Session Guide on Contextualization
Francis Kenneth D. Hernandez
Principal I
Victoria Reyes Elementary School
City Schools Division of Dasmariñas
Session Title: Contextualization
Duration: 1 hour
Materials: metacards, pentelpen, powerpoint presentation, projector
References:
Baker, E. Hope, L, & Karandjeff, K. (2009). Contextualized teaching and learning
Bringas, H.A. (2014). Localization and contextualization. Presentation on Grade
9 Mass Training, University of the Cordilleras, May 25-30.
Introduction:
This session on contextualization of teaching in learning as a part of the K to 12
Curriculum will inform teachers of how subject matters can be better learned by
students by relating the materials into meaningful situations that will provide them
parallel real-life experiences.
Objectives
‘
At the end of this learning session, participants should be able to:
1. Describe contextualization and its importance in the K to 12 Curriculum;
2. Identify ways teachers can contextualize lessons; and
3. Devise a personal sample on how a teacher can contextualize a lesson.
Priming:
Let’s think about this!
Think Global, Act Local!
Activity (10 minutes) I Know It; I do not Know it. – Which is Which?
‘
You are an American tourist in a plantation. You are a little well versed in the
local language so you have with you your translator. Suddenly you heard a farmer and
his son talking.
The father said, “Natitiyak ko ng malaki na ang tubo sa sa tubo ng tubo na nasa
tabi ng tubo.”
Then the son in amazement said smilingly, “Opo itay.”
You have encountered the word “tubo” and knew it meant a water pipe. You now
ask your translator, “What did the farmer say? What is its meaning?
If you are the translator of the tourist, how are you going to explain the meaning
of the sentence where the word “tubo” was uttered four times by the farmer. Translate
what the farmer said to his son.
There are four circles connected to the center circle with the Filipino word “tubo”.
On four metacards, write each English equivalent of the word “tubo” and paste all those
on the circles outside. Using clockwise direction, the first group shall be pasting on the
topmost circle and so on. After posting, one of the members will be explaining the
answer.
‘
Analysis
Questions to be answered
1. How did you find the activity?
2. What is your personal reaction when you are brainstorming for your group’s
answer? How about on the other group’s answers?
3. What difficulties did you encounter?
4. What is the message of the activity to teachers?
5. What have you realized?
6. Why is there a need to contextualize teaching?
Abstraction
1. What is contextualization? How is it related to localization?
2. What provision in the IIR of RA 10533 encourages contextualization of the
curriculum?
3. What are the things that teachers must do to contextualize their teaching?
4. Up to what extent should contextualization be applied?
Lecturette
Contextualization is developing new skills, knowledge, abilities, and attitudes in
students in presenting new subject matter in a meaningful context - context of previous
experience, real- life, and workplace
Contextualization is anchored on localization which according to Taylor (2004)
gives freedom for schools or local authorities to adapt the curriculum to local conditions
and relating the setting so that competencies are better learned, appreciated, and made
functional.
It makes the learning experience of students to be more meaningful.
It is a process involving procedures which aim to establish connections between
disciplinary contents and the real life situations experienced by students, their
characteristics as individuals and the culture and habits of a particular social context
• aims to promote students’ success and knowledge and acquisition of skills
Traditional Approach to Curriculum
Concepts, laws or theories (A1)
(What we know?)
Scientific inquiry (A2)
(How we know it?)
Applying to a contextualize situation (A3)
(Why we have to know it?)
Contextualized Approach to Curriculum
Contextual situations or tasks (A3)
(Why we have to know it?)
Scientific inquiry (A2)
(How we know it?)
Concepts, laws or theories (A1)
(What we know?)
Localization and Indigenization
Contextualization is done by the degree of how it is used.
• 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. (from: DepEd Order No. 32, s. 2015, Adopting the
Indigenous Peoples Education Curriculum Framework)
Localization
• The curriculum is alive, it changes depending who is implementing it, where and
when it is implemented.
• In order for you to localize and contextualize the curriculum, “you have to think of
where you are so that you can make the curriculum relevant to you.” – Usec.
Dina Ocampo
• when we localize [the curriculum], we agree to it.
This means that different areas in the country will use different materials, they will
use different instruments so that they can deliver the standards of the curriculum.
Examples
Describing Objects etc. and the use of L1 (vernaculars)
International – Lion or tiger or panther (lion, tigre)
Local – different cats (pusang may lahi)
Community – different local cats (mga pusa)
Buses (bus)
Vans/Taxis (van, taksi)
Jeepneys (jip)
Tricycles etc (traysikel) and so on
Either bottom up or top down in terms of contextualization.
But do not forget the larger ideas because we do not want our students to be left behind
in terms of global knowledge
Big Ideas
Small Ideas
Implementing Rules and Regulations
R.A. 10533, (D.O. No. 43, s of 2013)
Rule II Curriculum, Sec 10, 10.2
Standards and Principles
D) the curriculum shall be contextualized and global, and
H) The curriculum shall be flexible enough to enable anf allow schools to localize,
indigenize, and enhance the same based on their respective educational and
social context.
Principles on How to Contextualize
1. Contextualization can be done in all learning areas.
2. It is the adaptation of all learning resources which can promote better learning on
all available resources.
3. To contextualize, teachers must use the authentic materials and anchor learning
on the context of the learners’ lives.
4. Teachers should encourage students to connect lessons on the contexts they are
exposed.
5. It encourages flexibility and creativity because of relevance to students’
experience.
6. Teachers must build on what resources the school and the community have.
7. Teachers must accommodate, respect, cultural, linguistic, and racial diversity
when localizing vis-a-vis contextualizing.
• To contextualize, teachers use authentic materials, activities, interests, issues,
and needs from learners’ lives
• Should create rooms for students to pose problems and issues and develop
strategies together for addressing them
The localized or contextualized curriculum is based on local needs and relevance
for the learners where there is flexibility and creativity in the lessons.
“Knowing how, when and why to say what to whom”
Application
Individual Activity.
To the teacher participant, think of a subject matter and devise ways on how you
can contextualize following the format. After 10 minutes, two participants will be
presenting their outputs.
Subject Subject Available Contextualized Expected
Matter or LC Teaching Materials to be Learning,
Materials used Values, &
Insights
among
Students
Closure
Each community has its own needs and resources. Each school caters to a
diversified kind of learners. The one-size-fit-all approach in attacking and delivering
subject matters is no longer the frame of the K to 12 Curriculum. Learning becomes
meaningful when topics are taught in context, that is, learners are taught using their
prior experience and connective those in the setting or situation they are too familiar
with and are exposed to.
The curriculum encourages the contextualization of learning. In doing so
however, teachers must not change the learning competencies because they are non-
negotiable. The only thing that can be negotiated, modified, and made meaningful are
the materials and the strategies.
You are all teachers. Hence, contextualizers. Go forth and contextualize.
References
Baker, E. Hope, L, & Karandjeff, K. (2009). Contextualized teaching and learning
Bringas, H.A. (2014). Localization and contextualization. Presentation on Grade 9 Mass
Training, University of the Cordilleras, May 25-30.
