THE END RESULT: CHILDREN WHO ARE …

Multilingual

Multiliterate

Multicultural
MTB-MLE aims to produce learners who are:

Multiliterate
• Learners can read and write competently in the local
language, the national language, and one or more
languages of wider communication such as English.
Multilingual
• Learners can use these languages in various situations
and interactions for learning in school.

Multicultural
• Learners can live and work harmoniously with people of
cultural backgrounds that are different from their own,
they are comfortable living and working with people from
outside their community while maintaining their love and
respect for their home, culture, and community.
Curriculum
Contextualization,
Localization, and
Indigenization
 The curriculum is alive, it changes
depending who is implementing it, where
and when it is implemented.
RA 10533 ENHANCED BASIC EDUCATION ACT OF 2013

SEC. 5. Curriculum Development

The DepED shall formulate the design and details of the

enhanced basic education curriculum … to craft harmonized
basic and tertiary curricula for the global competitiveness of
Filipino graduates.
(d) The curriculum shall be contextualized and global.

(h) The curriculum shall be flexible enough to enable and

allow schools to localize, 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 of these
materials shall devolve to the regional and division education
units.
D.O. No. 35, s. 2016
15.5 Curriculum Contextualization, Localization, and Indigenization

• Curriculum contextualization is the process of matching the curriculum

content and instructional strategies relevant to learners.
• Student diversity requires that teachers always consider individual
differences in lesson planning and implementation.
• Teachers identify and respond to opportunities to link teaching and
learning in the classroom to the experiences, interests, and aspirations of
the wider school community and other key stakeholders.
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
• By linking new content to the local experiences that are familiar to
students, learning will be more efficient for and relevant to them.

• The localization of curriculum is an essential feature of the K to 12

Curriculum. The teacher’s guide and learners’ materials may be
modified to accommodate the unique contexts of a particular
locality.
Localization

as a degree of contextualization, localization is defined as:

the process of relating learning content specified in the

curriculum to local information and materials from the learner’s
community
• Deepening curriculum contextualization through indigenization is
essential for communities that have cultural practices that are different
from the majority of people in the same locality.
• Providing spaces for unique cultures in the K to 12 Basic Education
Program is a key strategy for student inclusion and ensuring relevance of
education processes for all learners.
• Teachers and school systems must make sure that the members of the
community participate in indigenization processes, so that the curriculum
will be accurate and faithful to the culture in consideration.
Indigenization
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 enhancement of the curriculum
framework, curriculum design, and learning standards of subject
areas, guided by the standards and principles adhered to in the
national curriculum.
 Contextualization

Kilala namin ito

Local information,
Local materials
Localization Meron kami nito

Sa amin siya
Bio-geography
History nanggaling
Socio-cultural definition
Amin ito
Indigenization
Examples of Localization and Indigenization of 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
(deepening on what is common in the community)

Indigenization (socio-cultural) – community activities or cultural

practices
bringing products to the market entails using a carabao carrying
sacks (one carabao is to x sacks)
 When you localize you use information and
materials in your learners’ community but
when you indigenize, you enhance
competencies in the curriculum, the resources,
and the teaching learning processes so that
they suit the context of the learners’
community.
Visualizes, represents and identifies unit of fractions with
denominators of 10 and below {M2NS-III-72.2}

Use local materials {fruits in season like

watermelon, or local kakanin} to
visualize fractions
localization

community cultural practices that involve

fractions are used to visualize fractions
{division of harvest during harvest
season}
indigenization
REACT
Strategy
Relating

• Learning in the context of life experience, or relating, is

the kind of contextual learning that typically occurs with
very young children.

• 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.
Experiencing

• Learning in the context of exploration, discovery, and

invention.
• 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.
• And learning appears to "take" far more quickly when
students are able to manipulate equipment and
materials and to do other forms of active research.
Applying

• 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.
Cooperating

• Learning in the context of sharing, responding and

communicating with other learners – is a primary
instructional strategy in contextual learning.

• 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.
Transferring

• Learning in the context of existing knowledge, or

transferring, uses and builds upon what the student has
already learned.

• Students develop confidence in their problem-solving

abilities if we make a point of building new learning
experiences on what they already know
When we localize, we do not
necessarily indigenize.
When we indigenize, we
localize.