Contextualization presentation

1. 1. CURRICULUM CONTEXTUALIZATION
2. 2. Objectives 1. Identify the initiatives of DepEd and its Legal Bases in relation to
contextualization. 2. Explain the process of contextualization 3. Cite the importance of
curriculum contextualization 4 Discuss the “Policy Guidelines on Classroom
Assessment” DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. III
3. 3. LET US THINK 1. What do you know about curriculum contextualization? 2. What is
localization? 3. What is indigenization? DEPARTMENT OF EDUCATION - REGIONAL
OFFICE NO. III
4. 4. Initiatives before K to 12 1. 1998-2006 : Third Elementary Education Project (TEEP) a.
development of readers using local stories b. Integration of culture and artistic
expressions in learning areas 2. 2002-2007:Basic Education Assistance for Mindanao
(BEAM) a. "tri-people" perspective- Muslims, Christians and Lumads 3. 2005:
Strengthening Implementation of Visayas Education (STRIVE) a. systemic efforts on
localization (Region) 4. 2011-2014: Philippines' Response to Indigenous Peoples' and
Muslim Education (PRIME) a. initial attempt at generating the contextualization process
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. III
5. 5. The K to 12 Philippine Basic Education Curriculum Framework CONTEXT
PHILOSOPHICAL & LEGAL BASES ■ RA 10533 Enhanced Basic Education Act of
2013 ■ Kindergarten Act ■ The 1987 Phil. Constitution ■ BP 232, Education Act of 1982
■ RA 9155, Governance of Basic Education Act of 2001 ■ The vision, mission statement
of DepEd ■ SOUTELE, 1976 ■ The EDCOM Report of 1991 ■ Basic Education Sector
Reform Agenda (BESRA) ■ The four pillars of education (UNESCO) NATURE OF THE
LEARNER ■ Has a body and spirit, intellect, free will, emotions, multiple intelligence,
learning styles ■ Constructor of knowledge and active maker of meaning, not a passive
recipient of information NEEDS OF NATIONAL & GLOBAL COMMUNITY ■ Poverty
reduction and human development ■ Strengthening the moral fiber of the Filipino people
■ Development of a strong sense of nationalism ■ Development of productive citizens
who contribute to the building of a progressive, just, and humane society ■ Ensuring
environmental sustainability ■ Global partnership for development NEEDS OF THE
LEARNER ■ Life skills ■ Self-actualization ■ Preparation for the world of the work,
entrepreneurship, higher education DEPARDEPARTMENT OF EDUCATION -
REGIONAL OFFICE NO. VIII
6. 6. Features of the K to 12 Curriculum learner-centered, inclusive, and research- based
standards- and competence-based, seamless, decongested culture-responsive and
culture-sensitive, integrative and contextualized, relevant and responsive flexible, ICT-
based, and global DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
7. 7. DepEd Mission To protect and promote the right of every Filipino to quality, equitable,
culture-based, and complete basic education where: 1.Student learn in a child-friendly,
gender- sensitive, safe and motivating environment; 2.Teachers facilitate learning &
constantly nurture every learner; DEPARTMENT OF EDUCATION - REGIONAL
OFFICE NO. VIII
8. 8. Current Initiatives 3 Administrators & staff as stewards of institution ensure an
enabling and supportive environment for effective learning to happen. 4.Family,
community and other stakeholders are actively engaged and share responsibility for
developing life-long learners DEPARTMENT OF EDUCATION - REGIONAL OFFICE
NO. VIII
9. 9. Current Initiatives What we have now: Contextualizing Education at Various Levels 1.
K to 12 Framework a. MTB b. SHS 2. Programs (IPEd, Muslim Ed, SPED, Special
 Interest Programs, ALS) 3. Learning Areas (e.g. AP -regional profiles, Art and Music-
cultural artistic expressions by regions) DEPARTMENT OF EDUCATION - REGIONAL
OFFICE NO. VIII
10. 10. 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 DEPARTMENT
OF EDUCATION - REGIONAL OFFICE NO. VIII
11. 11. CONTEXTUALIZATION Flexibility of the K to 12 curriculum allows for curriculum
enhancement 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.
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
12. 12. Key Concepts CONTEXTUALIZATION LOCALIZATION INDIGENIZATION
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
13. 13. Key Concepts 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 all learners. The degree of
contextualization may be described and distinguished into the following: 1. Localization
2. Indigenization DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
14. 14. Key Concepts The degree of contextualization may be described and distinguished
into the following: 1. Localization refers to the process of relating learning content
specified in the curriculum to local information and materials in the learners' community.
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
15. 15. LOCALIZATION learning content local information local materia ls 11;
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
16. 16. Examples of Localization 1. Examples used in lessons start with those in the locality
2. Names, situations, setting needed to give context to test questions or problem-solving
exercises are those of the immediate community 3. Local materials are used as often as
possible in making instructional materials 4. Local stories are used in the language
learning areas 5. Translating a story written in another language to the language of one's
learners for use in MTB-MLE DEPARTMENT OF EDUCATION - REGIONAL OFFICE
NO. VIII
17. 17. Key Concepts The degree of contextualization may be described and distinguished
into the following: 1. Localization refers to the process of relating learning content
specified in the curriculum to local information and materials in the learners' community.
