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Contextualization presentation

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Contextualization presentation DepEd leyte, CID

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Contextualization presentation

  1. 1. CURRICULUM CONTEXTUALIZATION
  2. 2. Objectives 1. Identify the initiatives of DepEd and its Legal Bases in relation to contextualization. 2. Explain the process of contextualization 3. Cite the importance of curriculum contextualization 4 Discuss the “Policy Guidelines on Classroom Assessment” DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. III
  3. 3. LET US THINK 1. What do you know about curriculum contextualization? 2. What is localization? 3. What is indigenization? DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. III
  4. 4. Initiatives before K to 12 1. 1998-2006 : Third Elementary Education Project (TEEP) a. development of readers using local stories b. Integration of culture and artistic expressions in learning areas 2. 2002-2007:Basic Education Assistance for Mindanao (BEAM) a. "tri-people" perspective- Muslims, Christians and Lumads 3. 2005: Strengthening Implementation of Visayas Education (STRIVE) a. systemic efforts on localization (Region) 4. 2011-2014: Philippines' Response to Indigenous Peoples' and Muslim Education (PRIME) a. initial attempt at generating the contextualization process DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. III
  5. 5. The K to 12 Philippine Basic Education Curriculum Framework CONTEXT PHILOSOPHICAL & LEGAL BASES ■ RA 10533 Enhanced Basic Education Act of 2013 ■ Kindergarten Act ■ The 1987 Phil. Constitution ■ BP 232, Education Act of 1982 ■ RA 9155, Governance of Basic Education Act of 2001 ■ The vision, mission statement of DepEd ■ SOUTELE, 1976 ■ The EDCOM Report of 1991 ■ Basic Education Sector Reform Agenda (BESRA) ■ The four pillars of education (UNESCO) NATURE OF THE LEARNER ■ Has a body and spirit, intellect, free will, emotions, multiple intelligence, learning styles ■ Constructor of knowledge and active maker of meaning, not a passive recipient of information NEEDS OF NATIONAL & GLOBAL COMMUNITY ■ Poverty reduction and human development ■ Strengthening the moral fiber of the Filipino people ■ Development of a strong sense of nationalism ■ Development of productive citizens who contribute to the building of a progressive, just, and humane society ■ Ensuring environmental sustainability ■ Global partnership for development NEEDS OF THE LEARNER ■ Life skills ■ Self-actualization ■ Preparation for the world of the work, entrepreneurship, higher education DEPARDEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
  6. 6. Features of the K to 12 Curriculum learner-centered, inclusive, and research- based standards- and competence-based, seamless, decongested culture-responsive and culture-sensitive, integrative and contextualized, relevant and responsive flexible, ICT-based, and global DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
  7. 7. DepEd Mission To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: 1.Student learn in a child-friendly, gender- sensitive, safe and motivating environment; 2.Teachers facilitate learning & constantly nurture every learner; DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
  8. 8. Current Initiatives 3 Administrators & staff as stewards of institution ensure an enabling and supportive environment for effective learning to happen. 4.Family, community and other stakeholders are actively engaged and share responsibility for developing life-long learners DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
  9. 9. Current Initiatives What we have now: Contextualizing Education at Various Levels 1. K to 12 Framework a. MTB b. SHS 2. Programs (IPEd, Muslim Ed, SPED, Special Interest Programs, ALS) 3. Learning Areas (e.g. AP -regional profiles, Art and Music- cultural artistic expressions by regions) DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
  10. 10. 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)... contextualized and global DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
  11. 11. 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. DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
  12. 12. Key Concepts CONTEXTUALIZATION LOCALIZATION INDIGENIZATION DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
  13. 13. Key Concepts 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: 1. Localization 2. Indigenization DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
  14. 14. Key Concepts 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. DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
  15. 15. LOCALIZATION learning content local information local materia ls 11; DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
  16. 16. Examples of Localization 1. Examples used in lessons start with those in the locality 2. Names, situations, setting needed to give context to test questions or problem-solving exercises are those of the immediate community 3. Local materials are used as often as possible in making instructional materials 4. Local stories are used in the language learning areas 5. Translating a story written in another language to the language of one's learners for use in MTB-MLE DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
  17. 17. Key Concepts 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. 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. DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
  18. 18. INDIGENIZATION Curriculum framework Curriculum design bio-geographical Learning Standards Teaching-learning processes Learning resources historical socio- cultural DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
  19. 19. Examples of Localization and Indigenization of the Curriculum Curriculum design; NKCG LOCALIZATION • Use local information and materials while maintaining the suggested structure, themes and activities in the NKCG INDIGENIZATION • 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 knowledge)
  20. 20. Examples of Localization and Indigenization of the Curriculum Competency; Visualize the ratio of two given numbers (M5NS-IIh-22) LOCALIZATION • 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) INDIGENIZATION • 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)
  21. 21. Examples of Localization and Indigenization of the Curriculum Competency; Identify star patterns that can be seen at particular times of the year (S5FE-IVi-j-1) LOCALIZATION • 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 INDIGENIZATION • Discuss the community's own calendar of star patterns and its background before discussing the Greek constellations
  22. 22. DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII BANGHAY ARALIN SA EDUKASYON SA PAGPAPAKATAO 3 (Unang Markahan) National Competence: Naipapakita ang natatanging kakayahan. Hal. Talentong ibinigay ng Diyos. (EsP3PKP- Ia – 13) pg.166 Community Competence: Nakasasayaw ng Igal-Igal.
