Contextualization AP10

OVERVIEW
Objectives of the Session:

Explain the bases for contextualization
as one of the features of the K to 12
Situate the context of community as
fundamental consideration in curriculum
contextualization; and
Illustrate ways on how the curriculum and/or
subject could be localized/indigenized
DEPARTMENT OF EDUCATION 1
Curriculum
Contextualization
October, 2017
Policy Basis
Governance of Basic Education Act of 2001
(RA 9155), Sec. 2
Governance of basic education shall begin at
the national level. It is at the regions, divisions,
schools and learning centers herein referred to as
the field offices - where the policy and principle
for the governance of basic education shall be
translated into programs, projects and services
developed, adapted and offered to fit local
needs.
Policy Basis
Governance of Basic Education Act of 2001
(RA 9155), Sec. 2
The State shall encourage local initiatives for
improving the quality of basic education. The State
shall ensure that the values, needs and aspirations of a
school community are reflected in the program of
education for the children, out-of-school youth and adult
learners. Schools and learning centers shall be
empowered to make decisions on what is best for
the learners they serve.
Policy Basis
Enhanced Basic Education Act of 2013
(RA 10533), Sec. 5
The DepEd shall adhere to the following standards and

principles in developing the enhanced basic education
curriculum:
a)learner-centered, inclusive and developmentally
appropriate
b) relevant , responsive and research-based
c) culture-sensitive
d) contextualized and global
Policy Basis
Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5
The DepEd shall adhere to the following standards and principles

in developing the enhanced basic education curriculum:
g) use the spiral progression approach to ensure mastery
h) flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective
educational and social contexts. The production and
development of locally produced teaching materials shall be
encouraged and approval of these materials shall devolve to the
regional and division education units.
Policy Basis
Governance K to 12
(RA 9155) (RA 10533)
Highlights the
LOCAL LEVEL
Requires understanding
the LOCAL CONTEXT
Policy Basis
Requires
understanding the
LOCAL CONTEXT
THE LEARNER
Policy Basis
(RA 10533), Sec. 2 (c)
Make education learner-oriented and
responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of
learners, schools and communities through the
appropriate languages of teaching and
learning, including mother tongue as a learning
resource DEPARTMENT OF EDUCATION 9
Policy Basis
Requires
understanding the
LOCAL CONTEXT
THE LEARNER
Policy Basis
(RA 10533), Sec. 2 (c)
Make education learner-oriented and
responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of
learners, schools and communities through
the appropriate languages of teaching and
learning, including mother tongue as a learning
resource DEPARTMENT OF EDUCATION 11
Please give examples of
DepEd programs that were
initiated to respond to the
varied situations and needs of
learners or learners diversity.
Policy Basis
Addressing diversity (before K to 12)
Non-school aged learners (started as non-formal
education; now ALS)
Differentially-abled learners (SPED)
Mental
Physical
Learners gender
Muslim learners (ALIVE Program)
Diversity of learners languages (MTB-MLE)
Policy Basis
IN K TO 12: (Education)
Differentially-abled (SPED)
Women (GAD)
Elderly (ALS)
Children (Child-Friendly School System)
Workers/Farmers (ALS, Senior High)
Minority ethnicities/religions (MEP, MTB-MLE)
Indigenous cultural communities (IPEd)
Rights as basis for response
Policy Basis
The DepEd shall adhere to the following standards and principles in
developing the enhanced basic education curriculum:
a) learner-centered, inclusive and developmentally
appropriate
b) relevant , responsive and research-based
c) culture-sensitive
d) contextualized and global
e) use pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative, integrative
f) adhere to the principles and framework of MTB-MLE
Policy Basis
IN K TO 12: Philosophy of Inclusion
Recognizing diversity of cultures
Policy Basis
DepEd Mission: To protect and promote the right of every
Filipino to quality, equitable, culture-based, and complete
basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and
motivating environment
Teachers facilitate learning and constantly nurture every
learner
Administrators and staff, as stewards of the institution,
ensure an enabling and supportive environment for effective
learning to happen
Family, community, and other stakeholders are actively
engaged and share responsibility for developing life-long
learners
DEPARTMENT OF EDUCATION
Policy Basis
(RA 10533), Sec. 2 (c)
Make education learner-oriented and responsive
to the needs, cognitive and cultural capacity,
the circumstances and diversity of learners,
schools and communities through the
appropriate languages of teaching and learning,
including mother tongue as a learning resource
Policy Basis
Actualizing INCLUSION
Non-school aged learners (started as non-formal
education; now ALS)
Differentially-abled learners (SPED)
Mental
Physical
Learners gender
Muslim learners (ALIVE Program)
Diversity of learners languages (MTB-MLE)
Diversity of cultures
Policy Basis
Policy Basis
Manifested through Inclusive

