SESSION 5

CONTEXTUALIZATION,
LOCALIZATION, AND
INDIGENIZATION OF
RESOURCE MATERIALS
Resource Speaker:
Ana Mae A. Lastimosa
 Desired
Learning
Outcomes
 Desired Learning
Outcomes
Beginning Teacher Proficient Teacher
a) Implement teaching strategies a) Show skills in the selection,
t h a t are responsive t o the development and use of a
learners’ linguistic, cultural, variety of teaching and learning
socio-economic and religious resources, including ICT, to
backgrounds. address learning goals.
b) Establish a learner-centered
b) Show skills in t he selection, culture by using teaching
development and use of a strategies t h a t respond t o their
variety of teaching and learning linguistic, cultural,
resources, including ICT, to socioeconomic and religious
address learning goals. backgrounds.
OBJECTIVES
 B. OBJECTIVES
a)Explain t he importance o f contextualization
i n t he teaching-learning process and
development o f materials;
b)Develop DLP/DLL implementing
Contextualization; and
c)Display self-confidence i n performi ng actual
teaching demonstration using
Contextualization.
PRE-
TEST
 PRE-TEST
Choose w h e t h e r t h e given
statements t a l k about
localization, in dige nizat ion or
contextualization. Wr i t e A for
localization o r B for
indigenization.
 C. PRE-
1.TEST
Use o f stories o f the
learners’ community as a
springboard t o teach
competencies i n language
subjects.
 C. PRE-
TEST
2. Use o f local
resources as materials
f o r instructional aids.
 C. PRE-TEST
3. Recognizing and
including the community’s
context and values i n the
content and performance
standards and competencies.
 C. PRE-TEST
4. Enhancing t he National
Curriculum i n relation t o the
community life cycle while
recognizing appropriate
scope and sequence of
competence.
 C. PRE-
TEST
5. Translating a story
specified i n the
Teacher’s Guide t o the
locality’s language.
 C. PRE-
TEST
6. Offering o f IP
education i n and IP
Community.
 PRE-TEST

7. Use o f specific
local terms for
symptoms o f sickness
like diarrhea.
D. GLOSSARY
OF
TERMS
 Contextualization
The educational process of
r e la ting t h e curriculum t o a
particular setting, situ at io n or
area o f application t o make the
competencies relevant,
m e a n i n g f u l a n d useful t o all
learners
 Indigenization
a process of enhancing
curriculum competencies,
education resources, and
teaching –learning processes
i n relation t o t he context of
t he learners’ community
 Localization
the process o f relating
learning content specified
i n the curriculum t o local
i nformati on and materials
i n the learners’ community
KEY CONCEPTS
 W h y do w e need t o
contextualize our lessons?
The K t o 1 2 curriculum
f r a m e w o r k h i g h l i g h t s the
f u n d a m e n t a l importance of
c o n t e x t i n shaping t h e curriculum,
a n d consequently, t h e teaching-
learning process.
 Section 5 of RA 10533 or t he Enhanced
Basic Education A c t o f 2013 stated t h a t K
t o 12 Curriculum shall be learner-centered,
inclusive and developmentally
appropriate, relevant, contextualized,
global and flexible enough t he same based
o n t heir respective educational and social
context. K t o 12 teachers are allowed to
use contextualization strategies i n their
lesson.
 By contextualization, w e mean
t h e process o f r e la ting the
curriculum t o a particular setting,
situ at io n o r area o f application t o
make t h e competencies relevant,
m e a n i n g f u l a n d useful t o all
learners.
 W h a t is the
difference between
localization and
indigenization?
 W h e n yo u localize y o u use
i n f o r m a t i o n a n d materials i n your
learners’ c o m m u n i t y b u t w h e n you
indigenize, yo u enhance
competencies i n t h e curriculum, the
resources, a n d t h e teaching
learning processes so t h a t t h e y suit
t h e c o n t e x t o f t h e learners’
community.
Localization

