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Contextualize Lesson Plan


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How to contextualize, localize, and "indigenize" lesson plans. That is why we don't agree to some proposal of lazy educators to have a common lesson plan for all teachers.

Published in: Education
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Contextualize Lesson Plan

  1. 1. Mahal Kita pero Walang Forever kaya BREAK MUNA TAYO! Curriculum Contextualization
  2. 2. 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.
  3. 3. Kategorya 1: Kilala NAMIN ito!
  4. 4. Kategorya 2: Meron KAMI Nito!
  5. 5. Kategorya 3: Sa AMIN sya nanggaling!
  6. 6. Kategorya 4: Amin to!
  7. 7. 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? 1. What do the pictures represent?
  8. 8. 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)
  9. 9. 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
  10. 10. 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. ( example : Grade 3 lesson on the seal of the province of Cavite ) Contextualization
  11. 11. 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
  12. 12. 25 particular setting situation area of application meaningful relevant useful Contextualization
  13. 13. 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)
  14. 14. 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.
  15. 15. 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.
  16. 16. •Useful – applicable in everyday situation , practicable
  17. 17. Localization– the process of relating learning content specified in the curriculum to local information and materials from the learner’s community.
  18. 18. 31 learning content local information local materials DEPARTMENT OF EDUCATION Localization
  19. 19. 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 (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 Examples of Localization
  20. 20. DEPARTMENT OF EDUCATIONDEPARTMENT 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)
  21. 21. bio-geographical Learning resources Teaching-learning processes socio-cultural historical Curriculum framework Curriculum design Learning Standards DEPARTMENT OF EDUCATION Indigenization
  22. 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
  24. 24. GRADE 10 - AP (Performance Standards – QA)
  25. 25. Source: Department of Education – Division of Antipolo City Markahan Pamantayan sa Pagganap (Performance Standard) Proyekto/ stratehiya ARKAHAN - Mga Isyung igiran at Pang-ekonomiya Nakabubuo ng programang pangkabuhayan (livelihood project) batay sa mga pinagkukunang yaman na matatagpuan sa pamayanan upang makatulong sa paglutas sa mga suliraning pangkabuhayan na kinakaharap ng mga mamamayan coconut shells sa paggawa ng mga shades Abra: paggamit ng kawayan sa kan craft Pasig- paggawa ng mga bag mula lily ANG MARKAHAN - Mga itikal at Pangkapayapaan Nakapagpapanukala ng mga paraan na nagpapakita ng aktibong pakikilahok sa mga isyung pampulitikal na nararanasan sa pamayanan at sa bansa Pagpapakilala sa sistema ng pedc budong, dap – ayan, Lupong Tagapamayapa. ( let the le role play ) TLONG MARKAHAN sa Karapatang Pantao at Gender Nakapagpaplano ng symposium na tumatalakay sa kaugnayan ng karapatang pantao at pagtugon sa responsibilidad bilang mamamayan tungo sa pagpapanatili ng isang pamayanan at bansa na kumikilala sa karapatang pantao Pag- usapan: Bakit walang rape s Bontok? ( research based) Ang mga kalalakihan ng Mt. Provin naglalaba ng gamit ng bagong pan nilang asawa. NA MARKAHAN - Mga g Pang-Edukasyon at o at Pagkamamamayan Nakagagawa ng case study na tumatalakay sa mga solusyon tungkol sa mga suliraning kinakaharap ng sistema ng edukasyon sa bansa Case study ng epekto ng Teenage Pregnancy sa Sistema ng edukasy mga mungkahing solusyon. ( Cord
  26. 26. Competency: Nakapagmumungkahi ng mga paraan upang maiwasan ang graft and corruption sa lipunan. • Barangay or Municipal Ordinance LOCALIZATION • Honesty stores INDIGENIZATION Examples of Localization and Indigenization of the Curriculum
  27. 27. • 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
  28. 28. 4 Local information, local materials Bio-geography History Socio-cultural dimension LOCALIZATION INDIGENIZATION Contextualization Kilala namin ito Meron kami nito Sa amin siya nanggaling Amin ito As we move deeper into the community’s context, we are moving towards indigenization.
  29. 29. • 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
  30. 30. • 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.
  31. 31. Contextualization •Learner – centered •Outcomes – based •.knowledge producers •Multiple exits
  32. 32. 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.
  33. 33. A closer look on our culture is a must. We need to retrieve the positive elements of our history and culture.
  34. 34. 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.
  35. 35. 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