Today, the whole world rests literally at our fingertips.

Using the smartphones in our pockets, we can contact people halfway

around the globe in real-time, making new friends and practicing different languages. Immigrants and travelers cross borders in
record numbers in search of new opportunities and experiences. The Internet makes it easier than ever to exchange information
and disseminate knowledge. The whole world has gone global.

GILT: What are the Differences?

Localization, globalization, and internationalization sound like similar concepts. Indeed, many people often use them
interchangeably. But subtle differences set them apart, and differentiating them is key for anyone tasked with helping a company
“go global.” Understanding the differences among these terms ensures that a brand’s message can resonate globally.

What Is Globalization?

If you’re looking for a clear, universally agreed-upon definition of globalization, you’ll probably be looking for a while. The term
“globalization” refers to any activity that brings the people, cultures, and economies of different countries closer together.

In business, however, “globalization” (sometimes also called “going global”) refers the practices by which organizations connect
with their customers and partners around the world.

As a general rule, the term “globalization” in business refers to any process or activity related to operating in different national
markets, from product design to marketing.

Benefits of Globalization

There are many benefits of globalization for both companies and consumers. The impact of global inter-connectivity has been a
boon for the world economy in recent decades. Indeed, the world’s GDP has increased from $50 trillion in 2000 to $75 trillion in
2016. Globalization has come hand-in-hand with the most transformational advances of the 20th century, such as international
air travel and the Internet.

The terms localization and internationalization both fall under the banner of globalization. In the next two sections, we’ll discuss
the differences among globalization, localization, and internationalization.

What Is Internationalization?

Internationalization is a corporate strategy that involves making products and services as adaptable as possible, so they can
easily enter different national markets. Internationalization often requires the assistance of subject-matter experts, technical
experts, and people with international experience.

According to most definitions, companies must first internationalize before they can localize a product. In the next section, we’ll
discuss the difference between internationalization and localization.

What Is Localization?

In order to define localization, we must first look back to internationalization. Through internationalization, a product becomes
adaptable to and user-friendly for audiences in different countries. Once internationalization has occurred, localization begins.
Localization is the process of actually adapting a product to specific target markets post-internationalization.

What’s the difference between localization and translation?

A great deal of localization, of course, has to do with language. Translation and localization are two intimately related concepts.
For most products, localization includes—but is not limited to—translation. Localization requires consideration of multiple factors
that go beyond literal words.
In Conclusion: What is the difference between globalization, internationalization, and localization?

Globalization is something of an umbrella term. It encompasses both internationalization and localization. Globalization refers to
the process by which different pieces of the global economy become connected, and the process by which companies bring their
business to the rest of the world.

Internationalization is the practice of designing products and services, as well as structuring the internal operations of a
company, in a way that facilitates expansion into international markets.

Localization refers to the adaptation of a particular product or service to one of those markets.

Localization & contextualization

Localization & Contextualization May 25-30, 2014 Grade 9 Mass Training University of the Cordilleras Ms. HenrietaA.
Bringas

Localization

Contextualization

How did you find the activity? • How did you react to the work the other groups? • What difficulties did you encounter? • How did
you treat them? • What is this telling us about the way lessons should be taught? • What have you realized from the activity?

Why is there a need to localize in teaching? • Should there be a limitation on localization in teaching? Why?

CONTEXTUALIZATION •Developing new skills, knowledge, abilities and attitudes in students in presenting new
subject matter in meaningful and relevant context: • Context of previous experience • Real-life • workplace

LOCALIZATION Freedom for schools or local authorities to adapt the curriculum to local conditions and relating the context of
the curriculum and the process of teaching and learning to the local environment (Taylor 2004)

Sample:Localization Batayang Konsepto Pamantayan sa Pagganap Mga gawain a. Ang mabuting ekonomiya ay iyong
napauunlad ang lahat walang taong sobrang mayaman at maraming mahirap b. Ang ekonomiya ay hindi para lamang
sa sariling pag-unlad kundi sa pag- unlad ng lahat Nakatataya ng lipunang ekonomiya sa isang barangay/pamayanan
at lipunan/bansa gamit ang dokumentaryo o photo/video journal (hal. You Scoup) Gawain 1 Bumisita sa isang
baranggay. Alamin ang livelihood program na pinaiiral sa barangay Gawain 2 Gumawa ng isang proposal para sa
isang proyektong pampamayanan

Localization & Contextualization • Implementing Rules and Regulations (IRR) or • RA NO. 10533Enhance Basic
Education Act of 2013 (D.O. No. 43 s. 2013) • Rule II Curriculum Section 10, 10.2 Standards and Principles • D)The
curriculum shall be contextualized and global; and • H) The curriculum shall be flexible enough to enable and allow
schools to localize, indigenize, and enhance the same based on their respective educational and social contexts

Localization & Contextualization • Rule II Curriculum Section 10, 10.3 Production and Development of Materials: The production
and development of locally produced teaching and learning materials shall be encouraged. The approval of these materials shall
be developed by the regional and division education unit in accordance with national policies and standards

1. 11. Localization & Contextualization • Reminders on Localization: • 1. Localization and contextualization can be done in
all the learning areas. • 2. Localization maximizes the use of available materials • 3. To contextualize, teachers must
use authentic materials, and anchor teaching on the context of learners’ lives.
2. 12. Localization & Contextualization • Reminders on Localization: • 4. Teachers should encourage students to pose
problems and issues and use strategies to address these. • 5. The localized or contextualized curriculum is based on
local needs and relevance for the learners; thus allowing for its flexibility and creativity in the lessons.
 3. 13. Localization & Contextualization • Reminders on Localization: • 6. Teachers must build on what resources the
school have. • Teachers must accommodate and respect cultural, linguistic and racial diversity.
4. 14. • Magtala ng mga pamamaraan kung paano mapagyaman ang lokalisasyon sa proseso ng pagtututro sa inyong
dibisyon/probinsya
5. 15. •Thank you!

