Contextualization presentation

CURRICULUM CONTEXTUALIZATION

Objectives

1. Identify the initiatives of DepEd and its Legal

Bases in relation to contextualization.

2. Explain the process of contextualization

3. Cite the importance of curriculum

contextualization

4 Discuss the “Policy Guidelines on Classroom

Assessment”

DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. III

LET US THINK

1. What do you know about curriculum

contextualization?

2. What is localization?

3. What is indigenization?


Initiatives before K to 12

1. 1998-2006 : Third Elementary Education Project (TEEP)

a. development of readers using local stories

b. Integration of culture and artistic expressions in learning areas2. 2002-2007:Basic Education Assistance for Mindanao (BEAM)a. "tri-people" perspective- Muslims, Christians and Lumads

3. 2005: Strengthening Implementation of Visayas Education

(STRIVE)a. systemic efforts on localization (Region)

4. 2011-2014: Philippines' Response to Indigenous Peoples' and

Muslim Education (PRIME)a. initial attempt at generating the contextualization process


The K to 12 Philippine Basic EducationCurriculum Framework

CONTEXT

PHILOSOPHICAL& LEGAL BASES

■ RA 10533 Enhanced BasicEducation Act of 2013■ Kindergarten Act

■ The 1987 Phil. Constitution■ BP 232, Education Act of 1982■ RA 9155, Governance of BasicEducation Act of 2001

■ The vision, mission statement ofDepEd■ SOUTELE, 1976■ The EDCOM Report of 1991

■ Basic Education Sector ReformAgenda (BESRA)■ The four pillars of education(UNESCO)

NATURE OFTHE LEARNER

■ Has a body and spirit, intellect, freewill, emotions, multiple intelligence,learning styles■ Constructor of knowledge and active

maker of meaning, not a passiverecipient of information

NEEDS OF NATIONAL &GLOBAL COMMUNITY

■ Poverty reduction and human

development■ Strengthening the moral fiber of the

Filipino people■ Development of a strong sense of

nationalism■ Development of productive citizens

who contribute to the building of aprogressive, just, and humane society■ Ensuring environmental sustainability

■ Global partnership for development

NEEDS OFTHE LEARNER

■ Life skills

■ Self-actualization■ Preparation for the world of thework, entrepreneurship, higher

education

DEPARDEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

Features of the K to 12 Curriculum

learner-centered,inclusive, and research-

based

standards- andcompetence-based,

seamless, decongested

culture-responsive andculture-sensitive,

integrative andcontextualized, relevant

and responsive

flexible, ICT-based,and global

DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII

DepEd Mission

To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where:

1.Student learn in a child-friendly, gender-sensitive, safe and motivating environment;

2.Teachers facilitate learning & constantly nurture every learner;


Current Initiatives

3 Administrators & staff as stewards of institution ensure an enabling and supportive environment for effective learning to happen.

4.Family, community and other stakeholders are actively engaged and share responsibility for developing life-long learners


Current Initiatives

What we have now:Contextualizing Education at Various Levels

1. K to 12 Frameworka. MTBb. SHS

2. Programs (IPEd, Muslim Ed, SPED, Special Interest Programs, ALS)3. Learning Areas (e.g. AP -regional profiles, Art and Music- cultural artistic expressions by regions)


CONTEXTUALIZATION

The K to 12 curriculum framework highlights thefundamental importance of context in shaping

the curriculum, and consequently, the teaching-learning process

Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5The DepEd shall adhere to the following standards and principles indeveloping the enhanced basic education curriculum:

(d)... contextualized and global


CONTEXTUALIZATIONFlexibility of the K to 12 curriculum allows for

curriculum enhancement in relation to the diverse

background of learners

Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5The DepEd shall adhere to the following standards and principles in

developing the enhanced basic education curriculum:

h)... flexible enough to enable and allow schools tolocalize, indigenize and enhance the same based on

their respective educational and social contexts. The

production and development of locally produced

teaching materials shall be encouraged and approval ofthese materials shall devolve to the regional anddivision education units.


Key Concepts

CONTEXTUALIZATION

LOCALIZATION

INDIGENIZATION


Key Concepts

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 all learners.

The degree of contextualization may be described and

distinguished into the following:

1. Localization

2. Indigenization


Key Concepts

The degree of contextualization may be described and distinguished into thefollowing:

1. Localization refers to the process of relating learning content specified in the curriculum to local information and materials in the learners'community.


LOCALIZATION

learning

content

local

information

localmateria

ls

11;


Examples of Localization

1. Examples used in lessons start with those in the locality

2. Names, situations, setting needed to give context to

test questions or problem-solving exercises are those

of the immediate community

3. Local materials are used as often as possible in making

instructional materials4. Local stories are used in the language learning areas

5. Translating a story written in another language to the

language of one's learners for use in MTB-MLE


Key Concepts

The degree of contextualization may be described and distinguished into the

following:

1. Localization refers to the process of relating learning content specified in

the curriculum to local information and materials in the learners'

community.

