NQESH Domain 3 Strand 3.1

PPSSH- DOMAIN 3
FOCUSING ON
TEACHING AND
LEARNING
QUEEN ANN M. NAVALLO, PhD, JD

Assistant School Principal II
What do you
know about
Domain 3?
What do you
want to know
about Domain 3?
The Philippine Professional Standards for School Heads (PPSSH)
Domain 3, Focusing on Teaching and Learning, concentrates
on the work of school heads in promoting quality teaching
and learning. This Domain emphasizes the school heads’
commitment in providing instructional leadership towards
improving competence among teachers and outcomes among
learners.
In this domain, school heads are expected to provide

technical assistance on instruction that relates to curriculum,
practice, and performance. They should also create a learner-
centered environment that ensures access to inclusive,
excellent, relevant and liberating education.
DOMAIN 3-Strand 3.1
School-Based Review,
Contextualization and
Implementation of Learning
Standards
Curriculum
Contextualization
Contextualization
The K to 12 curriculum framework highlights the
fundamental importance of context in shaping the
curriculum, and consequently, the teaching-
learning process
Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5

The DepEd shall adhere to the following standards and principles in
developing the enhanced basic education curriculum:
(d) (d)… contextualized and global

DEPARTMENT OF EDUCATION
54| School Heads’ Development Program: FOUNDATIONAL COURSE |

Contextualization
Flexibility of the K to 12 curriculum allows for
curriculum enhancement in relation to the diverse
background of learners
Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5
The DepEd shall adhere to the following standards and principles in
developing the enhanced basic education curriculum:
h)… flexible enough to enable and allow schools to
localize, indigenize and enhance the same based on
their respective educational and social contexts. The
production and development of locally produced
teaching materials shall be encouraged and approval of
these materials shall devolve to the regional and
division educationDEPARTMENT
units. OF EDUCATION

Key Concepts
CONTEXTUALIZATION
LOCALIZATION
INDIGENIZATION

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.
The degree of contextualization may be
described and distinguished into the following:

• Localization
• Indigenization
Contextualization
K to 12 curriculum
particular area of
situation application
setting
meaningful relevant
useful 58

Key Concepts
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
information
learning
content
local
materials
6
DEPARTMENT OF EDUCATION 0
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
• Local stories are used in the language learning
areas
• Translating a story written in another
language to the language of one’s learners 6
1
for use in MTB-MLE
Key Concepts
described and distinguished into the following:
1.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
Key Concepts
2.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
EDUCATION
Indigenization
Curriculum
framework bio-geographical
Curriculum design
Learning historical
Standards
Teaching-learning
processes socio-cultural
Learning
resources DEPARTMENT OF EDUCATION
Examples of Localization and
Indigenization of the Curriculum
Curriculum design: NKCG

LOCALIZATION
• Use local information and materials while maintaining the
suggested structure, themes and activities in the NKCG
INDIGENIZATION
• enhancing the themes and activities of the NKCG by
modifying, reorganizing, or highlighting certain aspects in
relation to the community context(e.g., socio-economic
realities, cultural practices, local knowledges)
65 | School Heads’ Development Program: FOUNDATIONAL COURSE |

Curriculum design- Indigenization:

SPA curriculum cultural context of a division
SPA curriculum that highlights cultural artistic

expressions of the province

SPA curriculum that highlights cultural artistic
expressions of the province
Teaching learning Learning resources:

process: music, designs,
local practitioners of instruments,
cultural artistic devices, materials
expressions as related to the
learning facilitators cultural artistic
and the use of their expressions of the
teaching methods province

SSES, STE, RSHS marine and fisheries context
curriculum of a division/region
SSES, STE, RSHS curricula that highlight the local

knowledges and technologies related to the marine
and fisheries context of a division/region

Teaching learning
process:
local practitioners as
learning facilitators
Indigenised Learning
Learning space resources:
SSES, STE, and devices, tools,
RSHS environment: materials,
the actual equipment
curricula marine supplementary
environment readings needed
Classroom assessment:
marine or fisheries
context;