  23. 23. Banghay Aralin sa Edukasyon Sa Pagpapakatao 3 (Second Quarter) National competence: Nakapagpapakita nang may kasiyahan sa pakikiisa sa mga gawaing pambata. (ESP3P-II h-i-17 page 168) Community competence: Napaghihiwalay ang mga malalaki at maliit na isda. DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
  24. 24. Major curriculum thrust of K to 12: CONTEXTUALIZATION • Localization and indigenization are degrees or levels of doing contextualization • When we localize, we do not necessarily indigenize • When we indigenize, we localize DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
  25. 25. Contextualization Process 1. Establish dialogue and community engagement mechanisms with the communities for purposes of contextualized education a. Immersion in communities b. collaboration with elders' group (e.g., council, committee) c. formulation of cultural standards
  26. 26. Contextualization Process 1. Establish dialogue and community engagement mechanisms with the communities for purposes of contextualized education 2. Situation Analysis leading to community vision, mission and goals for education a. Contextualized Curriculum Framework Formulation
  27. 27. Contextualization Process 1. Establish dialogue and community engagement mechanisms with the communities for purposes of contextualized education 2. Situation Analysis leading to community vision, mission and goals for education 3. Education Planning with Communities (Learning Resources included), a. LRMDS in the SIP, DEDP, REDP
  28. 28. Contextualization Process 1. Establish dialogue and community engagement mechanisms with the communities for purposes of contextualized education 2. Situation Analysis leading to community vision, mission and goals for education 3. Education Planning with Communities (Learning Resources included) 4. Research for contextualization and LR development a. community-led b. DepEd-led
  29. 29. Contextualization Process 5. Curriculum Contextualization a. Curriculum b. Teaching-Learning processes c. LRs development d. Classroom assessment
  30. 30. Contextualization Process 5. Curriculum Contextualization a. Curriculum b. Teaching-Learning processes c. LRs development d. Classroom assessment 6. Quality assurance of contextualized curricula, LRs (e.g., lesson plans, TGs, LMs) -
  31. 31. LRMDS Process Steps 1. Assessment of LR Needs 2. Planning for LR Provision 3. Acquiring, developing & producing LRs 4. Contextualization of LRs 5. Quality Assurance of LRs 6. Cataloguing of Quality Assure LRs 7. Publishing of QA and catalogued LRs 8. Advocating the use of material in LR portal 9. Monitoring & Evaluation of LRMDS
  32. 32. Support System for a Contextualized Curriculum- School Level Capacity developmen t Education planning (SIP, DEDP, REDP) M and E Contextualized curriculum at the school level <^j LRMDS Context- appropriate supervisio n Policies to guide contextualization Contextualized school governance
  33. 33. Curriculum Contextualization Contextualized Curriculum Learning -spaces and environment Teaching methodologies and strategies Classroom assessment Learning resources
  34. 34. SCHOOL LEVEL TOR 1. Establish mechanisms for dialogue and partnership with the community 2. Analyze community context and identify contextualization needs (curriculum and LRs) 3. Undertake curriculum contextualization a. Develop indigenized lesson plans b. Develop new LRs if needed c. Evaluate existing LRs for redevelopment 4. With the community, quality assure LRs developed for context-appropriateness and content alignment 5. Facilitate the use of the LR Portal by learners and teachers
  35. 35. Division level TOR 1. Provide technical assistance to schools in establishing mechanisms for dialogue and partnership with the community 2. Provide technical assistance to schools for situation analysis leading to directions for curriculum contextualization 3. Provide technical assistance to schools for curriculum contextualization and LR development 4. Conduct division mapping of possible themes for contextualization 5. Quality assure contextualized curricula and monitor its implementation 6. Quality assure submitted LRs from the schools 7. Evaluate LRs from donors for redevelopment 8. Monitoring and Evaluation of the implementation of contextualized curricula
  36. 36. Regional level TOR 1. Provide technical assistance to Divisions 2. Formulate localized policies and standards to guide curriculum contextualization and LR development 3. Conduct regional mapping of themes for contextualization 4. Monitor and evaluate the implementation of contextualized curricula and LRMDS implementation 5. Advocate for the support of the contextualized curricula and LRs
