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Contextualize Lesson Plan
The document outlines objectives for curriculum contextualization, emphasizing the importance of localizing and indigenizing educational content to relate it to learners' diverse backgrounds. It also describes the principles guiding the Enhanced Basic Education Curriculum in the Philippines, advocating for a flexible, culturally responsive education that utilizes local materials and contexts. Ultimately, the document promotes an educational approach that engages learners by connecting curriculum content to their communities and cultures.
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Contextualize Lesson Plan
- 1. Mahal Kita peroWalang Forever kaya BREAK MUNA TAYO! Curriculum Contextualization
- 2. Objectives: • Gain functionaland operational understanding of curriculum contextualization • Illustrate ways on how the curriculum and/or subject could be localized/indigenized; and • Express appreciation of the need to adapt to the learners’ diversity through contextualization.
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- 10. Kategorya 3: Sa AMINsya nanggaling!
- 12.
- 20. 2. What haveyou noticed about how the following categories are arranged: 2.1 Kilala namin ito; 2.2 Meron kami nito; 2.3 Sa amin siya nanggaling; and 2.4 Amin ito? 1. What do the pictures represent?
- 21. The K to12 curriculum framework highlights the fundamental importance of context in shaping the curriculum, and consequently, the teaching-learning process DEPARTMENT OF EDUCATION 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)
- 22. Standards • - learning–centered, inclusive and developmentally appropriate • - relevant, responsive and research – based • - culture – sensitive • - contextualized and global • - use pedagogical approaches that are constructivist • - inquiry – based, reflective, collaborative, integrative • -adhere to the principles and framework of MTB – MLE • - Flexible enough to enable and allow school to localize and indigenize
- 23. Flexibility of theK to 12 curriculum allows for curriculum enhancement in relation to the diverse background of learners DEPARTMENT OF EDUCATION 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. ( example : Grade 3 lesson on the seal of the province of Cavite ) Contextualization
- 24. Contextualization refers tothe 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 (DepEd Order 32 s. 2015) The degree of contextualization may be described and distinguished into the following: DEPARTMENT OF EDUCATION
- 25. 25 particular setting situation area of application meaningful relevantuseful Contextualization
- 26. From Grade 1 Modulein Civics Grade 1 pupils might not be familiar with these people, how could they be of use as stimuli? ( maaari rin na mag – invite ng speakers na kilala nila like Folayang)
- 27. Use relevant (makabuluhan)lesson that can excite our students to find meaning inside the classroom and eventually ignite them to engage in contemporary issues outside.
- 28. A lesson ismeaningful if it provides learners with facts and empirical data and explain how these relate with each other. But if the learner does not find any relevance in learning for learning’s sake, then the learning is not a meaningful one.
- 29. •Useful – applicablein everyday situation , practicable
- 30. Localization– the processof relating learning content specified in the curriculum to local information and materials from the learner’s community.
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- 32. DEPARTMENT OF EDUCATION •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 (Plants, animals, delicacies, etc) • Local stories are used in the language learning areas (Si Pagong at si Matsing) • Translating a story/sentences/paragraphs written in another language to the language of one’s learners for use in MTB-MLE (Rice) 3 2 Examples of Localization
- 33. DEPARTMENT OF EDUCATIONDEPARTMENTOF EDUCATION 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. (indigenous means deeply rooted to a place)
- 34. bio-geographical Learning resources Teaching-learning processes socio-cultural historical Curriculum framework Curriculumdesign Learning Standards DEPARTMENT OF EDUCATION Indigenization
- 35. Competency: Visualizes, represents andidentifies unit of fractions with denominators of 10 and below (M2NS-IIId-72.2) • Use local materials (e.g., fruits in season like watermelon, or local kakanin) to visualize fractions LOCALIZATION • community cultural practices that involve fractions are used to visualize fractions – Ex. division of harvest during harvest season INDIGENIZATION Examples of Localization and Indigenization of the Curriculum
- 36. SAMPLE LOCALIZATION AND INDIGINIZATIONOF PRODUCTS AND PERFORMANCE IN ARALING PANLIPUNAN (Performance Standards – QA)
- 37. GRADE 10 -AP (Performance Standards – QA)
- 38. Source: Department ofEducation – Division of Antipolo City Markahan Pamantayan sa Pagganap (Performance Standard) Proyekto/ stratehiya ARKAHAN - Mga Isyung igiran at Pang-ekonomiya Nakabubuo ng programang pangkabuhayan (livelihood project) batay sa mga pinagkukunang yaman na matatagpuan sa pamayanan upang makatulong sa paglutas sa mga suliraning pangkabuhayan na kinakaharap ng mga mamamayan coconut shells sa paggawa ng mga shades Abra: paggamit ng kawayan sa kan craft Pasig- paggawa ng mga bag mula lily ANG MARKAHAN - Mga itikal at Pangkapayapaan Nakapagpapanukala ng mga paraan na nagpapakita ng aktibong pakikilahok sa mga isyung pampulitikal na nararanasan sa pamayanan at sa bansa Pagpapakilala sa sistema ng pedc budong, dap – ayan, Lupong Tagapamayapa. ( let the le role play ) TLONG MARKAHAN sa Karapatang Pantao at Gender Nakapagpaplano ng symposium na tumatalakay sa kaugnayan ng karapatang pantao at pagtugon sa responsibilidad bilang mamamayan tungo sa pagpapanatili ng isang pamayanan at bansa na kumikilala sa karapatang pantao Pag- usapan: Bakit walang rape s Bontok? ( research based) Ang mga kalalakihan ng Mt. Provin naglalaba ng gamit ng bagong pan nilang asawa. NA MARKAHAN - Mga g Pang-Edukasyon at o at Pagkamamamayan Nakagagawa ng case study na tumatalakay sa mga solusyon tungkol sa mga suliraning kinakaharap ng sistema ng edukasyon sa bansa Case study ng epekto ng Teenage Pregnancy sa Sistema ng edukasy mga mungkahing solusyon. ( Cord
