Understanding the Most Essential Learning Competencies (MELCs)
Summary
TLDRThis educational video script emphasizes the importance of understanding competencies in lesson planning for teachers. It highlights the need for aligning weekly competencies logically, ensuring congruency between learning objectives and activities, and designing assessments that match competency requirements. The script introduces the cognitive process dimensions, which guide the progressive introduction of competencies from basic to complex. It also discusses the taxonomy of learning, detailing six levels of competency that inform lesson design and assessment, aiming to foster holistic learning and lifelong skills.
Takeaways
- 📚 **Understanding Competencies**: Teachers should comprehend competencies as the foundation for lesson planning, which are lifelong skills expected for every learner.
- 🎯 **Aligning Objectives**: It's crucial to align learning objectives with competencies to ensure congruency in lesson design, activities, and assessments.
- 🔍 **Document Analysis Findings**: Common issues include illogical arrangement of competencies, mismatched objectives, and assessments that don't align with competency requirements.
- 🔄 **Progressive Learning**: Learning should be progressive, starting with basic skills and gradually moving to complex ones to prevent learning failures.
- 🏗️ **Cognitive Process Dimensions**: Teachers must consider the cognitive process dimensions when designing lessons to ensure a scaffolded approach to learning.
- 📈 **Mapping Competencies**: Mapping competencies to appropriate levels of learning and assessment helps in creating congruent and relevant learning materials and assessments.
- 🔁 **Adjusting Competency Delivery**: For an optimal learning experience, teachers may need to combine or extend competencies based on the number of weeks available for lesson delivery.
- 📊 **Taxonomy of Learning**: Utilizing a taxonomy of learning helps in defining the level of competency requirements and guides lesson developers in creating appropriate tasks.
- 📝 **Designing Assessments**: Assessments should be designed to match the level of competency, from simple recall to creating new ideas and innovations.
- 🌟 **Holistic Learning Outcomes**: The ultimate goal is to develop holistic learning experiences that lead to competent individuals capable of mastering essential life skills.
Q & A
What is the core of designing contents, activities, and assessments in teaching?
-Competencies are the core of designing contents, activities, and assessments. They represent the lifelong skills expected for every learner to master.
How do competencies influence teaching and learning?
-When teachers understand competencies, they can utilize them in setting smart objectives, creating meaningful activities, and designing appropriate assessments.
What are the common findings from the document analysis of developed materials?
-The common findings include competencies delivered weekly not being logically arranged according to the taxonomy of learning, learning objectives not being congruent to the competencies, activities in learning activity sheets not coinciding with the objectives, and assessments not being congruent to the competency requirements.
Why is it important for teachers to understand the levels of learning and assessment?
-Understanding the levels of learning and assessment helps teachers design lessons and activities that are congruent with the competency requirements, ensuring holistic and lifelong learning.
How should teachers approach the design of lessons and activities based on the competencies?
-Teachers should be guided by the levels of learning and assessment, ensuring that the lessons and activities are congruent with the competency requirements and arranged from easy to difficult levels.
What is the purpose of mapping competencies within a quarter?
-Mapping competencies within a quarter helps identify the appropriate levels of learning and assessment requirements for each week, ensuring that learning activity materials and assessments are congruent and relevant.
How can teachers ensure that the competencies are introduced progressively in their lessons?
-Teachers can ensure progressive introduction of competencies by mapping them according to the cognitive process dimensions and arranging them from basic to complex.
What is the role of the taxonomy of learning in designing lessons?
-The taxonomy of learning defines the level of competency requirements and guides teachers in designing lessons, activities, and assessments that align with the cognitive process dimensions.
Why is it crucial for teachers to classify competencies across the cognitive process dimensions?
-Classifying competencies across the cognitive process dimensions helps teachers design lessons, activities, and assessments that are congruent with the specific level of competency required, leading to more effective learning outcomes.
How should teachers handle a situation where there are too many or too few competencies for a quarter?