Recommended
After answering the short pretest on identifying contextualization and localization, I’m sure you still have queries and
uncertainties that need to be address .But I’m also sure that this is not the first time you have encountered this world. In fact for
the past 3 year of training since Grade 7. This iwas one of the sessions. In addition you might unconciously doing this or
considering this as supervisors, master teachers or teacher in your respective places because contextualization have been refer
to many terms like, CONTEXTUAL AND TEACHING LEARNING, CONTEXTUALIZED INSTRUCTION, EMBEDDED
INSTRUCTION, SITUATED COGNITION, THEME BASED INSTRUCTION, CURRICULUM INTEGRATION , ACADEMIC-
OCCUPATION INTEGRATION , INFUSED INSTRUCTIONS , DEVELOPMENTAL EDUCATION LEARNING COMMUNITIES,
WORKPLACE LITERACY AND FUNCTIONAL CONTEXT EDUCATION …… Despite of these we should agree that it should
only boils down to CONTEXTUALIZATION. AND IT IS EMPARATIVE THAT WE SHOULD KNOW IT’S LEGAL BASES… The firt
two of these legal bases were taken from Philippines Constitution. Article XIV, Section 14 of the 1987 Philippine Constitution
states that... ... Although contextualization is not clearly implied here, we can deduce the fact that it really supported the
contextualization as reflected in the underlined phrase Filipino national culture... Filipino national culture brings a common
context amidst of diversity. And the state has the accountability to make such preservation, enrichment and dynamic evolution of
a Filipino Culture be possible
Also from National, state also recognizes the regional and sectoral needs and conditions. Therefore they are encourage to take
into account local planning in the development of educational policies and programs
From the two cited legal bases from the constitution, the localization and contextualization gained clearer support Because
here the two terms are actually mentioned. It’s in the RA 10533 Enhance Basic Education Act of 2013. Specifically…
Specifically in Sec. 10.2 (d) and (h) – Implementing Rules and Regulations for RA 1053. which states that “The curriculum shall
be CONTEXTUALIZED and global;” See the word contextualized here is used as compared in the two legal bases from the
constitution and we have to take note also aside from contextualized , that the curriculum shall be global. It also reflected here
that the curriculum must have certain flexibility and this flexibility will enable and allow the schools to LOCALIZED AND
INDIGENIZE . And what is also emphasized here is the fact that this flexibility must be based on their respective educational and
social context. In this two section from RA 10533 it is noticeably that there are four key words related to contextualization like
word CONTEXTUALIZED, GLOBAL, LOCALIZE AND INDIGENIZE. These four where not defined here.. The definitions of these
four can be traced from DepEd Orders like a certain DepEd Order for Indigenous People Framework for Education.
Also, the DepEd Mission which states that…. … which among the words and phrases where contextualization and localization
is construed have gained support .. Yes correct in CuLTURE-BASED education .. Because contextualization is one of the best
mechanisms to achieved this culture-based education.
So after all the legal bases the Article IV Sections 5 & 1V, RA 10533 Enhanced Basic Education Act of 2013 section 10.2
d and h and DepEd Mission. Again these legal bases do not define localization and contextualization. So at this point let’s make
the definition of contextualization and localization clear to all of us. 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
the learners . Relating the curriculum may also mean connecting information from the curriculum or simply connecting
information to a particular setting , situation or area of application . This where the students have their own frame of reference
..Own frame of reference means … students own inner world of memory, experience and response whether it social, cultural,
physical and pscyhological . But the question is why do we need to relate the curriculum to a particular context? Well the
contextualization assumes that mind naturally seek meaning in the context, that is the environment where the person is located
and that it does so through searching for relationship that make sense and appear useful . It is in the environment where the
student discover meaningful relationship between abstract ideas and practical application in the context of real world. Concepts
are internalized through the process of discovering , reinforcing and relating
* Show all the examples of examples and when discussing each examples ask the participants if this is good example of
contextualization and justify the answer. * Ask facilitator validate their answering using the definition of contextualizatiion,
variable of contextualization and other facts to consider.. At the end stress forms of examples like if it competencies, activities,
assessment, art of questiong, program and subjects
On the other hand localization is the the process of relating learning content specified in the curriculum to local
information and materials from the learner’s community. With this definition I would like stress that Localization does not come
only with localizing instructional materials.. As stressed it’s about the local information or local condition or setting where the
students have strong frame of reference? Remember the frame of reference? the inner world of memory, experience and
response. And the variable local signifies strong variable in localization
* Show all the examples of examples and when discussing each examples ask the participants if this is good example of
contextualization and justify the answer. * Ask facilitator validate their answering using the definition of contextualizatiion,
variable of contextualization and other facts to consider.. At the end stress forms of examples like if it competencies, activities,
assessment, art of questiong, program and subjects
Okay congratulation we are now clear with the definition of contextualization and localization.. And now let’s answer this
question “Why do we need to localize and contextualize the curriculum and the use of learning materials?. Actually in answering
this we can look at macro perspectives and answers are embodied in the acronym CGI which stand for Cultural Diversity,
Geography, Individual.. Cultural Diversity.. It is really fact the we are really one of the most diverse culture in the world, our
culture is actually attributed to the fact that it’s a melting pot of other foreign cultures and that is the reason why we have a very
evident difference of cultural orientation. This differences brought influence to our need, interest and experiences. Also, our
geography is also big contributory factor to the cultural diversity. And the third is individual the center of this educational process
of contextualization and localization is the individual. Each individual is unique from other. Has his own interest, experience,
orientation and needs. And all these must be address . The Localization and Contextualization are the best way to address
these.
Higher than these is the fact that we need to make to curriculum relevant to the learners.. We need to bridge the learner from the
classroom to real world.
As emphasized by USEC Dina “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”..thinking where you are also thinking of where
the students are .. Remember in the education process the two actors are really inseparable..the teachers and the learners
In the second, when we localize we agree to it. That different areas in the country will also use different materials, they will use
different instruments so that they can deliver the standards of the curriculum. Again.. This is true but remember that we are
stressing that localization is not only about localizing the materials
When we talk of HOW TO LOCALIZE AND CONTEXTUALIZE. THERE ARE REALLY DIFFERENT WAYS ON HOW TO
LOCALIZE DEPENDING ON THE FORMS (It is compentecy, activity, assesment, subject, program?)
Consider the other theories of learning that support Contextualization and Localization
Use of teaching strategies.
example dito ay
* Localization can be in simple and complex form
Localization and contextualization cut across the phases of learning
There are different tools that can be used in contextualizing
There are varied ways on how to contextualize and localize
Development of materials for contextualization and localization can be done

Contextualization and-location-ntot-ap-g10

Contextualization and Localization

Priming activity • Tell whether the following statements or situations illustrate Localization or Contextualization or both

1. Gamit ang mga lokal na produkto ng inyong komunidad, gumawa ng advertisement kung paano ito maitatampok o
maipapakilala. 2. Ano ba ang pakiramdam kapag brownout o kapag nawalan ng suplay ng tubig? 3. Bumuo ng isang
mini-business plan gamit ang natutunan sa TLE para sa binabalak na negosyo ng grupo. 4. Magsagawa ng “price
survey” ng mga sangkap sa pagluluto ng pinangat.

5. Matapos ninyong matutunan ang aralin tungkol sa produksyon, ang bawat pangkat ay inaasahang magsadula ng
“economic activity” sa inyong lugar.

1. What are your bases in deciding whether a statement is localized or contextualized? 2. What is your impression
about localization and contextualization?
 Localization and Contextualization Article XIV, Section 14 of the 1987 Philippine Constitution which states that “The
State shall foster the preservation, enrichment, and dynamic evolution of aFilipino national culture based on the
principle of unity in diversity in a climate of free artistic and intellectual expression” LEGAL BASES

Article XIV, Section 5. (1),which states that “The State shall take into account regional and sectoral needs and conditions
and shall encourage local planning in the development of educational policies and programs.”

