Contextualization of Instructional Materials MODULE

❖ OVERVIEW/ INTRODUCTION
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Mazzeo (2008) defined contextualized instruction as a diverse family of instructional
strategies designed to more seamlessly link the learning of foundational skills and academic or
occupational content by focusing teaching and learning squarely on concrete applications in a
specific context that is of interest to the student. Learning science with comprehension can be
considered a generative process of constructing meaning from our own knowledge and experience
in the world, new incoming sensory information, and shared cultural narratives. In addition,
developing contextualized teaching aids will stimulate growth in factual knowledge which will
enable learners to make intelligent judgment in the subject matter and connect it to related
situations in real life. In this module, we will tackle contextualization of science learning and
planning of contextualized instructional materials which can be helpful in teaching the subject in
the future.
❖ LEARNING OUTCOMES

In this module, you will:

Explain how constructivism is being connected with contextualized learning;

Develop a contextualized instructional material in elementary science; and
Evaluate your experience in making an instructional material.

❖ LEARNING CONTENT
Constructivism as the Foundation of Contextualized Learning
Constructivism is a theory, based on observation and scientific study, on how people learn.
It says that people construct their own understanding and knowledge of the world through
experiencing things and reflecting on those experiences. In the classroom, the constructivist points
toward several different teaching practices and encourage students to use active techniques such
as experiment and real-world problem solving to induce more knowledge and reflect on what are
they doing and how their understanding is changing.
Constructivism is the base philosophy of contextualized learning. 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. According
to the contextual learning theory, learning occurs only when students process new information in
such a way that it makes sense to them in their frames of reference (experience). To conclude,
contextual learning theory focuses on the multiple aspects of any learning environment, whether a
classroom, a laboratory, or a worksite. It encourages educators to choose or design learning
environments that incorporate many different forms of experience in working toward the desired
learning outcomes for the students to discover the meaningful relationship between abstract ideas
and practical application in the context of the real world; concepts are internalized through the
process of discovering, reinforcing, and relating.
Contextualized learning may be described or distinguished in localization or
indigenization. Localization refers to the process of relating learning content specified in the
curriculum to local information and materials in the learners’ community. On the other hand,
indigenization refers to the process of enhancing the teaching-learning process concerning the
biogeographical, historical, and sociocultural context of the learners’ community.

Proceed to Activity 1

Instructional Materials and Contextualization

Instructional materials are the content or information conveyed within a lesson. These
include the lectures, readings, textbooks, multimedia components and other resources in a course.
Instructional materials provide the core information that students will experience, learn, and apply
during a course. They hold the power to either engage or demotivate students.
Teachers need to 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. By linking new content to the local experiences that are familiar to students,
learning will be more efficient and relevant to them. Therefore, such materials must be carefully
planned, selected, organized, refined, and used in a course for the maximum effect. The planning
and selection of instructional materials should take into consideration both the broadness and depth
of content so that student learning is optimized.
(Proceed to Activity 2)

❖ TEACHING AND LEARNING ACTIVITIES

ACTIVITY 1

Briefly explain the phrase “experience is the best teacher” through connecting its concept to
constructivist theory. Write your answer on the space provided. You may add another sheet of
paper if needed.
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ACTIVITY 2

Activity 2. Create a sample instructional material for elementary science, either a biology or
chemistry topic, which adheres to the concept of contextualization, localization, and
indigenization. You may refer on the K to 12 Curriculum Guide for Science (link found in
references) for the subject matter. Paste pictures or sample of your instructional material, if it is
a module or worksheet, attach a copy in this module.

Criteria for instructional material

1. Relevance to the lesson 10 points
2. Appropriateness to the learners 15 points
3. Objectivity and ease of operation 15 points
Total: 40 points

❖ FLEXIBLE TEACHING LEARNING MODALITY ADAPTED

The lesson can be learned solely through this module. On the other hand, the instructor
may give other requirements for completion and setup an online synchronous discussion through
SeDi or other platforms.

RELATED MATERIALS
• Contextualized Learning: Teaching made highly effective!
https://www.efrontlearning.com/blog/2017/06/contextualized-learning-effective-
elearning.html
 •

❖ ASSESSMENT TASK
Write a narrative report on your developed instructional material. It must include your experiences
in developing it, the strengths and weaknesses of the instructional material, and how the material
will work, among others. You may write it on the space provided, or add another sheet of paper if
necessary.
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❖ REFERENCES
Mazzeo. 2008. Supporting student success at California community colleges: A white paper.
Center for Occupational Research and Development. 2016. Contextual Learning
http://cordonline.net/CTLtoolkit/downloads/What%20Is%20Contextual%20Learning.pdf
Educational Broadcasting Corporation. 2004. Constructivism
https://www.thirteen.org/edonline/concept2class/constructivism/#:~:text=Constructivism%20is%
20basically%20a%20theory,and%20reflecting%20on%20those%20experiences.
University of Wisconsin – Madison. 2020. Instructional Materials
https://designteachengage.wisc.edu/instructional-materials/
DepEd. 2016. K to 12 Curriculum Guide Science (Grade 3 to Grade 10).
https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-
equipment_revised.pdf