1. Form 10 groups and sit together.

Think of being a Pangasinense and all of the

2.
related culture embedded on it.
3. Write in a manila paper your “best” word
that describes the category of your own
Grp
culture.1 – Grp 6 –
People Grp 2 Folklore Grp 7
– Places Grp – Mores Grp 8
3 – Food – Festivals Grp
Grp 4 – 9 – Pride
Language Grp 5 Grp 10 -
Folkways
- Traditions
•Grp 1 – People -PBBM

•Grp 2 – Places -BAYBAY

•Grp 3 – Food- DINENG-DENG

•Grp 4 – Language -ILOKANO

•Grp 5 – Traditions- AGDANON

•Grp 6 – Folklore- SABI-SABI

•Grp 7 – Mores - KURIPOT

•Grp 8 – Festivals - SAINT

•Grp 9 – Pride - ASIN

•Grp 10 – Folkways -CONSERVATIVE

 Contextualization

•“a diverse family of instructional strategies designed to

more seamlessly link the learning of foundational skills
and academic or occupational content by focusing
teaching and learning squarely on concrete applications
in a specific context that is of interest to the student “
(Mazzeo, Rab, & Alssid, 2003).
 “Generic” Approach

•Technical aspects are taught apart from content.

•It is uninteresting and ineffective (Grubb, et al.,
1999)
 Local to National to Global

•People learn when they have a need that

is meaningful and real (Goode, 2000)
•Using authentic materials may result in more
active, generalizable learning (Simpson & Nist,
2002)
 Other Terms

• Contextual Teaching and Learning (Baker et al., 2009)

• Contextualized Instruction (Parr, Edwards & Leising,
2008)
• Content Area Literacy (McKenna & Robinson, 2009)
• Embedded Instruction (Simpson et al., 1997)
• Writing-to-Learn (Klein, 1999; McDermott, 2010)
• Integrative Curriculum (Dowden, 2007)
• Situated Cognition (Hattie, Biggs & Purdie, 1996)
 Other Terms

• Problem –Based Learning (Gijbels, et al., 2005)

• Theme-based instruction (Dirkx & Prenger, 1997)
• Anchored Instruction (Bottge,et al., 2007)
• Curriculum integration (Badway & Grubb, 1997)
• Academic-Occupation Integration (Bragg, et al., 1997, Perin,
2001)
• Work-based Learning (Raelin, 2008)
• Functional Context Education (Sticht, 2005)
 Research-Based Notions of
Contextualization

[The word] ‘contextual’ naturally replaced ‘applied’ academics

because the word ‘applied’ was simply too small to
encompass the startling innovations achieved by this
grassroots reform movement. The more comprehensive
contextual – in context implies the interrelatedness of all
things. Everything is connected including ideas and actions.
Contextual also directs our thinking toward experience. When
ideas are experiences, in context, they have meaning.
(Johnson, 2002)
• The use of real-world materials and activities (Beder &
Medina, 2001); Jacobson, Degener & Purcell-Gates, 2003);
• Using critical thinking, problem solving and creativity on
these materials/ in these activiites (Beder & Medina)
• Connecting the knowledge to its multiple applications
in students’ lives (Berns & Erickson, 2001) and
• Learning by doing (Mazezeo, Rab & Alssid, 2003)
 Research-Based Notions of
Contextualization

• Students’ experiences were more valued in contextualized

classrooms, which made the learning more valuable to
the learners. Contextualization has the potential to
promote short- term academic achievement and
longer-term college advancement of low-skilled students
(Perin, 2011).
 Contextualization: Bases in the PH

Article XIV, Section 14 of the 1987 Philippine Constitution

which states that

“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”
 Contextualization: Bases in the PH

Article XIV, Section 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 programs.”
 Contextualization: Bases in the PH

R. A. 10533 , Sec. 10.2 (d) and (h) IRR

“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.”
 Contextualization: Bases in the PH

•DepEd’s Mission on 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.
 Contextualization