Localization and Contextualization RA 10533 Enhanced Basic Education Act of 2013 LEGAL BASIS

Sec. 10.2 (d) and (h) – Implementing Rules and Regulations for RA 10533 “The curriculum shall be
CONTEXTUALIZED and global;” “The curriculum shall be flexible enough to enable and allow schools to LOCALIZE,
INDIGENIZE, and enhance [the curriculum] based on their respective educational and social contexts.”

DepEd Mission CULTURE-BASED EDUCATION 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

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 the learners

* Examples of Contextualization Nailalapat ang kahulugan ng Ekonomiks sa pang-araw araw na pamumuhay ? competency

Kung Ikaw ay bibigyan ng pagkakataon na pumilii ng sistemang pang-ekonomiya na paiiralin sa ating bansa , anong sistema ang
iyong pipiliin ? Bakit? Art of Questioning * Examples of Contextualization

* Examples of Contextualization Activity

Curriculum K TO 12 * Example of Contextualization

the process of relating learning content specified in the curriculum to local information and materials from the learner’s
community As one of the degrees of contextualization, localization is defined as: Localization

* Examples of Localization Nasusuri ang iba’t ibang estruktura ng pamilihan sa iyong komunidad na tumutugon sa
pangangailangan ng maraming tao competency

1. Kung ikaw ay Mayor, ano ang iyong higit na bibigyan ng bigat sa paggawa ng desisyon, ang benepisyo mula sa
industriyalisasyon o ang epekto nito sa kapaligiran at sa mga mamamayan? Pangatwiranan Art of Questioning * Examples of
Localization

* Examples of Localization Activity

Curriculum Mother Tongue * Examples of Localization

Why do we need to localize and contextualize the curriculum and the use of learning materials? CULTURAL DIVERSITY
GEOGRAPHY INDIVIDUAL
 The Effects Of Using Local Literature In Teaching Select Topics In Filipino At Bulihan National High School

Rodelia S. Bueno

MAEd- Filipino

Localization and Contextualization 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 also use different materials, they will use different instruments so that they can deliver the
standards of the curriculum.

Localization and Contextualization HOW?

The REACT Strategy Curricula and instruction based on contextual learning strategies should be structured to
encourage five essential forms of learning: EXPERIENCING

Learning in the context of life experience, or relating, is the kind of contextual learning that typically occurs with very
young children. With adult learners, however, providing this meaningful context for learning becomes more difficult.
The curriculum that attempts to place learning in the context of life experiences must, first, call the student’s attention
to everyday sights, events, and conditions. It must then relate those everyday situations to new information to be
absorbed or a problem to be solved. .

Halimbawa

Experiencing—learning in the context of exploration, discovery, and invention—is the heart of contextual learning. However
motivated or tuned-in students may become as a result of other instructional strategies such as video, narrative, or text-
based activities, these remain relatively passive forms of learning. And learning appears to "take" far more quickly when
students are able to manipulate equipment and materials and to do other forms of active research.

HALIMBAWA:

Applying concepts and information in a useful context often projects students into an imagined future (a possible
career) or into an unfamiliar location (a workplace). This happens most commonly through text, video, labs, and
activities, and these contextual learning experiences are often followed up with firsthand experiences such as plant
tours, mentoring arrangements, and internships.

HALIMBAWA:

Cooperating—learning in the context of sharing, responding, and communicating with other learners—is a primary
instructional strategy in contextual teaching. The experience of cooperating not only helps the majority of students
learn the material, it also is consistent with the real-world focus of contextual teaching.

HALIMBAWA:

Learning in the context of existing knowledge, or transferring, uses and builds upon what the student has already learned.
Such an approach is similar to relating, Students develop confidence in their problem-solving abilities if we make a point of
building new learning experiences on what they already know.

HALIMBAWA:
 • Localization and contextualization can be done in all subject areas • Localization maximizes materials that are locally
available

• 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

Are You Teaching Contextually?

Take this self-test 1. Are new concepts presented in real-life situations and
experiences that are familiar to the student? 2. Are concepts in examples and student exercises presented
in the context of their use? 3. Are new concepts presented in the context of what the student already knows?
4. Do examples and student exercises include many real, believable problem-solving situations that students can
recognize as important to their current and possible future lives?

5. Do examples and student exercises cultivate an attitude that says, "I need to learn this"?
6. Do students gather and analyze their own data as they are guided in discovery of the important concepts?
7. Are opportunities presented for students to gather and analyze their own data for enrichment and extension?
Do lessons and activities encourage the student to apply concepts and information in useful contexts, projecting the
student into imagined futures (e.g., possible careers) and unfamiliar locations (e.g., workplaces)?

Are students expected to participate regularly in interactive groups where sharing, communicating,
and responding to the important concepts and decision-making occur?
10. Do lessons, exercises, and labs improve students’ written and oral communication skills in
addition to mathematical reasoning and achievement?

Application • Create your own Hugot pa more! quotation that tells or manifest the importance of localization and
contextualization in Araling Panlipunan

Recommended
Output sa Lokalisasyon at Kontekstuwalisasyon SEMINAR ng City Schools Division of Batac

LOKALISASYON AT KONTEKSTUWALISAS YON K-12 Filipino 8 Unang Markahan Aralin 2: Alamat Inihanda: Bb.
MARICON A. SEGGAY Gng. JUDELYN G. BUMANGLAG G. NOEL H. JACINTO

https://www.youtube.com/watch?v=M4wW2LAQ4hA

GABAY NA TANONG 1. Isa-isahing ilarawan ang mga tauhan. Ano ano kaya ang kanilang motibasyon sa kung bakit
ganoon ang kanilang ikinikilos? 2. Makatarungan ba ang naging parusa ng Bathala sa inasal ng mga tao? Bakit o bakit
hindi? 3. Tukuyin ang kulturang masasalamin sa pinanood na video clip. 4. Sa iyong palagay, makatotohanan ba ang
alamat na natunghayan? Bakit? Manindigan. 5. Ano kaya ang silbi ng alamat sa ating mga ninunong katutubo?

Kasagutan sa mga kababalaghan o mga pangyayaring pangkalikasan Pinagmulan ng mga bagay- bagay  Kwento
ng kathang isip, pasalin- salin sa bibig ng taong bayan 

• Katutubong kultura, kaugalian o kapaligiran • Katangian ng tao: Pagiging matapat, matapang, matulungin. •
Masamang katangian ng tao: Pagiging mapaghiganti, masakim, o mapanumpa

Nagkakaroon ng iba’t-ibang bersyon: Maari itong mapa isanobela, isadula o isa-pelikula Kinapupulutan ng aral para
sa ikabubuti ng iba 

https://www.youtube.com/watch?v=w6I_s0phBL8 Mini Tan-Ok Dance Showdown 2014- Batac City (1st Runner-up)
 TRI - QUESTION (Pangkatang Talakayan) 1. Saan nagmula ang pangalan ng Siyudad ng Batac? 2. Taglay ba ng
natunghayang alamat ang mga mahahalagang elemento katulad ng ating katatapos na pinag-aralan? 3. Ano ang
kulturang mababakas sa Batac mula sa napanood?

