Contextualization.pptx
- 1. Curriculum Contextualization SCHOOL HEADS’ DEVELOPMENT PROGRAM | FOUNDATIONAL COURSE | MODULE 1 Module 1: The School Head as Instructional Leader DECEMBER 9, 2022 KAREN MAE A. CASTILLO Teacher II
- 2. Objectives Differentiate between localization and indigenization as degrees of doing contextualization Explain how localization and indigenization are interrelated processes in contextualizing the curriculum Explain the general process involved in contextualizing the curriculum and its implications for the teaching learning process.
- 3. The K to 12 curriculum framework highlights the fundamental importance of context in shaping the curriculum, and consequently, the teaching-learning process DEPARTMENT OF EDUCATION Contextualization 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) (d)… contextualized and global
- 4. Flexibility of the K to 12 curriculum allows for curriculum enhancement in relation to the diverse background of learners DEPARTMENT OF EDUCATION 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. Contextualization
- 6. 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. The degree of contextualization may be described and distinguished into the following: • Localization • Indigenization DEPARTMENT OF EDUCATION Key Concepts
- 8. DEPARTMENT OF EDUCATION The degree of contextualization may be described and distinguished into the following: • Localization refers to the process of relating learning content specified in the curriculum to local information and materials in the learners’ community. Key Concepts
- 10. DEPARTMENT OF EDUCATION • 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 areas • Translating a story written in another language to the language of one’s learners for use in MTB-MLE 1 0 Examples of Localization
- 11. DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION The degree of contextualization may be described and distinguished into the following: 1.Localization refers to the process of relating learning content specified in the curriculum to local information and materials in the learners’ community. Key Concepts
- 12. DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION 2.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. Key Concepts
- 13. bio-geographical Learning resources Teaching-learning processes socio-cultural historical Curriculum framework Curriculum design Learning Standards DEPARTMENT OF EDUCATION Indigenization
- 14. Examples of Localization and Indigenization of the Curriculum Curriculum design: NKCG • Use local information and materials while maintaining the suggested structure, themes and activities in the NKCG LOCALIZATION • enhancing the themes and activities of the NKCG by modifying, reorganizing, or highlighting certain aspects in relation to the community context(e.g., socio-economic realities, cultural practices, local knowledges) INDIGENIZATION
- 15. cultural context of a division SPA curriculum SPA curriculum that highlights cultural artistic expressions of the province Curriculum design- Indigenization: Examples of Localization and Indigenization of the Curriculum
- 16. SPA curriculum that highlights cultural artistic expressions of the province Teaching learning process: local practitioners of cultural artistic expressions as learning facilitators and the use of their teaching methods Curriculum design- Indigenization: Learning resources: music, designs, instruments, devices, materials related to the cultural artistic expressions of the province
- 17. marine and fisheries context of a division/region SSES, STE, RSHS curriculum SSES, STE, RSHS curricula that highlight the local knowledges and technologies related to the marine and fisheries context of a division/region Curriculum design- Indigenization:
- 18. Indigenised SSES, STE, RSHS curricula Teaching learning process: local practitioners as learning facilitators Learning space and environment: the actual marine environment Learning resources: devices, tools, materials, equipment supplementary readings needed Curriculum design- Indigenization: Classroom assessment: marine or fisheries context;
- 19. LOCALIZE, INDIGENIZE, ENHANCE THE CURRICULUM K to 12 CURRICULUM Ilokano, Tagalog cultural context Cebuano, Waray cultural context IP community context Policy Direction “… singular to a diverse curriculum …”
- 20. K to 12 CURRICULUM IP context, lowland IP context, upland forest LOCALIZE, INDIGENIZE, ENHANCE THE CURRICULUM “… singular to a diverse curriculum …” Policy Direction
- 21. K to 12 CURRICULUM Multi-cultural context Homogenous cultural context LOCALIZE, INDIGENIZE, ENHANCE THE CURRICULUM ALIGNED BY STANDARDS Policy Direction
- 22. Competency: visualizes, represents and identifies unit of fractions with denominators of 10 and below (M2NS-IIId-72.2) • Use local materials (e.g., fruits in season like watermelon, or local kakanin) to visualize fractions LOCALIZATION • community cultural practices that involve fractions are used to visualize fractions – Ex. division of harvest during harvest season INDIGENIZATION Examples of Localization and Indigenization of the Curriculum
- 23. Competency: Visualize the ratio of two given numbers (M5NS-IIh-22) • Use easily observable examples of ratio in the community – One jeep, 4 wheels; one kariton, 2 wheels, one tricycle, 3 wheels (depending on what is most common in the community) LOCALIZATION • community activities or cultural practices that inherently use the concept of ratio – Ex. Bringing products to the market entails using a carabao carrying sacks (one carabao is to x sacks) INDIGENIZATION Examples of Localization and Indigenization of the Curriculum