•This 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 (DepEd Order No.
32, s. 2015)
 Contextualization

particular situatio area of

setting n application

meaningful relevant useful

 Contextualization

The degree of contextualization may be described and distinguished

into
the following:
• LOCALIZATION refers to the process of relating learning content
specified in the curriculum to local information and materials in the
learners’ community.
• INDIGENIZATION is a process of enhancing curriculum
competencies, education resources, and teaching-learning
processes in relation to the context of the learners’ community
 Guide Questions
for Contextualizing Instruction

• Is there any local knowledge or skill/s related to

the competency that can be included in the
lesson?
• What situation/s or condition/s in the community can
the competency be related to?
• What teaching strategy will be most effective to teach
this competency?
 Localization

•This refers to the process of relating learning

content specified in the curriculum to local
information and materials in the learners’
community.
 Localization

Learnin Local
g information
Conten
t Local materials
 Indigenization

This refers to the process of enhancing

competencies,
curriculum education resources, and
learning
teaching- processes in relation to the
historical, and socio-cultural context of the
bio-geographical,
community.
learners’ Indigenization may also involve
enhancement
the of the curriculum
curriculum
framework, design, and learning standards of
areas,
subject guided by the standards and
adhered
principlesto by the national
curriculum.
 Indigenization

Curriculum framework bio-geographical

Curriculum design
Learning Standards
historical
Teaching-learning
processes
socio-cultural
Learning resources
 Indicators of Contextualization
The Teacher
• Begins activities with what students already know
from home, community and school;
• Designs instructional activities that are
meaningful to students in terms of local
community norms and knowledge;
• Acquires knowledge of local norms and knowledge
by talking to students, parents or family members,
community members, and by reading pertinent
documents
 Indicators of Contextualization
The Teacher
• Provides opportunities for parents or
families to participate in classroom
instructional activities;
• Varies activities to include students’ preferences –
from collective and cooperative to individual and
competitive;
• Assists students to connect and apply their
learning to home and community;
 Indicators of Contextualization

The Teacher
• Plans jointly with students to design
community-based learning activities; and
• Varies styles of conversation and participation to
include students’ cultural preferences, such as
co-narration, call- and-response, and choral, among
others.
 What
instructional
practices you are
doing help you in
contextualizing
teaching and
learning?
Contextualized Teaching & Learning

The primary principle of CTL is that

knowledge becomes the students’ own
when it is learned within the framework of
an authentic context.
An authentic context helps the learner see the
relevance of information and creates a
pathway for them to understand the material.
 Features of CTL

Making meaningful
connections Doing significant
work
Self-regulated learning,
collaborating
Critical and creative
thinking Nurturing the
individual Reaching high
 Cognitive Apprenticeship

•This refers to the acquisition of academic

knowledge and/or skills in ways that are similar
to those employed by craftsmen in technical
occupations (Bond, 2004).
•The instructor models the skills necessary to
complete a task, but also helps students
articulate the thinking that accompanies the
completion of the task
The CTL Framework
 CTL Framework

•The Framework of Contextualized Teaching

and Learning includes 4 quadrants on two
axes.
•The y-axis represents a continuum
from academic setting to real-world
setting.
•The x-axis represents a continuum of
 Navigating the Framework

•Moving clockwise around the model, in the upper

right-hand quadrant, the instructor chooses the
instructional materials and method and applies
them in a variety of academic contexts.
Standardized curriculum for a broad audience.
•Instructor’s Role: Show students how the texts
and skills will be important in their future
academic lives
 Navigating the Framework

•Lower right quadrant includes

content, but it is pulled from a real-world
instructor-identified
Texts and lessons are drawn from materials that
context.
instructor
the decides relevant to the learners’
outside
lives of the
classroom Role: Decidewhat content is relevant
•Instructor’s
a group of students and relate the content to
for
skills
the and knowledge being
learned.
 Navigating the Framework

•The lower left quadrant asks students to identify

world material relevant to their lives and with which
real-
would
they like
assistance. Role: Make connections between
•Instructor’s
materials of interest to the students and related skills
the
knowledge
and that are the focus of instruction.
would guide the students in connecting new
Instructors
to schema and show students how the skills they
information
learning
are may be useful in other
contexts.
 Navigating the Framework

•The upper left quadrant, also directed by

includes academic text that they need or want
students,
become
to more familiar with in order to succeed in
academic
an setting.
•Instructor’s Role: Show how skills learned in
education relate to what they are learning in their
basic
academic
other courses. Instructors make explicit the skills
student
the is learning and using and helps the student
how
see those skills can be useful in other
contexts.
 Modes of Implementation

