Mahal Kita pero Walang

Forever
Curriculumkaya
BREAK MUNA TAYO!
Contextualization
Objectives:

• Gain functional and operational understanding of

curriculum contextualization
• Illustrate ways on how the curriculum and/or subject
could be localized/indigenized; and
• Express appreciation of the need to adapt to the learners’
diversity through contextualization.
 Kategorya 1:
Kilala NAMIN ito!
 Kategorya 2:
Meron KAMI Nito!
Kategorya 3:
Sa AMIN sya
nanggaling!
Kategorya 4:
Amin to!
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?
 Contextualization
The K to 12 curriculum framework highlights the
fundamental importance of context in shaping the
curriculum, and consequently, the teaching-learning
process

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:
(d)

DEPARTMENT OF EDUCATION
Standards
• - learning –centered, inclusive and developmentally appropriate
• - relevant, responsive and research – based
• - culture – sensitive
• - contextualized and global
• - use pedagogical approaches that are constructivist
• - inquiry – based, reflective, collaborative, integrative
• -adhere to the principles and framework of MTB – MLE
• - Flexible enough to enable and allow school to localize and indigenize
 Contextualization
Flexibility of the K to 12 curriculum allows for curriculum
enhancement in relation to the diverse background of
learners
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:
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. ( example : Grade 3 lesson on the seal of
DEPARTMENT OF EDUCATION
the province of Cavite )
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)

The degree of contextualization may be described and distinguished into

the following:

DEPARTMENT OF EDUCATION
 Contextualization

particular area of
situation application
setting

meaningful relevant useful

25
 From Grade 1
Module in Civics

Grade 1 pupils might not be

familiar with these people, how
could they be of use as stimuli?
( maaari rin na mag – invite ng
speakers na kilala nila like
Folayang)
Use relevant (makabuluhan) lesson that
can excite our students to find meaning
inside the classroom and eventually
ignite them to engage in contemporary
issues outside.
A lesson is meaningful if it provides
learners with facts and empirical data
and explain how these relate with each
other.
But if the learner does not find any
relevance in learning for learning’s sake,
then the learning is not a meaningful one.
•Useful – applicable in everyday
situation , practicable
Localization – the process of relating
learning content specified in the
curriculum to local information and
materials from the learner’s community.
 Localization

local
information
learning
content
local
materials
31
DEPARTMENT OF EDUCATION
 Examples of 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 (Plants, animals, delicacies, etc)
• Local stories are used in the language learning areas (Si Pagong at si
Matsing)
• Translating a story/sentences/paragraphs written in another language to
the language of one’s learners for use in MTB-MLE (Rice)

3
2
DEPARTMENT OF EDUCATION
Indigenization refers to the process of enhancing
curriculum competencies, education resources, and
teaching-learning processes in relation to the bio-
geographical, historical, and socio-cultural context of the
learners’ community. Indigenization may also involve the
enhancement of the curriculum framework, curriculum
design, and learning standards of subject areas, guided by
the standards and principles adhered to by the national
curriculum. (indigenous means deeply rooted to a place)

DEPARTMENT OF
DEPARTMENT OF EDUCATION
EDUCATION
 Indigenization

Curriculum
framework bio-geographical
Curriculum design

Learning Standards historical

Teaching-learning
processes socio-cultural
Learning resources
DEPARTMENT OF EDUCATION
Examples of Localization and Indigenization of the
Curriculum
Competency:
Visualizes, represents and identifies unit of fractions with denominators of 10
and below (M2NS-IIId-72.2)
LOCALIZATION INDIGENIZATION
• Use local materials • community cultural practices that
(e.g., fruits in season involve fractions are used to
like watermelon, or visualize fractions
local kakanin) to – Ex. division of harvest during harvest
visualize fractions season
 SAMPLE LOCALIZATION AND
INDIGINIZATION OF PRODUCTS
AND PERFORMANCE IN ARALING
PANLIPUNAN
(Performance Standards – QA)
 GRADE 10 - AP
(Performance Standards – QA)
 Markahan Pamantayan sa Pagganap (Performance Standard) Proyekto/ stratehiya