2. 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. DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
18. 18. INDIGENIZATION Curriculum framework Curriculum design bio-geographical
Learning Standards Teaching-learning processes Learning resources historical socio-
cultural DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
19. 19. Examples of Localization and Indigenization of the Curriculum Curriculum design;
NKCG LOCALIZATION • Use local information and materials while maintaining the
suggested structure, themes and activities in the NKCG INDIGENIZATION • enhancing
the themes and activities of the NKCG by modifying, reorganizing, or highlighting certain
aspects in relation to the community context(e.g., socio-economic realities, cultural
practices, local knowledge)
20. 20. Examples of Localization and 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 • community activities or cultural practices that inherently use the
concept of ratio — Ex. Bringing products to the market entails using a carabao carrying
sacks (one carabao is to x sacks)
21. 21. Examples of Localization and Indigenization of the Curriculum 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 • Discuss the community's own calendar of star patterns and
its background before discussing the Greek constellations
22. 22. DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII BANGHAY
ARALIN SA EDUKASYON SA PAGPAPAKATAO 3 (Unang Markahan) National
Competence: Naipapakita ang natatanging kakayahan. Hal. Talentong ibinigay ng Diyos.
(EsP3PKP- Ia – 13) pg.166 Community Competence: Nakasasayaw ng Igal-Igal.
23. 23. Banghay Aralin sa Edukasyon Sa Pagpapakatao 3 (Second Quarter) National
competence: Nakapagpapakita nang may kasiyahan sa pakikiisa sa mga gawaing
pambata. (ESP3P-II h-i-17 page 168) Community competence: Napaghihiwalay ang
mga malalaki at maliit na isda. DEPARTMENT OF EDUCATION - REGIONAL OFFICE
NO. VIII
24. 24. Major curriculum thrust of K to 12: CONTEXTUALIZATION • Localization and
indigenization are degrees or levels of doing contextualization • When we localize, we do
not necessarily indigenize • When we indigenize, we localize DEPARTMENT OF
EDUCATION - REGIONAL OFFICE NO. VIII
25. 25. Contextualization Process 1. Establish dialogue and community engagement
mechanisms with the communities for purposes of contextualized education a.
Immersion in communities b. collaboration with elders' group (e.g., council, committee) c.
formulation of cultural standards
26. 26. Contextualization Process 1. Establish dialogue and community engagement
mechanisms with the communities for purposes of contextualized education 2. Situation
Analysis leading to community vision, mission and goals for education a. Contextualized
Curriculum Framework Formulation
27. 27. Contextualization Process 1. Establish dialogue and community engagement
mechanisms with the communities for purposes of contextualized education 2. Situation
Analysis leading to community vision, mission and goals for education 3. Education
Planning with Communities (Learning Resources included), a. LRMDS in the SIP,
DEDP, REDP
28. 28. Contextualization Process 1. Establish dialogue and community engagement
mechanisms with the communities for purposes of contextualized education 2. Situation
Analysis leading to community vision, mission and goals for education 3. Education
Planning with Communities (Learning Resources included) 4. Research for
contextualization and LR development a. community-led b. DepEd-led
29. 29. Contextualization Process 5. Curriculum Contextualization a. Curriculum b.
Teaching-Learning processes c. LRs development d. Classroom assessment
30. 30. Contextualization Process 5. Curriculum Contextualization a. Curriculum b.
Teaching-Learning processes c. LRs development d. Classroom assessment 6. Quality
assurance of contextualized curricula, LRs (e.g., lesson plans, TGs, LMs) -
31. 31. LRMDS Process Steps 1. Assessment of LR Needs 2. Planning for LR Provision 3.
Acquiring, developing & producing LRs 4. Contextualization of LRs 5. Quality Assurance
of LRs 6. Cataloguing of Quality Assure LRs 7. Publishing of QA and catalogued LRs 8.