- 24. Competency: Identify star patterns that can be seen at particular times of the year (S5FE-IVi-j-1) • use the community’s name for prominent stars, if they have, while retaining the use of the Greek constellations and its background in discussing star patterns LOCALIZATION • Discuss the community’s own calendar of star patterns and its background before discussing the Greek constellations INDIGENIZATION Examples of Localization and Indigenization of the Curriculum
- 25. Identify star patterns Teaching learning process: local practitioners as learning facilitators Learning space and environment: stargazing at a particular time of the year Learning resources: devices, tools, materials, equipment, contextualised readings needed Competency - Indigenization: Classroom assessment: includes information about local star patterns
- 26. Curriculum Contextualization Learning spaces and environment Contextualized Curriculum Teaching methodologies and strategies Learning resources Classroom assessment
- 27. • Major curriculum thrust: CONTEXTUALIZATION • Localization and indigenization are degrees or levels of doing contextualization. • As we move deeper into the community’s context, we are moving towards indigenization. 2 7 Contextualization
- 29. • Major curriculum thrust: CONTEXTUALIZATION • Localization and indigenization are degrees or levels of doing contextualization. • As we move deeper into the community’s context, we are moving towards indigenization. • 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. 2 9 Contextualization
- 30. For all ethnic groups and socio-cultural contexts in the country, not just indigenous communities 3 0 Contextualization
- 31. Curriculum enhancement in relation to the diverse background and situations of learners 3 1 K to 12 CURRICULUM Contextualization
- 32. Weave together the national competencies and the learner’s community realities and knowledges leading to relevant and meaningful lessons 3 2 National Competencies Community knowledges Contextualization
- 33. From To Teacher-centered Learner-centered Content-based Outcomes-based Knowledge consumers Knowledge producers Primary goal of HS: tertiary education Multiple exits (college, entrepreneurship, employment) Contextualization
- 34. Enhanced Basic Education Act of 2013 (RA 10533), Sec. 2 … every graduate: • empowered individual (confident in one’s self and one’s capabilities) • learned the foundations of learning throughout life (relates learning with day-to-day living) • competence to engage in work and be productive (can apply learning to immediate work environment) Expected Outcomes
- 35. Enhanced Basic Education Act of 2013 (RA 10533), Sec. 2 … every graduate: • ability to coexist in fruitful harmony with local and global communities (multi-culturally literate with cross-cultural skills) • capability to engage in autonomous, creative and critical thinking (applies learning and innovation skills in the proper context) • capacity and willingness to transform others and one’s self (applies life and leadership skills for the wellbeing of the community and society at large) Expected Outcomes
- 36. Enhances the quality of the curriculum and its delivery: – translate into better comprehension and application of learning: increase in quality indicators (summative assessment, NAT, etc.) – translate into learners wanting to access DepEd services (formal or ALS): access and efficiency indicators 3 6 Expected Outcomes
- 37. 3 7 “Wisdom is intelligence in CONTEXT. “ Raheel Farooq
- 38. SKILLS Information, Media, and Technology Skills Learning and Innovation Skills Communication Skills Life and Career Skills LEARNING AREAS Language Technology and Livelihood Education (TLE) Mathematics and Science Arts and Humanities Materials, Facilities, and Equipment ICT Environment Assessment School Leadership and Management Schools Divisions Technical Assistance Community- Industry Relevance and Partnerships Teachers The K to 12 Philippine Basic Education Curriculum Framework Monitoring and Evaluation System Curriculum Support System Holistically Developed Filipino with 21st Century Skills Being and Becoming a Whole Person
- 39. Implications • The COMMUNITY is integral to CURRICULUM CONTEXTUALIZATION • Community partnership is now in the heart of education, THE CURRICULUM ITSELF • The curriculum support system will have to be designed in relation to the enhanced curriculum
- 40. Major Curriculum Thrust of K to 12: CONTEXTUALIZATION 4 0 DEPARTMENT OF EDUCATION • Localization and indigenization are degrees or levels of doing contextualization • When we localize, we do not indigenize • When we indigenize, we localize
- 41. Contextualization Process 1. Establish dialogue and community engagement mechanisms with the communities for purposes of contextualized education (R9 and CAR) – Immersion in communities – collaboration with elders’ group (e.g., council, committee) – formulation of cultural standards 2. Situation Analysis leading to community vision, mission and goals for education (R12 and CAR) – Contextualized Curriculum Framework Formulation
- 42. 3. Education Planning with Communities (Learning Resources included), R3, R4A, R5 – LRMDS in the SIP, DEDP, REDP 4. Research for contextualisation and LR development (all regions) – community-led – DepEd-led Contextualization Process