-For too many competencies, teachers can combine or merge those with common grounds. For too few, they can extend the competency delivery by expanding objectives and activities, especially for those with higher-level requirements.
Outlines
📚 Designing Lessons with Essential Competencies
This paragraph emphasizes the importance of understanding competencies as the core of lesson design, including content, activities, and assessments. It highlights that competencies are lifelong skills expected of every learner and should be integrated into smart objectives, meaningful activities, and appropriate assessments. The session aims to help teachers understand these competencies better, discuss their importance, and evaluate their practice against cognitive process dimensions. The paragraph also points out common issues found in lesson monitoring, such as illogical arrangement of competencies, misalignment between learning objectives and competencies, and inconsistencies between activities and assessments.
🎓 Scaffolding Learning through Competencies
Paragraph 2 discusses the scaffolding approach in learning, where competencies are guided by levels of learning and assessment, indicating a progressive and gradual delivery of learning. The cognitive process dimension is introduced as a framework for understanding how children absorb knowledge and skills. The paragraph stresses the importance of designing lessons and assessments that are congruent with these levels to ensure holistic and lifelong learning. It also addresses the need for teachers to classify competencies according to their cognitive process dimensions and to arrange them from easy to difficult to scaffold student learning. The process of mapping competencies within a quarter is outlined, including adjusting the number of activities and assessments to fit the number of weeks available for lesson delivery.
📈 Taxonomy of Learning and Competency Levels
The final paragraph delves into the taxonomy of learning, which defines the level of competency requirements. It outlines six levels of competencies, ranging from simple recall to creating new ideas and innovations. Each level is described in terms of what it requires from learners and how teachers should design lessons, activities, and assessments to meet those requirements. The paragraph underscores the importance of teachers' critical understanding and interpretation of competencies to design appropriate learning experiences. It concludes with a quote from Tony Robbins, suggesting that learning is a process of changing mindset and practice, which becomes a way of living.
Mindmap
Keywords
💡Competencies
💡Cognitive Process Dimensions
💡Learning Objectives
💡Assessments
💡Scaffolding
💡Taxonomy of Learning
💡Levels of Learning
💡Congruency
💡Learning Activity Sheets
💡Progressive Delivery
💡Holistic Learning
Highlights
Competencies are central to lesson planning, encompassing content, activities, and assessments.
Competencies represent lifelong skills expected for every Filipino learner.
Understanding competencies allows teachers to create SMART objectives, meaningful activities, and appropriate assessments.
The session aims to communicate the essence of competencies and their importance in teaching.
Common findings from document analysis include logical arrangement issues in weekly competencies delivery.
Learning objectives are often not congruent with the competencies, leading to mismatched expectations.
Activities in learning materials do not always align with the objectives, causing confusion for learners.
Assessments frequently do not match the competency requirements, affecting the learning outcomes.
Competencies are guided by both levels of learning and levels of assessment, indicating a scaffolding approach.
Designing lessons and activities must be congruent with the levels of learning and assessment.
Teachers must classify competencies across the six cognitive process dimensions for effective lesson planning.
Mapping competencies involves identifying the cognitive process dimensions required for each.
The number of weeks and competencies must be considered to ensure congruency in lesson delivery.
For an excess of competencies, combining or merging them is necessary to fit the lesson delivery schedule.
Teachers must be careful in selecting competencies for expansion to ensure meaningful learning outcomes.
The taxonomy of learning defines the level of competency requirements and guides lesson planning.
Competency levels range from simple recall to creating new ideas, influencing the design of lessons and assessments.
Understanding competencies enables teachers to design appropriate lessons and assessments for holistic learning.
Learning is a process of changing mindset and practices, ultimately becoming a way of life.
