Addressing IP Ed: Localizing and Indigenizing the K-to-12 Curriculum

1. Addressing IP Ed: • Localizing and Indigenizing the K-to-12 Curriculum • Promoting Gender and Development • Planning and Implementing the Advocacy

2. MDG RA 9155 (Governance of Basic Education Act of 2001) – named DECS as DepEd EFA and BESRA Vision, Mission and Core Values AURA SIP ARCA RA 8371 IP Law IPEd via DO 62: Addressing ARCA, Addressing CIA Localizing, Contextualizing, Indigenizing the Curriculum Gender and Development (GAD) V. IP Ed Advocacy (Planning and Implementing) Presentation Outline

3. MDG #2

4. 1982 1987 1994 2001 • “Governance of Basic Education Act of 2001” (R.A. 9155): • Formally renamed DECS as the Department of Education and transferred “culture” and “sports” to the National Commission for the Culture and the Arts and the Philippine Sports Commission • Redefined the roles of different administrative levels of DepED (central office, regional offices, division offices, district offices and schools)

5. DepEd’s New Vision, Mission and Core Values Vision By 2030, DepEd is globally recognized for good governance and for developing functionally-literate and God-loving Filipinos. Mission To provide quality basic education that is accessible to all and lays the foundation of lifelong learning and service for the common good. Core Values Culture of Excellence, Integrity and Accountability; Maka-Diyos; Makatao; Makabayan; Makakalikasan Source: Adoption of the DepED-Balance Scorecard under the Performance Governance System per DepEd Order 39, s. 2010

6. RA 9155 • Au.R.A • S.I.P. / A.I.P.

7. The EFA and BESRA Philippine Education For All (EFA) 2015 Plan Basic Education Sector Reform Agenda (BESRA) Functional Literate Filipinos* * Ability to communicate effectively, solve problem, think critically and creatively, use resources sustainably and be productive, develop sense of community and expand world view

8. Basic Education Performance A.R.C.A. A.E.Q. EFA

9. Republic Act No. 8371 An act to recognize, protect and promote the rights of Indigenous Peoples/Indigenous Cultural Communities, creating a National Commission on Indigenous Peoples, establishing implementing mechanisms appropriating funds therefore and for other purposes:

10. National Commission on Indigenous Peoples – NCIP • The primary government agency responsible for the formulation and implementation of policies, plans and programs to promote and protect the rights and well-being of the IPs/ICCs and the recognition of their Ancestral Domains as well as their rights thereto.

11. MANDATE: • The NCIP shall protect the interest and well-being of IPs/ICCs with due respect to their beliefs, customs, traditions and institutions.

12. IP Groups in Cagayan Valley Agta Kalanguya Bugkalot Isinai Gaddang Aggay Dumagat Itawis Ivatan Ifugao and others

13. IPEd via DO 62: Addressing ARCA RA 9155 DO 62 RA 8371 A.R.C.A. A.E.Q.

14. IPEd via DO 62: Addressing C.I.A. RA 9155 DO 62 RA 8371 C.I.A.

15. IKSP per IP Group Indigenous Knowledge, System and Practices ANCHORED ON • From Birth to Death • Food • Shelter • Clothes • Education • Health and Wellness / Medicine • Livelihood (on the mountains and the seas) • Spirituality / Values / Virtues

16. Uncovering IKSP GEOGRAPHY CUSTOMS PRODUCTION ARTIFACTS TRADITIONS Metaphysics Epistemology Ethics Politics Esthetics

17. Three Waves of Curriculum Development for Indigenous Peoples CURRICULUM INDIGENIZATION Curriculum content is organized, and implemented by indigenous peoples. LOCALIZATION / CONTEXTUALIZATION OF THE CURRICULUM Curriculum content is adapted to the community. INDIGENIZATION OF THE CURRICULUM Curriculum content is adopted from the community.

18. Advantages of Localizing/Contextualizing the Curriculum (Tomlinson and Masuhara, 2004) Cultural sensitivity Potential for personalization Easy availability of resources Direct relevance of materials to learners Ownership of the development process

19. Varied Conditions in the Classrooms • Classrooms are in urban or rural setting. • There is a mixture of IP and non-IP learners. (IP << non-IP) • Schools on the mountains (IP > non-IP)

20. Challenges: • Schools must document their IP enrolment. • Teachers may include in their class record whether a student is an IP or non-IP learner for DIFFERENTIATED INSTRUCTION • Teachers integrate meaningfully the IKSP of IP groups in their teaching. One basic purpose of this is to interbreed respect with one another because “respect begets respect”.

