Contextualization

OBJECTIVES

1.Gain functional and operational understanding

of localization and contextualization;

2. Identify ways on how the curriculum may be

localized and contextualized thru activity that
analyses examples of each concept;

3. Value the importance of adapting to the

learners diversity through localization and
contextualization.

DEPARTMENT OF EDUCATION
Itaas ng papel, iwagayway.
Panuto:

LOCALIZATION

CONTEXTUALIZATION

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
6. Gamit ang inyong cellphone, kumuha ng mga
larawan na nagpapakita ng katangian ng isang Pilipino
7. Isa-isahin ang mga sangkap na iyong ginamit sa
pagluluto ng sinigang.
8. Gumawa ng isang campaign ads na naghihikayat sa
mga mag-aaral na panatilihin ang kalinisan sa paaralan.
9. Magsagawa ng survey ukol sa populasyon ng inyong
barangay.
10. Isa sa mga natatanging kultura ng ating bayan ay
ang pagdaraos ng pista sa loob ng 3 araw. Sang-ayon ba
kayo sa ganitong haba ng pagdiriwang? Bakit?
DEPARTMENT OF EDUCATION
2. What is your impression about
localization and contextualization?

DEPARTMENT OF EDUCATION
CONTEXTUALIZATION AND
LOCALIZATION L
LEGAL BASES

Article XIV, Section 14 of the 1987

Philippine Constitution which states that
The State shall foster the preservation,
enrichment, and dynamic evolution of a
Filipino national culture based on the
principle of unity in diversity in a climate of
free artistic and intellectual expression

DEPARTMENT OF EDUCATION
Article XIV, Section 5. (1),which
states that The State shall take
into account regional and
sectoral needs and conditions
and shall encourage local
planning in the development of
educational policies and
programs.
DEPARTMENT OF EDUCATION
 DepEd Mission
CULTURE-BASED EDUCATION

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, and
Family, community and other stakeholders
are actively engaged and share responsibility
for developing life-long learners.
Legal Basis:

Republic Act 10533:

Enhanced Basic Education
Act of 2013
Sec. 10.2 (d) and (h)- Implementing Rules and
Regulations for RA 10533

The curriculum shall be CONTEXTUALIZED and

global.

The curriculum shall be flexible enough to enable

and allow schools to LOCALIZE, INDIGENIZE, and
enhance (the curriculum) based on their respective
educational and social contexts.
 Strengthening Early Childhood Education (Universal
Kindergarten)

Making the Curriculum Relevant to Learners

(Contextualization and Enhancement)

Ensuring Integrated and Seamless Learning (Spiral

Progression)

Building Proficiency through Language (Mother

Tongue-Based Multilingual Education)

Gearing Up for the Future (Senior High School)

Nurturing the Holistically Developed Filipino (College

and Livelihood Readiness, 21st Century Skills)
 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 No. 32, s. 2015)

 The degree of
CONTEXTUALIZATION may be
described and distinguished into the
following:
LOCALIZATION refers to the
process of relating content specified
in the curriculum to local
information and materials in the
learners community.
 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 area, guided by the standards and
principles adhered to in the national
curriculum.
 CONTEXTUALIZATION

Localization Indigenization
Localization:

Sa pag-aaral sa mga simbolo sa mapa, pag-aralan

ang mapa ng Bicol.
Do a survey on the price of the ingredients for
cooking Bicol express.
Ilarawan ang mga lugar na dinaraanan mo
pagpasok sa paaralan.
Make a story star to show the elements of The
Legend of Mt. Mayon.
 The process of localization
focuses on the enhancement of
curriculum content and is generally
the same for all communities in the
country.
Examples:
1. Translating a story specified in the Teachers
Guide to the localitys language

Translating popular stories (Si Pagong at si

Matsing) which may not have originated from the
learners community to the local language

2. Using the stories of the learners local community

as a springboard to teach competencies in language
subjects
3. Using local facts as examples for lessons

Local plants as examples for competencies that

require discussing plants
Local fauna for competencies that require
discussing animals
Names of persons commonly used in the locality
and local products when formulating problem
solving statements
Local practices as examples of technologies in
class (ex.: tuba-making for the technology on
fermentation)
4. Use of local resources as materials for instructional
aids