  37. 37. CO level TOR 1. Formulate national policies and standards (including indicators) to guide curriculum contextualization and LR development 2. Provide technical assistance to regions 3. Monitoring and Evaluation of implementation
  38. 38. CLASSROOM ASSESSMENT (DepEd Order No. 8, s. 2015) POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC EDUCATION PROGRAM
  39. 39. Classroom Assessment is an integral part of curriculum implementation. It allows the teachers to track and measure learner’s progress and to adjust instruction accordingly. Classroom Assessment is an ongoing progress of identifying, gathering, organizing, and interpreting quantitative and qualitative information about what learners know and can do.
  40. 40. Two Types of Classroom Assessment a. Formative Assessment  Assessment for Learning  Assessment as Learning b. Summative Assessment  Assessment of Learning
  41. 41. WHAT IS ASSESSED IN THE CLASSROOM? a. Content Standards – identify and set the essential knowledge and understanding that should be learned. b. Performance Standard – describe the abilities and skills that learners are expected to demonstrate in relation to the content standards and integration of 21st century skills.
  42. 42. c. Learning Competencies – Knowledge, Understanding, Skills and Attitudes that students need to demonstrate in every lesson and/or learning activity. d. Concept Development – the learning standards in the curriculum reflect progressions of concept development.
  43. 43. Old Version New Version BENJAMIN BLOOM DAVID KRATHWOLLORIN
  44. 44. Adapted Cognitive Process Dimensions Cognitive Process Dimensions Descriptions Remembering The learner can recall information and retrieve relevant knowledge from long- term memory: identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce Understanding The learner can construct meaning from oral, written, and graphic messages: interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss
  45. 45. Applying The learner can use information to undertake a procedure in familiar situations or in a new way: execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover Analyzing The learner can distinguish between parts and determine how they relate to one another, and to the overall structure and purpose: differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct
  46. 46. Evaluating The learner can make judgements and justify decisions: coordinate, measure, detect, defend, judge, argue, debate, critique, appraise, evaluate Creating The learner can put elements together to form a functional whole, create a new product or point of view: generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, design, devise
  47. 47. To align the assessment process with the K to 12 curriculum, the adapted Cognitive Process Dimensions may be used as guide not only in lesson development but also in the formulation of assessment tasks and activities.
  48. 48. TABLE OF SPECIFICATION
  49. 49. What is a Table of Specifications? The Table of Specifications is a blueprint for the preparation of an exam. It serves as the “map” or guide to assigning the appropriate number of items to topics included in the course or subject.
  50. 50. A Table of Specifications is a two-way chart which describes the topics to be covered by a test and the number of items or points which will be associated with each topic.
  51. 51. A Table of Specifications provides the teacher with evidence that a test has content validity, that it covers what should be covered. A Table of Specifications helps to ensure that there is a match between what is taught and what is tested.
  52. 52. Concepts/ Objectives No. of Hours/ Session Weight in % Level of Skills/Cognition Remem bering 30 % Unders tanding 30% Applying 15% Analyzing 15% Evaluating 5% Creating 5% Total 1. Rectangular Coordinate System 5 2. Linear Equations in Two Variables 7 3. Slope of a Line 5 4. Linear Function Domain & Range 8 5. Graphs of Linear Equation 10 6. Equation of the Line a.Any two points b.Slope & a point c.Slope & y- intercepts 10 TOTAL 45
  53. 53. DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII 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 abilities, let us do what we can for the Filipino learner. - Undersecretary Dina S. Ocampo
  54. 54. DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII Thank you!

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