CURRICULUM

CONTEX TUA LIZA TION

 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

 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

 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

 The K to 12 Philippine Basic Education
Curriculum Framework

CONTEXT
NEEDS OF NATIONAL &
PHILOSOPHICAL NATURE OF GLOBAL COMMUNITY
& LEGAL BASES THE LEARNER ■ Poverty reduction and human
■ RA 10533 Enhanced Basic ■ Has a body and spirit, intellect, free development
Education Act of 2013 will, emotions, multiple intelligence, ■ Strengthening the moral fiber of the
■ Kindergarten Act learning styles Filipino people
■ Constructor of knowledge and active ■ Development of a strong sense of
■ The 1987 Phil. Constitution
■ BP 232, Education Act of 1982 maker of meaning, not a passive nationalism
■ RA 9155, Governance of Basic recipient of information ■ Development of productive citizens
Education Act of 2001 who contribute to the building of a
■ The vision, mission statement of NEEDS OF progressive, just, and humane society
DepEd ■ Ensuring environmental sustainability
THE LEARNER
■ SOUTELE, 1976 ■ Life skills ■ Global partnership for development
■ The EDCOM Report of 1991
■ Self-actualization
■ Basic Education Sector Reform
■ Preparation for the world of the
Agenda (BESRA)
work, entrepreneurship, higher
■ The four pillars of education
education
(UNESCO)

DEPARDEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

 Features of the K to 12 Curriculum

learner-centered, standards- and

inclusive, and research- competence-based,
based seamless, decongested

culture-responsive and
culture-sensitive,
flexible, ICT-based,
integrative and
and global
contextualized, relevant
and responsive

DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

 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

 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

 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

 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

 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

 Key Concepts

CONTEXTUALIZATION

LOCALIZATION

INDIGENIZATION

DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

 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

 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

 LOCALIZATION

local
information
learning
content
local
materia
ls
11;

DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

 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

 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

 INDIGENIZATION

Curriculum
framework
bio-geographical
Curriculum design

Learning Standards historical

Teaching-learning socio-
processes
cultural
Learning resources

DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

 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)
 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)
 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
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.

DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

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

 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

 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
 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
 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
 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
 Contextualization Process

5. Curriculum Contextualization
a. Curriculum
b. Teaching-Learning processes
c. LRs development
d. Classroom assessment
 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) -
 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
 Support System for
a Contextualized Curriculum- School Level

Education planning (SIP,

DEDP, REDP)
M and E

Capacity
Contextualized
developmen
curriculum at the <^j LRMDS
t
school level

Context-
Policies to guide
appropriate
contextualization
supervisio Contextualized
n
school governance
 Curriculum Contextualization

Contextualized Curriculum

Learning Teaching Classroom

-spaces and methodologies assessment
environment and strategies

Learning
resources
 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
 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
 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
 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
 CLASSROOM ASSESSMENT
(DepEd Order No. 8, s. 2015)

POLICY GUIDELINES ON CLASSROOM

ASSESSMENT FOR THE K TO 12 BASIC
EDUCATION PROGRAM
 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.
 Two Types of Classroom Assessment
a. Formative Assessment
 Assessment for Learning
 Assessment as Learning

b. Summative Assessment
 Assessment of Learning
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.
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.
Old Version New Version

BENJAMIN BLOOM DAVID KRATHWOLLORIN

 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
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
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
 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.
 TABLE OF
SPECIFICATION
 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.
 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.
 A Table of Specifications provides the teacher
with evidence that a test has content validity,
that it covers what should be covered.
 A Tableof Specifications helps to ensure that
there is a match between what is taught and
what is tested.
 Concepts/ No. of Weight Level of Skills/Cognition
Hours/ in
Objectives Session
% Remem Unders Applying Analyzing Evaluating Creating Total
bering tanding 15% 15% 5% 5%
30 % 30%

1. Rectangular 5
Coordinate System
2. Linear 7
Equations in Two
Variables
3. Slope of a Line 5
4. Linear Function 8
Domain & Range
5. Graphs of 10
Linear Equation
6. Equation of the 10
Line
a.Any two points
b.Slope & a point
c.Slope & y-
intercepts
TOTAL 45
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

DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

Thank you!

DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII