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Walking Through Grade 9 English

Walking Through Grade 9 English. Module 4: Unchanging Values in a Changing Time. Focus: Contextualization and Localization. GETTING READY!. Visit Module 4 of the Learner’s Material (LM) Group 1 will be working on Lesson 1, Group 2 on Lesson 2 and so on

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Walking Through Grade 9 English

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  1. Walking Through Grade 9 English Module 4: Unchanging Values in a Changing Time Focus: Contextualization and Localization

  2. GETTING READY! • Visit Module 4 of the Learner’s Material (LM) • Group 1 will be working on Lesson 1, Group 2 on Lesson 2 and so on • Read all the tasks under each phase (Your Initial task, etc) • Identify the tasks that made use of contextualization and localization • Identify the tasks where contextualization and localization could be applied DEPARTMENT OF EDUCATION

  3. GETTING READY! • Use the template below for the said purpose • Write your answers on a manila paper • Have your outputs presented to the class DEPARTMENT OF EDUCATION

  4. How did you find the activity? DEPARTMENT OF EDUCATION

  5. What have you noticed from your answers? DEPARTMENT OF EDUCATION

  6. Why is it necessary contextualize and localize the tasks? Why? DEPARTMENT OF EDUCATION

  7. How did you feel when you’re identifying the contextualized and localized tasks? DEPARTMENT OF EDUCATION

  8. What helped you in identifying them? DEPARTMENT OF EDUCATION

  9. What have you realized about contextualizing and localizing instruction? DEPARTMENT OF EDUCATION

  10. Contextualization and Localization: Guiding Principles

  11. GUIDING PRINCIPLES • Localization maximizes materials that are locally available

  12. Contextualizing and Localizing Materials Sample Activity EXAMPLE: Lesson 1 (LM) Page 440 Task 7 can be CONTEXTUALIZED AND LOCALIZED in terms of Materials by using a video, other photos, a situation, caricature, a comic strip instead of the photos above. Make sure that replacements are of the same theme.

  13. GUIDING PRINCIPLES • 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

  14. Contextualizing and Localizing Task’s Content Sample Activity EXAMPLE: Lesson 1 (LM) Page 439 Task 2 can be CONTEXTUALIZED in terms of CONTENT by using other song that is more current and with the same meaning. Do you know one?

  15. Contextualizing and Localizing IssuesSample Activity Issue EXAMPLE: Lesson 1 (LM) Page 262 Task 2 can be can be CONTEXTUALIZED AND LOCALIZED by using another social issue relevant to the Lesson Sub theme: “HOLDING ON TO A DREAM IN A CHANGING WORLD”. Can you suggest an example?

  16. Contextualizing and Localizing Transfer of Learning ProcessesSample Activity G – OAL (standard) R – OLE (can be contextualized/localized) A – UDIENCE (can be contextualized/localized) S – ITUATION (can be contextualized/localized) P – PRODUCTS/PERFORMANCES (standard) S – STANDARDS FOR GRADING (authentic) GRASPS is one good way to contextualize and localize situations and interests.

  17. POINTS TO PONDER • The localized or contextualized curriculum is based on local needs and relevance for the learners where there is flexibility and creativity in the lessons.

  18. GETTING READY! • Tailor-fit the lesson • Build on what they already have • Accommodate and respect cultural, linguistic, and racial diversity

  19. Revisit, Reflect and Revise • Go back to your outputs in the preliminary activity • Choose an activity where contextualization and localization can be applied. • Contextualize and localize the activities in terms of : • Materials • Issues • Processes • Activity’s content

  20. Keep in mind... Each student is unique!

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