TRENDS ON CURRICULUM CONTEXTUALIZATION

Thursday, July 01, 2021 Department of Education Region VIII Leyte 1

LEGAL BASES
•RA 10533
Enhanced Basic Education Act of
2013
•Section 10.2
Standards and Principles: Curriculum

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Sec 10.2: The curriculum shall be:
•Learner-centered, inclusive, &
developmentally appropriate
•Relevant, responsive, and research-
based
•Gender and culture-centered
•Contextualized and Global
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Sec 10.2: The curriculum shall
F …adhere to the principles of MTB-MLE, which
starts from where the learners are & and from
what they already know proceeding from the
known to unknown…
H …flexible enough to enable & allow schools
to localize, indigenize, and enhance… based on
their respective educational & social contexts.

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 CONTEXTUALIZATION

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 all learners.

The degrees of contextualization may be described and

distinguished into the following:
•Localization
•Indigenization
 CONTEXTUALIZATION

Localization refers to the process

of relating learning content
specified in the curriculum to local
information and materials in the
learners’ community.
 CONTEXTUALIZATION

Indigenization refers to 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 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.
CONTEXTUALIZED TEACHING AND LEARNING

•Definitions:
Use of real world materials and
activities (Beder and Medina, 2001)
Connecting the knowledge to its
multiple applications in students’ lives
(Berns & Erickson, 2001)

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 Main Trends in Curriculum
Contextualization
•Fernandez, P., Leite, C., Mouraz, A.,
& Figueiredo, C. (2012). Curricular
Contextualization: Tracking the
meanings of a concept. Asia-Pacific
Education Researcher.

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 Main Trends in Curriculum
Contextualization
• 50 articles with abstracts related to curriculum
contextualization. All articles were then analyzed via content
analysis (L’E ´cuyer 1990; Krippendorf 2003). This allowed for the
identification of fundamental aspects, central trends, and
key features related to curriculum contextualization in either
an explicit or implicit way.
• The methodological procedure of the literature review
allowed the identification of five focuses through which
curriculum contextualization can be developed.
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The five main focuses or ways to perform this
adaptation on curriculum contextualization are
based on: (Fernandez, et al., 2012)
•Based on Place
•Focus on the Learner
•Based on Pedagogical Practice
•Attention to Cultural Diversity
•Based on Disciplinary Contents
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1. Based on Place
(Fernandez, et al., 2012)

• The development of connections between

the curriculum and situations familiar to
students; the improvement of the curriculum
and the social context relationship within
which education occurs

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1. Based on Place
(Fernandez, et al., 2012)

“Teaching in this way does not require the elimination of non-

local knowledge so much as the simple inclusion of the local.”
(Smith, 2005)
• It is possible to relate this with curricular contextualization given
that it stands for the use of knowledge already close to students
to reach for the abstract knowledge of school subjects,
increasing understanding and learning. This is what Smith (2005)
presents as ‘‘place-based education,’’ basing the teaching and
learning process on the local and extending it to the global.

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2. Focus on Learner
(Fernandez, et al., 2012)

• the promotion of a relationship between the curriculum and

the student’s interests and characteristics (student)
• Learner – centered, Developmentally appropriate
• Inclusive (Anti-bias; Gender-sensitive)
• Responsive, Based on their interests
‘‘…school, being a social space, should open its doors to the
discussion of the reality of their students, starting with the
experiences students bring with them into the classroom.’’(Souto-
Manning, 2008, p. 97)

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2. Focus on Learner
(Fernandez, et al., 2012)

“…is grounded in the notion that positive outcomes

increase when we value the personal dignity and
integrity of students […] invite them to engage
through intrinsic interest, offer trustworthy advice
and directives and provide them with the resources
and support necessary to achieve ends that are
meaningful and fulfilling.” (Doyle, 2009, p. 156)

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3. Based on Pedagogical Practice
(Fernandez, et al., 2012)
• Ways by which teachers adapt and fit the curriculum
“…the way teachers act, the way they plan and execute
their class programs, how they manage the classroom,
and how they set up the teaching and learning
environment are the key aspects of students’ success,
and are central when defining and conceiving curricular
contextualization.” (Formosinho and Machado 2008; Doyle 2009;
Buendı ´a et al. 2003; Kumar and Natarajan 2007).

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3. Based on Pedagogical Practice
(Fernandez, et al., 2012)

• Differentiated Instruction
• 4 A’s
• Explicit Teaching
• Experiential Learning
• Project-based Approach
• etc..

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4. Based on Attention to Cultural Diversity
(Fernandez, et al., 2012)

• The establishment of connections between the

curriculum and real life (diversity).
• Culturally relevant
• Culturally appropriate
• Culturally congruent
• Culturally responsive
• Culturally compatible
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4. Based on Attention to Cultural Diversity
(Fernandez, et al., 2012)

“Focusing on the schooling of indigenous

populations who do not share any cultural, social,
or historical features with the ‘‘normal’’ society, the
use of contextualization based on the characteristics
of the population, local features, and their habits
and history makes schooling an easier and more
successful process.”
(Goodson and Crick, 2009).
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4. Based on Attention to Cultural Diversity
(Fernandez, et al., 2012)

The articles that support this curricular

contextualization focus—all defend that the
issue of cultural diversity implies a different
care, and demand strategies that allow for a
culturally responsible teaching and learning
process and respond to the needs of the
classroom.
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5. Based on Disciplinary Contents
(Fernandez, et al., 2012)

• The adaptation of the school curriculum to make it

clearer and more interesting to students
(disciplinary contents).
“These disciplines present lower achievement
rates and are rarely seen by students as being
useful or relevant for their lives outside the
school context.” (Sealey and Noyes 2010, p. 239)
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5. Based on Disciplinary Contents
(Fernandez, et al., 2012)

• Subjects that students find difficult

•How do we make these subjects more
understandable and familiar, thus
increasing their meaning in learners’
lives?