PAGPAPALALIM/PAGNINILAY PANUTO: Sa tulong ng VENN DIAGRAM, paghambingin ang dalawang alamat sa mga
elementong taglay, kaugalian, tradisyon, pangkabuhayan, mensahe o aral at kultura.

VENN DIAGRAM BAGUIO BATAC

PAGLIPAT: Gawain 6: Paggawa ng Mini-pelikula ( Magbibigay ng rubrics ang guro). Goal - Nakabubuo ng isang mini-
pelikula na hango sa isang lokal na alamat na kasasalaminan ng tradisyon, kaugalian at kulturang Bataquenio. Role -
Ikaw ay isang script writer at film maker. Audience - Mga mag-aaral sa Sekundarya. Situation - Naisasabuhay ang mga
tradisyon, kaugalian at kulturang Iloko na unti-unti nang naglalaho dala ng digital media. Produkto – Paggawa ng mini -
pelikula

Origin of the City's Name The word "Batac" in a local dialect translates as "pull". More loosely, it refers to "the people's
pulling their efforts together." Batac has an interesting colloquial origin of its name. According to a legend, set in pre-
settlement Batac, a man fell into a deep hole while he was digging for the root crop "camangeg". He struggled to get out but
could not despite his best efforts. He cried for help but nobody was around. He waited for hours and had given up hope of
being saved. Fortunately, two men from the neighboring town of Paoay happened to pass by. They heard the man shouting
and traced it to where he was trapped. Upon seeing him, they heared the man said "Bataquennac! Bataquennac!" The two
men did not understand until the man explained that he was saying, "Pull me up! Pull me up!" They did just that. When the
two men reached their hometown, they told their story to their friends. Since then, the town has been called "Batac," which
is derived from the word "bataquennac."

I. A. Paksang Aralin Kung Bakit Nasa Ilalim ng Lupa ang Ginto? (Isang Alamat) B. Sanggunian Modyul sa Filipino 8/
Gabay sa Pagtuturo http://www.slideshare.net/menchu25/alamat-presentation
https://prezi.com/uhmvkmlfzk1h/edit/#122_45341393 https://www.youtube.com/watch?v=M4wW2LAQ4hA C.
Kagamitan: Laptop, projector, aklat II. Kasanayang Pampagkatuto A. Nailalahad ang sariling pananaw sa pagiging
makatotohanan/ di makatotohanan ng mga puntong binibigyang diin sa napanood. B. Nasusuri ang pagkakabuo ng
alamat batay sa mga elemento nito.

C. Nasusuri ang pagkakatulad at pagkakaiba ng mga napanood na alamat. D. Nakagagawa ng isang mini-pelikula na
hango sa isang local na alamat na sumasagisag sa kultura ng Batac. III. Proseso ng Pagkatuto A. PAGTUKLAS
Gawain 1: Video Clip Presentation Gawain 2: Pagsagot sa mga Gabay na Tanong 1. Isa-isahing ilarawan ang mga
tauhan. Ano ano kaya ang kanilang motibasyon sa kung bakit ganoon ang kanilang ikinikilos? 2. Makatarungan ba ang
naging parusa ng Bathala sa inasal ng mga tao? Bakit o bakit hindi?

3. Tukuyin ang kulturang masasalamin sa pinanood na video clip. 4. Sa iyong palagay, makatotohanan ba ang alamat na
natunghayan? Bakit? Manindigan. 5. Ano kaya ang silbi ng alamat sa ating mga ninunong katutubo? B. PAGLINANG
Gawain 3: Powerpoint Presentation ( Katuturan, katangian / Elemento ng Alamat) Gawain 4: Pangkatang pagsusuri sa
isang video clip presentation (Alamat ng Batac) C. PAGPAPALALIM/ PAGNINILAY Gawain 5: Paghahambing gamit ang
Venn Diagram

IV. PAGLIPAT Gawain 6: Paggawa ng Mini-pelikula ( Magbibigay ng rubrics ang guro). Goal - Nakabubuo ng isang mini-
pelikula na hango sa isang lokal na alamat na kasasalaminan ng tradisyon, kaugalian at kulturang Bataquenio. Role - Ikaw
ay isang script writer at film maker Audience - Mga mag-aaral sa Sekundarya Situation - Naisasabuhay ang mga tradisyon,
kaugalian at kulturang Iloko na unti-unti nang naglalaho dala ng digital media Produkto - Mini - pelikula

NAPAKAHUSAY 4 MAHUSAY 3 KATAMTAMAN 2 NANGANGA- ILANGAN NG PAGREBISA 1 HINDI UMAYON SA

PAMANTAYAN ISKRIP PAGGANAP SINEMATO- GRAPIYA TUNOG/ MUSIKA RUBRIK SA PAGHATOL

Recommended
 The Role of Contextualization in Teaching and Learning English

 Term Paper, 2014
10 Pages, Grade: 2,0
 M B MAXIMILIAN BAUER (AUTHOR)

 Excerpt

 Table of Contents
 1. The Development of Contextualization Approaches
 2. The Role of Contextualization in Teaching and Learning English
2.1 Definitions and Forms of Context
2.2 Historical Overview
2.3 The Role of Context in Second Language Learning
2.4 Advantages of Contextualized Learning
2.5 Consequences of context oriented approaches for teachers
2.6 Criticism of Contextualized Learning Processes
2.7 Conclusion
 3. Overview of today’s teaching methods using context
 Bibliography

 1. The Development of Contextualization Approaches

 Teaching methods differ widely, mostly concerning to what their approach on teaching and learning is and how it is
pursued. Methods coming up in the 1970s stated that learning should happen in context, as contextualization is of
major importance, when learning a language. This was seen as important in several approaches to learning foreign
languages as for example the task based learning approach (TBL) or content and language integrated learning
approach (CLIL). This development was a consequence of new research in the field of language acquisition.
Beforehand behavioristic approaches and the views they stood for were most important for the developing of teaching
and learning models, but as cognitivist views took over contextualization got more and more influential on the matter. In
this work will be shown what exactly is meant with the term contextualization and what its meanings for language
learning and teaching are. A definition of context and contextualization will start of this paper. An overview of methods
using the ideas of contextualization will follow and the last topic will be the advantages and disadvantages as well as
the critics that formed against this movement of language teaching and learning. The paper will close with a short
overview about current usage of contextualization in foreign language classrooms, as it is used to a large extend in
schools and other institutions as for example the Volkshochschule.
 2. The Role of Contextualization in Teaching and Learning English