Transcripts
[Music]
for teachers to design a good lesson
they must understand that competencies
are the core of designing contents
activities and assessments the
competencies represent the lifelong
skills
expected for every filipino learner to
master
and become a way of life when teachers
understand the competencies
they will be able to utilize these
competencies into smart objectives
meaningful activities and appropriate
assessment
let us all learn today in understanding
the most essential learning competencies
you may subscribe for more sessions and
learning
for this session were expected that we
can communicate very well
the very essence of the competencies
that we can discuss the importance of
the most essential learning competencies
in teaching learning delivery
we can explain the relevance of
cognitive process dimensions to the
different learning competencies
and we can evaluate our own practice
in assessing congruency of competencies
to expected cognitive process dimensions
during the first round of monitoring
this year
these are the common findings from the
series of document analysis from the
developed materials
first competencies delivered weekly are
not arranged logically according to the
taxonomy of learning
there are competencies in the first few
weeks that started with difficult
activities
and outputs and eventually ended a
quarter
with the most basic skill requirement
for the example it started with compare
and contrast
which is already analysis part and it
ended with identify
which is basically remembering
second learning objectives are not
congruent to the competencies
some lessons have goals which are far
from the targets of the competencies
in this example learners are only
required to give the ending of the story
but the objectives require learners to
find the ending of the story
and to ingest personal feelings about
the story which
are far beyond the competency
expectation
[Music]
and that makes it a problem because
there is now a mismatch
between the competency and the
objectives
and eventually a mismatch to the
activities and assessment
the third one is that activities in the
learning activity sheets did not
coincide with the objectives
in this example the objective requires
the learner to give the ending of the
story being read
but the activity was just giving a
one-line situationer
and not a story the inconsistency of the
objectives and activities will lead
confusion to learners
as to what skills will be mastered since
this competency requires the development
of reading comprehension and critical
analysis
the activity itself did not satisfy the
objective
and the competency
fourth on the list is assessments
are not congruent to the competency
requirements
in most cases our assessment did not
coincide the competency or skill
requirements
in this finding the competency requires
the learner to infer
feelings of the characters in the
dialogue
the assessment expected to allow the
learners to master
making inference on the emotions of
characters
as this is one of the most difficult
skills in language
subjects the activity did not coincide
with the competency requirement because
it allowed the students to revise the
fable
and change the character revising and
changing the character of the story
is not congruent to the competency which
is
inferring the feeling of characters
based on the dialogues
heard
[Music]
so what is now the problem
is it the understanding of the most
essential learning competencies
or is it the utilization of the most
essential learning competencies
[Music]
our most essential learning competencies
are guided by both levels of learning
and levels of assessment meaning
the competencies are not standalone
statements
but it is guided by a scaffolding
approach that runs from basic concepts
to complex products this also means
that when we design our lessons and
activities
we have to be guided by levels of
learning and when we design our
assessment
we have to be guided by the levels of
assessment
[Music]
these levels of learning and levels of
assessment
are also known as cognitive process
dimension
this dimension represents the learning
patterns of the child in absorbing the
knowledge and skills
through scaffold activities of learning
concepts to ideas
and products psychologically
this represents that delivery of
learning must be progressive
and gradual the abrupt introduction of
the competency
will eventually contribute to learning
failures
thus competencies must be introduced
from ec
to average and difficult level to allow
every learner to cope up with the
competency demands
teachers must put premium on
considerations of these levels of
learning and levels of assessment
specifically in designing learning
activity materials
both levels of learning and assessment
must be congruent
to ensure that learning is holistic and
lifelong
when teachers fail to classify what
levels are required by every competency
then learning activity materials
produced
and assessment designs are not inclusive
and eventually
learning outcomes are sacrificed the
critical part here
is that teachers must be very careful
in understanding the requirements of the
competencies
before designing the lesson
in understanding the learning
competencies teachers must get to know
what is the level of ah competency
they must be very careful in classifying
every competency
across the six cognitive process
dimensions
and when teachers already know the
