The document discusses contextualization in the Philippine K-12 curriculum framework. It defines contextualization as relating curriculum to students' socio-cultural backgrounds and local communities. The framework emphasizes contextualizing subjects like Araling Panlipunan, Music and Art to reflect students' diverse cultures and regions. It also allows for contextualizing Math and Science lessons through localization, using local examples, materials and practices. Teachers are encouraged to weave national competencies with students' community realities and knowledges to create meaningful lessons.

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JOEY F. VALDRIZ
Presented by:
Division Training on
Interdisciplinary Contextualization
for Mathematics Education

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DISCUSSION THEMES
Policy Basis of Contextualization
Defining Contextualization
Contextualization in the K to 12 Curriculum
Framework
Actualizing Contextualization in the Math and
Science Curricula

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THEME 1:
POLICY BASIS OF CONTEXTUALIZATION

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INITIATIVES BEFORE K TO 12
• 1998-2006: Third Elementary Education
Project (TEEP)
– development of readers using local stories
– Integration of culture and artistic expressions in
learning areas
• 2002-2007: Basic Education Assistance for
Mindanao (BEAM)
– “tri-people” perspective – Muslims, Christians
and Lumads

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INITIATIVES BEFORE K TO 12
• 2005 - present: Strengthening Implementation
of Visayas Education (STRIVE)
– Region-wide efforts on localization /
contextualization
• 2011 - 2014: Philippines' Response to
Indigenous Peoples' and Muslim Education
(PRIME)
– initial attempt at generating the contextualization
process

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POLICY BASIS OF CONTEXTUALIZATION
• Governance of Basic Education Act of 2001
(RA 9155), Sec. 2
… encourage local initiatives for improving the
quality of basic education.
… the values, needs and aspirations of a school
community are reflected in the program of
education. … Schools and learning centers
shall be empowered to make decisions on what
is best for the learners they serve.

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POLICY BASIS OF 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)… contextualized and global

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POLICY BASIS OF CONTEXTUALIZATION

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THEME 2:
DEFINING CONTEXTUALIZATION

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KEY CONCEPTS
• CONTEXTUALIZATION
• LOCALIZATION
• INDIGENIZATION
DepEd Order 32, s. 2015
“Adopting the Indigenous Peoples Education Curriculum Framework”
(July 29, 2015)
- Definition of contextualization, localization
and indigenization based on historical use and
experiences in the Philippine public schools

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CONTEXTUALIZATION

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CONTEXTUALIZATION

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CONTEXTUALIZATION

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LOCALIZATION
• 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.

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CONTEXTUALIZATION

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INDIGENIZATION
Araling Panlipunan
• Reading / dramatizing the life of local heroes
• Discussing local environmental problems
• Staging a debate on local issues
Science or Mathematics
• Research on production outputs of local
industries
• Learning about indigenous ways of
measurement
• Learning from local artisans/farmers about
their own methods of production which use
folk mathematics or traditional folk practices

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CONTEXTUALIZATION

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THEME 3:
CONTEXTUALIZATION IN THE K TO 12
CURRICULUM FRAMEWORK

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CONTEXTUALIZATION
• MTB-MLE – in relation to languages in the Philippines
(socio-cultural)

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CONTEXTUALIZATION
• TLE leading to TVL options – in relation to the learners’
needs and circumstances (situation), interests and skills
(areas of application), and resources available (setting)

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CONTEXTUALIZATION
• Tracks and strands – in relation to the learners’ needs and
circumstances (situation), interests and skills (areas of
application), and resources available (setting)

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CONTEXTUALIZATION
SUBJECT AREAS
GRADE THEME
1 Ako, ang Aking Pamilya at Paaralan
2 Ang Aking Komunidad, Noon at Ngayon
3 Ang mga Lalawigan sa Aking Rehiyon
4 Ang Bansang Pilipinas
5 Pagbuo ng Pilipinas bilang Nasyon
6 Mga Hamon at Tugon sa Pagkabansa
ARALING PANLIPUNAN
(Bio-geographical, historical, socio-cultural)

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CONTEXTUALIZATION
SUBJECT AREAS
GRADE GRADE LEVEL STANDARDS
4-6 … celebration of Filipino cultural identity and
diversity…
7 …cultural richness of the different provinces of
the Philippines.
8-10 … celebration of Filipino cultural identity and
diversity…
MUSIC and ART (Socio-cultural)

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CONTEXTUALIZATION
INCLUSION and INTEREST PROGRAMS
• IP Education Program
• Madrasah Program
• Programs for the Gifted and Talented
• Programs for Learners with Disabilities
• Programs for Learners Under Difficult
Circumstances

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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

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CONTEXTUALIZATION
Flexibility of the K to 12 curriculum allows for
curriculum enhancement at the local level 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.