2. Indigenization refers to the process of enhancing curriculum

competencies, education resources, and teaching-learning processes in

relation to the bio-geographical, historical, and socio-cultural context of

the learners' community. Indigenization may also involve the

enhancement of the curriculum framework, curriculum design, and

learning standards of subject areas, guided by the standards and

principles adhered to by the national curriculum.


INDIGENIZATION

Curriculumframework

Curriculum design

bio-geographical

Learning Standards

Teaching-learning

processes

Learning resources

historical

socio-cultural


Examples of Localization and Indigenizationof the Curriculum

Curriculum design; NKCG

LOCALIZATION

• Use local information and materials while maintaining the

suggested structure, themes and activities in the NKCG

INDIGENIZATION

• enhancing the themes and activities of the NKCG by modifying, reorganizing, or highlighting certain aspects in relation to the community context(e.g., socio-economic realities, cultural practices, local knowledge)

Examples of Localization and Indigenizationof the Curriculum

Competency;Visualize the ratio of two 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 what is most common in the community)

INDIGENIZATION

• community activities or cultural practices that inherently

use the concept of ratio— Ex. Bringing products to the market entails using a carabao

carrying sacks (one carabao is to x sacks)

Examples of Localization and Indigenization of theCurriculum

Competency;

Identify star patterns that can be seen at particular times of the

year (S5FE-IVi-j-1)LOCALIZATION

• use the community's name for prominent stars, if they have,

while retaining the use of the Greek constellations and its

background in discussing star patterns

INDIGENIZATION

• Discuss the community's own calendar of star patterns and its

background before discussing the Greek constellations


BANGHAY ARALIN SA EDUKASYON SA PAGPAPAKATAO 3(Unang Markahan)

National Competence:Naipapakita ang natatanging kakayahan. Hal. Talentong ibinigay ng Diyos. (EsP3PKP- Ia – 13) pg.166Community Competence:Nakasasayaw ng Igal-Igal.

Banghay Aralin sa Edukasyon Sa Pagpapakatao 3(Second Quarter)National competence: Nakapagpapakita nang may kasiyahan sa pakikiisa sa mga gawaing pambata. (ESP3P-II h-i-17 page 168)

Community competence: Napaghihiwalay ang mga malalaki at maliit na isda.


Major curriculum thrust of

K to 12: CONTEXTUALIZATION

• Localization and indigenization are

degrees or levels of doing

contextualization

• When we localize, we do not

necessarily indigenize

• When we indigenize, we localize


Contextualization Process

1. Establish dialogue and community engagement mechanisms with the communities for purposes of contextualized education

a. Immersion in communities

b. collaboration with elders' group (e.g., council,

committee)

c. formulation of cultural standards


1. Establish dialogue and community engagement mechanisms with the communities for purposes of contextualized education

2. Situation Analysis leading to community vision, mission and goals for education

a. Contextualized Curriculum Framework Formulation


1. Establish dialogue and community engagement mechanisms

with the communities for purposes of contextualized education

2. Situation Analysis leading to community vision, mission and

goals for education

3. Education Planning with Communities (Learning Resources

included),a. LRMDS in the SIP, DEDP, REDP


1. Establish dialogue and community engagement

mechanisms with the communities for purposes of

contextualized education

2. Situation Analysis leading to community vision, mission

and goals for education

3. Education Planning with Communities (Learning

Resources included)

4. Research for contextualization and LR development

a. community-led

b. DepEd-led


5. Curriculum Contextualizationa. Curriculumb. Teaching-Learning processesc. LRs developmentd. Classroom assessment


5. Curriculum Contextualization

a. Curriculum

b. Teaching-Learning processes

c. LRs development

d. Classroom assessment6. Quality assurance of contextualized curricula,

LRs (e.g., lesson plans, TGs, LMs) -

LRMDS Process Steps

1. Assessment of LR Needs

2. Planning for LR Provision

3. Acquiring, developing & producing LRs

4. Contextualization of LRs

5. Quality Assurance of LRs

6. Cataloguing of Quality Assure LRs

7. Publishing of QA and catalogued LRs

8. Advocating the use of material in LR portal

9. Monitoring & Evaluation of LRMDS

Support System fora Contextualized Curriculum- School Level

Capacity

development

Education planning (SIP,

DEDP, REDP)M and E

Contextualizedcurriculum at the

school level

<^j LRMDS

Context-

appropriate

supervision

Policies to guide

contextualizationContextualized

school governance

Curriculum Contextualization

Contextualized Curriculum

Learning

-spaces and

environment

Teaching

methodologies

and strategies

Classroom

assessment

Learning

resources

SCHOOL LEVEL TOR

1. Establish mechanisms for dialogue and partnership with the community

2. Analyze community context and identify contextualization needs (curriculum and LRs)

3. Undertake curriculum contextualizationa. Develop indigenized lesson plansb. Develop new LRs if neededc. Evaluate existing LRs for redevelopment4. With the community, quality assure LRs