- 39. Competency: Nakapagmumungkahi ng mgaparaan upang maiwasan ang graft and corruption sa lipunan. • Barangay or Municipal Ordinance LOCALIZATION • Honesty stores INDIGENIZATION Examples of Localization and Indigenization of the Curriculum
- 40. • Major curriculumthrust: CONTEXTUALIZATION • Localization and indigenization are degrees or levels of doing contextualization. • When we localize, we do not necessarily indigenize. • When we indigenize, we localize. • The extent of contextualization in the actual teaching- learning process depends on certain factors. 4 0 Contextualization
- 41. 4 Local information, local materials Bio-geography History Socio-culturaldimension LOCALIZATION INDIGENIZATION Contextualization Kilala namin ito Meron kami nito Sa amin siya nanggaling Amin ito As we move deeper into the community’s context, we are moving towards indigenization.
- 44. • Filipino -saranggola – relate - nakagawa ba sila ng saranggola kasama ng tatay ? • Economics – kakapusan – realate - ano yung mga kakapusan na nararanasan sa bahay, sa mga pinagkukunang yaman sa Cordillera
- 46. • Science –fermentation – make strawberry wine, tapuey Economics – pamilihan at sambahayanan - students goes to the Baguio public market and SM and compare the prices of agricultural products etc.
- 50. Contextualization •Learner – centered •Outcomes– based •.knowledge producers •Multiple exits
- 51. In contextualizing ourlesson We do not just give information to our learners. We do not just kindle appreciation on our culture. It is a true learning When we inspire our learners to embrace their (Filipino, Igorot) identity. ( REACT) It is high time that we reclaim our indigenous culture.
- 52. A closer lookon our culture is a must. We need to retrieve the positive elements of our history and culture.
- 53. Be Culturally Responsive •Becoming culturally responsive is an on going process that evolves as we learn about our selves, our world and other cultures. • To become culturally responsive first look at your own culture – especially if it is part of our country’s dominant culture . • Have an open – mind to what you don’t understand and be ready to learn new ways of looking and doing things.
- 54. The best curriculais 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 attitudes let us do what we can for the Filipino learner. Usec. Dina Ocampo
Editor's Notes
- #2 All these are catchphrases from the law [discuss each quadrant] BALANCE between the ideal, the meaningful, the logistically feasible Allows for varied ways of delivery ONE STOP SHOP and inclusive Standards- and competence-based Built around the needs of the learner and the community
- #21 RA 10533 h)
- #22 RA 10533 h)
- #24 RA 10533 h)
- #32 Examples familiar to children Local materials- stories AP as a learning area promotes contextualization Grade 3 AP- regional profiles 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
- #35 Even without IP communities, indigenization can be done Examples Design of lessons throughout the year is related with the life of the community Bio-geographical- “Sibuyan island” island ecosystem, Badjao Historical –struggle for self determination (Moro, IP) Socio-cultural – agricultural communities (way of life in an agrarian community), social organization- urban “estero communities” Examples Relating the discussion of national competencies with the community’s life cycle Applying the national competencies in relation to community needs, realities and situations Using indigenous knowledge and competencies as springboard in developing the national competencies Teaching the national competency using the community competency Using community events, indigenous knowledge or celebrations as a theme around which learning areas can be organized to encourage integrative teaching and learning Maximizing the community environment as learning space or venue for learning Involving community members in the teaching-learning process (content, instruction and assessment)
- #36 For indigenization Some agricultural communities still practice group harvesting (called different names by various cultural groups) to be more efficient. Families send one representative to be part of a group who work on the farm of each family represented in that group. The culturally devised way of compensating labor is by giving a share of the harvest. One practice stipulates that the harvest from half of the field goes to the family who owns the field, and the other half is subdivided by the rest of the group. Other cultural groups designate one-third as the share of the owner of the field, two-thirds to be subdivided by the rest of the group.
- #41 Given the policy directives discussed, we see that a major curriculum thrust with K to 12 is contextualization with localization and indigenization as degrees of doing contextualization.
- #42 Given the policy directives discussed, we see that a major curriculum thrust with K to 12 is contextualization with localization and indigenization as degrees of doing contextualization.