Highlights the
LOCAL LEVEL
Requires understanding
the LOCAL CONTEXT
DEPARTMENT OF EDUCATION 7
Policy Basis
Requires
understanding the
LOCAL CONTEXT
THE LEARNER
DEPARTMENT OF EDUCATION 8
Policy Basis
Enhanced Basic Education Act of 2013
(RA 10533), Sec. 2 (c)
Make education learner-oriented and
responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of
learners, schools and communities through the
appropriate languages of teaching and
learning, including mother tongue as a learning
resource DEPARTMENT OF EDUCATION 9
Policy Basis
Requires
understanding the
LOCAL CONTEXT
THE LEARNER
DEPARTMENT OF EDUCATION 10
Policy Basis
Enhanced Basic Education Act of 2013
(RA 10533), Sec. 2 (c)
Make education learner-oriented and
responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of
learners, schools and communities through
the appropriate languages of teaching and
learning, including mother tongue as a learning
resource DEPARTMENT OF EDUCATION 11
Please give examples of
DepEd programs that were
initiated to respond to the
varied situations and needs of
learners or learners diversity.
DEPARTMENT OF EDUCATION 12
Policy Basis
Addressing diversity (before K to 12)
Non-school aged learners (started as non-formal
education; now ALS)
Differentially-abled learners (SPED)
Mental
Physical
Learners gender
Muslim learners (ALIVE Program)
Diversity of learners languages (MTB-MLE)
DEPARTMENT OF EDUCATION 13
Policy Basis
IN K TO 12: (Education)
Differentially-abled (SPED)
Women (GAD)
Elderly (ALS)
Children (Child-Friendly School System)
Workers/Farmers (ALS, Senior High)
Minority ethnicities/religions (MEP, MTB-MLE)
Indigenous cultural communities (IPEd)
Rights as basis for response
DEPARTMENT OF EDUCATION 14
Policy Basis
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:
a) learner-centered, inclusive and developmentally
appropriate
b) relevant , responsive and research-based
c) culture-sensitive
d) contextualized and global
e) use pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative, integrative
f) adhere to the principles and framework of MTB-MLE
DEPARTMENT OF EDUCATION 15
Policy Basis
IN K TO 12: Philosophy of Inclusion
Recognizing diversity of cultures
DEPARTMENT OF EDUCATION 16
Policy Basis
DepEd Mission: 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
DEPARTMENT OF EDUCATION
Policy Basis
Enhanced Basic Education Act of 2013
(RA 10533), Sec. 2 (c)
Make education learner-oriented and responsive
to the needs, cognitive and cultural capacity,
the circumstances and diversity of learners,
schools and communities through the
appropriate languages of teaching and learning,
including mother tongue as a learning resource
DEPARTMENT OF EDUCATION 18
Policy Basis
Actualizing INCLUSION
Non-school aged learners (started as non-formal
education; now ALS)
Differentially-abled learners (SPED)
Mental
Physical
Learners gender
Muslim learners (ALIVE Program)
Diversity of learners languages (MTB-MLE)
Diversity of cultures
DEPARTMENT OF EDUCATION 19
Policy Basis
IN K TO 12: Philosophy of Inclusion
Recognizing diversity of cultures
DEPARTMENT OF EDUCATION 20
Policy Basis
IN K TO 12: Philosophy of Inclusion
Recognizing diversity of cultures
DEPARTMENT OF EDUCATION 30
Kategorya 1:
Kilala NAMIN ito!
DEPARTMENT OF EDUCATION 31
DEPARTMENT OF EDUCATION 32
Kategorya 2:
Meron KAMI Nito!
DEPARTMENT OF EDUCATION 33
Fantasy Land
DEPARTMENT OF EDUCATION 34
Tagnipis Talaba
DEPARTMENT OF EDUCATION 35
Sardines
DEPARTMENT OF EDUCATION 36
Manuel Resort
DEPARTMENT OF EDUCATION 37
Kategorya 3:
Sa AMIN sya
nanggaling!
DEPARTMENT OF EDUCATION 38
DEPARTMENT OF EDUCATION 39
Mayor Darel Uy
DEPARTMENT OF EDUCATION 40
Gov. George T. Hofer
DEPARTMENT OF EDUCATION 41
Junrey Balawing
DEPARTMENT OF EDUCATION 42
Kategorya 4:
Amin to!
