contextualization presentation
TRANSCRIPT
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?
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. III
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
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. III
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;
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
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
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
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)
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
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
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
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.
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
Key Concepts
CONTEXTUALIZATION
LOCALIZATION
INDIGENIZATION
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
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
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
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.
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
LOCALIZATION
learning
content
local
information
localmateria
ls
11;
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
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
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
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.
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
INDIGENIZATION
Curriculumframework
Curriculum design
bio-geographical
Learning Standards
Teaching-learning
processes
Learning resources
historical
socio-cultural
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
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
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
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.
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
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
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
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
Contextualization Process
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
Contextualization Process
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
Contextualization Process
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
Contextualization Process
5. Curriculum Contextualizationa. Curriculumb. Teaching-Learning processesc. LRs developmentd. Classroom assessment
Contextualization Process
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
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
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
DEPARTMENT OF EDUCATION - REGIONAL OFFICE NO. VIII
Thank you!