The definition of Contextualization and Localization

2. Localization &
Contextualization

3. Objectives
1. Gain functional and operational
understanding of localization and
contextualization in the learning area.

4. 2. Identify ways on how the curriculum
may be localized and contextualized in
the learning area.

5. 3. Value the importance of adapting to the
learners diversity through localization and
contextualization in the learning area.

6. Group Activity
• Find a foreign song with Filipino
counterpart.
• Sing the song to the class.

7. Localization and Contextualization
RA 10533
Enhanced Basic
Education Act of 2013
LEGAL BASIS

8. 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.”

9. 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

10. 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

11. the process of relating learning
content specified in the curriculum
to local information and materials
from the learner’s community
Localization

12. Why do we need to localize and contextualize the
curriculum and the use of learning materials?
CULTURAL
DIVERSITY
GEOGRAPHY
INDIVIDUAL

13. Localization and
Contextualization
The curriculum is alive, it
changes depending who is
implementing it, where and
when it is implemented.

14. In order for you to localize and
contextualize, “you have to think
of where you are so that you can
make the curriculum relevant to
you.” – Usec. Dina Ocampo

15. When we localize the
curriculum, we agree to it.

16. 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.

17. Localization and
Contextualization
HOW?

18. Important Notes Learned on the
Process of DCCM & DLHM Preparation
• Contextualization is possible in all subject
areas in all grade levels but not all
competencies can be contextualized
• areas (but it would take a lot of planning and
good skill)
• Contextualizing a lesson should not be
confined to the local culture icons but beyond
which is within the schema of learners
• DLHM is growing. It can expand through the
years of implementation

19. 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

20. RELATING:
Learning in the context of life
experience, or relating, is the kind
of contextual learning that typically
occurs with very young children.

21. With adult learners,
however, providing this
meaningful context for
learning becomes more
difficult.

22. 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.

23. It must then relate those
everyday situations to new
information to be absorbed
or a problem to be solved.
.

24. EXPERIENCING:
Experiencing—learning
in the context of
exploration, discovery, and
invention—is the heart of
contextual learning.

25. Learning appears to "take"
far more quickly when
students are able to
manipulate equipment and
materials and to do other
forms of active research.

26. 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).

27. • happens most commonly
through text, video, labs,
and activities
• followed up with firsthand
experiences such as plant
tours, mentoring
arrangements, and
internships.

28. COOPERATING:
Cooperating—learning in
the context of sharing,
responding, and communicating
with other learners—is a primary
instructional strategy in
contextual teaching.

29. 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.

30. TRANSFERRING:
Learning in the
context of existing
knowledge, or transferring,
uses and builds upon what
the student has already
learned.

31. • Localization and
contextualization can be
done in all subject areas

32. • Localization maximizes
materials that are locally
available

33. • To contextualize, teachers use
authentic materials, activities,
interests, issues, and needs from
learners’ lives

34. Should create rooms for
students to pose problems and
issues and develop strategies
together for addressing them.

35. Contextualizing and Localizing
Materials
Sample Activity
In terms of materials, one can use another painting of local
visual artist (localization) or a painting of similar theme / idea
(contextualization).
EXAMPLE: Lesson 2 (LM)
Page 425 TASK 3 Picasso
Analyze one of
Picasso’s most famous
paintings, guess its title
and answer the
questions that follow.

36. Contextualizing and Localizing
Task’s Content
Sample Activity
Find a video of local tourism campaign (localization), find a
video of the same but more familiar content / idea
(contextualization)
EXAMPLE: Lesson 1 (LM)
Page 408 TASK 1 More Fun in the Philippines
Complete the concept map by supplying it with information
that can be taken from the video clip. Write the key concepts about
the topic on the circles and the details about these key concepts on
the rectangle. It is very important to closely watch the video.

37. Task’s Content (Local Tourism Campaign)
Sample Activity
Local Heritage Themes What learners should know
about
W
ANNUAL RITES/FESTIVALS
Rodeo Masbateño Festival
Illustrated by Carlo Niño Arizala & Ray
James Mercader
Rodeo Masbateño Festival is the most
grandiose and unique episode that is
celebrated in the province of Masbate in April.
It is instituted to hoist the local cattle industry
as well as other trades and tourism, and
honor the way of life of ranch workers. It is
crystallized because of the province’s vast
pasture land and a mode that boosts the
economic status of Masbate. With the
extreme patronage of the locals and the
government which is evident through
Executive Order No. 120, s. 2002 declaring
Masbate as the Rodeo Capital of the
Philippines, it propagated into an exquisite
event that engrossed tourists in the country
and abroad. The festival embarks with a
grand parade of horseback riders. Mabateños
dress up in cowboy outfits and selected
people perform different stunts and livestock
handling such as but not limited to bull riding
and whipping, cattle lassoing on foot and on
horseback, and cattle wrestling. Side events
include street barn dance, livestock display,
and trade fair.
This festival is sustained and vital to
Masbateños for it brings happiness, unity and
strength to the lives of the people proliferating
Th
tog
life
Th
Ph
ex
oth
Ta
fes
Ap
Re
TASK 1 Rodeo Masbateño Festival
Complete the concept map by supplying it with
information that can be taken from the video clip.
Write the key concepts about the topic on the
circles and the details about these key concepts
on the rectangle. It is very important to closely
watch the video.

38. Contextualizing
and Localizing
Issues
Sample Activity
Cite specific scenarios where respect for differences could be
achieved e.g. gender, religion, perspectives, ethnicity , age
(contextualization)
EXAMPLE:
Lesson 1 (LM)
Page 415

39. Are You Teaching
Contextually?

41. Take this self-test
1. Are new concepts presented in real-
life situations and experiences familiar
to the student?

42. 2. Are concepts in examples and
student exercises presented in
the context of their use?

43. 3. Are new concepts presented in
the context of what the student
already knows?

44. 4. Do examples and student exercises
include many real, believable problem-
solving situations that students can
recognize as important to their current
and possible future lives?

45. 5. Do examples and student
exercises cultivate an attitude that
says, "I need to learn this"?

46. 6. Do students gather and analyze
their own data as they are guided in
discovery of the important concepts?

47. 7. Are opportunities presented for
students to gather and analyze their
own data for enrichment and
extension?

48. 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)?

49. 9. Are students expected to participate
regularly in interactive groups where
sharing, communicating, and
responding to the important concepts
and decision-making occur?

50. 10. Do lessons, exercises, and labs
improve students’ written and oral
communication skills in addition to
mathematical reasoning and
achievement?

51. • Tailor-fit the lesson
• Build on what they already have
• Accommodate and respect cultural,
linguistic, and racial diversity
POINTS TO PONDER

52. Application
• Create any literary piece
applying the concept of
contextualization or
localization.

53. The Big Picture