Advocating the use of material in LR portal 9. Monitoring & Evaluation of LRMDS
32. 32. Support System for a Contextualized Curriculum- School Level Capacity
developmen t Education planning (SIP, DEDP, REDP) M and E Contextualized
curriculum at the school level <^j LRMDS Context- appropriate supervisio n Policies to
guide contextualization Contextualized school governance
33. 33. Curriculum Contextualization Contextualized Curriculum Learning -spaces and
environment Teaching methodologies and strategies Classroom assessment Learning
resources
34. 34. SCHOOL LEVEL TOR 1. Establish mechanisms for dialogue and partnership with
the community 2. Analyze community context and identify contextualization needs
(curriculum and LRs) 3. Undertake curriculum contextualization a. Develop indigenized
lesson plans b. Develop new LRs if needed c. Evaluate existing LRs for redevelopment
4. With the community, quality assure LRs developed for context-appropriateness and
content alignment 5. Facilitate the use of the LR Portal by learners and teachers
35. 35. Division level TOR 1. Provide technical assistance to schools in establishing
mechanisms for dialogue and partnership with the community 2. Provide technical
assistance to schools for situation analysis leading to directions for curriculum
contextualization 3. Provide technical assistance to schools for curriculum
contextualization and LR development 4. Conduct division mapping of possible themes
for contextualization 5. Quality assure contextualized curricula and monitor its
implementation 6. Quality assure submitted LRs from the schools 7. Evaluate LRs from
donors for redevelopment 8. Monitoring and Evaluation of the implementation of
contextualized curricula
36. 36. Regional level TOR 1. Provide technical assistance to Divisions 2. Formulate
localized policies and standards to guide curriculum contextualization and LR
development 3. Conduct regional mapping of themes for contextualization 4. Monitor
and evaluate the implementation of contextualized curricula and LRMDS implementation
5. Advocate for the support of the contextualized curricula and LRs
37. 37. CO level TOR 1. Formulate national policies and standards (including indicators) to
guide curriculum contextualization and LR development 2. Provide technical assistance
to regions 3. Monitoring and Evaluation of implementation
38. 38. CLASSROOM ASSESSMENT (DepEd Order No. 8, s. 2015) POLICY GUIDELINES
ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC EDUCATION PROGRAM
39. 39. Classroom Assessment is an integral part of curriculum implementation. It allows the
teachers to track and measure learner’s progress and to adjust instruction accordingly.
Classroom Assessment is an ongoing progress of identifying, gathering, organizing, and
interpreting quantitative and qualitative information about what learners know and can
do.
40. 40. Assessment of Learning Assessment as Learning b. Summative Assessment 
Assessment for Learning Two Types of Classroom Assessment a. Formative
Assessment
41. 41. WHAT IS ASSESSED IN THE CLASSROOM? a. Content Standards – identify and
set the essential knowledge and understanding that should be learned. b. Performance
 Standard – describe the abilities and skills that learners are expected to demonstrate in
relation to the content standards and integration of 21st century skills.
42. 42. c. Learning Competencies – Knowledge, Understanding, Skills and Attitudes that
students need to demonstrate in every lesson and/or learning activity. d. Concept
Development – the learning standards in the curriculum reflect progressions of concept
development.
43. 43. Old Version New Version BENJAMIN BLOOM DAVID KRATHWOLLORIN
44. 44. Adapted Cognitive Process Dimensions Cognitive Process Dimensions Descriptions
Remembering The learner can recall information and retrieve relevant knowledge from
long- term memory: identify, retrieve, recognize, duplicate, list, memorize, repeat,
reproduce Understanding The learner can construct meaning from oral, written, and
graphic messages: interpret, exemplify, classify, summarize, infer, compare, explain,
paraphrase, discuss
45. 45. Applying The learner can use information to undertake a procedure in familiar
situations or in a new way: execute, implement, demonstrate, dramatize, interpret, solve,
use, illustrate, convert, discover Analyzing The learner can distinguish between parts
and determine how they relate to one another, and to the overall structure and purpose:
differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct
46. 46. Evaluating The learner can make judgements and justify decisions: coordinate,
measure, detect, defend, judge, argue, debate, critique, appraise, evaluate Creating The
learner can put elements together to form a functional whole, create a new product or
point of view: generate, hypothesize, plan, design, develop, produce, construct,
formulate, assemble, design, devise
47. 47. To align the assessment process with the K to 12 curriculum, the adapted Cognitive
Process Dimensions may be used as guide not only in lesson development but also in
the formulation of assessment tasks and activities.
48. 48. TABLE OF SPECIFICATION
49. 49. What is a Table of Specifications? The Table of Specifications is a blueprint for the
preparation of an exam. It serves as the “map” or guide to assigning the appropriate
number of items to topics included in the course or subject.
50. 50. A Table of Specifications is a two-way chart which describes the topics to be covered
by a test and the number of items or points which will be associated with each topic.
51. 51. A Table of Specifications helps to ensure that there is a match beA Table of
Specifications provides the teacher with evidence that a test has content validity, that it
covers what should be covered. tween what is taught and what is tested.
52. 52. Concepts/ Objectives No. of Hours/ Session Weight in % Level of Skills/Cognition
Remem bering 30 % Unders tanding 30% Applying 15% Analyzing 15% Evaluating 5%
Creating 5% Total 1. Rectangular Coordinate System 5 2. Linear Equations in Two
Variables 7 3. Slope of a Line 5 4. Linear Function Domain & Range 8 5. Graphs of
Linear Equation 10 6. Equation of the Line a.Any two points b.Slope & a point c.Slope &
y- intercepts 10 TOTAL 45
53. 53. DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII The best curricula
is 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
54. 54. DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII Thank you!