DEPARTMENT OF EDUCATION 43
Siare Shrine Manukan-
Siare Hills Mini_Museum
DEPARTMENT OF EDUCATION 44
Dakak Beach Resort
DEPARTMENT OF EDUCATION 45
Dipolog City Land Mark
DEPARTMENT OF EDUCATION 46
DEPARTMENT OF EDUCATION 47
1. What do the pictures represent?
2. What have you noticed about how the
following categories are arranged:
2.1 Kilala namin ito;
2.2 Meron kami nito;
2.3 Sa amin siya nanggaling; and
2.4 Amin ito?
DEPARTMENT OF EDUCATION 48
Why CONTEXTUALIZE?
Improves motivation which facilitates learning
Relating concepts to day to day experiences facilitates
retention
Promotes learning both inside and outside the school
setting
Application of learningand
culture-responsive to real life situations or needs
makes lessons relevant and increases interest in learning
culture-sensitive,
Addresses
integrative
issuesandof learner diversity which can lead to
contextualized,
self-confidence relevant
that contributes to learner achievement
andto
Can lead responsive
improved learning outcomes
DEPARTMENT OF EDUCATION 49
Contextualization
particular area of
situation
setting application
meaningful relevant
useful 5
0
DEPARTMENT OF EDUCATION 50
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 (DepEd Order 32 s.
2015)
DEPARTMENT OF EDUCATION 51
Contextualization
LOCALIZATION
INDIGENIZATION
5
2
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION 52
Contextualization
LOCALIZATION
content Local information
Local materials
5
3
DEPARTMENT OF EDUCATION 53
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
5
areas 4
DEPARTMENT OF EDUCATION 54
Contextualization
LOCALIZATION
content
Local information
INDIGENIZATION Local materials
Curriculum
framework
Curriculum design
Bio-geographical
curriculum standards Historical
Learning resources
Teaching learning Socio-cultural 5
5
processes
DEPARTMENT OF EDUCATION 55
Localization/Indigenization
GRADE 10 - AP
( Performance Standards QA)
DEPARTMENT OF EDUCATION
Localization/Indigenization
Example of Localization and Indigenization
of the Curriculum
Quarter 1: Competency:
Natutukoy ang mga suliraning pangkapaligiran
na nararanasan sa sariling pamayanan
LOCALIZATION INDIGENIZATION
Use of local information
Ritwal na ginagawa bago
on common environmental
magputol ng kahoy gaya
issues in the community.
ng narra.
E.g. Pagputol ng kahoy
DEPARTMENT OF EDUCATION
Localization/Indigenization
Example of Localization:
Competency:
Nasusuri ang ibat ibang salik na
nagiging dahilan ng pagkakaroon ng
diskriminasyon sa kasarian
LOCALIZATION
Cases, instances, statistics of
domestic violence in the community
DEPARTMENT OF EDUCATION
Contextualization
Major curriculum thrust:
CONTEXTUALIZATION
Localization and indigenization are
degrees or levels of doing
contextualization.
As we move deeper into the
communitys context, we are moving
towards indigenization.
DEPARTMENT OF EDUCATION
59
59
DEPARTMENT OF EDUCATION 60
Contextualization
Reminders :
Contextualization
Localization and contextualization can
be done in all the learning areas
Localization maximizes the use of
available materials
When we localize, we do not necessarily
indigenize
When we indigenize, we localize.
DEPARTMENT OF EDUCATION
Contextualization
For all ethnic groups and socio-cultural
contexts in the country, not just indigenous
communities
DEPARTMENT OF EDUCATION 62
Contextualization
Contextualization
The contextualized curriculum is based on
local needs and relevance for the learners;
thus allowing for its flexibility and
creativity in the lessons.
DEPARTMENT OF EDUCATION
Contextualization
DEPARTMENT OF EDUCATION 64
Contextualization
DEPARTMENT OF EDUCATION 65
DEPARTMENT OF EDUCATION 66
DEPARTMENT OF EDUCATION 67
Failure is a Trials
Trials is a Challenge
Challenge is a Pressure
Pressure is Privilege!
Anonymous
DEPARTMENT OF EDUCATION 68
REFERENCES
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
DEPARTMENT OF EDUCATION 69
REFERENCES
Ang K to 12 at Senior High School, Committee on Education, Science
and Technology, Sangguniang Panlungsod, Quezon City
The Learning Action Cell as a K to 12 Basic Education Program
School-based Continuing Education Strategy for the Improvement
of Teaching and Learning (DO 35, s. 2016)
Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic
Education Program (DO 42, s. 2016)
Omnibus Policy on Kindergarten Education (DO 47, s 2016)
Guidelines on the Conduct of Activities and Use of materials
involving aspects of Indigenous Peoples Culture (DO 51 s.
2014)
DEPARTMENT OF EDUCATION