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CONTEXTUALIZATION
DepEd Order 35, s. 2016
“The Learning Action Cell as a K to 12 Basic Education Program
School-Based Continuing Professional Development Strategy for
the Improvement of Teaching and Learning” (June 7, 2016)
• The teacher’s guide and learners materials
may be modified to accommodate the
unique contexts of a particular locality.

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THEME 4:
ACTUALIZING CONTEXTUALIZATION
IN THE MATH AND SCIENCE CURRICULA

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MATHEMATICS
CURRICULUM FRAMEWORK

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CURRICULUM FEATURES
• Generally, standards and
competencies do not specify the
context.
• Science and Math curricula allow for
contextualization at the local level to
enrich the curriculum.

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EXAMPLES OF LOCALIZATION AND
INDIGENIZATION OF THE CURRICULUM
Competency:
• visualizes, represents and identifies unit of
fractions with denominators of 10 and below
(M2NS-IIId-72.2)
LOCALIZATION
• Use local materials (e.g., fruits in season like
watermelon, or local kakanin) to visualize fractions
INDIGENIZATION
• community cultural practices that involve fractions
are used to visualize fractions
– Ex. division of harvest during harvest season

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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 (socio-cultural)
• community activities or cultural practices that inherently
use the concept of ratio
– Bringing products to the market entails using a carabao
carrying sacks (one carabao is to x sacks)

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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 (socio-cultural)
• Discuss the community’s own calendar of star
patterns and its background before discussing the
Greek constellations

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EXAMPLES OF LOCALIZATION AND
INDIGENIZATION OF THE CURRICULUM
• Relating concepts in
algebra with
weaving, music and
kinship patterns
• Recognizing
practices that
inherently exercise
mathematical
thinking

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EXAMPLES OF LOCALIZATION AND
INDIGENIZATION OF THE CURRICULUM

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EXAMPLES OF LOCALIZATION AND
INDIGENIZATION OF THE CURRICULUM

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CONTEXTUALIZATION
DepEd Order No. 42, s. 2016
“Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic
Education Program” (June 17, 2016)
- Considerations in doing contextualization
• Relating with the community
• Appropriate relationship of the context with
the competency
• Spiraling in contextualization
• Contextualization with indigenous
communities (DO 51, s. 2014)
• Contextualization with ethnicities

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CONTEXTUALIZATION
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.

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CONTEXTUALIZATION
• Principle and standard in designing the K
to 12 curriculum: curriculum design of
subjects and learning standards
• Group of instructional strategies:
competencies, teaching-learning process,
learning environment, learning resources
• Guided by the principles of being learner-
centered and inclusive, recognizing diversity

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CONTEXTUALIZATION
• Diversity of curricula are aligned nation-
wide by the principles and standards of
the K to 12 curriculum
• The extent of contextualizing depends on
factors, i.e., familiarity of the teacher with
the community, the background of the
learners in one’s class, the setting and
situation of the community.
• For all ethnic groups and socio-cultural
contexts in the country, not just indigenous
communities

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CONTEXTUALIZATION
• Weave together the national competencies and the
learner’s community realities and knowledges
leading to relevant and meaningful lessons

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To Ponder
• The best curricula are 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

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R E F E R E N C E S
• Governance of Basic Education Act of 2001 (RA 9155)
• Enhanced Basic Education Act of 2013 (RA 10533)
• Adopting the Indigenous Peoples Education Curriculum Framework (DO 32,
s. 2015)
• The Integration of Academic and Technical Skills in K to 12 and Community
College Classrooms: Contextualized Teaching and Learning as a Key
Strategy
• http://www.careerladdersproject.org/wp-content/uploads/2013/02/7-The-
Integration-of-Academic-and-Technical-Skills-in-K-12-and-Community-College-
Classrooms.pdf
• Globalization and its methodological discontents: Contextualizing
globalization through the study of HIV/AIDS
http://www.globalizationandhealth.com/content/7/1/29 )
• Curricular Contextualization: Tracking the Meanings of a Concept
http://www.fpce.up.pt/contextualizar/pdf/Curricular_Contextualization-
Tracking_the_Meanings_of_a_Concept.pdf
• Ang K to 12 at Senior High School, Committee on Education, Science and
Technology, Sangguniang Panlungsod, Quezon City