Welcome to

the 11 LAC
th
Say
something
about this
picture.
Priming Activity- How can you equate this to our learners?
GUIDING PRINCIPLES
OF LEARNING
RESOURCES
CONTEXTUALIZATION
 Objectives:
• Discuss the guiding principles of
contextualization;
• Identify issues in the development of
instructional materials; and
• Ascertain the least learned competencies for
the contextualized learner’s material

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

 RATIONALE
Enhanced Basic Education Act of 2013
(RA 10533), Sec. 2 (c)
Make education learner-oriented and
responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of
learners, schools and communities through
the appropriate languages of teaching and
learning, including mother tongue as a learning
resource

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

 11 to 12
7-10
Senior
4 to 6
TLE High
K to 3 specializa
tion
MTB-MLE

Learning areas contextualization

Inclusion Programs

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

 Guiding Principle #1
Learning Resource Needs
1.1 Specific needs of learners, e.g. IP
learners, ALS learners, learners with
special education needs, children in
difficult circumstances, and those situated
in geographically isolated and
disadvantaged areas (GIDA) are considered
in the development of contextualized
materials.
 Guiding Principle #1
Learning Resource Needs
.
1.2 Materials shall meet the requirements of the
curriculum, specifically in MTB-MLE, through
the use of the dominant language (mother
tongue). (Materials available in the community
shall be utilized…)

1.3 Focus shall be given to the development of

materials along identified least learned skills.

DEPARTMENT OF EDUCATION
 Guiding Principle #2
Culture-sensitivity

2.1 The development of instructional

materials should be anchored on a particular
community’s traditions, beliefs, aspirations
(ideals), meaningful experiences and
geography.

DEPARTMENT OF EDUCATION
 Guiding Principle #2

Culture-sensitivity

2.2 For instructional materials specifically

developed for Indigenous Cultural
Communities (ICCs), the community’s
consent for the development of these
materials shall be sought.

DEPARTMENT OF EDUCATION
 Guiding Principle #4
Quality Assurance

4.1 Locally developed materials shall be

evaluated following the criteria set by the
Bureau of Learning Resources (BLR).

4.2 The community shall be involved in the

quality assurance (QA) process, whenever
necessary.

DEPARTMENT OF EDUCATION
 Typography of K to 12 LRs
Recommended Font Size Line Space Art-to-Text
Grade Level Ratio
Font-Family (Body Text) (Leading)
Text 16 pt
K to Grade 1 Heads 20 to 30 pt 4 pt 65% : 35%
Sub Heads 16 to 18 pt
Century Gothic
(except for “?” symbol) Text 16 pt
Grade 2 (body text flushed left/ Heads 20 to 30 pt 4 pt 60% : 40%
ragged right to avoid Sub Heads 16 to 18 pt
hyphenations) Text 14 pt
Grade 3 Heads 18 to 28 pt 4 pt 50% : 50%
Sub Heads 14 to 16 pt
Text 14 pt
Grade 4 Heads 18 to 28 pt 3 pt 40% : 60%
Arial Sub Heads 14 to 16 pt
Text 11 to 12 pt
Grades 5 to Times New Roman
12
Heads 15 to 24 pt 2 pt 30% : 70%
Bookman Old Style Sub Heads 11 to 13 pt
Text 11 to 12 pt
Teacher’s (body text Justified)
Guides
Heads 15 to 24 pt 2 pt None
Sub Heads 11 to 13 pt
Considerations in
the Development
and
Contextualization
of Materials
DEPARTMENT OF
DEPARTMENT OF EDUCATION
EDUCATION
Bala or bullet is a
sensitive illustration
for elementary
grades pupils.
Under the context
of human person, it
promotes violence.
Same as that
of baril or gun
 From Grade 1
Module in Civics

Grade 1 pupils
might not be
familiar with these
people, how could
they be of use as
stimuli?
Women should not be
represented as
occupying only
certain roles and jobs
and men as occupying
only certain
others.