•Stand-alone classrooms focus on a single classroom

and offer a flexible format. The primary locus of
control rests with the individual instructor
•Infused academic classrooms are individual courses
focused on academic skill building. The context serves
as a vehicle for enhancing the relevance of those skills
to
students’ cultural or ethnic background and personal
experiences to the incorporation of service-learning.
 Modes of Implementation

•Infused occupational classrooms are organized

the teaching of specific occupational content.
around
Academic skills are taught in the context of
vocational
the competencies, or “embedded” within
curriculum.
the The primary goal is to teach
content; academic skill development is the tool
occupational
advances
that this goal. In some models, an
secondary
important goal is for students to be able to
academic skills in different
demonstrate
contexts.
 Modes of Implementation

•Linked courses/ learning communities. Mazzeo

describes contextual learning communities as
(2008)
cohort
a of students taking 2 or more courses that
linked
are in content. The learning
contextualize
communities their basic skills instruction
a variety of
according toorganizing principles, such as
occupational
students’ goals, social justice interests or
and community
cultural
experiences
REACT Strategy
 REACT Strategy

Learning in the context of life experience, or

is the kind of contextual learning that
relating,
occurs with very young children. With adult
typically
however,
learners, providing this meaningful context
learning
for becomes more difficult. The curriculum
attempts
that to place learning in the context of
experiences
life must, first, call the student’s
everyday sights, events, and conditions. It must
attention to
relate
then those everyday situations to new
information to be absorbed or a problem to be
solved.
 REACT Strategy

Experiencing—learning in the context of

discovery,
exploration, and invention—is the heart of
learning.
contextual However motivated or tuned-in
may become as a result of other
students
strategies such as video, narrative, or
instructional
activities,
text-based these remain relatively passive
learning.
forms of And learning appears to "take" far
quickly
more when students are able to
equipment
manipulate and materials and to do other forms
of active research.
 REACT Strategy

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). 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.
 REACT Strategy

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, it also is consistent
with the real-world focus of contextual
teaching.
 REACT Strategy

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.
 Are You Teaching Contextually?

1. Are new concepts presented in real-life

situations and experiences that are
familiar to the student?

2. Are concepts in examples and student

exercises presented in the context of
their use?

3. Are new concepts presented in the context

 Are You Teaching Contextually?
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?
5. Do examples and student exercises
cultivate an attitude that says, "I need to
learn this"?
6. Do students gather and analyze their
own data as they are guided in
 Are You Teaching Contextually?
7. Are opportunities presented for students
to gather and analyze their own data for
enrichment and extension?
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)?
 Are You Teaching Contextually?
9. Are students expected to participate
regularly in interactive groups where
sharing, communicating, and responding to
the important concepts and decision-making
occur?
10. Do lessons, exercises, and labs improve
students’ written and oral communication
skills in addition to mathematical reasoning
and achievement
 Workshop 1
Plan out activity aligned
DepEd’s
with Curriculum Guide
a
onspecific grade
subjectarea,
level, topic
competency.
and Use a
activity
learning matrix
contextualized
of
tasks for learning
performance
spiraled
activitiesin different
levels
grade
.
Format of the Performance Task/
Activity
 Contextualized Activity
Matrix
Group Members
Grade Level
Subject Area
Topic
Competency

CONTEXTUALIZED LEARNING ACTIVITIES

K-3 4-6 7 - 10 11 - 12
 References
REFERENCE
S
• Ambrose, Valerie K.; Davis, C. Amelia; Ziegler, Mary F.;
and Kirwan, Jeral (2013). "A Framework of Contextualized
Teaching and Learning: Assisting Developmental
Education Instructors," Adult Education Research
Conference.
http://newprairiepress.org/aerc/2013/papers/1
• Baker, E. D., Hope, L., & Karandjeff, K. (2009).
Contextualized teaching and learning: A faculty
primer. Retrieved from
http://www.careerladdersproject.org/docs/CTL.pdf
• Department of Education (2015).
Contextualization and Indigenization.
Retrieved from