*Content

-Local I nf o r m a tion

-Local Materials
-Examples used i n lessons start w i t h
those i n t h e locality
-Names, situations, se tt ing needed
t o give c o n t e x t t o test questions or
problem-solving exercises are those
o f t h e immediate community
-Local materials are used as o f t e n as
possible i n m a k i n g instructional
materials
-Local stories are used i n the
language learning areas
-t r an slat in g a story w r i t t e n in
a n o t h e r language t o t h e language
o f one’s learners f o r use i n MTB-
MLE
Indigenization

*Curriculum f r am ewor k
*Curriculum design
*Curriculum Standards
*Learning Resources
*Teaching – Learning Process
Indigenization

-Bio-geographical
-Historical
-Socio-Cultural
Indigenization:

Araling Panlipunan
-Reading/dramatizing the life of
local heroes
-Discussing local environment
problems
-Staging a debate on local issues
Indigenization:
Science and Mathematics
-Research on production outputs of
local industries
-Learning about indigenous ways
of measurement
-Learning from local artisans/
farmers about their o w n methods
of production which use
Indigenization:
Science and Mathematics
Folk mathematics or traditional
folk practices
 INDIGENIZATION OF THE
CURRICULUM
Competency:

Visualizes, represents and

identifies un i t of fractions w i t h
denominators of 10 and below
{M2NS-III-72.2 }
Localization:

-Use local materials

{fruits in season like watermelon,
or local kakanin} t o visualize
fractions
Indigenization:
-community cultural practices that
involve fractions are used to
visualize fractions
{division of harvest during
harvest season}
 INDIGENIZATION OF THE
CURRICULUM
Competency:

Visualize the ratio of t w o given

numbers {M5NS-Iih-22}
Localization:

