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Inquiry Based Learning & Localization & Contextualization

This document discusses localization and contextualization in the K-12 Basic Education Program in the Philippines. It provides objectives for a teacher training workshop, which are to understand localization and contextualization, identify ways to localize/contextualize the curriculum and subject, and appreciate the need to adapt to learner diversity through contextualization. Examples of localization initiatives provided include citing examples from local culture, using indigenous knowledge, and incorporating community resources. Contextualization is defined as extending learning beyond the classroom into real world contexts and bringing those contexts into the classroom.

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Dhan Bunsoy
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© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
1K views

Inquiry Based Learning & Localization & Contextualization

This document discusses localization and contextualization in the K-12 Basic Education Program in the Philippines. It provides objectives for a teacher training workshop, which are to understand localization and contextualization, identify ways to localize/contextualize the curriculum and subject, and appreciate the need to adapt to learner diversity through contextualization. Examples of localization initiatives provided include citing examples from local culture, using indigenous knowledge, and incorporating community resources. Contextualization is defined as extending learning beyond the classroom into real world contexts and bringing those contexts into the classroom.

Uploaded by

Dhan Bunsoy
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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INQUIRY BASED APPROACH

Mass Training of Teachers for Grade 9 of the


K to 12 Enhanced Basic Education Program
May 17 21, 2014

OBJECTIVES
By the end of the session, participants
will
Identify the 3 domains of learning
science,
Identify the core learning standards,
Describe the essential features of the
K-12 Science curriculum, and
Appreciate the significant role of the
science curriculum in developing and
producing a scientifically,
technologically, & environmentally
DEPARTMENT OF EDUCATION

SCIENCE CURRICULUM GOAL


development of scientifically,
technologically,
and environmentally literate and
productive members of society who
manifest skills as a critical problem
solvers, responsible
stewards of nature, innovative
and creative citizens,
informed decision makers,
and effective communicators.
DEPARTMENT OF EDUCATION

Filipino Learners

DEPARTMENT OF EDUCATION

CONCEPTUAL FRAMEWORK IN
SCIENCE EDUCATION

The Science curriculum is designed


around three domains of learning science.

DEPARTMENT OF EDUCATION

CONCEPTUAL FRAMEWORK IN
SCIENCE EDUCATION

The Science curriculum is designed around


three domains of learning science.

DEPARTMENT OF EDUCATION

CONCEPTUAL FRAMEWORK IN
SCIENCE EDUCATION

The Science curriculum is designed


around three domains of learning science.

DEPARTMENT OF EDUCATION

CORE LEARNING AREA STANDARDS


The learners
o demonstrate understanding of basic science
concepts and application of science-inquiry
skills;
o exhibit scientific attitudes and values to
solve problems critically;
o innovate beneficial products;

DEPARTMENT OF EDUCATION

CORE LEARNING
LEARNING AREA
CORE
AREASTANDARDS
STANDARDS
protect the environment and conserve
resources;
enhance the integrity and wellness of
people,
make informed decisions;
and engage in discussions of relevant issues
that involve science, technology, and
environment.
DEPARTMENT OF EDUCATION

FEATURES of the Science Curriculum


Learnercentered

Spiral
progression

Inquiry
-based

SCIENCE
CURRICUL
UM

Culturesensitive

Integrative

Evidencebased
DEPARTMENT OF EDUCATION

Inquiry Defined
Inquiry is a dynamic approach to
learning that involves:
exploring the world,
asking questions,
making discoveries, and
rigorously testing those discoveries in the
search for new understanding.

Essential Characteristics of Inquiry


1. Students begin with a question that
can be answered in a scientific way.
2. Students gather evidence in
attempting to answer the question.
3. Students form an explanation to
answer the question based on the
evidence collected.

(National Science Education Standards, 19


DEPARTMENT OF EDUCATION

Essential Characteristics of Inquiry


4. Students evaluate their explanation
based on
scientific knowledge.
5. Students communicate and justify
their proposed explanations.