ARKAHAN - Mga Isyung Nakabubuo ng programang pangkabuhayan (livelihood project) batay sa coconut shells sa paggawa ng mga
igiran at Pang-ekonomiya mga pinagkukunang yaman na matatagpuan sa pamayanan upang shades
makatulong sa paglutas sa mga suliraning pangkabuhayan na
Abra: paggamit ng kawayan sa kan
kinakaharap ng mga mamamayan
craft
Pasig- paggawa ng mga bag mula
lily

ANG MARKAHAN - Mga Nakapagpapanukala ng mga paraan na nagpapakita ng aktibong Pagpapakilala sa sistema ng pedc
itikal at Pangkapayapaan pakikilahok sa mga isyung pampulitikal na nararanasan sa pamayanan at budong, dap – ayan,
sa bansa
Lupong Tagapamayapa. ( let the le
role play )

TLONG MARKAHAN Nakapagpaplano ng symposium na tumatalakay sa kaugnayan ng Pag- usapan: Bakit walang rape s
sa Karapatang Pantao at karapatang pantao at pagtugon sa responsibilidad bilang mamamayan Bontok? ( research based)
Gender tungo sa pagpapanatili ng isang pamayanan at bansa na kumikilala sa
Ang mga kalalakihan ng Mt. Provin
karapatang pantao
naglalaba ng gamit ng bagong pan
nilang asawa.

NA MARKAHAN - Mga Nakagagawa ng case study na tumatalakay sa mga solusyon tungkol sa Case study ng epekto ng Teenage
g Pang-Edukasyon at mga suliraning kinakaharap ng sistema ng edukasyon sa bansa Pregnancy sa Sistema ng edukasy
o Source:
at Pagkamamamayan
Department of Education – Division of Antipolo City mga mungkahing solusyon. ( Cord
 Examples of Localization and
Indigenization of the Curriculum
Competency:
Nakapagmumungkahi ng mga paraan upang maiwasan ang graft and
corruption sa lipunan.

LOCALIZATION INDIGENIZATION
• Barangay or Municipal Ordinance • Honesty stores
 Contextualization
• Major curriculum thrust: CONTEXTUALIZATION
• Localization and indigenization are degrees or levels of
doing contextualization.
• When we localize, we do not necessarily
indigenize.
• When we indigenize, we localize.
• The extent of contextualization in the actual teaching-
learning process depends on certain factors.

4
0
 Contextualization
Kilala namin ito
LOCALIZATION
Local information,
local materials Meron kami nito

Bio-geography Sa amin siya

INDIGENIZATION nanggaling
History
Socio-cultural dimension Amin ito

As we move deeper into the community’s context,

we are moving towards indigenization.
4
• Filipino - saranggola – relate - nakagawa ba sila ng saranggola
kasama ng tatay ?

• Economics – kakapusan – realate - ano yung mga kakapusan na

nararanasan sa bahay, sa mga pinagkukunang yaman sa Cordillera
• Science – fermentation – make strawberry wine, tapuey

Economics – pamilihan at sambahayanan - students goes to the Baguio

public market and SM and compare the prices of agricultural products
etc.
Contextualization

•Learner – centered
•Outcomes – based
•.knowledge producers
•Multiple exits
In contextualizing our lesson
We do not just give information to our learners.
We do not just kindle appreciation on our culture.

It is a true learning
When we inspire our learners to embrace their (Filipino,
Igorot) identity. ( REACT)

It is high time that we reclaim our indigenous culture.

 A closer look on our culture is a must.
We need to retrieve the positive
elements of our history and culture.
Be Culturally Responsive
• Becoming culturally responsive is an on going process that
evolves as we learn about our selves, our world and other
cultures.
• To become culturally responsive first look at your own
culture – especially if it is part of our country’s dominant
culture .
• Have an open – mind to what you don’t understand and be
ready to learn new ways of looking and doing things.
The best curricula is contextualized by those
implementing it.

It is now up to us to ensure that this enhanced

curriculum truly transforms our schools and
communities.

With the best of our attitudes let us do what we can

for the Filipino learner.
Usec. Dina Ocampo