Education
Inclusion through the Curriculum
Inclusion through the Curriculum
The DepEd shall adhere to the following standards and principles

in developing the enhanced basic education curriculum:
g) use the spiral progression approach to ensure mastery
h) flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective
educational and social contexts. The production and
development of locally produced teaching materials shall be
encouraged and approval of these materials shall devolve to
the regional and division education units.
Piliin mo ang Pilipinas!
Kategorya 1:
Kilala NAMIN ito!
Kategorya 2:
Meron KAMI Nito!
Fantasy Land
Tagnipis Talaba
Sardines
Manuel Resort
Kategorya 3:
Sa AMIN sya
nanggaling!
Mayor Darel Uy
Gov. George T. Hofer
Junrey Balawing
Kategorya 4:
Amin to!
Siare Shrine Manukan-
Siare Hills Mini_Museum
Dakak Beach Resort
Dipolog City Land Mark
1. What do the pictures represent?
2. What have you noticed about how the
following categories are arranged:
2.1 Kilala namin ito;
2.2 Meron kami nito;
2.3 Sa amin siya nanggaling; and
2.4 Amin ito?
Why CONTEXTUALIZE?
Improves motivation which facilitates learning
Relating concepts to day to day experiences facilitates
retention
Promotes learning both inside and outside the school
setting
Application of learningand
culture-responsive to real life situations or needs
makes lessons relevant and increases interest in learning
culture-sensitive,
Addresses
integrative
issuesandof learner diversity which can lead to
contextualized,
self-confidence relevant
that contributes to learner achievement
andto
Can lead responsive
improved learning outcomes
Contextualization
particular area of
situation
setting application
meaningful relevant
useful 5
0
Contextualization refers to the
educational process of relating the
curriculum to a particular setting, situation
or area of application to make the
competencies relevant, meaningful, and
useful to all learners (DepEd Order 32 s.
2015)
Contextualization
LOCALIZATION
INDIGENIZATION
5
2
Contextualization
LOCALIZATION
content Local information
Local materials
5
3
Localization
Examples used in lessons start with those in
the locality
Names, situations, setting needed to give
context to test questions or problem-solving
exercises are those of the immediate
community
Local materials are used as often as possible in
making instructional materials
Local stories are used in the language learning
5
areas 4
Contextualization
LOCALIZATION
content
Local information
INDIGENIZATION Local materials
Curriculum
framework
Curriculum design
Bio-geographical
curriculum standards Historical
Learning resources
Teaching learning Socio-cultural 5
5
processes
Localization/Indigenization
GRADE 10 - AP
( Performance Standards QA)
Example of Localization and Indigenization
of the Curriculum
Quarter 1: Competency:
Natutukoy ang mga suliraning pangkapaligiran
na nararanasan sa sariling pamayanan
LOCALIZATION INDIGENIZATION
Use of local information
Ritwal na ginagawa bago
on common environmental
magputol ng kahoy gaya
issues in the community.
ng narra.
E.g. Pagputol ng kahoy
Example of Localization:
Competency:
Nasusuri ang ibat ibang salik na
nagiging dahilan ng pagkakaroon ng
diskriminasyon sa kasarian
LOCALIZATION
Cases, instances, statistics of
domestic violence in the community
Contextualization
Major curriculum thrust:
CONTEXTUALIZATION
Localization and indigenization are
degrees or levels of doing
contextualization.
As we move deeper into the
communitys context, we are moving
towards indigenization.
59
59
Contextualization
Reminders :
Contextualization
Localization and contextualization can
be done in all the learning areas
Localization maximizes the use of
available materials
When we localize, we do not necessarily
indigenize
When we indigenize, we localize.
Contextualization
For all ethnic groups and socio-cultural
contexts in the country, not just indigenous
communities
Contextualization
Contextualization
The contextualized curriculum is based on
local needs and relevance for the learners;
thus allowing for its flexibility and
creativity in the lessons.
Teachers must accommodate and respect

cultural, linguistic and racial diversity.
Contextualization
Guided by the principles of being learner-

centered and inclusive, recognizing
diversity
Contextualization
The extent of contextualizing depends on

factors, i.e., familiarity of the teacher with
the community, the background of the
learners in ones class, the setting and
situation of the community.
Failure is a Trials
Trials is a Challenge
Challenge is a Pressure
Pressure is Privilege!
Anonymous
REFERENCES
Governance of Basic Education Act of 2001 (RA 9155)
Enhanced Basic Education Act of 2013 (RA 10533)
Adopting the Indigenous Peoples Education Curriculum Framework
(DO 32, s. 2015)
The Integration of Academic and Technical Skills in K to 12 and
Community College Classrooms: Contextualized Teaching and
Learning as a Key Strategy
http://www.careerladdersproject.org/wp-content/uploads/2013/02/7-The-
Integration-of-Academic-and-Technical-Skills-in-K-12-and-Community-
College-Classrooms.pdf
Globalization and its methodological discontents: Contextualizing
globalization through the study of HIV/AIDS
http://www.globalizationandhealth.com/content/7/1/29 )
Curricular Contextualization: Tracking the Meanings of a Concept
http://www.fpce.up.pt/contextualizar/pdf/Curricular_Contextualization-
Tracking_the_Meanings_of_a_Concept.pdf
REFERENCES
Ang K to 12 at Senior High School, Committee on Education, Science
and Technology, Sangguniang Panlungsod, Quezon City
The Learning Action Cell as a K to 12 Basic Education Program
School-based Continuing Education Strategy for the Improvement
of Teaching and Learning (DO 35, s. 2016)
Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic
Education Program (DO 42, s. 2016)
Omnibus Policy on Kindergarten Education (DO 47, s 2016)
Guidelines on the Conduct of Activities and Use of materials
involving aspects of Indigenous Peoples Culture (DO 51 s.
2014)

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Contextualization AP10

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OVERVIEW

Objectives of the Session:

The DepEd shall adhere to the following standards and

The DepEd shall adhere to the following standards and principles

Manifested through Inclusive

The DepEd shall adhere to the following standards and principles

Teachers must accommodate and respect

Guided by the principles of being learner-

The extent of contextualizing depends on

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