Coursework No. 4: Responding to Community Contexts

Coursework No. 4: Responding to Community Contexts

WINSTON E. EBAGAT, MASTER TEACHER I (ARALING PANLIPUNAN)

​Specific Objectives

1.) Define the conceptual meaning of contextualization and localization;

2.) ​Recognize the significance of contextualizing and localizing learning resources/instructional materials in addressing learners' diversity.

​3.) Distinguish learning contextualization and material localization;

4.) ​Create contextualized lesson and/or localized learning resource/instructional material.

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​Priming Activity

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•Tell whether the following statements or situations illustrate  Contextualization, Localization or both

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1.Gamit ang mga lokal na produkto ng inyong komunidad, gumawa ng advertisement kung paano ito maitatampok o maipapakilala.

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2.Ano ba ang pakiramdam kapag brownout o kapag nawalan ng suplay ng tubig?

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3.Bumuo ng isang mini-business plan gamit ang natutunan sa TLE para sa binabalak na negosyo ng grupo.

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​4. Magsagawa ng “price survey” ng mga sangkap sa pagluluto ng pinangat.

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5. Matapos ninyong matutunan ang aralin   tungkol sa produksyon, ang bawat pangkat ay inaasahang magsadula ng “economic activity” sa inyong lugar.

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​LEGAL BASES

Article XIV, Sec. 14 of the 1987 Philippine Constitution states, "The State shall foster the preservation, enrichment, and dynamic evolution of a Filipino national culture based on the principle of unity in diversity in a climate of free artistic and intellectual expression."

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​More so...

Art., XIV, Sec., 5. (1), which states that "The State shall take into account regional and sectoral needs and conditions and shall encourage local planning in the development of educational policies and program."

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Sec. 10.2 (d) and (h) – Implementing Rules and Regulations for RA 10533 - "Enhanced Basic Education Act of 2013"

“The curriculum shall be CONTEXTUALIZED and global;”

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​“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.”

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Culture-based;

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​Family, community, and other stakeholders are actively engaged.

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​DepEd Mission

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Contextualized teaching is highlighted in an online article in the Center for Occupational Research & Development (CORD) 2016 and recognizes the following:

1.) Learning is a complex, multi-faceted process that goes beyond drill-oriented, stimulus, and response methodologies.

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2.) ​Learning occurs when learners process new information in such a way that makes sense to them in their own frame of reference. ​

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3.) The mind naturally seeks meaning in context, in relation to a person's environment, doing so by searching for relationships that make sense and appear useful.

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​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.

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-is the process of matching the curriculum content and instructional strategies relevant to learners. (DepEd Order no. 35, s. 2016).​

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in terms of competency

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Examples of Contextualization...

Art of Questioning...

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Contextualization in the...

....learning activity...​

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Contextualization in...

​.....curriculum

Contextualization in...

​Localization

As one of the ​degrees of contextualization, localization is defined as:

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"​The process of relating learning content specified in the curriculum to local information and materials from the learner's community.

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-Localization happens when learning content is taught using the

local information and local materials.​

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Localization of content is about how the course material is adapted in order to fit local culture, language, and religious beliefs (Andersson, 2008). 

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​Localization....

​Indigenization

-refers to the process of enhancing the curriculum competencies, education resources, and teaching-learning processes in relation to the bio-geographical, historical, and socio-cultural context of the learners’ community.

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​Cont.,

-It involves 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.

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​.....competency

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Localization ​in terms of...

​... Art of Questioning...

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Localization in terms of...

​....curriculum...

Localization in terms of...

Cultural Diversity

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​​Geography

Individual

​Why do we need to contextualize our curriculum and localize our instructional materials?

​Contextualization & Localization

-The curriculum is alive, it changes depending on who is implementing it, where and when it is implemented.

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- In order for you to ​localize and contextualize the curriculum, "you have to think of where you are so that you can make the curriculum relevant to you." - Usec. Dina Ocampo

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How do we contextualize and/or localize?