Policy Direction
LOCALIZE, INDIGENIZE, ENHANCE THE CURRICULUM
K to 12 CURRICULUM
Ilokano, Tagalog Cebuano, Waray

cultural context cultural context
IP community context
“… singular to a diverse curriculum …”
Policy Direction
LOCALIZE, INDIGENIZE, ENHANCE THE
CURRICULUM
K to 12 CURRICULUM
IP context, lowland IP context, upland

forest
“… singular to a diverse curriculum …”

Policy Direction
LOCALIZE, INDIGENIZE, ENHANCE THE CURRICULUM
K to 12 CURRICULUM
Multi-cultural Homogenous
context cultural context
ALIGNED BY STANDARDS

Competency:
visualizes, represents and identifies unit of fractions
with denominators of 10 and below (M2NS-IIId-72.2)
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

Competency:
Visualize the ratio of two given numbers (M5NS-IIh-22)
LOCALIZATION
• Use easily observable 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)
INDIGENIZATION
• community activities or 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)

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

Competency - Indigenization:
Teaching learning
process:
local practitioners as
learning facilitators
Learning space Learning

Identify star resources:
and
patterns environment: devices, tools,
stargazing at materials,
a particular equipment,
contextualised
time of the
readings needed
year
Classroom assessment:
includes information
about local star patterns

Curriculum Contextualization
Contextualized Curriculum
Learning Teaching Classroom

spaces and methodologies assessment
environment and strategies
Learning
resources

Contextualization
• Major curriculum thrust:

CONTEXTUALIZATION
• Localization and indigenization are
degrees or levels of doing
contextualization.
• As we move deeper into the
community’s context, we are moving
towards indigenization. 78

Contextualization
L
o
c
a
l
i
n
f
o
r
m
a
ti
o
n
,
LOCALIZATION
l
o
c
a
l
m
a
t
e
ri
a
ls
Bi
o
-
g
e
o
gr
a
p
h
y
Hi
st
INDIGENIZATION
o
ry
S
o
ci
o
-
c
ul
t
u
ra
l
di
m
e
n
si
o
n
79

Contextualization
• Major curriculum thrust: CONTEXTUALIZATION
• Localization and indigenization are degrees or levels
of doing contextualization.
• As we move deeper into the community’s context, we
are moving towards indigenization.
• When we localize, we do not necessarily indigenize.
• When we indigenize, we localize.
• The extent of contextualization in the actual
teaching-learning process depends on certain factors.
80
Contextualization
For all ethnic groups and socio-cultural contexts
in the country, not just indigenous communities
81

Contextualization
Curriculum enhancement in relation to
the diverse background and situations
of CURRICULUM
K to 12 learners
82

Contextualization
Weave together the national competencies and the
learner’s community realities and knowledges
leading to relevant and meaningful lessons
Competencies
National
Community
knowledges
83

Contextualization
From To
Teacher-centered Learner-centered
Content-based Outcomes-based
Knowledge consumers Knowledge producers
Primary goal of HS: Multiple exits (college,

tertiary education entrepreneurship, employment)

Expected Outcomes
Enhanced Basic Education Act of 2013
(RA 10533), Sec. 2
… every graduate:
• empowered individual (confident in one’s self
and one’s capabilities)
• learned the foundations of learning throughout
life (relates learning with day-to-day living)
• competence to engage in work and be productive
(can apply learning to immediate work
environment)

Expected Outcomes
Enhanced Basic Education Act of 2013
(RA 10533), Sec. 2
… every graduate:
• ability to coexist in fruitful harmony with local and global
communities (multi-culturally literate with cross-cultural
skills)
• capability to engage in autonomous, creative and critical
thinking (applies learning and innovation skills in the
proper context)
• capacity and willingness to transform others and one’s
self (applies life and leadership skills for the wellbeing of
the community and society at large)
Expected Outcomes
Enhances the quality of the curriculum and its

delivery:
– translate into better comprehension and
application of learning: increase in quality
indicators (summative assessment, NAT,
etc.)
– translate into learners wanting to access
DepEd services (formal or ALS): access and
efficiency indicators
87
Do you care
assessing your
learning?
1. RA 10533 or the “Enhanced Education Act
of 2013” which served as the legal basis for
the implementation of the K to 12 Curriculum
became effective as a law on?
A.May 15, 2013

B.May 18, 2013
C.June 8, 2013
D.June 15, 2013
2. The following are the curriculum
standards from which the curriculum
developers adhered to in crafting the K to
Curriculum, EXCEPT one
A.The curriculum shall be gender-sensitive.