 2.1 Definitions and Forms of Context

 Firstly it should be explained, that there are several definitions of context. As for this paper the main argumentation is
about giving learners of the English language an appropriate context, the definitions given refer to context in this
particular situation.
 According to Celce-Murcia and Olshtain is defined as “all the factors and elements that are nonlinguistic and nontextual
but which affect spoken or written communicative interaction” (Celce-Murcia and Olshtain, 2000, p. 11). Halliday on the
other hand uses a shorter definition but has the same idea of context. He describes it as “the events that are going on
around when people speak (and write)” (Halliday in Celce-Murcia and Olshtain, 2000, p. 11). Both these definitions of
context have in common, that they refer to situations of communication, either spoken or in a written form. Context
here stands for the situation itself, in which persons communicate.
 According to Duranti and Goodwin (1992) there are four different types of context (Celce-Murcia and Olshtain, 2000, p.
12). For the approach of contextualization as a meaningful impact on teaching and learning English only three of these
categories are of importance, even though the “setting” and “language” (Duranti and Goodwin in Celce-Murcia and
Olshtain, 2000, p. 12) have the largest influence in classroom situations where tasks are set into context as they are
seen as the “situational context” (Celce-Murcia and Olshtain, 2000, p. 12). These features of context describe a
situation the students should feel themselves into and gives information about how to use certain grammatical or
vocabulary related constructions in situations that are not just to learn but which are similar to real life situations.
 Contextualization can be explained quite shortly after the definitions of context given above. Auer states that
contextualization consists of “all activities which make relevant, maintain, revise, cancel, any aspect of context which in
turn is responsible for the interpretation of an utterance in its particular locus of occurrence”. (Roberts, 2001, p. 117).
So seen with a focus on teaching and learning contextualization means to put different actions of speech or writing that
occur in classrooms in different and varying situations, basically setting up a context for these communicative
interactions to happen in. (Celce-Murcia and Olshtain, 2000, p. 11).

 2.2 Historical Overview

 In the early 1970s cognitivist approaches more and more came into the field of teaching and learning English as a
foreign language. These approaches had the idea of the human having a Universal Grammar, a general ability to
understand and produce grammatical correct features in language. This also changed the mindset of how to teach
English as a foreign language, so learners would acquire the language more than learn it. The methods used in
classroom changed from behavioristic methods, to methods like TBL, CLIL or the concept of Learner Autonomy

CONTEXTUALIZATION •Developing new skills, knowledge, abilities and attitudes in students in presenting new
subject matter in meaningful and relevant context: • Context of previous experience • Real-life • workplace
 LOCALIZATION Freedom for schools or local authorities to adapt the curriculum to local conditions and relating the
context of the curriculum and the process of teaching and learning to the local environment (Taylor 2004)

Localization & Contextualization • Implementing Rules and Regulations (IRR) or • RA NO. 10533Enhance Basic
Education Act of 2013 (D.O. No. 43 s. 2013) • Rule II Curriculum Section 10, 10.2 Standards and Principles • D)The
curriculum shall be contextualized and global; and • H) The curriculum shall be flexible enough to enable and allow
schools to localize, indigenize, and enhance the same based on their respective educational and social contexts

Localization & Contextualization • Rule II Curriculum Section 10, 10.3 Production and Development of Materials: The
production and development of locally produced teaching and learning materials shall be encouraged. The approval of
these materials shall be developed by the regional and division education unit in accordance with national policies and
standards

Localization & Contextualization • Reminders on Localization: • 1. Localization and contextualization can be done in all the
learning areas. • 2. Localization maximizes the use of available materials • 3. To contextualize, teachers must use authentic
materials, and anchor teaching on the context of learners’ lives.

Localization & Contextualization • Reminders on Localization: • 4. Teachers should encourage students to pose
problems and issues and use strategies to address these. • 5. The localized or contextualized curriculum is based on
local needs and relevance for the learners; thus allowing for its flexibility and creativity in the lessons.

Localization & Contextualization • Reminders on Localization: • 6. Teachers must build on what resources the school
have. • Teachers must accommodate and respect cultural, linguistic and racial diversity.

The firt two of these legal bases were taken from Philippines Constitution. Article XIV, Section 14 of the 1987 Philippine
Constitution states that... ... Although contextualization is not clearly implied here, we can deduce the fact that it really supported
the contextualization as reflected in the underlined phrase Filipino national culture... Filipino national culture brings a common
context amidst of diversity. And the state has the accountability to make such preservation, enrichment and dynamic evolution of
a Filipino Culture be possible
Also from National, state also recognizes the regional and sectoral needs and conditions. Therefore they are encourage to take
into account local planning in the development of educational policies and programs
From the two cited legal bases from the constitution, the localization and contextualization gained clearer support Because
here the two terms are actually mentioned. It’s in the RA 10533 Enhance Basic Education Act of 2013. Specifically…
Specifically in Sec. 10.2 (d) and (h) – Implementing Rules and Regulations for RA 1053. which states that “The curriculum shall
be CONTEXTUALIZED and global;” See the word contextualized here is used as compared in the two legal bases from the
constitution and we have to take note also aside from contextualized , that the curriculum shall be global. It also reflected here
that the curriculum must have certain flexibility and this flexibility will enable and allow the schools to LOCALIZED AND
INDIGENIZE . And what is also emphasized here is the fact that this flexibility must be based on their respective educational and
social context. In this two section from RA 10533 it is noticeably that there are four key words related to contextualization like
word CONTEXTUALIZED, GLOBAL, LOCALIZE AND INDIGENIZE. These four where not defined here.. The definitions of these
four can be traced from DepEd Orders like a certain DepEd Order for Indigenous People Framework for Education.
Also, the DepEd Mission which states that…. … which among the words and phrases where contextualization and localization
is construed have gained support .. Yes correct in CuLTURE-BASED education .. Because contextualization is one of the best
mechanisms to achieved this culture-based education.
So after all the legal bases the Article IV Sections 5 & 1V, RA 10533 Enhanced Basic Education Act of 2013 section 10.2
d and h and DepEd Mission. Again these legal bases do not define localization and contextualization. So at this point let’s make
the definition of contextualization and localization clear to all of us. 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
the learners . Relating the curriculum may also mean connecting information from the curriculum or simply connecting
information to a particular setting , situation or area of application . This where the students have their own frame of reference
..Own frame of reference means … students own inner world of memory, experience and response whether it social, cultural,
physical and. But the question is why do we need to relate the curriculum to a particular context? Well the contextualization
assumes that mind naturally seek meaning in the context, that is the environment where the person is located and that it does so
through searching for relationship that make sense and appear useful . It is in the environment where the student discover
meaningful relationship between abstract ideas and practical application in the context of real world. Concepts are internalized
through the process of discovering , reinforcing and relating
* Show all the examples of examples and when discussing each examples ask the participants if this is good example of
contextualization and justify the answer. * Ask facilitator validate their answering using the definition of contextualization, variable
of contextualization and other facts to consider.. At the end stress forms of examples like if it competencies, activities,
assessment, art of questioning, program and subjects