Local plant dye for paints

Parts of local plants (ex. Leaves, bark, fiber) to
enhance posters and manipulatives, actual plants
or animals as specimens)
Soil, dry leaves, twigs or tree barks for art subjects
 The process of indigenization is
to be undertaken nationwide as a
means of enhancing the various
elements of the national curriculum
to make it more relevant and
responsive to the learners contexts.
 Contextualization in IPED

LOCALIZATION
Local information
Content
Local materials

INDIGENIZATION Ancestral
Curriculum Framework Bio-graphical Domain
Curriculum design Historical History
Curriculum standards Socio-Cultural IKSPs,
Learning resources ILS and
Teaching-learning process Worldview
Enhancing the Curriculum Design
Grade 6: Art, Music of the Philippines

Quarter Focus of the Subject Areas

Art Music
(Music of the Philippines)

First Arts and Crafts of Luzon Music of Luzon (lowlands)

Second Arts and Crafts of MIMAROPA Music of Cordillera, Mindoro,

and Visayas Palawan and Visayas

Third Arts and Crafts of Mindanao Music of Mindanao

Fourth Festivals and Theatrical Forms Philippine Festivals

 An enhancement of the curriculum design can
be done by contextualizing the quarterly arrangement
in relation to the region where the school is. The first
quarter should be on Art or Music of the Region
where the school is, followed by other regions in the
succeeding quarters. Only the fourth quarter remains
as is.

There is no disruption in scope and sequence in

this enhancement since each quarters scope and
sequence is not dependent on the other quarters.
Enhancing the learning competencies
Grade 4: Science
Content Content Standards Performance Learning
Standards Competency
Weather Learners The learners 1.Use weather
instruments to
demonstrate should be able measure the
Component different weather
s of weather
understanding to components
of.. 2. Record in a chart
Practice the weather
Weather
conditions
instruments Components of precautionary 3. Make simple
weather using measures in interpretations
Weather about the weather
chart
simple planning as recorded on the
instruments activities weather chart
4. Identify safety
precautions during
different weather
conditions
Additional competencies for a fishing community:

Describe the key components of weather

observed by fisherfolk

Identify what the weather indicators are for a

night good for fishing and the indicators that
warn against going out to sea
Guidelines on the Conduct of Activities
and Use of Materials Involving Aspects
of Indigenous Peoples Culture

(DepEd Order No. 51, s. 2014)

 The localization and contextualization thrusts of
the Enhanced Basic Education Curriculum direct
all schools and learning programs to relate
curriculum content and competencies to the
social and educational context of communities
being served.

For schools/learning programs located in

indigenous peoples (IP) communities and/or with
indigenous learners, one aspect that will define
the curriculums content will be the communities
culture and realities.
 In recent decades, the cultural expressions (dances,
songs, music, artifacts, symbols) of IP communities have
gained attention for use in various learning activities and
in the school environment.

Textiles, clothing, and other artifacts of indigenous

cultural communities (ICCs) have been used in school
displays and decorations; dances and songs have been
used as intermission numbers in programs; while stories
and the communitys knowledge have been made part of
the teaching-learning process.

Some have viewed these efforts as an opportunity to

raise social awareness about the presence of IP
communities and their particular cultures.
Indigenous cultural communities have raised
key concerns:

Cultural expressions have been used for

intentions and purposes deemed
inappropriate by the community;

Cultural expressions like artifacts and

symbols have been heavily commercialized
without regard for symbolic and/or sacred
meanings;
Cultural expressions have been presented
in modified form for varied purposes and
intents, without regard for its inherent
meanings, resulting in mistaken
understanding and misrepresentation of
the expressions; and

Indigenous knowledge is being tackled in

class with interpretations and
understanding not validated with the
community.
 The provisions are to be taken as interrelated
and interpreted in a holistic manner. It shall guide
the ethical assessment of activities organized by
schools, DepEd offices, and other education
programs, with due consideration of the specific
circumstances and context wherein decisions are
made.

