GAME:

Science
Education
Games & Case Study
JULIUS CESAR F. DELA CRUZ
 Teacher I in Tagumpay Nagaño High
School
 San Leonardo, Nueva Ecija.

Introduction to Contextualization
ANDREA S. BERNARDINO
 Teacher I in Peñaranda District
 Las Piñas Integrated School (Borrowing School)
 Jaen National High School (Mother school)
 Science
Education
Discussion: LOCALIZATION
CHRISTINE JUNE R. BERNARDO
 Teacher II in Tabacao National High School
 Tabacao, Talavera, Nueva Ecija

Discussion: INDIGENIZATION
ESPERANZA R. MADULID
 Teacher II in Agbanawag National High
School
 Agbanawag, Rizal, Nueva Ecija
 PIZZA KA BA?

Kasi CRUST kita.

Sana
DOCTOR
ka na lang…

Para masabi ko sayo lahat ng

nararamdaman ko.
Alam mo para
kang ihi…

Paparating ka pa lang kinikilig

na ko!
PAPAYA KA
BA?
PAPAYA-kap sana ko
sayo.
PAPAYAg ka kaya?
Nahihirapan ka na ba
maging ikaw?
Try mo
maging
TAYO baka
mas madali.
Anong mas gusto mo???
TOP VIEW SIDE VIEW BOTTOM VIEW

Basta ako,I LOVE VIEW!

Curriculum Development:

MASED
Curriculum Development:
OBJECTIVES:
• Relating the curriculum:
– a particular setting,
– situation or
– area of application
• To make the competencies
- relevant,
- meaningful and;
- useful to the learners.
RA 10533 (Act of 2013)
Enhanced Basic Education
“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.”
 DepEd Mission:

Students learn in a child-

friendly, gender-sensitive, safe,
and motivating environment.
DepEd Mission:

Teachers facilitate
learning and constantly
nurture every learner.
A) LEARNING ENVIRONMENT

B) TEACHING - LEARNING STRATEGY

C) LEARNING RESOURCES

D) CLASSROOM ASSESSMENT
Science Curriculum Development:
• The process of relating learning
content specified in the
curriculum to local information
and materials from the learner’s
community.
 GEOGRAPHY

CULTURAL PEOPLE
DIVERSITY
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
• Teachers use:
• Authentic
materials/activities,
• Interests/ issues,
• Needs from learners’ lives.
• Should create rooms for
students to pose problems
and issues and develop
strategies together for
addressing them.
• The localized or contextualized
curriculum is based on local
needs and relevance for the
learners where there is flexibility
and creativity in the lessons.
1) RELATING
2) EXPERIENCING
3) APPLYING
4) COOPERATING
5) TRANSFERRING
Science Curriculum Development:
• The process of making something
more native; transformation of some
service, idea to suit a local culture
through use of indigenous people in
administration, employment etc.
 GEOGRAPHY

HISTORY SOCIO-
CULTURAL
•Identify the star
patterns that can be
seen at particular times
of the year.
(S5FE-Ivi-j-1)
• Use the community’s name for stars, if
they have while retaining the use of the
Greek constellation s and its background
in discussing star patterns.

• Discuss the community’s own calendar of

star patterns and its background before
discussing the Greek constellations.
•Visualize the ratio of
two given numbers
(M5NS-Iih-22)
• One Jeep : 4 wheels.
• One Tricycle : 3 wheels.

• One carabao : 3 sacks of

rice,
• One box : 3 milk.
“With the best of our
abilities, let us do what
we can for the Filipino
Learner.”
- Undersecretary Dina S. Ocampo
 CASE STUDY

Si Teacher Noemie ay isang science teacher ng

limang iba’t ibang section ng Grade-7 sa isang
pampublikong eskwelahan sa Mountain
Province. Hindi lingid sa kaalaman ng buong
eskwelahan na siya’y isang dayo mula Benguet
at siya’y naatasan na rito’y magturo dahil sa
mahigpit na pangangailangan ng kaguruan sa
kanyang napagdalahan.
 CASE STUDY

Mas mataas ang lokasyon o topograpiya ng

nasabing lugar kung kaya’t may ilang mga
titser na tumatanggi na rito’y maipadala, kung
minsa’y hindi rin nararating ng supplies kung
kaya’t marami ritong kakulangan pagdating sa
resources o kagamitan pagdating sa pagtuturo
sa nasabing lugar.
 CASE STUDY

Bagaman maraming kakulangan, gumawa ng

paraan si Teacher Noemie upang sa gayon ay
makapagturo siya ng maayos at epektibo.
Hindi lingid sa kaalaman ni Teacher Noemie
ang ‘Contextualization’ kung kaya’t ina-apply
niya ito sa kanyang mga estudyante upang sa
gayon ay matuto ang mga ito ng mabuti.
 CASE STUDY

Matapos ang kanyang pagtuturo, napansin

niya na may kababaan ang nakukuhang
iskor ng kanyang mga estudyante kung
kaya’t siya’y nagpapa-remedial at kung
minsa’y nag-uulit na rin ng aralin at
tumataas naman ang mga iskor ng
kanyang mga eskwela.
 CASE STUDY

Ngunit sa kabila ng kanyang ginagawa ay

marami pa ring bumabagsak maging sa
pinaka-unang seksyon. Ito ang lumabas na
resulta bagaman ginagawan na niya ito ng
paraan, kaya’t sa ngalan ng matapat at
tamang datos, ipinasa ni Teacher Noemie ang
resulta sa kanyang Principal.
 CASE STUDY

Ngunit ay hindi ikinatuwa ng Principal ang

ipinasang ‘Test Result’ ni Teacher Noemie.
At dahil rito ay ibinaba niya ang IPCRF
(Individual Performance Commitment And Review
Form) ni Teacher Noemie maging ang PBB
(Performance-based bonus) nito.
 DEBATE:

Sa inyong palagay,
Tama ba o makatarungan
ba ang ginawa ni Principal
kay Teacher Noemie?
• https://www.slideshare.net/mobile/rtipolo/co
ntextualization-presentation
• https://www.google.com/amp/s/slideplayer.co
m/amp/14061828/
• https://wikidiff.com/indigenization/localization