21. Our Shared Assumption Meaningful Learning CONTEXT-DRIVEN OPPORTUNITIES ENDURING UNDERSTANDING CURRENT LEVEL OF UNDERSTANDING

22. Our Shared Assumption A Vision of Learning UNDERSTANDING-FOCUSED LEARNING LEARNERS’ LOCAL KNOWLEDGE AND WORLDVIEW UNIFYING SENSE OF PLURALISM

23. Indigenizing, Localizing, Contextualizing the Curriculum MUST BE INTENTIONAL!

24. DO 62 CIAGeometry Curriculum INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A. Instruction Assessment

25. DO 62 STABILITY OF THE TRIANGLE C • Content Standards • Performance Standards • LC’s/LO’s INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A. /K-12 • Actual Teaching for Differentiation • Teaching Approaches, Methods, Techniques and Strategies • Instructional Materials, Devices and Technology • Learning Laws, Theories, Principles, Foundations • NATURE OF ASSESSMENT • Pre-assessment • Formative Assessment • Summative Assessment • LEVELS OF ASSESSMENT • B, D, AP, P, A A I

26. DO 62 INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12 LEARNING STANDARDS (LS) CONTENT STANDARDS (CS) -be able to know and do PERFORMANCE STANDARDS (PS) -products and performances CURRICULUM GUIDE E S P LEARNING COMPETENCIES (LC) THEME 1 THEME 2 THEME 3 TEACHING GUIDE per MODULE MODULE and ITS PARTS THEME 4 Assessment in the K to 12 K to 12 Policy Guidelines

27. DO 62 INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12 LEARNING STANDARDS (LS) CONTENT STANDARDS (CS) -be able to know and do PERFORMANCE STANDARDS (PS) -products and performances CURRICULUM GUIDE E S P LEARNING COMPETENCIES (LC) THEME 1 THEME 2 THEME 3 TEACHING GUIDE per MODULE MODULE and ITS PARTS THEME 4 Assessment in the K to 12 K to 12 Policy Guidelines

28. DO 62 INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12 LEARNING STANDARDS (LS) CONTENT STANDARDS (CS) -be able to know and do PERFORMANCE STANDARDS (PS) -products and performances CURRICULUM GUIDE M A T T LEARNING COMPETENCIES (LC) THEME 1 THEME 2 THEME 3 TEACHING GUIDE per MODULE MODULE and ITS PARTS THEME 4 Assessment in the K to 12 K to 12 Policy Guidelines

29. DO 62 INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12 S C I E N C E LEARNING STANDARDS (LS) CONTENT STANDARDS (CS) -be able to know and do PERFORMANCE STANDARDS (PS) -products and performances CURRICULUM GUIDE LEARNING COMPETENCIES (LC) THEME 1 THEME 2 THEME 3 TEACHING GUIDE per MODULE MODULE and ITS PARTS THEME 4 Assessment in the K to 12 K to 12 Policy Guidelines

30. DO 62 INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12 LEARNING STANDARDS (LS) CONTENT STANDARDS (CS) -be able to know and do PERFORMANCE STANDARDS (PS) -products and performances CURRICULUM GUIDE F I L I P I N O LEARNING COMPETENCIES (LC) THEME 1 THEME 2 THEME 3 TEACHING GUIDE per MODULE MODULE and ITS PARTS THEME 4 Assessment in the K to 12 K to 12 Policy Guidelines

31. DO 62 INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12 LEARNING STANDARDS (LS) CONTENT STANDARDS (CS) -be able to know and do PERFORMANCE STANDARDS (PS) -products and performances E N G L I S H CURRICULUM GUIDE LEARNING COMPETENCIES (LC) THEME 1 THEME 2 THEME 3 TEACHING GUIDE per MODULE MODULE and ITS PARTS THEME 4 Assessment in the K to 12 K to 12 Policy Guidelines

32. DO 62 INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12 LEARNING STANDARDS (LS) CONTENT STANDARDS (CS) -be able to know and do PERFORMANCE STANDARDS (PS) -products and performances CURRICULUM GUIDE T L E LEARNING COMPETENCIES (LC) THEME 1 THEME 2 THEME 3 TEACHING GUIDE per MODULE MODULE and ITS PARTS THEME 4 Assessment in the K to 12 K to 12 Policy Guidelines

33. DO 62 INDIGENIZING THE CURRICULUM: SYSTEMATIZING THE IKSP IN THE C.I.A./K-12 LEARNING STANDARDS (LS) CONTENT STANDARDS (CS) -be able to know and do PERFORMANCE STANDARDS (PS) -products and performances M A P E H CURRICULUM GUIDE LEARNING COMPETENCIES (LC) THEME 1 THEME 2 THEME 3 TEACHING GUIDE per MODULE MODULE and ITS PARTS THEME 4 Assessment in the K to 12 K to 12 Policy Guidelines

