions to assess adherence to MELC guidelines regarding teacher training, lesson planning, resource provision, modality use, and support for struggling students.

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    Most Essential Learning Competencies

    Uploaded by

    MARITES VILLAROMAN
    22 views4 pages
    This document outlines an implementation monitoring and evaluation tool for Most Essential Learning Competencies (MELCs). It contains several parts that evaluate different aspects of MELC implementation, including: professional development and preparation of teachers before and during implementation; time allotment for lessons; learning resources provided; delivery of learning through various modalities; and ensuring academic ease and focus on competency achievement. Each part contains several questions to assess adherence to MELC guidelines regarding teacher training, lesson planning, resource provision, modality use, and support for struggling students.

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    This document outlines an implementation monitoring and evaluation tool for Most Essential Learning Competencies (MELCs). It contains several parts that evaluate different aspects of MELC implementation, including: professional development and preparation of teachers before and during implementation; time allotment for lessons; learning resources provided; delivery of learning through various modalities; and ensuring academic ease and focus on competency achievement. Each part contains several questions to assess adherence to MELC guidelines regarding teacher training, lesson planning, resource provision, modality use, and support for struggling students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    22 views4 pages

    Most Essential Learning Competencies

    Uploaded by

    MARITES VILLAROMAN
    This document outlines an implementation monitoring and evaluation tool for Most Essential Learning Competencies (MELCs). It contains several parts that evaluate different aspects of MELC implementation, including: professional development and preparation of teachers before and during implementation; time allotment for lessons; learning resources provided; delivery of learning through various modalities; and ensuring academic ease and focus on competency achievement. Each part contains several questions to assess adherence to MELC guidelines regarding teacher training, lesson planning, resource provision, modality use, and support for struggling students.

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    © All Rights Reserved
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    of 4

    Most Essential Learning Competencies (MELCs)

    Implementation Monitoring and Evaluation Tool

    Part I.A. PROFESSIONAL DEVELOPMENT FOR TEACHERS BEFORE MELCS


    IMPLEMENTATION
    1. Did the school/SDO conduct MELCs Orientation? (MOVs: Memorandum, Activity
    Report, attendance sheet)

    2. Were teachers capacitated on how to use the different learning delivery modalities?
    (MOVs: Memorandum, Activity Reports on the different trainings conducted, Certificate
    of Participation, attendance sheet)

    3. Were teachers capacitated on how to navigate/manage learning management system


    (LMS)? (MOVs: Memorandum, Activity Reports on the different trainings conducted,
    Certificate of Participation, attendance sheet)

    4. Were teachers capacitated on how to access learning resources in the DepEd LR


    Portal and DepEd Commons? (MOVs: Memorandum, Activity Reports on the different
    trainings conducted, Certificate of Participation, attendance sheet)

    5. Were teachers capacitated on how to unpack broad learning competencies? (MOVs:


    Memorandum, Activity Reports on the different trainings conducted, Certificate of
    Participation, attendance sheet)

    6. Were teachers capacitated on how to develop learning resource materials aligned


    with MELCs? (MOVs: Memorandum, Activity Reports on the different trainings
    conducted, Certificate of Participation, attendance sheet)

    7. Were the teachers capacitated on how to prepare Weekly Home Learning Plan?
    (MOVs: Memorandum, Activity Reports on the different trainings conducted, Certificate
    of Participation, attendance sheet)

    8. Were teachers capacitated on mental health and well-being? (MOVs: Memorandum,


    Activity Reports on the different trainings conducted, Certificate of Participation,
    attendance sheet)

    Part I.B. TEACHER’S PREPARATION BEFORE & AFTER IMPLEMENTING THE


    MELCS
    1. Does the teacher prepare Weekly Home Learning Plan (WHLP) to ensure that
    learners are on task and are guided on what they are expected to accomplish within a
    specific week? (MOVs: File of WHLPs for a month)

    2. If your answer in number 1 is yes, does the teacher follow the procedure in preparing
    the WHLP and its parts as stated in DM-CI-2020-00162, Appendix D, Items 2 & 3?
    (MOV: WHLP)
    3. Is the WHLP prepared by teachers one size fits all? (MOVs: WHLPs prepared by
    teachers for the different classes being handled)

    4. Does the teacher give copies of the WHLP to parents and orient them to the
    contents, purpose, and use of the learning plan? (MOVs: Documentation on Orientation
    conducted, List of parents who were given WHLP)

    5. Does the teacher prepare Individual Learning Monitoring Plan (ILMP) for learners
    who are not showing progress in meeting the required learning competencies? (MOV:
    Sample of accomplished ILMP

    6. Does the teacher communicate regularly to the parents of learners with prepared
    ILMP? (MOVs: Proof of communicating with parents, List of learners not showing
    progress)