Like in the pictures

shown, teaches are all
females.
Much as the text
expresses a fact
about how STD
is acquired, it
also embeds
the idea of
engaging sex
with women
other than the
wife.
Key Concepts: Degrees of
contextualization
CONTEXTUALIZATION

Localization Indigenization

DEPARTMENT OF EDUCATION
 Key Concepts
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 (DepEd Order 32 s. 2015)

The degree of contextualization may be described and

distinguished into the following:
 

• Localization
• Indigenization DEPARTMENT OF EDUCATION
 Key Concepts
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.
DEPARTMENT OF EDUCATION
 Localization

local
learning information
content
local
materials
2
DEPARTMENT OF EDUCATION 6
 Examples of Localization
Examples used in lessons start with those in the
locality
Names, situations, setting needed to give context to
test questions or problem-solving exercises are
those of the immediate community
Local materials are used as often as possible in
making instructional materials

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

 Examples of Localization
• Examples used in lessons start with those in the locality
• Names, situations, setting needed to give context to test
questions or problem-solving exercises are those of the
immediate community
• Local materials are used as often as possible in making
instructional materials (Plants, animals, delicacies, etc.)
• Local stories are used in the language learning areas (Si
Pagong at si Matsing)
• Translating a story/sentences/paragraphs written in another
language to the language of one’s learners for use in MTB-
MLE 2
DEPARTMENT OF EDUCATION
8
RICE
I will buy rice
I will eat rice
I will plant rice
 Key Concepts
• 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.
DEPARTMENT OF
DEPARTMENT OF EDUCATION
EDUCATION
 Localization and Indigenization of the Curriculum

Competency:
Visualizes, represents and identifies unit of fractions
with denominators of 10 and below (M2NS-IIId-72.2)
LOCALIZATION INDIGENIZATION
• Use local materials • community cultural practices that
(e.g., fruits in involve fractions are used to
season like visualize fractions
watermelon, or – Ex. division of harvest during
local kakanin) to harvest season
visualize fractions
 Localization and Indigenization of the Curriculum

Competency:
Visualize the ratio of two given numbers (M5NS-IIh-22)

LOCALIZATION INDIGENIZATION

• Use easily observable • community activities or

examples of ratio in the
community
– One jeep, 4 wheels; one
kariton, 2 wheels, one tricycle,
3 wheels (depending on what
is most common in the
community)
cultural practices that
inherently use the concept of
ratio
– Ex. Bringing products to the
market entails using a
carabao carrying sacks (one
carabao is to x sacks)
 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 INDIGENIZATION

• use the community’s • Discuss the community’s own

name for prominent calendar of star patterns and its
stars, if they have, while background before discussing the
retaining the use of the Greek constellations
Greek constellations and
its background in
discussing star patterns
 Contextualization
Local information,
local materials
Kilala namin ito
LOCALIZATION
Meron kami nito

INDIGENIZATION
Bio-geography
Hi story
Soci o-cul tural dimensi on
Sa amin siya
nanggaling

Amin ito

As we move deeper into the community’s context,

we are moving towards indigenization.
3
5
 Reminders on Localization:

1. Localization and contextualization can be done

in all learning areas.
2. Localization maximizes the use of available
materials.
3. To contextualize, teachers must use authentic
materials, and anchor teaching on the context
of learners’ lives.
 Reminders on Localization:

4. Teachers should encourage students

to pose problems and issues and
use strategies to address these.
5. The localized or contextualized
curriculum is based on local needs and
relevance for the learners; thus
allowing for its flexibility and creativity
in the lessons.
 Reminders on Localization:

6.Teachers must build on what

resources the school have.
7. Teachers must accommodate
and respect cultural, linguistic and
racial diversity.
CAR
Region II
•In taking photos, cite: Photo Credits to
the Owner (caption below the photo).
Schools need to have a continuing dialogue with
the community.
Teachers need to be immersed in the community
of the learners.
The COMMUNITY is integral to CURRICULUM
CONTEXTUALIZATION.
Community partnership is now in the heart of
education, THE CURRICULUM ITSELF.

SCHOOL HEADS DEVELOPMENT PROGRAM: F UNDATION COURSE

 Output of the Day
•Identification of least learned
competencies
Format of the Learning Package
• Cover Page
• Introduction
• Lesson Plan Proper (Content Standard, Performance Standard, Learning
Competency, Competency Code, Objectives, Subject Matter, Procedures (4As,
Assessment, Assignment)
• Rubric
• Activity Sheets
• Reflection
• References
• Appendix (Pictures)