On the other hand localization is the the process of relating learning content specified in the curriculum to local information and
materials from the learner’s community. With this definition I would like stress that Localization does not come only with localizing
instructional materials.. As stressed it’s about the local information or local condition or setting where the students have strong
frame of reference? Remember the frame of reference? the inner world of memory, experience and response. And the variable
local signifies strong variable in localization
* Show all the examples of examples and when discussing each examples ask the participants if this is good example of
contextualization and justify the answer. * Ask facilitator validate their answering using the definition of contextualization, variable
of contextualization and other facts to consider.. At the end stress forms of examples like if it competencies, activities,
assessment, art of questioning, program and subjects

Definitions and Forms of Context

 According to Celce-Murcia and Olshtain is defined as “all the factors and elements that are nonlinguistic and nontextual
but which affect spoken or written communicative interaction” (Celce-Murcia and Olshtain, 2000, p. 11). Halliday on the
other hand uses a shorter definition but has the same idea of context. He describes it as “the events that are going on
around when people speak (and write)” (Halliday in Celce-Murcia and Olshtain, 2000, p. 11). Both these definitions of
context have in common, that they refer to situations of communication, either spoken or in a written form. Context
here stands for the situation itself, in which persons communicate.

 According to Duranti and Goodwin (1992) there are four different types of context (Celce-Murcia and Olshtain, 2000, p.
12). For the approach of contextualization as a meaningful impact on teaching and learning English only three of these
categories are of importance, even though the “setting” and “language” (Duranti and Goodwin in Celce-Murcia and
Olshtain, 2000, p. 12) have the largest influence in classroom situations where tasks are set into context as they are
seen as the “situational context” (Celce-Murcia and Olshtain, 2000, p. 12). These features of context describe a
situation the students should feel themselves into and gives information about how to use certain grammatical or
vocabulary related constructions in situations that are not just to learn but which are similar to real life situations.

 Contextualization can be explained quite shortly after the definitions of context given above. Auer states that
contextualization consists of “all activities which make relevant, maintain, revise, cancel, any aspect of context which in
turn is responsible for the interpretation of an utterance in its particular locus of occurrence”. (Roberts, 2001, p. 117).
So seen with a focus on teaching and learning contextualization means to put different actions of speech or writing that
occur in classrooms in different and varying situations, basically setting up a context for these communicative
interactions to happen in. (Celce-Murcia and Olshtain, 2000, p. 11).
Localization vs. Globalization vs. Internationalization: What’s the Difference?

The subtleties that distinguish "going global" terminology

Last Updated: May 20, 2019 9:01AM

Today, the whole world rests literally at our fingertips. Using the smartphones in our pockets, we can contact people halfway
around the globe in real-time, making new friends and practicing different languages. Immigrants and travelers cross borders in
record numbers in search of new opportunities and experiences. The Internet makes it easier than ever to exchange information
and disseminate knowledge. The whole world has gone global.

Businesses across regions and industries understand both the opportunities and challenges of an increasingly interconnected
world. Now more than ever, companies can design and develop globalized products to reach target audiences in a truly global
market. To refer to the activities that businesses engage in when they expand beyond national borders, researchers have
created the acronym GILT (globalization, internationalization, localization, and translation). Of these terms, “translation,” which
refers to the process of converting text from one language to another, is the most readily understood. But what distinguishes the
other three?

GILT: What are the Differences?

Localization, globalization, and internationalization sound like similar concepts. Indeed, many people often use them
interchangeably. But subtle differences set them apart, and differentiating them is key for anyone tasked with helping a company
“go global.” Understanding the differences among these terms ensures that a brand’s message can resonate globally.

In this article, we’ll explore the similarities and differences among globalization, internationalization and localization. Plus, we’ll
address the pain points associated with each.

What Is Globalization?

If you’re looking for a clear, universally agreed-upon definition of globalization, you’ll probably be looking for a while. The term
“globalization” refers to any activity that brings the people, cultures, and economies of different countries closer together.

In business, however, “globalization” (sometimes also called “going global”) refers the practices by which organizations connect
with their customers and partners around the world.

Globalization: A Few Examples

Still a bit too vague for you? A few examples of globalization in the world of business:

Online marketplaces like eBay and Amazon make it easy to buy products from businesses or individuals on the other side of the
planet. Even products sold in traditional brick-and-mortar stores like Target often make stops in several different countries before
reaching their final destinations. Consumer electronics, for example, are commonly sourced from raw materials in India, made in
China, then sold in America.

Many large restaurant chains, like McDonald’s, operate in dozens of countries. McDonald’s specifically has franchises in
upwards of 100 countries. Diners around the world recognize its brand and logo.
Netflix operates in more than 190 countries. The company customizes content offerings for individual markets with subtitles and
programming in local languages.

The instantly recognizable “swoosh” logo of Nike transcends different cultures and languages. Nike has formed partnerships with
athletes who play a variety of sports in many different countries. It uses these endorsements to support its worldwide expansion.

As a general rule, the term “globalization” in business refers to any process or activity related to operating in different national
markets, from product design to marketing.

Benefits of Globalization

There are many benefits of globalization for both companies and consumers. The impact of global inter-connectivity has been a
boon for the world economy in recent decades. Indeed, the world’s GDP has increased from $50 trillion in 2000 to $75 trillion in
2016. Globalization has come hand-in-hand with the most transformational advances of the 20th century, such as international
air travel and the Internet.

The terms localization and internationalization both fall under the banner of globalization. In the next two sections, we’ll discuss
the differences among globalization, localization, and internationalization.

What Is Internationalization?

Internationalization is a corporate strategy that involves making products and services as adaptable as possible, so they can
easily enter different national markets. Internationalization often requires the assistance of subject-matter experts, technical
experts, and people with international experience.

Products intended for use by speakers of multiple languages typically undergo an internationalization process. For example,
IKEA internationalizes the assembly instructions for its furniture. It does this by using only diagrams and illustrations, without
including any text that would need to be translated. Products with instructions that do require translation are still often written with
the goal of being as culturally-neutral as possible. This, of course, is easier said than done.

Software and Electronic Internationalization

In the case of software products and electronics, internationalization involves a number of different concerns:

Data encoding: The ASCII character encoding is sufficient for texts in most Western European languages. However, languages
that use non-Latin alphabets (such as Russian, Chinese, Hindi, and Korean) require larger character encodings such as
Unicode.

Hardware support: Software designers must consider that certain hardware devices may not be available in all countries.

User interface: If a software application will be translated into multiple languages, the user interface needs to include enough
space for the text in all of these languages.

According to most definitions, companies must first internationalize before they can localize a product. In the next section, we’ll
discuss the difference between internationalization and localization.

What Is Localization?

In order to define localization, we must first look back to internationalization. Through internationalization, a product becomes
adaptable to and user-friendly for audiences in different countries. Once internationalization has occurred, localization begins.
Localization is the process of actually adapting a product to specific target markets post-internationalization.
As mentioned, McDonald’s operates over 30,000 restaurants in 100 countries. Its worldwide expansion is an example of
globalization. By design, the corporation creates a menu adaptable to various local tastes and customs, so it can delight each
global target audience. This policy is an example of internationalization.