    7. Does the teacher employ/observe “academic ease” by streamlining the learning tasks
    in the SLMs or other materials to ensure that learning development is manifested and
    that activities or exercises sufficiently cover/ develop the learning competencies leading
    to mastery? (MOVs: Sample identified activities in the SLMs that were streamlined for
    Quarter 2/List of identified activities streamlined per Quarter2 SLMs)

    8. Does the teacher provide feedback regarding the performance of his/her learners?
    (MOV: Sample learning activity sheets with comments)

    Part I.C. TIME ALLOTMENT


    1. Does the teacher give learners a set time frame to undertake a lesson or accomplish
    an activity based on the suggested time allotment a MELC can be mastered? (MOV:
    WHLP)

    2. Is the time allotment given to the learners enough to accomplish activities in the
    SLMs? (MOVs: WHLP and the list of SLMs returned by the students with the date of
    returned)

    3. If your answer in number 2 is no, what does the teacher do? Please, write your
    answer.

    4. Does the teacher allot time in providing remediation for learners who are not meeting
    expectations? (MOVs: ILMP, list of learners (per grade level/learning area) List of
    remediation activities)

    5. Does the teacher allot time in providing enrichment activities for the learners who
    accomplish the tasks as contained in the SLMs? (MOVs: Sample of enrichment
    activities and accomplished activities)

    Part I.D. LEARNING RESOURCES FOR THE IMPLEMENTATION OF MELCS


    1. Does the teacher have access to DepEd LR Portal and DepEd Common? (MOVs:
    Screenshot of the DepEd LR Portal and DepEd Common Accounts)
    2. Are all learners provided with SLMs either printed or digital/e-copy? (MOV:
    Record/List of learners who were provided with SLMs)

    3. Are modules distributed and retrieved according to schedule with the observance of
    safety and health protocols? (MOVs: Logbook for the distribution & retrieval of SLMs,
    pictures)

    4. Are learners allowed to write their answers in the SLMs? (MOV: Copy of SLMs
    retrieved from learners)

    5. Does the teacher also use video lessons and radio-scripts? MOVs: Samples video
    lessons and radio-scripts already used, Inventory/list of video lessons and radio scripts)

    6. If your answer in number 5 is 'yes', are the video lessons and radio-scripts used by
    teachers for TV/RBI based on the SLMs?

    7. Are textbooks and Learner’s Materials also distributed to learners? (MOV:


    Record/List of learners who were provided with SLMs)

    Part I.E. LEARNING DELIVERY


    1. Are the MELCs delivered in multiple learning modalities to address the diverse
    learning profile of learners when it comes to understanding and perceiving information?
    (MOV: WHLP)

    2. Does the teacher know how to implement/use the Modular Learning Delivery
    Modality? (MOV: Any proof showing that the teacher is knowledgeable in using the
    different LDMs)

    3. Does the teacher know how to implement/use the Distance Learning Delivery
    Modality? (MOV: Any proof showing that the teacher is knowledgeable in using the
    different LDMs)

    4. Does the teacher know how to implement/use the TV/Radio-Based Instruction?


    (MOV: Any proof showing that the teacher is knowledgeable in using the different
    LDMs)

    5. Does the teacher know how to implement/use the Blended-Distance Learning?


    (MOV: Any proof showing that the teacher is knowledgeable in using the different
    LDMs)

    6. Does the teacher communicate through text messages, phone/live chats, or through
    other available forms of communication to provide assistance or remediation? (MOV:
    Sample text messages)

    7. Does the teacher allow his/her learner to shift/change from one LDM to another
    LDM? (MOV: WHLPs)
    8. Does the teacher supplement TV/RBI lessons with Learning Activity Sheets
    (LAS)/textbooks or other supplementary learning resources that serve as assessment
    tools? (MOVs: Sample TV/RBI lesson & corresponding LAS)

    9. Is the teacher knowledgeable in using DepEd recognized Learning Management


    Systems such as Edmodo, Google Classroom, Schoology, Modular Object-Oriented
    Dynamic Learning Environment (Moodle), and ICTS? (MOV: Screenshots of LMS they
    are using while conducting an online class)

    10. Does the teacher know how to make interactive learning materials for an online
    distance learning? (MOV: Sample of interactive learning materials)

    Part I.F. ACADEMIC EASE TO HAVE FOCUS ON THE ACHIEVEMENT OF MELCS


    1. Do teachers employ interdisciplinary integration to moderate the activities to be
    accomplished by learners across the SLM/LAS? (MOV: WHLP)

    2. Does the school put a premium on the instructional management tasks of teachers in
    their workload or assignments? (MOV: List of assigned tasks of teachers)

    3. Are learners and home learning facilitators that experience difficulties provided
    additional support by the teachers’/learning support aides? (MOV: List of learners/home
    learning facilitators who were given additional support)

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