developed for context-appropriateness and content alignment

5. Facilitate the use of the LR Portal by learners and teachers

Division level TOR

1. Provide technical assistance to schools in establishing mechanisms

for dialogue and partnership with the community

2. Provide technical assistance to schools for situation analysis leading

to directions for curriculum contextualization

3. Provide technical assistance to schools for curriculum

contextualization and LR development

4. Conduct division mapping of possible themes for contextualization

5. Quality assure contextualized curricula and monitor its

implementation

6. Quality assure submitted LRs from the schools

7. Evaluate LRs from donors for redevelopment

8. Monitoring and Evaluation of the implementation of contextualized

curricula

Regional level TOR

1. Provide technical assistance to Divisions

2. Formulate localized policies and standards to guide curriculum contextualization and LR development

3. Conduct regional mapping of themes for contextualization

4. Monitor and evaluate the implementation ofcontextualized curricula and LRMDS implementation

5. Advocate for the support of the contextualized curriculaand LRs

CO level TOR

1. Formulate national policies and standards (including indicators) to guide curriculum contextualization and LR development

2. Provide technical assistance to regions3. Monitoring and Evaluation of implementation

CLASSROOM ASSESSMENT(DepEd Order No. 8, s. 2015)

POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC

EDUCATION PROGRAM

Classroom Assessment is an integral part of curriculum implementation. It allows the teachers to track and measure learner’s progress and to adjust instruction accordingly.

Classroom Assessment is an ongoing progress of identifying, gathering, organizing, and interpreting quantitative and qualitative information about what learners know and can do.

Two Types of Classroom Assessment

a. Formative Assessment Assessment for Learning Assessment as Learning

b. Summative Assessment Assessment of Learning

WHAT IS ASSESSED IN THE CLASSROOM?

a. Content Standards – identify and set the essential knowledge and understanding that should be learned.

b. Performance Standard – describe the abilities and skills that learners are expected to demonstrate in relation to the content standards and integration of 21st century skills.

c. Learning Competencies – Knowledge, Understanding, Skills and Attitudes that students need to demonstrate in every lesson and/or learning activity.

d. Concept Development – the learning standards in the curriculum reflect progressions of concept development.

Old Version New Version

BENJAMIN BLOOM DAVID KRATHWOLLORIN

Adapted Cognitive Process Dimensions

Cognitive Process Dimensions DescriptionsRemembering The learner can recall information and

retrieve relevant knowledge from long-term memory: identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce

Understanding The learner can construct meaning from oral, written, and graphic messages: interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss

Applying The learner can use information to undertake a procedure in familiar situations or in a new way: execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover

Analyzing The learner can distinguish between parts and determine how they relate to one another, and to the overall structure and purpose: differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct

Evaluating The learner can make judgements and justify decisions: coordinate, measure, detect, defend, judge, argue, debate, critique, appraise, evaluate

Creating The learner can put elements together to form a functional whole, create a new product or point of view: generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, design, devise

To align the assessment process with the K to 12 curriculum, the adapted Cognitive Process Dimensions may be used as guide not only in lesson development but also in the formulation of assessment tasks and activities.

TABLE OF SPECIFICATION

What is a Table of Specifications?

The Table of Specifications is a blueprint for the preparation of an exam. It serves as the “map” or guide to assigning the appropriate number of items to topics included in the course or subject.

A Table of Specifications is a two-way chart which describes the topics to be covered by a test and the number of items or points which will be associated with each topic.

A Table of Specifications provides the teacher with evidence that a test has content validity, that it covers what should be covered.

A Table of Specifications helps to ensure that there is a match between what is taught and what is tested.

Concepts/Objectives

No. of Hours/ Session

Weight in %

Level of Skills/CognitionRemembering30 %

Understanding

30%

Applying15%

Analyzing15%

Evaluating5%

Creating 5%

Total

1. Rectangular Coordinate System

5

2. Linear Equations in Two Variables

7

3. Slope of a Line 5

4. Linear Function Domain & Range

8

5. Graphs of Linear Equation

10

6. Equation of the Linea.Any two pointsb.Slope & a pointc.Slope & y-intercepts

10

TOTAL 45


The best curricula is contextualized by those implementing it.

It is now up to us to ensure that this enhanced curriculum truly transforms our

schools and communities.

With the best of our abilities, let us do what we can for the Filipino learner.

- Undersecretary Dina S. Ocampo


Thank you!