CONTEXTUAL LEARNING

The material will guide you in developing a contextual learning matrix that incorporates
learning concepts in technology, science, mathematics, communication and environmental
concerns to build on the knowledge base of learners along with learning activities for
application to real-world situations.
In the new TR framework, the CLM is one of the requirements under Section 3-Training
Arrangement wherein all TVET providers shall develop a Contextual Learning Matrix (CLM) to
accompany their curricula.
Contextual Learning Matrix is an analytical tool that can be used by curriculum developers,
trainers, and assessors, administrators and supervisors to aid in curriculum
development/enhancement, instructional design, curriculum review/ approval.

Unit 1 - Contextual Learning

Objectives:
At the end of this unit you must be able to:
1. explain contextual learning theories and principles;
2. explain the characteristic of contextual learning;
3. identify the key elements of contextual learning; and 
4. explain the benefits of contextual learning.

Video : https://youtu.be/oNWHjNTQDQg

Unit 1 - Contextual Learning

Lesson 2 - What is contextual learning?

Contextual leaning is a teaching concept that helps teachers relate the materials taught with real world
situation, and motivate the learners to make correlation between the existing knowledge and its
applications in their lives as member of family, society and nation. Contextual learning enables the
learners to relate the materials content with daily life content to discover the meaning.
(Blanchard, Bern, and   Erickson)

Video: https://youtu.be/OLY9JJInEno

Unit 1 - Contextual Learning

Lesson 3 - Contextual learning Characteristics

Contextual learning Characteristics

 Shows application of the academic subjects/technical theories and connections

beyond the classroom
 Provides relevance to the learner
 Makes learning and teaching more exciting
 Contextual learning may be referred to as:

1. Hands-on
2. Applied
3. Project-based
4. Integrated
5. Learning-centered
6. Real world
7. Active
8. School-to-career

Unit 1 - Contextual Learning

Lesson 4 - Key Elements of Contextual Learning

Current perspectives on what it means for learning to be contextualized include:

 situated cognition- all learning is applied knowledge

 social cognition- intrapersonal constructs
 distributed cognition- constructs that are continually shaped by other people and
things outside the individual

 Constructivist learning theory maintains that learning is a process of constructing meaning

from experience. Contextual learning may be useful for child development if it provides
learning experiences in a context in which children are interested and motivated. Various
experiential learning theorists have contributed to an understanding of contextual learning.

Unit 1 - Contextual Learning

Lesson 5 - Benefits of Contextual Learning

Benefits of Contextual Learning

  Both direct instruction and constructivist activities can be compatible and effective in
the achievement of learning goals.

 Increasing one’s efforts results in more ability. This theory opposes the notion that
one’s aptitude is unchangeable. Striving for learning goals motivates an individual to
be engaged in activities with a commitment to learning.

 Children learn the standards, values, and knowledge of society by raising questions
and accepting challenges to find solutions that are not immediately apparent. Other
learning processes are explaining concepts, justifying their reasoning and seeking
information. Therefore, learning is a social process which requires social and cultural
factors to be considered during instructional planning. This social nature of learning
also drives the determination of the learning goals.

 Knowledge and learning are situated in particular physical and social context. A
range of settings may be used such as the home, the community, and the workplace,
depending on the purpose of instruction and the intended learning goals.

 Knowledge may be viewed as distributed or stretched over the individual, other

persons, and various artifacts such as physical and symbolic tools and not solely as a
property of individuals. Thus, people, as an integral part of the learning process, must
share knowledge and tasks.

Unit 2 - Developing Contextual Learning Matrix

Introduction

Contextual Learning Matrix is an analytical tool that can be used by curriculum developers,
trainers and assessors, administrators and supervisors to aid in curriculum
development/enhancement, instructional design, curriculum review/ approval

Unit 2 - Developing Contextual Learning Matrix

Objectives
At the end of this unit, you must be able to;
1. explain the role of the CLM in the curriculum process.
2. enumerate and explain the components of the contextual learning matrix;
3. identify the roles of the CLM development committee;
 
Developing Contextual Learning Matrix
Lesson 1 - CLM in the Development of Curriculum Process

The development process usually starts with a promulgated TR or Competency Standards to

fill up the CLM form. In cases when no TR is available, industry experts are invited to provide
the competency details and help in the development of the CLM.

A well-developed CLM which contains all the concepts required by the elements of the unit
of competency is an ideal reference in developing the competency-based curriculum (CBC)
which is used by training institutions for program registration. CLM is also useful when
formulating the institutional assessment (IA) and guides the curriculum writer in developing
the competency-based learning materials.

