contextualization in the philippines

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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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• 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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• 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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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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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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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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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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• Relating concepts in

algebra with

weaving, music and

kinship patterns

• Recognizing

practices that

inherently exercise

mathematical

thinking

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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