(National Science Education Standards, 199

DEPARTMENT OF EDUCATION

INQUIRY BASED INSTRUCTION


More student centered, with
the teacher as a facilitator of
learning
Emphasis on "how we come
to know" and less on "what
we know"
Assessment is focused on
determining the progress of
skills development in addition
to content understanding
Concerned with in-school
success
equally
with
preparation
for
life-long
learning
DEPARTMENT OF EDUCATION

Is Inquiry Effective for Learning?


In their review of literature reporting
investigations of middle school inquirybased science from 1990 to 2008,
Nadelson and Williams (Under Review)
found that inquiry based learning leads to
increases in both science achievement and
knowledge of science processes with the
largest gains reported for low-academic
ability learners.

Learner Roles in Inquiry Instruction


"Wow! If
we
learn
from
our
mistake
s, I
ought to
be a
genius
by

Learner Roles in Inquiry Instruction


Learners:
engage in scientifically oriented questions PRIOR
KNOWLEDGE.
give priority to evidence, which allows them to evaluate
explanations that address scientific questions REFLECTION.
formulate explanations from evidence to address scientifically
oriented questions APPLICATION.
evaluate their explanations in light of alternative explanations,
particularly those reflecting scientific understanding
EVALUATION.
communicate and justify their proposed explanations
ELABORATION.

Expected Benefits of Inquiry


o Students doing science
o Applying practiced techniques to new

situations
o Understanding of why
o Student interest/motivation
o Students taking part in their learning
o Students learning they have valuable
thoughts and ideas

What It Looks Like: Traditional vs.


Inquiry

Remember Science the


Old-fashioned Way

o Students read aloud from texts.


o Students memorize long lists.
o Content presented in lectures.
o Tests require rote recall.
o Lab experiences merely confirm what
students have read or been told.
o Goal of assessment is to grade
students.

Science the Old-fashioned


Way

Inquiry: Anposed
Approach
to Teaching
and
o Questions
by the
students
OR
Learning
teacher.
o Student OR teacher provide
methodology.
o Students are given data OR collect &
analyze their own data.
o Students use evidence to build an
explanation (with OR without
guidance).
o Students communicate explanations
using their own formats, OR formats
and procedures that have been given to
them.

Inquiry Learning Takes Time

Provide opportunity for students to first


grapple with information relevant to a topic
to create a meaningful time for telling.

. . . learning cannot be rushed; the complex


cognitive activity of information integration
requires time.

Criteria for Classroom Inquiry


The curriculum includes:
involvement in hands-on activities or
simulations
formulation of questions
making and checking predictions
designing/carrying out investigations
collecting, analyzing, and explaining data
manipulating variables
reporting results and comparing them with
accepted facts
developing scientific reasoning skills
stimulating to increase engagement in
learning

DEPARTMENT OF EDUCATION

INQUIRY STRUCTURE FOR TEACHING


o Meaningful Activity
o Situated Learning
o Changed Role of the Instructor
o Open-ended Generative Tasks
o Collaborative Decision Making and
Problem-Solving

How to Convert Pre-Made Materials to


Inquiry-based Activities
o
o

Use the rubric for assessing inquirybased activities (look for weaknesses)
Turn those weaknesses into strengths
by converting the activities that are
convergent (one correct answer,
closed) to divergent (many correct
answers, open).

The Q-M-S Strategy


Q is for question or problem.
M is for means or how the plan will be carried
out.
S is for the solution
o

Convert one, two or all three to open-ended


Qs.

Doing it one at a time helps train the students


and wean them from demanding that you just
Tell me the answer!

EEEPs or Exciting Examples of Everyday


Phenomena
Example: Use a discrepant event.
- It is directly based on the concept being
addressed for that day.
- Engage the student, pique their curiosity
and relate it to something they already know
to aid in retention.

Discrepant Event
Questions:
1. Prediction: What do you think will
happen?
2. Observation and data: What did you
observe?
3. Explanation: Describe what you think
happened in words and pictures.
4. Extension: Write down at least one
follow-up question you have about the
event.