-Use easily observable examples of

ratio in the community
-One jeep - 4 wheels; one kariton –
2 wheels; one tricycle – 3 wheels
{depending on w h a t is most
common in the community}
Indigenization: {socio-cultural}
-community activities or cultural
practices t h at inherently use the
concept of ratio
-bringing products t o the market
entails using a carabao carrying
sacks {one carabao is t o x sacks}
 H o w do we
contextualize
our lesson?
THE REACT STRATEGY
Curricula and instruction
based o n contextual
learning strategies should
be structured t o encourage
five essential forms of
learning:
THE REACT STRATEGY
 Relating
Learning i n t he c ontex t o f life experience,
or relating, is t he k i nd of contextual
learning t h a t typically occurs w i t h very
y oung children.
 Relating
The curriculum t h a t at tempt s t o place
learning i n t h e c o nt e x t o f life
experiences must, first, call the
student’s a t t e n t i o n t o everyday sights,
events, and conditions. I t must then
relate those everyday situations t o new
i n f o r m a t i o n t o be absorbed o r a
problem t o be solved.
 Experiencing
Learning i n t h e c o nt e x t o f exploration,
discovery, and invention—is t h e heart of
cont ext ual learning. However,
m ot iv a t ed or tuned-i n students may
become as a result o f o t h e r instructional
strategies such as video, narrative, or
text-based activities, these remain
relatively passive forms o f learning.
 Experiencing
A n d learning appears t o
"take" far more quickly
w h e n students are able t o
manipulate equipment and
materials and t o do other
forms o f active research.
 Applying
Concepts and i nformati on in
a useful contex t often
projects students i n t o an
imagined future (a possible
career) or i n t o an unfamiliar
location (a workplace).
 Applying
This happens most commonly t h r o u g h
t ext , video, labs, and activities, and
these cont ext ual learning experiences
are o f t e n f o l lo w ed u p w i t h firsthand
experiences such as pl a nt tours,
m e n t o r i n g arrangements, and
internships.
 Cooperating
Learning i n t h e c o n t e x t of
sharing, responding and
communicating w i t h other
learners - is a primary
instructional strategy in
contextual teaching.
 Cooperating
The experience o f cooperating
n o t o n l y helps t h e majority of
students learn t h e material, i t
also is consistent w i t h t h e real-
w o r l d focus o f contextual
teaching.
 Transferring
Learning i n t h e c o n t e x t of
existing knowledge, or
transferring, uses and builds
u p o n w h a t t h e student has
already learned. Such an
approach is similar t o relating.
 Transferring
Students develop confidence
i n their problem-solving
abilities i f w e make a point
o f building n e w learning
experiences o n w h a t they
already know.
To contextualize, w e use
authentic materials,
activities, interests, issues,
and needs from learners’
lives.
When w e localize, we do not
indigenize, w he n we indigenize,
we localize. In other words, you
contextualize t o make learning
more relevant, meaningful and
useful t o all learners!
 ACTIVITIES
AND
ASSESSMENT
Activ ity 1: Let’s Practice It!
Practice applying contextualization
(Contextualized Curriculum includes
learning spaces and environment,
teaching methodologies and strategies,
classroom assessment and learning
resources) (individual, Pair or Group
work)
Competencies
Theme
From the (local
CG materials) Areas for Contextualization
(may
include
title
Learning Learning Strategies/ Classroom
Space/ Resources Activities Assessment
E n v ir o n m e n t
The learners Using t h e chairs Consider a
should be able inside the chair as a
t o describe t h e classroom. reference p o i n t
position of a (Localization) inside the
person o r an classroom,
object in situated
relation t o a a n y w h e r e . Ask
reference p o i n t a le a r n e r / s t o
such as chair, describe his or
d o o r or h e r p o s i t i o n in
another r e l a t i o n t o the
person. S3FE- chair
Activ ity 2: Let’s Plan It!
Daily Lesson Plan
You are n o w ready t o craft
your Daily Lesson Plan
w i t h contextualized
competency.
Activ ity 3: Let’s Show It!
Perform an actual
teaching demonstration
based o n your crafted
Daily Lesson Plan.
REFLECTION
REFLECTION:
1. In w h a t concrete ways
does t he session help me
become a more agentic/
empowered teacher, aligned
t o standard and domain?.
REFLECTION:
2. Considering your current
situation i n your station, h o w
can you make your teaching
more meaningful, relevant
and useful t o t h e learners?
H. POST
TEST
POST TEST

Tell whether you Agree or

Disagree w i t h the given
statements on Contextualization.
Write A if you Agree or D if you
disagree.
POST TEST

III. W h en you contextualize

a lesson, you are either
localizing or indigenizing it.
POST TEST
IV. We can only
contextualize t h e materials
t h a t w e use i n t h e teaching
learning process ex. Reading
selections, outputs, teaching
materials.
POST TEST
V. W h en w e translate stories
specified i n the Teacher’s
Guide t o t he locality’s
language, t h a t is
localization.
POST TEST

VI. We contextualize lessons

t o make them more relevant
t o t h e needs and c ontex t of
the learners.
POST TEST
VII. Contextualized Teaching and
Learning is a g r o u p o f instructional
strategies designed t o l i n k t h e learning
o f basic skills, an d academic or
occupational c o nt e nt by focusing
teaching an d learning directly on
concrete applications i n a specific
c o nt e x t t h a t is o f interest t o the
student.
POST TEST
VIII. The w a y teachers act, t h e way
t h e y plan and execute t h ei r class
programs, h o w t h e y manage the
classroom and h o w t h e y set up the
teaching an d learning environment
are key aspects o f students’ success
and are central w h e n de f i ni n g and
conceiving curricular
contextualization.
POST TEST
IX. Curriculum contextualization
includes contextualizing
learning spaces and
environment, teaching
methodologies and strategies
and classroom assessment.
POST TEST
X. The recognition and
consideration o f the
community’s c o n t e x t and
values i n t h e c o n t e n t and
performance standards and
competencies is
contextualization.
THANK YOU!