Session Targets

• Define contextualization in teaching and learning;

• Align competencies of selected content area with
contextualized learning activities; and
• Create an instructional plan incorporating
contextualized activities.
 Expected Outcomes

Workshop 1: Matrix of contextualized performance

tasks for learning activities; and
Workshop 2: Developed Instructional Plan of
Contextualized Content Area
 “One Best Word” Activity

1. Form 10 groups and sit together.

2. Think of being a Zamboangueño and all of the

related culture embedded on it.
 “One Best Word” Activity

3. Write in a manila paper your “best” word that

describes the category of your own culture.
Grp 1 – People Grp 6 – Folklore
Grp 2 – Places Grp 7 – Mores
Grp 3 – Food Grp 8 – Festivals
Grp 4 – Language Grp 9 – Pride
Grp 5 - Traditions Grp 10 - Folkways
 Contextualization

“a diverse family of instructional strategies designed to

more seamlessly link the learning of foundational skills
and academic or occupational content by focusing
teaching and learning squarely on concrete
applications in a specific context that is of interest to
the student “ (Mazzeo, Rab, & Alssid, 2003).
 “Generic” Approach

• Technical aspects are taught apart from content.

• It is uninteresting and ineffective (Grubb, et al., 1999)
 Local to National to Global

• People learn when they have a need that is

meaningful and real (Goode, 2000)
• Using authentic materials may result in more active,
generalizable learning (Simpson & Nist, 2002)
 Other Terms

• Contextual Teaching and Learning (Baker et al., 2009)

• Contextualized Instruction (Parr, Edwards & Leising, 2008)
• Content Area Literacy (McKenna & Robinson, 2009)
• Embedded Instruction (Simpson et al., 1997)
• Writing-to-Learn (Klein, 1999; McDermott, 2010)
• Integrative Curriculum (Dowden, 2007)
• Situated Cognition (Hattie, Biggs & Purdie, 1996)
 Other Terms

• Problem –Based Learning (Gijbels, et al., 2005)

• Theme-based instruction (Dirkx & Prenger, 1997)
• Anchored Instruction (Bottge,et al., 2007)
• Curriculum integration (Badway & Grubb, 1997)
• Academic-Occupation Integration (Bragg, et al., 1997, Perin, 2001)
• Work-based Learning (Raelin, 2008)
• Functional Context Education (Sticht, 2005)
 Research-Based Notions of
Contextualization

[The word] ‘contextual’ naturally replaced ‘applied’ academics

because the word ‘applied’ was simply too small to encompass
the startling innovations achieved by this grassroots reform
movement. The more comprehensive contextual – in context
implies the interrelatedness of all things. Everything is connected
including ideas and actions. Contextual also directs our thinking
toward experience. When ideas are experiences, in context,
they have meaning. (Johnson, 2002)
 Research-Based Notions of
Contextualization

• The use of real-world materials and activities (Beder & Medina,

2001); Jacobson, Degener & Purcell-Gates, 2003);
• Using critical thinking, problem solving and creativity on these
materials/ in these activiites (Beder & Medina)
• Connecting the knowledge to its multiple applications in
students’ lives (Berns & Erickson, 2001) and
• Learning by doing (Mazezeo, Rab & Alssid, 2003)
 Research-Based Notions of
Contextualization

• Students’ experiences were more valued in contextualized

classrooms, which made the learning more valuable to the
learners. Contextualization has the potential to promote short-
term academic achievement and longer-term college
advancement of low-skilled students (Perin, 2011).
 Contextualization: Bases in the PH

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”
 Contextualization: Bases in the PH

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.”
 Contextualization: Bases in the PH

R. A. 10533 , Sec. 10.2 (d) and (h) IRR

“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.”
 Contextualization: Bases in the PH

DepEd’s Mission on 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.
 Contextualization

This 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 all learners (DepEd Order No.
32, s. 2015)
 Contextualization

particular setting situation area of application

meaningful relevant useful

 Contextualization

The degree of contextualization may be described and distinguished into

the following:
• LOCALIZATION refers to the process of relating learning content specified
in the curriculum to local information and materials in the learners’
community.
• INDIGENIZATION is a process of enhancing curriculum competencies,
education resources, and teaching-learning processes in relation to the
context of the learners’ community
 Guide Questions
for Contextualizing Instruction

• Is there any local knowledge or skill/s related to the

competency that can be included in the lesson?
• What situation/s or condition/s in the community can the
competency be related to?
• What teaching strategy will be most effective to teach this
competency?
• What would be some learning resources to be used?
 Localization

This refers to the process of relating learning

content specified in the curriculum to local
information and materials in the learners’
community.
 Localization

Learning Local information

Content
Local materials
 Indigenization

This 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.
 Indigenization

Curriculum framework
bio-geographical
Curriculum design
Learning Standards historical
Teaching-learning
processes
Learning resources
socio-cultural
 Indicators of Contextualization
The Teacher
• Begins activities with what students already know from
home, community and school;
• Designs instructional activities that are meaningful to
students in terms of local community norms and
knowledge;
• Acquires knowledge of local norms and knowledge by
talking to students, parents or family members,
community members, and by reading pertinent
documents
 Indicators of Contextualization
The Teacher
• Provides opportunities for parents or families to
participate in classroom instructional activities;
• Varies activities to include students’ preferences – from
collective and cooperative to individual and
competitive;
• Assists students to connect and apply their learning to
home and community;
 Indicators of Contextualization

