The document discusses localization and contextualization in education. Localization refers to relating learning content to local information and materials from the learner's community. Contextualization is the process of relating the curriculum to a particular setting or situation to make competencies relevant and meaningful. The document provides examples of localization and contextualization in subjects like Mother Tongue. It emphasizes that localization allows the use of different learning materials in different areas of the country so the curriculum can be delivered based on local standards. The REACT strategy for contextual learning structures curricula around experiencing, applying, cooperating, transferring, and reacting concepts in meaningful contexts.

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 halamang gamot sa
paaralan, kumuha ng pangunang lunas
para sa kamag aral na nahihilo.
2. Ano ba ang pakiramdam ng taong
nabu”bully”?
3. Anong laro na sikat sa ating lugar ang
sumusukat sa kalakasan ng ating mga
kalamnan sa binti at hita.?
4. Sa inyong pagkaunawa, ano anong mga
salik ang nagiging dahilan upang
maabuso ang gateway drugs tungo sa
adiksyon?

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

5. 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 a
Filipino national culture based on the
principle of unity in diversity in a climate
of free artistic and intellectual
expression” .
LEGAL BASES

6. 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.”

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

8. 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.”

9. 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

10. 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

11. * Examples of Contextualization
Nakapagmumungkahi ng mga
paraan upang magkaroon ng
mabuting kalusugang
pangkaisipan? ?

12. Ano ang gagawin mo kung
ikaw ay tinutukso o binubully
ng iyong kaklase?
* Examples of Contextualization

13. * Examples of Contextualization
Kolum A Kolum B Dahilan
Maging palakaibigan
sa mga kamag aral.
Mag isa at umupo na
lamang sa isang tabi.
Tinatanggap ang mga
payo ng nakatatanda.
Matatampuhin at
minamasama ang
payo ng iba
Walang pakialam sa
kapwa.
Dinadamayan ang
iba sa ora ng
pangangailangan.
Suriin ang bawat aytem sa una at ikalawang kolum. Bilugan
kung ano ang pipiliin mo sa Option A at B. Isulat sa ikatlong
kolum ang iyong dahilan.

14. K TO 12
* Example of Contextualization

15. 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

16. * Examples of Localization
Naisasagawa ang mga laro na
sikat sa pamayanan nang
masigla at may kagalakan.

17. Anong mga karamdaman ang maaring kumalat
sa inyong barangay kung patuloy kayong
magtatapon ng basura sa ilog?
* Examples of Localization

18. * Examples of Localization

19. Mother Tongue
* Examples of Localization

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

21. 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.

22. Localization and
Contextualization
HOW?

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

24. 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.
.

25. Halimbawa

26. 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.

27. HALIMBAWA:

28. 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.

29. HALIMBAWA:

30. 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.

31. HALIMBAWA:

32. 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.

33. HALIMBAWA:

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

35. • 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

36. Are You Teaching
Contextually?

37. 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?

38. 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)?

39. 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?

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