Unit 2 - Developing Contextual Learning Matrix

Lesson 2 - CLM Development Committee

 Instruction supervisor – oversees the development of CLM;

 Technology instructor - provides essential learning concepts in technology;
 Science instructor – provides essential learning concepts in science;
 Math instructor - provides essential learning concepts in math;
 English Communication instructor - provides essential learning concepts in
communication. and;
  Industry expert – validates the accuracy of identified learning concepts and
activities.

Unit 2 - Developing Contextual Learning Matrix

Lesson 3 - The Components of CBLM

 Unit Title – the title of the specific competency identified from the competency
standard.
 Module Title – title formulated after the competency standard has been analyzed.
 Elements of Competency – the skills described in outcome terms, that a person must
be able to perform in order to complete the work activity as indicated by the unit of
competency. (TESDA Board Resolution No. 2004-13)
 Performance Criteria – evaluative statements that specify what is to be assessed
and the required level of performance (Training Regulations Framework(
 Technology – refer to ideas, concepts, theories, and principles relevant to the
application of skills, processes, procedures, techniques, & safety practices, essential
for manipulation of tools, materials, and machines/equipment of a particular trade.

Examples:

1. Using a steel planer

2. Wood turning procedures
3. Four stroke cycle engine

 Science - a body of related knowledge such as; (laws, facts, principles, theories,
researches) which provide a systematic explanation for the existence of; life,
technology, discovery materials, an invention of tools, equipment, and sets of
practices, and other phenomena natural or anthropogenic.

Examples:

1. Fluid and pressure

2. Plant growth stages
3. Gas shielding theory

 Mathematics – information which involve computations, measurements,

estimations, selection and applications of  mathematical process, and collecting,
displaying, or interpreting data,  which supports the attainment of accuracy and
quality of performance or product.
Examples:

1. Feed rate and cutting speed

2. Calculation of gear ratio for cutting threads
3. Computation of power rate

 Communication – the information which helps the learners achieve proficiency in

using the specific language including written, verbal, and non-verbal expression, to
convey message/s intended to support the accomplishment of learning experiences.

Examples:

1. Telephone etiquette
2. Writing application letter
3. Public speaking

 Environmental concerns - refers to theoretical facts, issues, researches, laws,

activities/practices involved in a particular technology area that may have caused a
direct or indirect impact on the environment.

Examples:

1. Environmental pollution
2. Global warming
3. and and water conservation
4. Reforestation

 Learning Activity - statements of planned learning experiences of a particular

learning outcome including; the resources, methods, and the environment designed
to show the connection of the learning content and its application in real-world
situations.

Examples:

1. Compute gear ratio and set-up lathe machine to cut 12 ½ - TPI V-thread on a carbon
steel shaft.
2. Collect water samples from various water sources in a particular community,  
determine and compare the water salinity level.
3. Conduct environmental protection awareness campaign in a particular community
through seminar and lectures.

Unit 2 - Developing Contextual Learning Matrix

Lesson 4 - Inputs in Developing CBLM

1.         Competency Standard
2.         Occupational Skills Standards
3.         Task Analysis
4.         Existing Competency-Based Curriculum (CBC)

Unit 2 - Developing Contextual Learning Matrix

Lesson 5 - Materials and equipment needed in developing CLM

1. Copy of Training Regulations (TR) promulgated by TESDA - the title of the TR should
correspond to the qualification you will use in developing the CLM. 

       2. Copy of Competency-Based Curriculum of the same TR qualification (optional)

       3. Computer with installed spreadsheet application i.e. Microsoft Excel.
        4. Printer (optional)

Unit 2 - Developing Contextual Learning Matrix

Lesson 6 - Summary of Steps in developing the CLM

1. Refer to the template (CLM Form) below

2. Supply the qualification title and unit of competency.
3. Identify the module title.
4. Copy all elements to the elements column.
5. Analyze the performance criteria and identify relevant contents. (technology, science,
math, communication concepts, and safety to environment.
6. Include essential contents not covered by the performance criteria.
7. State the learning activities based on each identified concepts.
8. Repeat steps 1-7 for the succeeding elements of each module.
9. Develop the matrix for all units/modules of the core competencies.
Unit 2 - Developing Contextual Learning Matrix
Lesson 7 - Developing your needed Contextual Learning Matrix Form (Part A)

Procedures in developing the matrix for a qualification with existing Training Regulations

 Part A. Learning Concepts

1. Secure a copy of an existing Training Regulations that match the qualification you
intend to develop and download the CLM Form before proceeding.

