1. The document provides guidance on localizing and contextualizing the curriculum through various activities. It defines localization and contextualization and explains their importance in making learning relevant. 2. Teachers are instructed to help students identify topics from the curriculum that can be localized using local materials and contextualized by relating to the students' lives and settings. 3. Effective localization and contextualization of the curriculum is important for addressing cultural diversity and geography while ensuring a quality, equitable and complete basic education for all students.

1. Localization &
Contextualization

2. Activity
• Assign one quarter for each group
• Distribute the CGs to the participants
• Let the group divide the Manila Paper into
two columns.

3. • Using the metacards (yellow contextualization
and blue localization) let them write down the
topics that they localized and
contextualized.

4. • Let them post the topics that they localized on the first
column and topics that they contextualized on the
second column.
• When done, let them post their Manila Paper

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

6. 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.”

7. 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

8. 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

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

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

11. 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
use different materials, they will use different
instruments so that they can deliver the standards
of the curriculum.

12. Localization and
Contextualization
HOW?

13. The REACT Strategy
Curricula and instruction based on contextual learning
strategies should be structured to encourage five essential
forms of learning:
RELATING
EXPERIENCING
APPLYING
COOPERATING
TRANSFERRING

14. RELATING:
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.
.

15. EXPERIENCING:
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.

16. APPLYING:
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.

17. COOPERATING:
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. Employers
espouse that employees who can communicate effectively,
who share information freely, and who can work
comfortably in a team setting are highly valued in the
workplace. We have ample reason, therefore, to
encourage students to develop these cooperative skills
while they are still in the classroom.

18. The laboratory, one of the primary instructional
methods in contextual courses, is essentially
cooperative. Typically, students work with partners to
do the laboratory exercises; in some cases, they work
in groups of three or four. Completing the lab
successfully requires delegation, observation,
suggestion, and discussion. In many labs, the quality
of the data collected by the team as a whole is
dependent on the individual performance of each
member of the team.
Students also must cooperate to complete small-group
activities. Partnering can be a particularly effective
strategy for encouraging students to cooperate.

19. TRANSFERRING:
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, in that it calls upon
the familiar. Students develop confidence in their
problem-solving abilities if we make a point of
building new learning experiences on what they
already know.

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

21. • 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

22. • The localized or
contextualized curriculum is
based on local needs and
relevance for the learners
where there is flexibility and
creativity in the lessons.

23. Sample prompts
How? Students will __________________
What? in order to _____________________
Why? so they can
____________________

24. How? Analyze the scenery (local spots) in
a photograph
What? in order to identify the elements
Why? so they can appreciate local work of
art, artist….preserve and promote the
beauty of the environment

25. Are You Teaching
Contextually?

26. Take this self-test and see.
1. Are new concepts presented in real-life (outside the
classroom) 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 being important to their current or possible
future lives?
5. Do examples and student exercises cultivate an attitude that

27. 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)?

28. 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?

29. Application
• Create your own saying or
quotation that tells or
manifests the importance of
localization and
contextualization in EsP

30. The Big Picture