Many of the McDonald’s restaurants in Israel serve kosher food and drink and close during the Sabbath and Jewish holidays.
McDonald’s has also opened a meat-free restaurant in India, a country in which much of the population does not eat beef or
pork. In both cases, McDonald’s has maintained its global brand identity but tailored its products and services for local markets.
These cases exemplify localization.

What’s the difference between localization and translation?

A great deal of localization, of course, has to do with language. Translation and localization are two intimately related concepts.
For most products, localization includes—but is not limited to—translation. Localization requires consideration of multiple factors
that go beyond literal words.

When creating its film Inside Out, for example, Pixar modified its animation to accommodate multiple versions of a scene where
a character points to and reads a sign. In the Arabic version of the film, the character motions from right to left, rather than the
left-to-right direction the animation takes in the English version of the film.

Localization: Some Considerations for Companies

Here are just a few important considerations companies need to address when localizing a product:

Naming conventions (e.g., people from certain cultures may not have last names or may have multiple last names)

Telephone number formats

Date and time formats, such as DD/MM/YYYY and MM/DD/YYYY

Currency (symbol and amount)

Writing direction (left to right for most languages, but right to left in Hebrew and Arabic, and vertical in some Asian languages)

System of measurement, i.e., metric or imperial

Punctuation, such as quotation marks (“”) in English, low quotes („“) in German, and guillemets («») in French

Symbols and pictograms, e.g., check marks, stop signs, and the use of color to convey information

Electrical voltages, frequencies, and plugs

Legal requirements (such as the GDPR for the use of European Union citizens’ personal data)

What does successful localization look like?

Apple’s Siri virtual assistant represents a product that has been successfully localized. When users ask Siri for the weather
report or directions to a specific address, Siri can provide the answer in Celsius or Fahrenheit, or kilometers or miles,
respectively, depending on the user’s location. Users can even select their preferred accent for Siri’s voice (in English, the
choices include American, Australian, and South African).

Building a website with localization in mind

When building a website, developers should have a robust website localization strategy by addressing these concerns during the
planning and design phases. Successful internationalization precedes commensurately successful localization.
For example, currencies such as the Chilean peso and the Japanese yen do not use subunits in practice, because each unit is
so small (one U.S. dollar is equal to roughly 700 Chilean pesos). Therefore, e-commerce websites that Japanese developers
design for a target audience in Japan can use only a single-integer variable.

If the website expands to a U.S. audience, however, the developers will need to add another variable to store both units and
subunits (i.e. dollars and cents) or convert the integer variable to a decimal. This process can become both time-consuming and
bug-prone for highly complex code bases.

In Conclusion: What is the difference between globalization, internationalization, and localization?

Globalization is something of an umbrella term. It encompasses both internationalization and localization. Globalization refers to
the process by which different pieces of the global economy become connected, and the process by which companies bring their
business to the rest of the world.

Internationalization is the practice of designing products and services, as well as structuring the internal operations of a
company, in a way that facilitates expansion into international markets.

Localization refers to the adaptation of a particular product or service to one of those markets.

Whenever you anticipate expanding a product to multiple national or even regional markets, you need to consider
internationalization and localization. Planning for these processes before the project begins will help you design products that
include and satisfy users of all regions, cultures, and languages.

nodding along with Donahoe as he compared the simplicity of the digital apps we turn to in our personal lives with the
fragmented complexity of our workplace tools. Digitizing workflows has positive effects on both internal processes and the
customer experience. We choose to digitize our personal lives—why should work be any different?

Rodelia S. Bueno MAEd-Filipino Instructional Management

Report on Curriculum Planning and Effective Instructions

The Curriculum and Instruction Review addressed broad issues related to curriculum, instruction, and teacher-learner
interaction. The following describes the potential growth of each: Curriculum: from static, hierarchical, and segregated, to
dynamic, egalitarian, and integrated. Instruction: from teacher-directed and transmissional, to student-centred and
transactional.
 Teacher-learner interactions: from controlled, competitive, and conforming, to empowering, cooperative, and
divergent.

It should be recognized that these are directions for transition that can move along a continuum. All curricula are not at
the same state of transition, nor are all professionals at the same place in their instructional practices or their interactions with
students. If the components of the Core Curriculum are to be integrated, transitions as outlined above need to occur.

Instructional Approaches: A Framework for Professional Practice is one in the series of documents developed to support the
Core Curriculum. Its purpose is to: affirm the integral position of instruction in meeting the objectives of Core Curriculum;
provide support for teachers in extending their range of instructional practices; provide support for teachers in meeting the
challenges associated with major curriculum change; and, provide curriculum writers with a design for integration of curriculum
and instruction.

Instructional Approaches: A Framework for Professional Practice, while intended to be a useful and practical
document, is neither a comprehensive study of instructional practice, nor a "how-to-do-it" guide. Rather, this document is
intended to be of assistance to educators by:

>generating discussion among teachers about instructional approaches; promoting reflective thinking among teachers
about instructional decisions;

>affirming the art, as well as the science, of teaching; and,

>acting as a catalyst for further professional development.

The Foundations For Refining Instructional Practice

One of the purposes of education is to provide children with the skills and knowledge needed to function capably as
adults. With the world changing rapidly, the abilities acquired in schools today need to be reassessed, as do the ways in which
students are expected to learn . . . And when the content of the curriculum changes, ways in which the curriculum is delivered
must change correspondingly. Toward the Year 2000. Saskatchewan Education, 1985 (p. 6).

Knowledge of what constitutes effective teaching and learning has increased significantly in recent years. For example,
knowledge of the psychology of child development and learning has become more sophisticated in its ability to provide an
intelligent and informed context for instructional decision-making. In addition, knowledge of teaching and learning styles has led
to an appreciation of what constitutes the best practice in meeting individual student needs. Educators recognize, too, that
learning is an interactive process, and that students need to be actively involved in tasks that are achievable, useful, relevant,
and challenging if they are to respond successfully to the curriculum challenges posed for them.

Above all, however, educators have learned that effective teaching occurs when the student is placed at the focus of
decisions that are made not only about the curriculum itself, but also about the "process" by which the curriculum is delivered.
Within this context, there is acknowledgement of the need for positive relationships between teacher and student.

Foundation One

Effective instruction can be defined and described. Instructional practice, then, can be improved through professional
development programs that encourage teachers to be reflective practitioners.

Gage (1978) and Bruner (1966) use the terms teaching and instruction almost synonymously. For purposes of this
document, teaching is used as the broader, more encompassing term. This follows Gage's statement that teaching is " any
activity on the part of one person intended to facilitate learning on the part of another" (p. 14).
Guiding Principles of Effective Instruction

Effective instruction is guided by general pedagogical approaches and specific instructional practices. The approaches
and instructional practices espoused in this document are based upon the following beliefs about what constitutes effective
instruction.

