Contextualization of the

MT4T e-Citizenship Learning Packets

Part 2 of 2 : The Hows of Contextualization for ALS Learners
LAC RESOURCE PACKAGE FOR ALS TEACHERS
ON MT4T AND DIGITAL CITIZENSHIP RESOURCES
CHECK-IN
 Think of how you are
feeling today.
I am ________. I feel ______today.
😃😌🥺🥳
✅ Objectives of the LAC Session
 Identify reasons/bases for contextualization of the MT4T
e-Citizenship learning packets
 Examine the reason(s) behind the contextualization of specific parts of
DLL/WLL
 Explain varied ways how contextualization of the MT4T
e-Citizenship packets can be effectively done to support ALS learners
 Apply the contextualization concepts and approaches in the design of
the MT4T e-Citizenship learning packets.
Pre-program competency
assessment form
[insert link]
ACTIVITIE
S
 Round Robin: Sentence Completion
 Recall the reasons/bases for our contextualization
of ALS lessons.

 I contextualize for my ALS learners so that

________________________.
Inquiry-Based Deepening Activity
 As an ALS teacher, in what ways In answering these questions,
would you contextualize the MT4T draw individual pictorial
e-Citizenship learning packets for representations of
different ages/ gender/set-ups/ contextualizing e-Citizenship
scenarios/ indigenous/special lesson delivery in your
groups? scenario.
Think-Pair-Share
 Pair up with another participant.

 Share your outputs with each other.

 Discuss how your pictures address the different ways that

you may contextualize for your ALS learners.
Group Sharing
 Each pair shall choose one reporter.

 Reporter will share the highlights of the discussion

with the group.
Let’s analyze!
 Let’s analyze!
 What did you feel about the inquiry-based deepening activity?
 What contextualization strategies are we currently doing? For different
ages/gender/setups/scenarios/indigenous/ special groups?
 What are our common contextualization practices? What are not
commonly done?
 Why do we have to contextualize for our ALS learners?
SHORT BREAK:
RELIEF EXERCISE
 Jumbled Letters Game

_____-__s__

 lcepa- d esba
 Approaches to Contextualization
Example
 Place-based Consider the local context of the community
where the learner lives; Incorporate their local
• The subject matter and learning folklore, songs/chants, practices, livelihood, or
processes should be relevant to geography in the curriculum and instructional
the daily lives of the people. delivery.
• Learning activities and resources Incorporate indigenous knowledge systems,
should be based on the local practices and community history by engaging
knowledge of students so that community or IP elders, leaders or culture
connections with the unfamiliar bearers in the teaching-learning process and
content are created. validating the contextualization of the
curriculum and learning resources.
 Jumbled Letters Game

 _ _ _ _ _ on the _ _ _ _ _ _ t

 s o u c f on the n u e t d s t
 Approaches to Contextualization
 Focus on the Student Example
 New concepts are presented in
This promotes a relationship real-life (outside the classroom)
between the curriculum and the situations and experiences that
are familiar to the students.
learners’ characteristics,
 Learning activities and lessons
capabilities, and interests so are designed based on the profile
that they will be motivated to of the students (e.g., abilities,
learn. interests and learning styles).
 Jumbled Letters Game

 _ _ s _ _ on _ _ d_ g_ g_ c _ _
___c__c_
 d e s b a on p o d a g e g i c l a
pricteca
Approaches to Contextualization
 Based on Pedagogical Example
Practice  Integration of concepts across
subjects can be done so that
Curricular contextualization is the learners see how the
concepts and student exercises
attained through diverse in Geometry can also be applied
teaching practices to promote in understanding technical
better understanding of drawing (MAPEH), and TLE
projects (carpentry).
concepts and knowledge.
 Jumbled Letters Game

 _ _ _ p _ _ t for d _ _ _ r_ _ t _

 r e c p s e t for d v i y e r s t i
Approaches to Contextualization
Example
 Respect for Diversity  Encourage all students (fast and basic
learners, girls and boys, IP and non-IP,
What each child brings to the young and old) to participate regularly in
interactive groups where sharing,
classroom, his/her experiences communicating and responding to
and understanding of the important concepts and decision-making
are done.
world, including his/her  Activities must be open for brainstorming,
cultural identity, has to be debates, and objective assessment.
respected and acknowledged.  Acknowledgement of everyone’s ideas
since there is mutual respect for
differences in opinions and experiences. 
 Jumbled Letters Game

 _ _ s _ _ on d_ s_ i _ l_ _ _ r _
___t_ x_s
 d e s b a on d a s c i p l i n y r i
centoxts
 Approaches to Contextualization
Example
 Based on Disciplinary Contexts  How does finding the perimeter, area, and
volume relate to the learners’ daily lives,
Contextualization in this way situations and experiences that are familiar to
the students?
addresses the concepts/ subjects
 In what way is the understanding of data,
that students do not find easy to statistics, probability useful to their lives?
understand.  There is a need to connect the concepts and
ideas presented in class to students’ application
in their daily lives so they will be more engaged
in meaningful learning (i.e., in the context of
their use to another setting such as future
jobs/careers needed by the community).
 Let’s Review!
 Did you notice how these  To be fully learner-centered, in
what ways can we apply these as
approaches overlap? In what ways
we contextualize our e-Citizenship
do these approaches overlap with
lessons to address the unique
the concepts of indigenization and circumstances of ALS learners?
localization of DepEd Order 32 s.
 What would be the outcome when
2015?
we contextualize the lessons for
ALS learners?
APPLICATION
Contextualizing an e-Citizenship Learning Packet
Contextualizing an e-Citizenship
Learning Packet e-Citizenship Appropriate Specific
Packet Contextualization Example
 Given an e-Citizenship topic  
Content
 
Approach
 
(choose from the 4 modified  
 
 
 
 
 
 
 
 
topics), name specific ways
of contextualization.
 What aspects/approaches of
contextualization should we
use for designing this lesson
for ALS learners?
Guide Questions for Contextualization
 Are new concepts presented in  Do activities and lessons take
real-life (outside the classroom) into consideration the profile
situations and experiences that (e.g., interests, learning
are familiar to the students? styles) of the students?
 Are concepts or new ideas  Are concepts in examples and
based on the knowledge from student exercises presented in
the local environment and the context of their use?
socio-economic surroundings
of the students?
 Guide Questions for Contextualization
 Are new concepts
presented in the context of
what the students already
know?
 Do examples and student
exercises include many
real, believable problem-
solving situations?
Guide Questions for Contextualization
 Are opportunities presented for  Do lessons and activities
students to gather and analyze their encourage students to apply
own data for enrichment and
extension?
concepts and information in
useful contexts, projecting
 Are students expected to
participate regularly in interactive
students into imagined
groups where sharing, futures (e.g., possible
communicating, and responding to careers) and unfamiliar
the important concepts and locations (e.g., workplaces)?
decision-making occur?
Let’s Do!
Prepare a 2-month Action Plan that includes:

 Priority MT4T e-Citizenship learning packet for

contextualization (with focus on the learning
competencies to address)

 a Microteaching as a culminating activity

 Plan for sharing of contextualized learning packet

with other ALS teachers
 REFLECTION
 What are my key insights in this session?
 What will I do now that I was not doing before in line with
contextualization for ALS learners?
CLOSURE
“If a child can’t learn the way we teach,
maybe we should teach the way they
learn.”

– Ignacio Estrada
 Join the FB Group for ALS
implementers at (insert link)!

 Please accomplish the post-

program competency
assessment available at
[insert URL] and the LAC
session evaluation.