specific level
they can now design lessons activities
and assessment
congruent to the competency requirement
teachers as well might consider the
placement of competencies
from easy average to difficult level
this arrangement will allow students to
scaffold their learning
across the levels of difficulty
[Music]
so in order to classify the competencies
into appropriate levels
we need to map first the set of
competencies within the quarter
this is through identifying what
cognitive process dimensions
or level of learning each competency
requires
by simply using this pattern we can
identify
appropriate competencies levels of
learning
and assessment requirement in a
particular week
it will be delivered and part of it also
is we can identify what forms of
summative assessment can be given in a
particular competency in a certain way
and by this mapping we can assure that
from the competencies in identified
the learning activity materials and
assessment
are congruent and relevant
when mapping the competencies we need to
consider the number of weeks
over the number of competencies since
the third quarter has eight weeks
seven weeks will be provided with
learning activity shifts
and the eighth week will be allotted for
major assessment activities
[Music]
for competencies which are too many in a
quarter
we need to combine or merge specifically
these competencies with common grounds
to satisfy
the number of weeks for lesson delivery
and for competencies which are too
limited
lesson developers may extend the
competency delivery
by expanding the objectives and number
of activities
specifically for competencies having
higher level requirements
teachers must be careful in looking at
the competencies to be considered for
expansion
there is no need to create some
competencies
we only need objectives
and activities to be stretched in a week
or combined weeks
in mapping the competencies teachers
must be guided with a taxonomy of
learning
the taxonomy of learning defines the
level of
competency requirements
[Music]
these are some sort of review on the
levels of assessment and levels of
understanding referring to our most
essential learning competencies
when the competency requires only a
simple recall
then it is level one this means
that we don't need complicated lessons
activities and assessments
because the competency requirement only
allows learners
to develop the memory and retention of
the lesson
level 2 is when the competency requires
learners to demonstrate their
understanding of the lessons
the lesson developer will focus now on
how learners discuss
and explain the concepts presented
during
the lesson the teacher will design
activities and assessment that will
allow the learners to discuss
and explain the concepts they learned
[Music]
level three is when the competency
requires learners to have application of
learning to practical situations
when the competency requires application
teachers must design
activities and assessment that will
manifest application of learners
about his takeaways from what he
understood
from the lesson may be conceptual or
realistic the application may include
how rules
methods concepts principles and theories
can be applied in a similar situation in
life
level 4 is when the competency requires
learners to break information into parts
and explore these parts to become whole
again
the teachers as lesson developers must
consider
how they will provide activities and
output requirements that could
measure critical thinking this level of
competency
allows the learners to analyze the
pieces of information
and form conclusions based on the
evidences gathered
and analyzed
level 5 is when the competency requires
learners to
evaluate through reflection critics
and judgment the activities and
assessment to be designed by teachers as
competency requirements
must focus on how learners will justify
a course of decision or actions based
from the concepts
perspectives and ideas presented
the lesson must allow them to weigh in
their judgment
and their outputs must show competence
in managing decisions
because that is what the competency
requires them to master
[Music]
and lastly is level six
when the competency requires learners to
create new ideas
new products and new innovations from a
certain point of view
reflected from the different
perspectives of the lesson
teachers must carefully look into
performance-based tasks and
outputs because this competency level
requires them to create something new
out from their learning more so
teachers must refer to the list of verbs
suggested by the taxonomy of learning
but must be careful in interpreting the
whole competency
rather than just relying to the verbs
and what the verbs tell
lesson developers must be critical in
understanding
interpreting and deciding the level of
competency
since there are competencies that use
verbs classified in the lower level
but the competency requirement as a
whole is higher
when we understand the competencies and
how it works
teachers can easily design appropriate
lessons
create meaningful opportunities for
learners to do the tasks
and provide appropriate assessment that
will develop holistically
to become competent individuals
learning is always a process of changing
the mindset and the practices that
becomes the way of living
tony robbins believed that if you do
what you've always done you'll get what
you've always gotten
you
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