The Teacher
• Plans jointly with students to design community-based
learning activities; and
• Varies styles of conversation and participation to include
students’ cultural preferences, such as co-narration, call-
and-response, and choral, among others.
What instructional
practices you are
doing help you in
contextualizing
teaching and
learning?
Contextualized Teaching & Learning

The primary principle of CTL is that knowledge

becomes the students’ own when it is learned
within the framework of an authentic context.
An authentic context helps the learner see the
relevance of information and creates a pathway
for them to understand the material.
 Features of CTL

Making meaningful connections

Doing significant work
Self-regulated learning, collaborating
Critical and creative thinking
Nurturing the individual
Reaching high standards
Using authentic assessment
 Cognitive Apprenticeship

• This refers to the acquisition of academic knowledge

and/or skills in ways that are similar to those
employed by craftsmen in technical occupations
(Bond, 2004).
• The instructor models the skills necessary to complete
a task, but also helps students articulate the thinking
that accompanies the completion of the task
The CTL Framework
 CTL Framework

• The Framework of Contextualized Teaching and

Learning includes 4 quadrants on two axes.
• The y-axis represents a continuum from
academic setting to real-world setting.
• The x-axis represents a continuum of learner
directed to expert directed instruction
 Navigating the Framework

• Moving clockwise around the model, in the upper

right-hand quadrant, the instructor chooses the
instructional materials and method and applies them
in a variety of academic contexts. Standardized
curriculum for a broad audience.
• Instructor’s Role: Show students how the texts and
skills will be important in their future academic lives
 Navigating the Framework

• Lower right quadrant includes instructor-identified

content, but it is pulled from a real-world context.
Texts and lessons are drawn from materials that the
instructor decides relevant to the learners’ lives
outside of the classroom
• Instructor’s Role: Decide what content is relevant for
a group of students and relate the content to the
skills and knowledge being learned.
 Navigating the Framework

• The lower left quadrant asks students to identify real-

world material relevant to their lives and with which they
would like assistance.
• Instructor’s Role: Make connections between the
materials of interest to the students and related skills and
knowledge that are the focus of instruction. Instructors
would guide the students in connecting new information
to schema and show students how the skills they are
learning may be useful in other contexts.
 Navigating the Framework

• The upper left quadrant, also directed by students,

includes academic text that they need or want to
become more familiar with in order to succeed in an
academic setting.
• Instructor’s Role: Show how skills learned in basic
education relate to what they are learning in their other
academic courses. Instructors make explicit the skills the
student is learning and using and helps the student see
how those skills can be useful in other contexts.
 Modes of Implementation

• Stand-alone classrooms focus on a single classroom and

offer a flexible format. The primary locus of control rests
with the individual instructor
• Infused academic classrooms are individual courses
focused on academic skill building. The context serves as
a vehicle for enhancing the relevance of those skills to
students’ cultural or ethnic background and personal
experiences to the incorporation of service-learning.
 Modes of Implementation

• Infused occupational classrooms are organized around

the teaching of specific occupational content.
Academic skills are taught in the context of the
vocational competencies, or “embedded” within the
curriculum. The primary goal is to teach occupational
content; academic skill development is the tool that
advances this goal. In some models, an important
secondary goal is for students to be able to demonstrate
academic skills in different contexts.
 Modes of Implementation

• Linked courses/ learning communities. Mazzeo (2008)

describes contextual learning communities as a
cohort of students taking 2 or more courses that are
linked in content. The learning communities
contextualize their basic skills instruction according to
a variety of organizing principles, such as students’
occupational goals, social justice interests or cultural
and community experiences
REACT Strategy
 REACT Strategy

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.
 REACT Strategy

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.
 REACT Strategy

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.
 REACT Strategy

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.
 REACT Strategy

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.
 Are You Teaching Contextually?
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?
 Are You Teaching Contextually?
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?
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?
 Are You Teaching Contextually?
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)?
 Are You Teaching Contextually?
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
 Workshop 1
Plan out activity aligned with
DepEd’s Curriculum Guide on
a specific grade level,
subjectarea, topic and
competency. Use a learning
activity matrix of
contextualized performance
tasks for learning activities
spiraled in different grade
levels.
Format of the Performance Task/ Activity
 Contextualized Activity Matrix
Group Members
Grade Level
Subject Area
Topic
Competency

CONTEXTUALIZED LEARNING ACTIVITIES

K-3 4-6 7 - 10 11 - 12
 References
REFERENCES

Ambrose, Valerie K.; Davis, C. Amelia; Ziegler, Mary F.; and Kirwan,
Jeral (2013). "A Framework of Contextualized Teaching and
Learning: Assisting Developmental Education Instructors," Adult
Education Research Conference.
http://newprairiepress.org/aerc/2013/papers/1
Baker, E. D., Hope, L., & Karandjeff, K. (2009). Contextualized teaching
and learning: A faculty primer. Retrieved from
http://www.careerladdersproject.org/docs/CTL.pdf
Department of Education (2015). Contextualization and
Indigenization. Retrieved from
https://www.slideshare.net/lenferndz/localization-
contextualization