Closing Thoughts
Inquiry and problem based learning
is a great way to get students to
think about how science works and
how to think like a scientist this
must be taught explicitly and
reflectively if students are going
to learn the concepts and
processes.

The world is but a school of


inquiry.
- Michel de Montaigne (1533-1592)

School should be less


about preparation
for life and more
like life itself.
- John Dewey

THANK
YOU!

Localization &
Contextualization
Mass Training of Teachers for Grade 9 of the
K to 12 Enhanced Basic Education Program
May 17 21, 2014

Objectives:
o Gain understanding of localization and
contextualization in the Basic Education
Program
o Identify ways on how the curriculum and/ or
subject could be localized/ contextualized
o Express appreciation of the need to adapt to
the learners diversity through
contextualization
DEPARTMENT OF EDUCATION

TO

IS A
CHALLENGE
DEPARTMENT OF EDUCATION

CHALLENGE

HOW PREPARED ARE WE?


DEPARTMENT OF EDUCATION

Localization
freedom for schools or local education
authorities to adapt a curriculum to local
conditions Taylor (2004;2)
relating the content of the curriculum and
the processes of teaching and learning to the
local environment Taylor (2004; 3)

DEPARTMENT OF EDUCATION

How can localization be done?


Organizing the subject to make it relevant to
the students culture
Adopting content and learning modes,
including learning systems from the community

Educating lumads the lumad


way, by Germelina Lacorte PDI

DEPARTMENT OF EDUCATION

How can localization be done?


Inviting the natives/ local people to
participate in implementing the curriculum

Rappler.com article by Jee Y. Geronimo


June 27, 2013

http://aid.dfat.gov.au

DEPARTMENT OF EDUCATION

Examples of Initiatives:
Cite examples from the local
culture related to the topic
Use of indigenous knowledge local songs, stories, poem, folk
knowledge, etc (bakunawa ug
bulan & lunar eclipse)
Use of indigenous aids such as
artifacts (e.g. tektites melted
terrestrial rock formed by
asteroids/comets impacting the
earth)
DEPARTMENT OF EDUCATION

Examples of Initiatives:

DENR-CENRO
Representative

MicroHydroPower Plant (25 kW), Saloy,


Davao City

Incorporate
community resources
in teaching visit to
scenic spots, inviting
local people as
resource persons,
etc.
Put up LRCs where
local artifacts are
displayed

DEPARTMENT OF EDUCATION

Contextualization
... entails intentional efforts to extend learning
beyond the classroom into relevant
contexts in the real world, and it also entails
bringing realities of those extra academic
contexts into the classroom
- Brelsford, 2008

DEPARTMENT OF EDUCATION

Contextualization

Localization

Enculturation

Does it fit the


locality?

Does it fit in
the culture?

DEPARTMENT OF EDUCATION

Contextualization
aimed directly at developing
the skills and knowledge that
learners need to deal with
specific situations or
perform specific tasks, and
that they have identified as
important and meaningful
to themselves right now in
their everyday lives
DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION

understand not only the facts but also


the big picture
AND have procedural knowledge
DEPARTMENT OF EDUCATION

To contextualize,

teachers

use

authentic

materials, activities, interests, issues, and


needs from the learners lives.
We should create rooms for students to pose
problems and issues and develop strategies
together to address them.
DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION

Localize without compromising the


program objectives.
Accommodate and respect
cultural, linguistic and racial
diversity.
DEPARTMENT OF EDUCATION

How Do We Design Materials


Helpful Questions:
How will our students interact with
the material?
What will students learn?
Why will they learn it?

DEPARTMENT OF EDUCATION

Know how, when, and


why to say what to
whom.
Give it context and
make it count!
DEPARTMENT OF EDUCATION

Do not confine your


children to your own
learning for they were
born in another time.
Hebrew Proverb
DEPARTMENT OF EDUCATION

Thank you.
DEPARTMENT OF EDUCATION

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