For example:

2. Fill-up the CLM form starting from Qualification Title, Core Unit of Competency, Level,

Code, and its corresponding Module Title. (Module title may be derived from the unit of
competency or created by the CLM development committee).

For example:

 
3. Copy the elements of the core competency from Section 2 (Competency Standard) of
the TR into the CLM form.

For example:
4. Copy the corresponding Performance Criteria from Core Competency of the CS into the
CLM form.

For example:
5. Identify the appropriate concepts of Technology, Science, Math, Communication and
Environmental Concerns to the corresponding columns of the form. You may also find the
related concepts from the CBC Contents or the Evidence Guide of the TR.

For example:

6. Repeat steps 3 to 5 until all the units of competencies and elements of the core
competencies are covered.

 
Preparing the Contextual Learning Matrix
Part 1. Learning Concept

Procedures in developing the matrix for a qualification with existing Training Regulations

1. Secure a copy of an existing Training Regulations that match the qualification you

intend to develop. For example:

2. Fill-up the CLM form starting from Qualification Title, Core Unit of

Competency, Level, Code, and its corresponding Module Title. (Module title may
be derived from the unit of competency or created by the CLM development
committee). For example:
3. Copy the elements of the core competency from Section 2 (Competency Standard)
of the TR into the CLM form. For example:
4.  Copy the corresponding Performance Criteria from Core Competency of the CS into the
CLM form. For example:
5.   Identify the appropriate concepts of Technology, Science, Math, Communication and
Environmental Concerns to the corresponding columns of the form. You may also find the
related concepts from the CBC Contents or the Evidence Guide of the TR.

For example:

 
Competency-Based Curriculum
A Competency-Based Curriculum is a framework or guide for the subsequent detailed
development of competencies, associated methodologies, training, and assessment
resources.

(photos CBC folder)

Training Cost
Objectives:

At the end of this lesson you must be able to:

1. differentiate training cost from training fee;
2. explain the different types of training cost;
3. explain the factors in determining training cost;
4. Compute training cost

Lesson 1 - Training Cost vs Training Fee

raining Cost
Lesson 2 - Types of Training Cost

Training cost are the expenses associated with the development, implementation,

evaluation and/or maintenance of training programs.
•Direct Costs are the expenses that can easily be connected during the delivery or provision
of training service.
• Indirect Costs are expenses that go beyond the expenses associated with the delivery or
provision of training service. It is commonly called overhead cost.
•Variable Costs are either direct costs or indirect costs that varies in accordance with the
volume of trainees or duration of the program.
•Fixed Costs are either direct cost or indirect costs that do not vary with the number of
trainees or duration of training.

Table 1. Example of Training Cost

As shown in Table 1, supplies and materials used in the workshop and cost of electricity and
water as utilized during training are considered as direct cost for it is used in the in the
workshop, and variable since the exact amount of supplies and materials and/or the
electricity and water varies depending on the number of practices needed to complete the
learning activity. On the other hand, the cost of trainer’s honoraria is
considered fixed because the honoraria of trainer will not change even if the number
of learner change. The same with the costs of National Competency Assessment Fee, the
assessment fees will follow the TESDA approve schedule of National Assessment Fees. 

Indirect costs in the given example are those expenses associated outside the workshop
such as supplies and materials used in the provision of administrative support, cost of
accident insurance and others. 
Source: Blakely-Gray, R. (2018, March 22). Direct vs. Indirect Costs. Retrieved from
www.patriotsoftware.com:https://www.patriotsoftware.com/accounting/training/blog/direct-
vsindirect-costs-difference/ 

raining Cost
Lesson 3 - Cost Centers

Cost centers are the classification of expenses associated in the provision of training
services. This made budgeting and accounting funds utilized more organized.

In order to make the training or program costs easier to comprehend, it is essential to

organize or group the projected expenses into different cost centers. Let’s take the Free
TVET cost centers as example:

In Table 2, the major costs centers are the cost of tuition, cost of miscellaneous and other
fees and costs of trainee support provision. Under each major cost centers are sub-cost
centers that are specific to the nature of expenses. 
Training Cost
Lesson 4 - Computing for the Costs of Tuition

The following are explanations on the detailed computation of the cost of tuition using the
TWG agreed rationalized scholarship costs centers as reference as well as the training cost
computation introduced by the National Tax Research Center as methodology.  

To better understand the process undertaken, the module “Drafting and Cutting Pattern
for Ladies' Casual Apparel under Dressmaking NC II,”  will be used as a subject in
computing the cost of tuition. 