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5. Based on Disciplinary Contents
(Fernandez, et al., 2012)

•All articles organized under this focus

have in common the need for new
strategies of teaching the disciplinary
contents, especially the ones that
appear to be more difficult or
particularly tricky for students.
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 CONTEXTUALIZATION

Examples of Localization and Indigenization

of the Curriculum
LOCALIZATION
• Use local materials (e.g., fruits in season like
watermelon, or local kakanin) to visualize fractions
INDIGENIZATION
• community cultural practices that involve fractions are
used to visualize fractions
– Ex. division of harvest during harvest season
24| School Heads’ Development Program: FOUNDATIONAL COURSE
DEPARTMENT | MODULE
OF EDUCATION
 CONTEXTUALIZATION
Examples of Localization and Indigenization
of the Curriculum
Competency:
Identify star patterns that can be seen at particular times
of the year (S5FE-IVi-j-1)
LOCALIZATION
• use the community’s name for prominent stars, if they have,
while retaining the use of the Greek constellations and its
background in discussing star patterns
INDIGENIZATION
• Discuss the community’s own calendar of star patterns and
its background before discussing the Greek constellations
DEPARTMENT
| School Heads’ Development Program: FOUNDATIONAL OF EDUCATION
COURSE | MODULE
 CONTEXTUALIZATION
Examples of Localization and Indigenization
of the Curriculum
Competency:
Natatalakay ang mga mahahalagang pangyayari sa
pananakop ng mga Hapones (AP6KDP-IIe-5)
LOCALIZATION
• paggamit ng mga larawan, bagay na may
kinalaman sa panahon ng pananakop ng mga
Hapones
INDIGENIZATION
• maisalaysay ang sitwasyon o pangyayari sa
sariling pamayanan noong pananakop ng mga
Hapones
DEPARTMENT OF EDUCATION
 Division Local Heritage Theme Matrix
DLHTM
  What Learners What Learners What Learners should
Local Heritage Theme Should Know Should Feel & Do to Transfer
Think About Learning

       
Local Heritage Themes

I. Festivals and Dances VI. Musical Pieces, Songs and Instruments

II. Local Heroes and Events VII. Anthology and Folktales

III. Beliefs and Values VIII. Food and Local Products

IV. Indigenous Peoples and Materials IX. Topography, Flora and Fauna

V. Role Models for Achievements X. Tourism and Industry

DEPARTMENT OF EDUCATION
 Division Local Heritage Theme Matrix
DLHTM
Local Heritage Theme What Learners Should Know What Learners Should Feel & What Learner Should
Topography, Flora and Fauna Think About Do To Transfer
Learning
 It is located in Brgy. Astorga, Tunga, Leyte.  Appreciate the availability of  Construct/Make
Badlas River  Distance of the river from the school is about 75 animals an album of
  meters   pictures of
   Animals found in the river are the following;  Being proud of such a animals
  Tilapia natural resource present in  
  Halo the locality  Write a simple
  Frogs   documentary on
  Butterflies  Should be grateful to take the body
Carabaos responsibility to preserve the movements of
Birds river and to utilized by future animals during
Ducks generations field trips to the
Lapay birds   river
Gurami  Minimize quarrying activity
 It is surrounded by rich vegetation. that affects the condition of
 A place for recreation such as swimming and the river and the nearby
fishing. people.
 These animals have body structures that helps
them adapt and survive in the river. These parts are
the gills, wings, tails, and legs

DEPARTMENT OF EDUCATION
 Division Contextualized Curriculum Matrix
DCCM
Content Content Standard Performance Learning Competency Suggested Activities
Standard
     
Grade 6    
I. Rhythm Demonstrates Listening Recording
Musical understanding of of Oliver Ha Tabi
Symbols and the concept of  
concepts: rhythm by Identifying notes and
1. Notes and applying notes rests used in Oliver
rest and rests, Ha Tabi
2. meters rhythmic patterns
3. rhythmic and time
pattern signatures
4. time
signature
5. conducting

DEPARTMENT OF EDUCATION
 Division Contextualized Curriculum Matrix
DCCM

Content Content Performance Learning Suggested

Standards Standards Competency Activities

         
         
         

DEPARTMENT OF EDUCATION
 Division Contextualized Curriculum Matrix
DCCM
Content Content Standard Performance Standard Learning Competency Suggested Activities
       
Grade 4      
2. Animals Demonstrates Construct a Make a survey of • Identify
2.1 Live on understanding prototype model animals found in animals living
land or in that animals of organism that the community and the
water  have body parts has body parts their specific surrounding
  that make them which can habitats; areas of the
  adapt to land or survive in a given  river.
  water environment S4LT-IIc-d-7 • Survey on the
    specific
  Construct a Make a survey of habitats of
  prototype model animals and their animals living
  of animals living specific habitats in in Badlas
  in the surrounding areas River.
  surrounding area near the riverbank • Construct
  of Badlas River, of Badlas River, album of
  Tunga, Leyte Tunga, Leyte. animals found
living in
Badlas River,
Tunga, Leyte 
DEPARTMENT OF EDUCATION
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References:
• DO 32, s. 2015
• Fernandez, P., Leite, C., Mouraz, A., & Fifueiredo, C.
(2012). Curricular Contextualization: Tracking the
meanings of a concept. Asia-Pacific Education
Researcher.

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 Thank you very
much!

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