B.The curriculum shall be culture-sensitive.
C.The curriculum shall be contextualized and
global.
D.The curriculum shall be relevant,
responsive, and research-based.
3. In visualizing the ratio of two given
numbers, Miss A in her Mathematics class
uses easily observable examples of ratio in
the community such as one tricycle: 3
wheels and• Use
one easily observable
single examples of 2 wheels.
motorcycle:
ratio in the community
Miss A is exhibiting what degree of
– One jeep, 4 wheels; one kariton,
contextualization?
2 wheels, one tricycle, 3 wheels
A. contextualization
B. demonstration
C. indigenization
D. localization
4.Which of the following is NOT an expected
outcome of contextualizing the curriculum?
A. content-based
B. knowledge-producer
C. learner-centered
D. multiple exits
5. 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.
I. Contextualization exclusively gives high regard to
indigenous people.
II. Contextualization allows the weaving together of
the national competencies and community
realities and knowledge so that learning is truly
relevant and meaningful for learners.
A. I supports the statement

B. II supports the statement
C. Both I and II supports the statement
D. Neither I nor II supports the statement
1. C
2. A
3. D
4. A
5. B

NQESH Domain 3 Strand 3.1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

NQESH Domain 3 Strand 3.1

Uploaded by

Copyright:

Available Formats

PPSSH- DOMAIN 3

QUEEN ANN M. NAVALLO, PhD, JD

In this domain, school heads are expected to provide

Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5

(d) (d)… contextualized and global

54| School Heads’ Development Program: FOUNDATIONAL COURSE |

55| School Heads’ Development Program: FOUNDATIONAL COURSE |

56| School Heads’ Development Program: FOUNDATIONAL COURSE |

58| School Heads’ Development Program: FOUNDATIONAL COURSE |

• Localization refers to the process of

59| School Heads’ Development Program: FOUNDATIONAL COURSE |

1.Localization refers to the process of

Curriculum design: NKCG

65 | School Heads’ Development Program: FOUNDATIONAL COURSE |

Curriculum design- Indigenization:

SPA curriculum that highlights cultural artistic

66 | School Heads’ Development Program: FOUNDATIONAL COURSE |

Teaching learning Learning resources:

67 | School Heads’ Development Program: FOUNDATIONAL COURSE |

SSES, STE, RSHS curricula that highlight the local

68 | School Heads’ Development Program: FOUNDATIONAL COURSE |

69 | School Heads’ Development Program: FOUNDATIONAL COURSE |

Ilokano, Tagalog Cebuano, Waray

IP context, lowland IP context, upland

“… singular to a diverse curriculum …”

71| School Heads’ Development Program: FOUNDATIONAL COURSE |

72| School Heads’ Development Program: FOUNDATIONAL COURSE |

73 | School Heads’ Development Program: FOUNDATIONAL COURSE |

74 | School Heads’ Development Program: FOUNDATIONAL COURSE |

75 | School Heads’ Development Program: FOUNDATIONAL COURSE |

Learning space Learning

76 | School Heads’ Development Program: FOUNDATIONAL COURSE |

Learning Teaching Classroom

77 | School Heads’ Development Program: FOUNDATIONAL COURSE |

• Major curriculum thrust:

78| School Heads’ Development Program: FOUNDATIONAL COURSE |

79| School Heads’ Development Program: FOUNDATIONAL COURSE |

81| School Heads’ Development Program: FOUNDATIONAL COURSE |

82| School Heads’ Development Program: FOUNDATIONAL COURSE |

83| School Heads’ Development Program: FOUNDATIONAL COURSE |

Knowledge consumers Knowledge producers

Primary goal of HS: Multiple exits (college,

84| School Heads’ Development Program: FOUNDATIONAL COURSE |

85| School Heads’ Development Program: FOUNDATIONAL COURSE |

Enhances the quality of the curriculum and its

A.May 15, 2013

A.The curriculum shall be gender-sensitive.

A. I supports the statement

You might also like