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​REACT Strategy

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The Center for Occupational Research and Development (CORD) advocates a constructivist approach to teaching that incorporates five essential learner engagement strategies- the REACT strategy.

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-Teachers guide the learners to observe and record data, communicate effectively, build new skills, and finish the learning activity individually and as a group.​

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REACT Strategy

Learning in the context of life experience, or relating, is the kind of contextual learning that typically occurs with very young children. With adult learners, however, providing this meaningful context for learning becomes more difficult. 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.

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Relating

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​Example

Experiencing—learning in the context of exploration, discovery, and invention—is the heart of contextual learning. However motivated or tuned-in students may become as a result of other instructional strategies such as video, narrative, or text-based activities, these remain relatively passive forms of learning.

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​Experiencing

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​Example

Applying concepts and information in a useful context often project students into an imagined future or into an unfamiliar location. This happens most commonly through text, video, labs, and activities, and these contextual learning experiences are often followed up with firsthand experiences such as plant tours, mentoring arrangements, and internships. 

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​Applying

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​Example

​-Cooperating—learning in the context of sharing, responding, and communicating with other learners—is a primary instructional strategy in contextual teaching. The experience of cooperating not only helps the majority of students learn the material, but it also is consistent with the real-world focus of contextual teaching.

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​Cooperating

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​Example

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​Learning in the context of existing knowledge, or transferring, uses and builds upon what the student has already learned. Such an approach is similar to relating,  Students develop confidence in their problem-solving abilities if we make a point of building new learning experiences on what they already know.

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​Transferring

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​Example

​Important Reminders

-To contextualize, teachers use authentic materials, activities, interests, issues, and needs from learners’ lives;

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-​Should create rooms for students to pose problems and issues and develop strategies together for addressing them

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The School and Community Relationship

School and community partnership is imperative to achieve success.

​Laws and Existing Policies

-Republic Act 9155 or the "Governance of Basic Education Act of 2001" Chapter 1 of Section 2, provides principles that guide the implementation of the act and application of its rules:-​

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• The parents ​and the community shall be encouraged the active involvement in the education of the child. The coordination and participation between and among the schools, local school boards, and PTAs must be maximized; and

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​Cont.,

• Volunteerism from among all sectors shall be emphasized and encouraged to ensure sustainable growth and development in education.

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​Cont.,

-Batas Pambansa Blg. 232 Section 3, Chapter 2, states that it is “the policy of the state to establish and maintain a complete, adequate and integrated system of education relevant to the goals of national development”. The educational system is expected to contribute to the following national development goals:

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​Batas Pambansa Blg., 232

1. To achieve and maintain an accelerated rate of economic development and social progress;

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​2. To ensure the maximum participation of all the people in the attainment and enjoyment of the benefits of such growth; and

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​Cont.,

3. To achieve and strengthen national unity and consciousness and preserve, develop, and promote desirable cultural, moral and spiritual values in a changing world.

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In school governance, stakeholders with harmonized perspectives and experiences are crucial in improving the lives of children, youth, families, and the community. These groups of stakeholders may be formally represented in a governance structure in the school system. In the SBM Framework and Standards adopted by the DepEd, these School Governance structures are called School Governing Councils (SGCs).

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​Composition of SGC

Internal Stakeholders

o Students and student organizations

o Parents of students/pupils and Parent associations

o Teachers

o Non-teaching and

o Teacher Associations in the school

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​External Stakeholders

o Various Government Agencies

o Non-Government Agencies

o Civic and Social Organizations

o Alumni

o Retirees

o Professionals

o Basic Sectors: Businesses, Fisherfolks, Farmers, Indigenous People, Cultural Minority, others.

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-The SGC provides a forum for parents, students, teachers, community stakeholders, and the school head to work together towards continuously improving student learning outcomes. SGCs provide the opportunity and the environment (DepEd-BESRA, 2009).

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​Why does SGC do?

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-Some of the activities that would involve the parents/

guardians and the community are Brigada Eskwela, Family Day, Recognition Day, Festival Celebrations, Clean-Up Drive, Career Guidance Day, and many others.

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