Localization & Contextualization

1. Localization & Contextualization

2. Activity • Assign one quarter for each group • Distribute the CGs to the participants • Let the group divide the Manila Paper into two columns.

3. Using the metacards (yellow contextualization and blue localization) let them write down the topics that they localized and contextualized.

4. Let them post the topics that they localized on the first column and topics that they contextualized on the second column. • When done, let them post their Manila Paper

5. Localization and Contextualization Legal Basis RA 10533 Enhanced Basic Education Act of 2013

6. 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.”

7. 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

8. 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

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

10. Why do we need to localize and contextualize the curriculum and the use of learning materials? GEOGRAPHY PEOPLE CULTURALDIVERSITY

11. Localization and Contextualization The curriculum is alive, it changes depending who is implementingit, 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 use different materials, they will use different instruments so that they can deliver the standards of the curriculum.

12. Localization and Contextualization HOW?

13. The REACT Strategy Curricula and instruction based on contextual learning strategies should be structured to encourage five essential forms of learning:  RELATING EXPERIENCING APPLYING COOPERATING TRANSFERRING

14. RELATING:  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.  . 

15. EXPERIENCING: 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. 

16. APPLYING: 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. 

17. COOPERATING:  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. Employers espouse that employees who can communicate effectively, who share information freely, and who can work comfortably in a team setting are highly valued in the workplace. We have ample reason, therefore, to encourage students to develop these cooperative skills while they are still in the classroom. 

18. The laboratory, one of the primary instructional methods in contextual courses, is essentially cooperative. Typically, students work with partners to do the laboratory exercises; in some cases, they work in groups of three or four. Completing the lab successfully requires delegation, observation, suggestion, and discussion. In many labs, the quality of the data collected by the team as a whole is dependent on the individual performance of each member of the team.  Students also must cooperate to complete small-group activities. Partnering can be a particularly effective strategy for encouraging students to cooperate.

19. TRANSFERRING: 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, in that it calls upon the familiar. Students develop confidence in their problem-solving abilities if we make a point of building new learning experiences on what they already know.

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

21. 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

22. The localized or contextualized curriculum is based on local needs and relevance for the learners where there is flexibility and creativity in the lessons.

23. Sample prompts How? Students will __________________ What? in order to _____________________ Why? so they can ____________________

24. How? Analyze the scenery (local spots) in a photograph What? in order to identify the elements Why? so they can appreciate local work of art, artist….preserve and promote the beauty of the environment

25. Are You Teaching Contextually?

26. Take this self-test and see. 1. Are new concepts presented in real-life (outside the classroom) 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 being important to their current or possible future lives? 5. Do examples and student exercises cultivate an attitude that says, "I need to learn this"? 

27. 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?  8. 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)? 

28. 9. 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?

29. Application • Create your own saying or quotation that tells or manifests the importance of localization and contextualization in Araling Panlipunan

30. The Big Picture “Knowing how, when and why to say what to whom”