It can also be used to guide discussions of

schools with external parties regarding invitations
to participate in activities outside the school.
On Cultural Presentations,
Festivals, and Similar Activities
The activity should promote a dignified appreciation for
the community and its culture.
The activity should not commercialize indigenous culture
nor use financial incentives as undue motivation.
The activity should foster an appreciation of the
performance or presentation from the standpoint and
standards of the community and avoid inappropriate
comparison and competition.
Presentations should be appropriate to the purpose of
theme of the activity.
On the Use of Indigenous Clothing
and Related Paraphernalia
Indigenous clothing or garments should not be referred to
as costume since the cultural context of these materials
is not for show.
For teachers and other DepEd personnel who do not
belong to the indigenous community, the permission of
the community should be sought before wearing their
indigenous clothing and related paraphernalia. The
clothing is to be used in accordance with the communitys
practice and the meanings they associate with its use.
Indigenous clothing and related paraphernalia should not
be imitated, used for commercial purposes, or made fun
of.
On the Use of Community
Artifacts
Appropriate permission should be sought before artifacts are
used for whatever purpose. In the absence of an opportunity to
appropriately seek permission, the use of the artifact/s should
be deferred.
Appropriate permission should be sought when taking pictures
or videos of artifacts.
Reproduction of artifacts should be decided upon by the
community.
Understanding the origin and proper use of the artifacts should
be a prerequisite to their use.
Sacred artifacts should not be used for presentations and other
activities that the community deems to be an inappropriate
context for their use.
On the Use of Community
Symbols
The permission of the community should
be sought before using the communitys
symbols.
Use of symbols, if allowed, should be in
accordance with community protocols,
standards, and attributed meanings.
The communitys ownership of the
symbols should be recognized.
On Publications, Videos, and other
Related Materials
Appropriate permission should be sought in producing
publications, videos, and other related materials (articles in
newsletters, exhibits, posters, multimedia outputs) to be
made about the community.
Content of materials about the community should promote
understanding and respect for the communitys culture.
The final content including visuals (pictures and artworks)
and local terms used should be cleared and validated with
the community.
Appropriate permission should be sought if outputs of
community members (artworks, write-ups) are to be
included in such materials.
 All DepEd personnel and other
learning programs/projects should be
guided by the basic principle of free,
prior and informed consent and respect
for cultural integrity.
The REACT Strategy
Curricula and instruction based on contextual
learning strategies should be structured to
encourage five essential forms of learning:
RELATING:
Learning in the context of life experience, or
relating, is the kind of contextual learning that
typically occurs with very young children. With
adult learners, however, providing this meaningful
context for learning becomes more difficult. The
curriculum that attempts to place learning in the
context of life experiences must, first, call the
students attention to everyday sights, events, and
conditions.
It must then relate those everyday situations
to new information to be absorbed or a problem to
be solved.
Example:

A farming field can be ploughed by 60 tractors

in 44 days. When 60 tractors work together, each of
them ploughs 120 hectares a day. If two of the
tractors were moved to another field, then the
remaining 44 tractors could plough the same field in
55 days. How many hectares a day would one tractor
plough then?
EXPERIENCING:
Experiencinglearning in the context of
exploration, discovery, and inventionis the heart
of contextual learning.
Provide varied opportunities for hands-on
activities. Learning appears to "take" far more
quickly when students are able to manipulate
equipment and materials and to do other forms of
active research.
 Traditional approach

Concepts, laws or theories

(What we know?)

Scientific inquiry
(How we know it?)

Applying to a contextual
(Why we have to know it?)
 Contextualized approach

Contextual situations or tasks

(Why we have to know it?)

Scientific inquiry
(How we know it?)

Concepts, laws or theories

(What we know?)
Localization and contextualization can be
done in all subject areas.

Localization maximizes materials that are

locally available.
To contextualize, teachers use authentic
materials, activities, interests, issues, and
needs from learners lives.

Teachers should create rooms for students

to pose problems and issues and develop
strategies together for addressing them.
The localized or contextualized curriculum
is based on local needs and relevant for
the learners where there is flexibility and
creativity in the lessons.
Remember:
Tailor-fit the lesson
Build on what they already have
Accommodate and respect cultural, linguistic,
and racial diversity