1. Localization & Contextualization
In the K-12 Basic Education Program, we put great value on individual differences, on the uniqueness of every Filipino learner.
We all know that our Filipino students come from different regions with diverse culture and a good number of spoken languages. This diversity poses a challenge to the K-12 Basic Education Program.
Today’s session will introduce us to some salient features of the curriculum.
Training of Trainers for Grade 9 of the
K to 12 Enhanced Basic Education Program
April 21 – 26, 2014

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Objectives:
Gain understanding of localization and contextualization in the Basic Education Program
Identify ways on how the curriculum and/ or subject could be localized/ contextualized
Express appreciation of the need to adapt to the learners’ diversity through contextualization
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IS A
So the question now is: Are we prepared to face the challenge? How prepared are we to face the challenge?
CHALLENGE
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CHALLENGE
HOW PREPARED ARE WE?
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5. Sing a local song that is
ACTIVITY: (15 minutes)
Sing a local song that is
I want you to group yourselves according to your Division. In 5 minutes, decide which popular LOCAL song are you going to share with the group. Each region will be given 20 seconds or so to sing.
popular in your region.
DEPARTMENT OF EDUCATION

6. Group D – Region 11 & CARAGA
ACTIVITY: (15 minutes)
Group D – Region 11 & CARAGA
Group A – Region 8
Let us now have a concert of regional songs.
Group B – Region 4A
Group E – Region 7
Group C – Region 6
Group F – Region 9 & ARMM
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7. Differences & Similarities …so the solid foundation of identity
Diversity Uniqueness
Chaos
Differences & Similarities
ANALYSIS: (PUBLISHING OF RESPONSES)
How did you find the activity? (engaging, gives us a sense of pride)
What helped you appreciate the songs? (uniqueness of each song)
How did you react to the presentation of the group?
What difficulties would you find if you were asked to sing the song with them?
How would you treat those difficulties?
What is this telling us about the way lessons should be taught?
How is this similar to teaching in the classroom?
What have you realized in this activity as a teacher?
There should be acceptance and respect so that the solid foundation of identity will not be lost.
And this can be done through localization and contextualization of the lessons, or the curriculum in general.
How do we help teachers localize, contextualize the curriculum?
Make use of the learners’ experience, capitalizing on what students know.
Children differ in many ways in their cultural backgrounds, in their home languages, in their needs and interests. They have different ways of life too. And surely they differ in mental abilities. But it is not saying that a certain group has a monopoly of the good traits. The differences among children have to be addressed through the curriculum.
Acceptance & Respect
…so the solid foundation of identity
will not be lost.
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8. DEPARTMENT OF EDUCATION
Localization
“… freedom for schools or local education authorities to adapt a curriculum to local conditions” – Taylor (2004;2)
“…relating the content of the curriculum and the processes of teaching and learning to the local environment” – Taylor (2004; 3)
Once we have modified/ adapted a program of education to local conditions then we are making the curriculum localized. By tapping and maximizing the use of locally available resources we are localizing the curriculum.
The K-12 Basic Education Program allows us to be flexible. It gives us a leeway to do what we think is best for our students - it is giving us the autonomy and subsequent responsibility to make our curriculum/ subject relevant to the students, relevant to the lives of the learners. Because we know that a “too full, rigid, inflexible curriculum” weakens the connection and bond between communities, learners, and schools.
If we are able to make our students realize that there is science everywhere, that science works in our local communities, that what our old folks back in our respective towns believe have some bit of scientific truth to it then our students will be able to appreciate the universal application of science. And who knows? We might be able to aid them in finding solutions to problems plaguing our localities.
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Localization involves “adaptation of the curriculum content to the community where changes in a given curriculum are based on its peculiarities”.
-Abuso, et al. (2002; 44)
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10. Make learning more authentic.
Flexibility in adapting the program of education for students to local conditions.
Localization maximizes materials that are locally-available.
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11. DEPARTMENT OF EDUCATION
intelisef.org
Just like what the students in this pictures had done.
These students were Philippines’ representatives to the INTEL ISEF Competitions.
Mr. Galang (upper left) investigated on the feasibility of pandan leaves as eco-fabric.
Mr. Tabsing (upper right) investigated on possible means of controlling fungi infesting babanas found in the plantations in his LOCALITY.
Mr. Tan (center) investigated on possible uses of common herbal plants (in his locality) in sequestering copper in former mine brownfields.
By investigating on locally available resources, they were able to come up with solutions to problems in their respective localities. We are able to teach our students become functionally-literate – good problem solvers.
intelisef.org
intelisef.org
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How can localization be done?
