 Stem from the Latin word CON (meaning “together”) and TEXERE (meaning “to weave”).

The

raw meaning of it is therefore “weaving together” but in classroom we’ll replace the weaving as

teaching and learning together, by the reason as teacher teach and learners learned we are able

to intertwined as one.

 The situation or circumstances that forms the setting for an event, statement, or idea in terms of

which it can fully understood and assessed. Context is where event, statements and concept

take place. Instruction can be effective if learning takes place through situation and

circumstances that provides setting material for the learning and teaching process. Next slide

 Can motivate the learners to gain more interest to learn and provide clear understanding and

illustrate ideas.

The student’s interest is too crucial in the teaching and learning process, hindi ganon kadaling

makuha ang mga attention nila but, if we the teacher try relate our lessons based on their

experiences and ideas, definitely mas madali natin makukuha ang kanilang mga attention at

mas maeenganyo silang matuto, since children already have their prior knowledge, and all we

have to do is to relate the lesson. Kaya madalas bago taya mag start mag discuss tinatanong

una natin sila kung may mga ideaya ba sila, have they experienced it etc.

 Learning is facilitated by a context of practice that is the same as, or accurately represents, the

context of performance

Deep learning would be guaranteed and realized if students were placed in a real learning

environment that allowed them to manipulate, relate to, and adapt to different learning

opportunities and resources accessible within the neighborhood or community. By linking and
presenting lessons in the context of the current local environment, culture, and resources, it aids

teachers and students in understanding topics. Lessons are therefore becoming more relevant,

tailored, and appropriate.

Next slide

Levels in the Principle of Context (Leus, 2005)

LEVEL 1 – Context consist of Textbook Only

Level 1 context is basic, commonly verbal and Limited verbal responses to verbal stimuli (which is the

students. Here the students were most likely exposed in reading and problem solving is not occurs here.

Next slide

LEVEL 2 – Textbook together with supplemental materials, the context is much wider than the first one,

more readings of Textbook together with supplemental materials such as expository reading non-fiction

texts that give facts and information about a topic, and it also advocates more extensive readings that

involves learners reading texts for enjoyment and to develop general reading skills next slide

LEVEL 3 – Non-academic and Current materials, context is Concrete, specific, actual, and immediate

That Leads to extensive discussions. Since when we say non-academic it is subjective to personal

knowledge and current materials are the academic textbooks. In short, level three of principle of context

is reality vs theories next slide

LEVEL 4 – Multi–sensory aids here instruction is a way of teaching that engages more than one sense at

a time. Using sight, hearing, movement, and touch gives kids more than one way to connect with what

they are learning so it is effective if learner is active and able to social and try new thing and ineffective
at same time if the learner is passive most likely used only the sense of sight and hearing level four is

somehow Related to contemplated learning or examining learning next slide

LEVEL 5 – Demonstration and Presentation by Experts

Student learn best when are able to demonstrate the present a lesson or idea. So here context has a

Concrete setting and Learning takes beyond classroom setting next slide

LEVEL 6– Field experiences, personal, social, community understanding

 Concrete, abundant, dynamic readily apprehended setting for learning

 Goes beyond verbalization

 Concrete and firsthand experiences. This is where john dewy learning by doing is applied, because

with actual experience of a material learners were able to gain knowledge since their full interest is

focus on the material, that’s why clear instructions were easily given in this context. Next slide

Contextualization in teaching is that contextualization helps the learners to acquire new skills and

knowledge. Develops their abilities and attitudes. Contextualized instruction links the learning of

foundational skills with academic or occupational content by focusing teaching and learning squarely on

concrete applications in a specific context that is of interest to the student

The process of contextualization instructs students in a meaningful and relevant situational based on

their previous experiences and real-life situation. Remember, students learned best when

experienced in the classroom have meanings and relevance in their lives.