34. Sample Guide in Indigenizing the Curriculum • Content and Performance Standards including the Learning Competencies are non-negotiable (for all IPs and non-IPs) • Review the Modules/Teaching Guides (negotiable) • Look for entry topics/subject matter • Insert appropriate IKSP to the subject matter • Lesson Log • Capture briefly IKSP integration (IP group specific) • Values integration (avoid IP-related jokes) • Supervision of Instruction (by the Principal/DH) must look for IKSP Integration as evidences of compliance to DO 62. CHALLENGE: COMPILE IKSP-RELATED INSTRUCTIONAL MATERIALS

35. IKSP per IP Group Indigenous Knowledge, System and Practices ANCHORED ON • From Birth to Death • Food • Shelter • Clothes • Education • Health and Wellness / Medicine • Livelihood (on the mountains and the seas) • Spirituality / Values / Virtues

36. IKSP (related to livelihood) • Taking Care of Animals • Planting camote/cassava • Harvesting • Fetching Water • Pagkakaingin Routine • Terrace Farming • Rattan gathering • Basket Weaving and Selling • Collecting Banana Blossoms • Harvesting and Ripening Bananas • Collecting Gabi/Taro and Gabi Shoots (monthly) • Collecting Flowers of Grasses and Soft broom-making (Walis-tambo) • Collecting Edible Fern or Pako • Collecting Ant Eggs

37. IP Activities / IKSP (related to livelihood) Workshop • Taking Care of Animals • Planting camote/cassava • Harvesting • Fetching Water • Pagkakaingin Routine • Terrace Farming • Rattan gathering • Basket Weaving and Selling • Collecting Banana Blossoms • Harvesting and Ripening Bananas • Collecting Gabi/Taro and Gabi Shoots (monthly) • Collecting Flowers of Grasses and Soft broom-making (Walis-tambo) • Collecting Edible Fern or Pako • Collecting Ant Eggs • An individual activity (you are a teacher – expert on CIA) • Choose your IP group (based on your experience / observation) • choose the grade level, the subject / learning area • Do mental scanning and write 4 MAJOR topics in that learning area representing the 4 GRADING PERIODS • Align the IKSP activities (HERE) which can be connected to your learning area. • You may think of others but still related to livelihood

38. What you did? LOCALIZATION / CONTEXTUALIZATION OF THE CURRICULUM Curriculum content is adapted to the IP community.

39. Three Waves of Curriculum Development for Indigenous Peoples CURRICULUM INDIGENIZATION Curriculum content is organized, and implemented by indigenous peoples. LOCALIZATION / CONTEXTUALIZATION OF THE CURRICULUM Curriculum content is adapted to the community. INDIGENIZATION OF THE CURRICULUM Curriculum content is adopted from the community.

40. Taking Care of Animals Planting camote/cassava Harvesting Fetching Water Pagkakaingin Routine Terrace Farming Rattan gathering Basket Weaving and Selling Collecting Banana Blossoms Harvesting and Ripening Bananas Collecting Gabi/Taro and Gabi Shoots (monthly) Collecting Flowers of Grasses and Soft broom-making (Walis-tambo) Collecting Edible Fern or Pako Collecting Ant Eggs IP Activities / IKSP(related to livelihood) Workshop • Determine whether each activity LISTED HERE is for the BOYS / MALES or GIRLS / FEMALES

41. GENDER AND DEVELOPMENT

42. Taking Care of Animals Planting camote/cassava Harvesting Fetching Water Pagkakaingin Routine Terrace Farming Rattan gathering Basket Weaving and Selling Collecting Banana Blossoms Harvesting and Ripening Bananas Collecting Gabi/Taro and Gabi Shoots (monthly) Collecting Flowers of Grasses and Soft broom-making (Walis-tambo) Collecting Edible Fern or Pako Collecting Ant Eggs IP Activities / IKSP(related to livelihood) Workshop • Determine whether each activity LISTED HERE is for the BOYS / MALES or GIRLS / FEMALES

43. ORIGAMI IPEd Advocacy Planning

44. DIVISION/SCHOOL IPED ADVOCACY PLAN

45. DIVISION/SCHOOL IPED ADVOCACY PLAN

46. RA 9155 • Au.R.A • Quality Assurance • S.I.P. / A.I.P. Hudhud Pagsi

47. Thank you! Briefer for the Committee on Basic Education and Culture, House of Representatives , August 11, 2010

48. + EFA/MDG Organizational Effectiveness ACCES Principles K to 12 Curriculum Strategies PASBE