Organizing the subject to make it relevant to the students’ culture
Adopting content and learning modes, including learning systems from the community;
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How can localization be done?
Inviting the natives/ local people to participate in implementing the curriculum
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Examples of Initiatives:
Cite examples from the local culture related to the topic
Use of indigenous knowledge - local songs, stories, poem, folk knowledge, etc (bakunawa ug bulan & lunar eclipse)
Use of indigenous aids such as artifacts (e.g. Find a Falling Star: meteorites in the locality – Bondoc Peninsula, Quezon Province)
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Examples of Initiatives:
Incorporate community resources in teaching – visit to scenic spots, inviting local people as resource persons, etc.
Put up LRCs where local artifacts are displayed
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Contextualization
“... entails intentional efforts to extend learning beyond the classroom into relevant contexts in the real world, and it also entails bringing realities of those extra academic contexts into the classroom” (Brelsford, 2008)
Contextualization is when we help students gain a deeper understanding of a subject matter by relating the material to meaningful situations that students encounter in real life.
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Contextualization
Teaching
Skills
School
Culture
Home Culture
Linking school culture with home culture and incorporating culturally relevant teaching skills are critically important for the Filipino learners to be successful.
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18. Contextualization Localization Enculturation Does it fit the locality?
Does it fit in the culture?
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Principles of Interventions
Teachers as cultural mediators
Culturally responsive pedagogy
Community of practice
Praxis for transformation
1 Teachers as cultural mediators
Teachers believe that all students can learn.
Teachers understand the concept of culture as a key in a discourse of teaching-learning process.
2 Culturally responsive pedagogy
Contextualization is to relate the terms or concepts to each students’ culture and personal background. In other words, the meaning of the terms should be expressed in the learners’ real-world contexts to make the best learning environment for our students. The content should be concretized within the framework of the recipients’ own culture.
Learning is unintentionally embedded within learners’ situations and contexts, so that knowledge needs to be presented in authentic contexts.
When our students come to class, they bring with them their own world views, their preconception of how things around them work. Our students can not be considered as 'tabula rasa', They have preconceptions or 'alternative frameworks' which play an essential role in their learning process, obliging guiding science learning as a 'conceptual change' or, better, as a conceptual and epistemological change.
3 Community of practice
It refers to a self-organized and selected group of people who share a common sense of purpose and a desire to learn and know what each other knows (Hansman, 2001). In the community, participants share a concern or a passion for something they do, learning it better as they interact regularly (Lava & Wenger, 1998).
Contextualized education always encourages learners to work collaboratively and cooperatively. Learning is a co-constitutive process that all participants are transformed through their actions in community. People learn as they participate and become intimately involved with a community or culture of learning, interacting with the community in order to understand its history, assumptions, and cultural values and rules.
4 Praxis for Information
Contextualization is about providing dynamic teaching, learning environments, and opportunities that reflect the ideals of equity and excellence.
This requires that students develop decision- making and social action skills. Therefore, we should create rooms for students to pose problems and issues and develop strategies together to address them.
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To contextualize, teachers use authentic materials, activities, interests, issues, and needs from the learners’ lives.
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We should create rooms for students to pose problems and issues and develop strategies together to address them.
... the concept of relating the subject matter content to meaningful situations that are relevant to students’ lives” – California Community Colleges, 2009
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The localized /contextualized curriculum is based on the local needs and relevance for the learners where there is flexibility and creativity in the lessons.
... the concept of relating the subject matter content to meaningful situations that are relevant to students’ lives” – California Community Colleges, 2009
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23. Localize without compromising the program objectives.
Accommodate and respect cultural, linguistic and racial diversity.
... the concept of relating the subject matter content to meaningful situations that are relevant to students’ lives” – California Community Colleges, 2009
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How Do We Design Materials
Helpful Questions:
How will our students interact with the material?
What will students learn?
Why will they learn it?
... the concept of relating the subject matter content to meaningful situations that are relevant to students’ lives” – California Community Colleges, 2009
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25. Know how, when, and why to say what to whom.
... the concept of relating the subject matter content to meaningful situations that are relevant to students’ lives” – California Community Colleges, 2009
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APPLICATION:
Think of activities in your subject area that showcases possible application of localization & contextualization.
Topic
Expected Outcome
Activity
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On Your Journal:
Focusing on your subject area, continue the ff. prompts:
How? Students will _______________.
What? In order to _______________.
Why? So they can _______________.
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28. DEPARTMENT OF EDUCATION
Thank you.
DEPARTMENT OF EDUCATION