STEP 1: Determining the factors affecting the cost of tuition. 

In computing, you are guided by the following questions: 

 How many learners are expected to take the module? 

 What are the learning activities and outputs? 
 How long and how many trials does the learner need in order to meet the required
performance?
 What are the needed resources to execute the activities? 

The questions above can be answered by analyzing the learning activities covered by the
module (see table 3 for details). 
The following information collected from the Table 3 will serve as input for the computation
on the cost of tuition: 

 There will be 25 learners taking the module 

 Each learner is required to produce 7 pattern designs (The output of exercises and
institutional assessment.) 
 It will take the learners approximately 80 hours to complete all activities. 
Training Cost
Lesson 5 - Estimating the Cost of Utility (Electricity)

The costs of utility referred to under the tuition cost center is limited to the costs of
electricity and water used in the training/program implementation (direct-variable costs).  

Estimating the Cost of Electricity 

In estimating the cost of electricity, there is a need to determine the length of usage for
each electrical equipment and devices to carry out the activities listed in table 4. Also, it is
necessary to identify the estimated power rating of each electrical equipment/devices which
can be done by looking into the technical specification of the equipment or devices. In
some cases, unit measure conversion is required from watts per hour to kilowatts per hour
(1kW=1,000 watts). Sample computation is shown below: 
The table below shows the total costs of electricity for the module, “Drafting and Cutting
Pattern for Ladies' Casual Apparel under Dressmaking NC II.” 

Note: 

* The projector’s length of use is estimated at 1.5 hours per day and 10 days meeting. 

** Room lighting is computed for work area of 60 sqm 

Training Cost
Lesson 7 - Estimating the Cost of Utilities (Water)

Estimating the Cost of Water 

Unlike electricity, the water used in the training/program implementation is not always
associated with an equipment or device. As it is commonly treated as consumables, the
water consumption can be more conveniently estimated if associated per learning activity. 

Further, since the previously selected example “Drafting and Cutting Pattern for Ladies'
Casual Apparel under Dressmaking NC II,” does not consume water, the module “Cleaning
and Maintaining Kitchen Premises under Cookery NC II,” will be used as subject to
explain the computation for this cost center. 

The table below shows the cost of water for the module, “Cleaning and Maintaining Kitchen
Premises under Cookery NC II.” 

For better appreciation, you may refer to this liquid unit measure conversion table: 
Referring to table 6, the five groups of learners will need approximately 2.5 drums (0.5 m3)
of water to clean, sanitize and store equipment and 10 drums (2.0 m3) to clean and sanitize
the kitchen premises. 

Training Cost
Lesson 8 - Computing for the Cost of Supplies and Materials

STEP 3: Computing for the cost of supplies and materials 

The supplies and materials are the non-expendable and semi-expendable

resources needed by the learners to practice the skills requirements associated with the
learning activities. These also include the resources needed to carry-out the institutional
assessment.  

In computing for this cost center, take into consideration the resources which can only be
used once (non-expendable) and resources which can be used more than once (semi-
expendable). For example, paper and push pins. A paper once written on can never be used
for the same purpose, therefore the full costs of paper will be added to the cost of
consumed resources. The push pins on other hand, can be used multiple times (let say 10
times), thus the cost of using the ruler is its price divided by the number of times it can be
used (price of push pins/10).  

 
The table below shows the estimated cost of supplies and materials for the module,
“Drafting and Cutting Pattern for Ladies' Casual Apparel under Dressmaking NC II.” 

Looking at table 7, ten boxes of push pins are needed in this module. The cost for each box
of push pins is amounting to PHP 25.00 per box. However, since it was declared that the 10
boxes of push pins can be used 10 times, then only 1/10th of the total costs of push pins
will be charged in this module. 
 Training Cost
Lesson 8 - Computing for the Honoraria for Trainers

STEP 6: Computing for the honoraria for trainers 

At present, the approved rate of trainer’s honoraria is Salary Grade 16 of the government
employee (SG-16) which is equivalent to PHP 33,548.00 per month. To determine the cost of
honoraria for the module “Drafting and Cutting Pattern for Ladies' Casual Apparel under
Dressmaking NC II,” the computation below was applied. 
Training Cost
Lesson 9 - Consolidating all the Computed Cost and Determning the Training
per Capita Cost

STEP 7: Consolidating all the computed costs and determining the training per capita cost 

For this step, let us assume that Dressmaking NC II have four modules and the cost of
tuition per module were already computed as shown in the table below: 

The training per capita cost are shown below