Localization and contextualization are important principles in curriculum development and implementation. Localization refers to relating learning content to local information and materials from the learner's community. Contextualization is the process of relating curriculum competencies to a particular setting or situation to make them relevant and meaningful. Both localization and contextualization are mandated by the Philippine constitution and laws like the Enhanced Basic Education Act to foster preservation of culture and regional diversity. The REACT strategy provides a framework for contextual learning through experiences, applying concepts, cooperation, transferring knowledge, and self-directed learning. Teachers should maximize locally available materials and authentic activities from students' lives and interests to effectively localize and contextualize the curriculum.

1. Contextualization and
Localization

2. Priming activity
• Tell whether the following
statements or situations
illustrate Localization or
Contextualization or both

3. 1. Gamit ang mga lokal na produkto ng
inyong komunidad, gumawa ng
advertisement kung paano ito
maitatampok o maipapakilala.
2. Ano ba ang pakiramdam kapag brownout
o kapag nawalan ng suplay ng tubig?
3. Bumuo ng isang mini-business plan
gamit ang natutunan sa TLE para sa
binabalak na negosyo ng grupo.
4. Magsagawa ng “price survey” ng mga
sangkap sa pagluluto ng pinangat.

4. 5. Matapos ninyong matutunan ang
aralin tungkol sa produksyon, ang
bawat pangkat ay inaasahang
magsadula ng “economic activity” sa
inyong lugar.

5. 1. What are your bases in deciding
whether a statement is localized
or contextualized?
2. What is your impression
about localization and
contextualization?

6. Localization and Contextualization
Article XIV, Section 14 of the 1987
Philippine Constitution which states
that “The State shall foster the
preservation, enrichment, and dynamic
evolution of aFilipino national
culture based on the principle of unity in
diversity in a climate of free artistic and
intellectual expression”
LEGAL BASES

7. 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.”

8. Localization and Contextualization
RA 10533
Enhanced Basic
Education Act of 2013
LEGAL
BASIS

9. 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.”

10. 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
- Family, community, and other stakeholders are
actively engaged and share responsibility for
developing life-long learners

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 the learners

12. * Examples of Contextualization
Nailalapat ang kahulugan ng Ekonomiks
sa pang-araw araw na pamumuhay ?
competency

13. Kung Ikaw ay bibigyan ng
pagkakataon na pumilii ng
sistemang pang-ekonomiya na
paiiralin sa ating bansa , anong
sistema ang iyong pipiliin ?
Bakit?
Art of
Questioning
* Examples of Contextualization

14. * Examples of Contextualization
Activity

15. Curriculum
K TO 12
* Example of Contextualization

16. the process of relating learning content
specified in the curriculum to local information
and materials from the learner’s community
As one of the degrees of contextualization,
localization is defined as:
Localization

17. * Examples of Localization
Nasusuri ang iba’t ibang estruktura ng
pamilihan sa iyong komunidad na
tumutugon sa pangangailangan ng
maraming tao
competency

18. 1. Kung ikaw ay Mayor, ano ang iyong higit
na bibigyan ng bigat sa paggawa ng
desisyon, ang benepisyo mula sa
industriyalisasyon o ang epekto nito sa
kapaligiran at sa mga mamamayan?
Pangatwiranan
Art of
Questioning
* Examples of Localization

19. * Examples of Localization
Activity

20. Curriculum
Mother Tongue
* Examples of Localization

21. Why do we need to localize and contextualize the
curriculum and the use of learning materials?
CULTURAL
DIVERSITY
GEOGRAPHY
INDIVIDUAL

22. Localization and Contextualization
The curriculum is alive, it changes depending who
is implementing it, where and when it is
implemented.
In order for you to localize and contextualize the
curriculum, “you have to think of where you are so
that you can make the curriculum relevant to
you.” – Usec. Dina Ocampo
when we localize [the curriculum], we agree to it
This means that different areas in the country will
also use different materials, they will use different
instruments so that they can deliver the standards
of the curriculum.

23. Localization and
Contextualization
HOW?

24. The REACT Strategy
Curricula and instruction based on contextual learning
strategies should be structured to encourage five essential
forms of learning:
EXPERIENCING

25. 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
student’s 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.
.

26. Halimbawa

27. Experiencing—learning in the
context of exploration, discovery, and
invention—is the heart of contextual
learning. However motivated or tuned-in
students may become as a result of
other instructional strategies such as
video, narrative, or text-based activities,
these remain relatively passive forms of
learning. And learning appears to "take"
far more quickly when students are able
to manipulate equipment and materials
and to do other forms of active
research.

28. HALIMBAWA:

29. Applying concepts and
information in a useful context
often projects students into an
imagined future (a possible
career) or into an unfamiliar
location (a workplace). This
happens most commonly through
text, video, labs, and activities,
and these contextual learning
experiences are often followed up
with firsthand experiences such as
plant tours, mentoring
arrangements, and internships.

30. HALIMBAWA:

31. Cooperating—learning in the
context of sharing, responding, and
communicating with other learners—is a
primary instructional strategy in contextual
teaching. The experience of cooperating
not only helps the majority of students learn
the material, it also is consistent with the
real-world focus of contextual teaching.

32. HALIMBAWA:

33. Learning in the context of
existing knowledge, or
transferring, uses and builds
upon what the student has
already learned. Such an
approach is similar to relating,
Students develop confidence in
their problem-solving abilities if
we make a point of building new
learning experiences on what
they already know.

34. HALIMBAWA:

35. • Localization and
contextualization can be
done in all subject areas
• Localization maximizes
materials that are locally
available

36. • To contextualize, teachers use
authentic materials, activities,
interests, issues, and needs from
learners’ lives
• Should create rooms for students to
pose problems and issues and
develop strategies together for
addressing them

37. Are You Teaching
Contextually?

38. Take this self-test
1. Are new concepts presented in real-life situations and
experiences that are familiar to the student?
2. Are concepts in examples and student exercises presented
in the context of their use?
3. Are new concepts presented in the context of what the
student already knows?
4. Do examples and student exercises include many real,
believable problem-solving situations that students can
recognize as important to their current and possible
future lives?

39. 5. Do examples and student exercises cultivate an attitude
that says, "I need to learn this"?
6. Do students gather and analyze their own data as they are
guided in discovery of the important concepts?
7. Are opportunities presented for students to gather and
analyze their own data for enrichment and extension?
8. Do lessons and activities encourage the student to apply
concepts and information in useful contexts, projecting the
student into imagined futures (e.g., possible careers) and
unfamiliar locations (e.g., workplaces)?

40. 9. Are students expected to participate regularly in
interactive groups where sharing, communicating,
and responding to the important concepts and
decision-making occur?
10. Do lessons, exercises, and labs improve
students’ written and oral communication skills in
addition to mathematical reasoning and achievement?

41. Application
• Create your own Hugot pa
more! quotation that tells or
manifest the importance of
localization and
contextualization in Araling
Panlipunan