1. Effective instruction is eclectic.

Professional teaching practice is not constrained by a belief that there is one best way. Teachers should be invited to extend
their range of instructional approaches in a secure, risk-taking environment.

2. Effective instruction is tied directly to the success of the learning experience. Effective instruction occurs when the teacher
links sound curriculum development and excellent instructional practice in a successful learning experience. Reciprocal, positive
relationships between teacher and learner are also necessary for instruction to be truly effective. This means the student must be
viewed as an active participant in the teaching-learning process. 3. Effective instruction is empowered professional practice in
action. Instructional judgement must be encouraged and nurtured in classroom professionals so that they acquire the flexibility
needed to adapt instructional practice to meet a wide variety of student needs. 4. Effective instruction integrates the components
of the Core Curriculum. When making instructional decisions, teachers should consider the content, perspectives, and
processes specified in the curriculum for a Required Area of Study or a Locally Determined Option, and the appropriate Common
Essential Learnings. Teachers also need to make decisions regarding adaptation of instruction to meet individual student
learning needs. 5. Effective instruction is generative and dynamic. Ever changing variables affect instructional decision-making.
Educators are encouraged to extend their range of instructional approaches based on a foundation of research, a wide range of
practical and theoretical knowledge, and a regard for students a s active participants in the learning process. 6. Effective
instruction recognizes there is an art as well as a science to teaching. Effective instruction results from a blend of the art and the
science of teaching. The science of instruction, which has predominated in the past, needs to achieve a balance with the artistry
involved in the successful teaching act. 7. Effective instruction acknowledges a comprehensive understanding of the
instructional cycle. Teachers begin the instructional cycle by assessing individual student learning needs, interests, and
strengths through observation and consultation with the student. They then determine the instructional approaches required,
deliver instruction in a manner appropriate to the students' learning abilities and styles, and evaluate student growth-and
understanding. The cycle concludes with teacher self-reflection and further teacherstudent consultation. 8. Effective instruction
finds best expression when educators collaborate to develop, implement, and refine their professional practices. Instructional
practice can be improved through sustained and systematic attention to professional development. Teachers can improve their
own instructional practices by participating in professional development programs or working with peers and supervisors. These
programs must include elements of the individual reflection that this document encourages.

Foundation Two

Teaching is an art as well as a science. Educators need to achieve balance between the two.

Effective teaching blends the art and the science of teaching. Unfortunately, educators often respond to the mystery
that is associated with this art by becoming overly defensive and by keeping their thoughts about their own teaching to
themselves. The complexity associated with good teaching results in little open discussion. Palmer (1990) in speaking about the
art of teaching states that educators:

.Foundation Three

Teachers should see themselves as instructional decision-makers. They must have a sound knowledge base of
teaching, a repertoire of instructional practices, and the abilities of reflection and problem-solving (Arenas, 1988).
 Teachers should: be caring and positive; be prepared in their subject content and instructional practice; have high
expectations for their students; be aware of and sensitive to the relationships among teacher, learner, and task; and, provide
consistent and constructive feedback to students.

Learners should: be interested in learning about the topic at hand; see the relevance of the topic at hand; feel
secure about themselves and within the school environment; be involved in decisions regarding their own learning; be
motivated; and, see the relationship between the instructional approach and the learning experience.

The instructional task should: be specific and of a size that is manageable; be achievable given the ability and
interest of the student; actively involve the student; and, be challenging and relevant to the student.

Learning styles and teaching styles are topics that have been the focus of extensive research, and have direct
applicability to instructional approaches. Defined simply, learning style is a specific or unique

Foundation Four

Students should be viewed as autonomous learners who can become aware of their own learning needs and their own
ability to meet them.

In becoming autonomous learners, there are several continua of developmental growth along which students may
progress: from dependent to independent; from knowledge and comprehension to synthesis and evaluation; from
preoperational to formal reasoning; and, from a closed learning climate to one that is open.

Summary

There are many bases upon which Instructional Approaches: A Framework for Professional Practice has been
developed. These include the following: effective instruction can be defined and described; teaching is an art as well as a
science; teachers should see themselves as instructional decision makers; and, teachers should view students as
autonomous learners.

Instructional Models, Strategies, Methods, And Skills

Teaching as Decision Making

Planning a unit or lesson involves a number of instructional decisions. The teacher must identify the following: the content and
processes to be addressed, the strengths, needs, and interests of students, the Common Essential Learnings that could be
incorporated, and the most effective instructional approaches. Such decisions are critical and must be made consciously and
purposefully.

The Instructional Framework

Instructional Models

Models represent the broadest level of instructional practices and present a philosophical orientation to instruction. Models are
used to select and to structure teaching strategies, methods, skills, and student activities for a particular instructional emphasis.
Joyce and Weil (1986) identify four models: information processing, behaviourial, social interaction, and personal.

Instructional Strategies ,Information Processing ,Personal ,Social Interaction

Behavioral
The behavioral model emphasizes changing the visible behaviour of the learner to be consistent with his or her own self concept.
As a result of its basis in the stimulus control/reinforcement theories, the behavioral model of instruction stresses that learning
tasks should be broken into a series of small, sequenced tasks and behaviours.

Instructional Strategies

Decision making regarding instructional strategies requires teachers to focus on curriculum, the prior experiences and knowledge
of students, learner interests, student learning styles, and the developmental levels of the learner. Such decision making relies
on ongoing student assessment that is linked to learning objectives and processes.

Direct Instruction

Indirect Instruction

Interactive Instruction

Interactive instruction relies heavily on discussion and sharing among participants. Seaman and Fellenz (1989)
suggest that discussion and sharing provide learners with opportunities to "react to the ideas, experience, insights, and
knowledge of the teacher or of peer learners and to generate alternative ways of thinking and feeling" (p. 119). Students can
learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments.

Experiential Learning

Independent Study ,Instructional Methods ,Direct Instruction ,Lecture ,Didactic Questioning

Indirect Instruction ,Concept Formation ,Inquiry ,Deductive Inquiry ,Inductive Inquiry

Interactive Instruction

The Adaptive Dimension

The Adaptive Dimension is defined as:

the concept of making adjustments in approved educational programs to accommodate diversity in student learning needs. It
includes those practices the teacher undertakes to make curriculum, instruction, and the learning environment meaningful and
appropriate for each student.

Decision Making in the Adaptive Dimension

Adapting the Learning Environment

Making Instructional Choices

Teaching is informed decision making. Everyday in their classrooms teachers make decisions about instructional alternatives,
student learning, and curricular content. As indicated earlier in this document, there are few occasions when only one
instructional approach will bring about the desired outcomes. When two or three options are available, the criteria used to make
the final professional judgements become increasingly significant.

Integrating the Common Essential Learnings

Practical Considerations
Student Background
Teacher Background
Time
Cost
Physical Environment

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