- 43. 5. Curriculum Contextualization – Curriculum (CAR, R6, R7, R8, R10) – Teaching-Learning processes – LRs development (all regions) – Classroom assessment 6. Quality assurance of contextualised curricula, LRs (e.g., lesson plans, TGs, textbooks) - varying degrees of implementation 7. Monitoring and Evaluation of Implementation Contextualization Process
- 44. Contextualized curriculum at the school level Capacity development Education planning (SIP, DEDP, REDP) M and E Policies to guide contextualisation Contextualised school governance Context- appropriate supervision LRMDS Support System
- 45. Curriculum Contextualization and LRMDS Learning spaces and environment Contextualized Curriculum Teaching methodologies and strategies Learning resources Classroom assessment
- 46. 46 DEPARTMENT OF EDUCATION The best curricula is contextualised 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 abilities, let us do what we can for the Filipino learner. - Undersecretary Dina S. Ocampo
Editor's Notes
- #4: RA 10533 h)
- #5: RA 10533 h)
- #10: Examples familiar to children Local materials- stories AP as a learning area promotes contextualization Grade 3 AP- regional profiles 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 areas Translating a story written in another language to the language of one’s learners for use in MTB-MLE
- #14: Even without IP communities, indigenization can be done Examples Design of lessons throughout the year is related with the life of the community Bio-geographical- “Sibuyan island” island ecosystem, Badjao Historical –struggle for self determination (Moro, IP) Socio-cultural – agricultural communities (way of life in an agrarian community), social organization- urban “estero communities” Examples Relating the discussion of national competencies with the community’s life cycle Applying the national competencies in relation to community needs, realities and situations Using indigenous knowledge and competencies as springboard in developing the national competencies Teaching the national competency using the community competency Using community events, indigenous knowledge or celebrations as a theme around which learning areas can be organized to encourage integrative teaching and learning Maximizing the community environment as learning space or venue for learning Involving community members in the teaching-learning process (content, instruction and assessment)
- #15: For indigenization Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
- #16: For indigenization Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
- #17: For indigenization Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
- #18: For indigenization Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
- #19: For indigenization Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
- #20: We are moving from a “singular to a diverse curriculum” (from talk of Usec Dina Ocampo on the K to 12 curriculum), with the K to 12 curriculum being localized, indigenized and enhanced in relation to local context (above example is cultural context).
- #21: Above example is geographical context.
- #22: We also have the multi-cultural context. The curriculum will diversify in response to the prevailing context of the learners but will be aligned nationally through the standards stipulated in the curriculum guides.
- #23: For indigenization Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
- #26: For indigenization Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
- #27: For indigenization Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
- #28: Given the policy directives discussed, we see that a major curriculum thrust with K to 12 is contextualization with localization and indigenization as degrees of doing contextualization.
- #29: Given the policy directives discussed, we see that a major curriculum thrust with K to 12 is contextualization with localization and indigenization as degrees of doing contextualization.
- #30: Given the policy directives discussed, we see that a major curriculum thrust with K to 12 is contextualization with localization and indigenization as degrees of doing contextualization.
- #31: Contextualization is for all ethnic groups in the country (it is a misconception that only IP groups are considered as ethnic groups; the term ethnic applies to all including Tagalogs, Ilocanos, etc).
- #32: Contextualization seeks to address and respond to the diversity of our learners, and is a concrete expression of being inclusive.
- #33: Contextualization allows the weaving together of the national competencies and community realities and knowledges so that learning is truly relevant and meaningful for learners.
- #35: Through contextualization, we hope to develop the kind of learners described in RA 10533 (in black)…
- #36: Through contextualization, we hope to develop the kind of learners described in RA 10533 (in black)…
- #37: Contextualization if done well, will also translate to the improvement of our indicators.
- #39: Since the contextualization of the curriculum recognizes the various dimensions of each learner, then we will be able to achieve what our curriculum framework says as “ being and becoming a whole person”.
- #40: Some implications of curriculum contextualization: The community will be a major player in the heart of the education process which is the curriculum itself. The curriculum support system will also have to be ‘contextualized’ to support a contextualized curriculum .
- #41: RA 10533 h)
- #46: For indigenization Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
- #47: RA 10533 h)