Contextualization of the

MT4T e-Citizenship Learning Packets

Part 1 of 2 : The Whys of Contextualization for ALS Learners

LAC RESOURCE PACKAGE FOR ALS TEACHERS

ON MT4T AND DIGITAL CITIZENSHIP RESOURCES
CHECK-IN
In one word, describe
how you are feeling
today.
😃😌🥺🥳
✅ Objectives of the LAC Session
Part 1
 Identify the reasons/bases for contextualization of the MT4T
e-Citizenship learning packets
 Examine the reason(s) behind the contextualization of specific parts of DLL/WLL

Part 2
 Explain varied ways how contextualization of the MT4T e-Citizenship packets can be
effectively done to support ALS learners
 Apply the contextualization concepts and approaches in the design of the MT4T e-
Citizenship learning packets
Please answer the
pre-program competency
assessment form
Online version available at
[insert link]
ACTIVITIE
S
Exhaust Game
 The group has a minute to think of words related to the term e-
Citizenship or digital citizenship/literacy.
 Take turns (Round Robin style) in sharing your idea about the
term, one word at a time until all possible words have been
given or exhausted.
 Responses cannot be repeated so it is important to listen to each
other well.
Think Tank

 As an ALS teacher, why should we contextualize

MT4T e-Citizenship lessons for different ages/
gender/set-ups/scenarios/indigenous/special
groups?
Let’s Analyze!
Let’s Analyze!

 Why do we need to contextualize lessons or materials

for our ALS learners?
 What are our common reasons for contextualization?
CONTEXTUALIZATIO
N
Game: What’s that Word?
 Work in pairs to find out what is the word we are
looking for.
 Choose from given options.

 Write your response (letter) on a slip of paper to be

shown later.
What’s that Word?

 It is 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.
What’s that Word?

 A. setting-related
 B. contextualization
 C. conceptualization
 D. competency-based
What’s that Word?

 …..When we plan our lesson/s and consider the

context of the community where the learner lives
What’s that Word?
When we plan our lesson and consider the context of
the community where the learner lives
 A. local culture
 B. localization
 C. indigenization
 D. community-based
What’s that Word?
When we plan our lesson and consider the context of
the community where the learner lives
 A. local culture
 B. localization
 C. indigenization
 D. community-based
Levels of Contextualization
Examples
 Localization
• Use local materials both as the subject and object
of instruction. Local culture an integral part of the
Localization of the
lesson.
curriculum is undertaken
• To teach the basic concepts of sustainable
when there is economic development, ask students to document
consideration of the or make a photo/video journal of the livelihood
context of the activities in their sitio/barangay. Then, they can
recommend a project or prepare a concept paper to
community where the generate a sustainable livelihood program to create
learner lives. more jobs for the people in their community.
What’s that Word?
When there is the continuous involvement and
engagement of community or indigenous people’s
elders, leaders or culture bearers in the validation of
the contextualization of the curriculum and learning
resources
What’s that Word?
 A. local culture
 B. localization
 C. indigenization
 D. community-validated
 andlocalization are conducted.
Levels of Contextualization
 Indigenization Example

.
Local beliefs, norms, values, traditions,
There is the continuous folklore, current events & existing
involvement and engagement of technologies are documented and used to
ded arecontextualized and localized.
community or indigenous people’s develop a meaningful lesson for ALS
learners.
elders, leaders or culture bearers in
the validation of the Relating concepts in algebra with
contextualization of the curriculum traditional weaving, music and kinship
patterns and other local practices that
and learning resources. inherently exercise mathematical thinking
Legal Bases for Contextualization

 Republic Act 10533 Section 5D; Implementing Rules and

Regulations Section 10.2

 DepEd Order No. 21 s. 2019

 DepEd Order No. 32 s. 2015

 Legal Bases for Contextualization

RA 10533
Enhanced Basic Education Act of 2013
Section 10.2
Standards & Principles: Curriculum

26
 Sec 10.2: The curriculum shall be:

Learner-centered, inclusive, & developmental

Relevant, responsive, and research-based
Gender & culture-sensitive
Contextualized & global

27
 Sec 10.2 : The curriculum shall...
F … “adhere to the principles of MTB-MLE, which
starts from where the learners are & from what they
already know proceeding from the known to the
unknown……”

H … “flexible enough to enable & allow schools to

localize, indigenize, and enhance…..based on their
respective educational & social contexts.”
28
SOURCE: contextualization-in-the-philippines-35-638.jpg (638×479) (slidesharecdn.com)
SHORT BREAK:
RELIEF EXERCISE
 Cabbage Wrap Game
 Sit in a circle and pass the cabbage around the group
while music is playing.
 When the music stops, the one holding the paper cabbage
will unwrap and read what is written on the first strip of
paper.
 S/he may share her/his insights about what was read.
Theoretical Bases for Contextualization
 Constructivism
Refers to the belief that
learners actively construct
their own understanding of
new knowledge that is
anchored on their background
experience and prior
knowledge.
Example
 Asking first what learners know/prior
knowledge using K-W-L chart.
 In drawing up an Individual Learning
Agreement with a student to decide
what competencies to focus on, the
ALS teacher relies on what
knowledge or skills the student
already possess as reported in official
forms called Recognition of Prior
Learning
 Theoretical Bases for Contextualization
 Socio-cultural Theory
This view believes that learning
and development occurs through
the interaction within the cultural
context of every learner; thus,
this is key to facilitating their
understanding of new concepts
and knowledge.
Example
 Draw concepts or new ideas based
on learners’ knowledge from their
community’s socio-cultural
practices such as discussing
“pintakasi/dagyaw” in Samar or
bayanihan spirit before learning
the culture, society and politics in
other regions or other countries.
 Theoretical Bases for Contextualization
Example
 Motivation Theory • Using the means of livelihood in their
barangay/municipality; engage the learners
by asking who among them are working; the
Learners are drawn to engage occupation of their parents; or their dream
in activities that are jobs, if they are not yet working.
interesting, meaningful, useful, • You may anchor a lesson on examples of
sustainable agriculture that takes into
and relevant to their lives. consideration the current livelihood of the
people and align this with their farming
community needs and what the people can do
as a shared vision.
 Theoretical Bases for Contextualization
 Experiential Learning Model
This view believes that learning
by doing is one of the more
effective ways to introduce new
concepts, ideas, and information
regardless of age.
Examples
Engage students in a simulation, game or role-
playing activity appropriate to a given lesson before
introducing a new topic/concept. After the activity,
facilitate the processing of the learning experience in
terms of what was learned, what was not understood,
why they need to learn this, and what else do they
need to know.
Field work allows exploration and application of
content learned in class to a specified field
experience away from the classroom. This can range
from neighborhoods and schools to anthropological
dig sites and laboratory settings.
Features of Experiential Learning
Luckner & Nadler, 1997

• Learner is a participant ; NOT an observer in

learning
• Careful choice of experiences are supported by
reflection, critical analysis, and synthesis
• Learning must have present as well as future
relevance for learners
Why We Should Contextualize MT4T e-Citizenship Lessons for ALS Learners
K N
What we Know What is New
Responses of Participants Legal:
in earlier activity

Theoretical:
Let’s Review!
• In what ways are the legal  What would be the
and theoretical bases for outcome when we
contextualization related to contextualize the lessons
each other?
for ALS learners?
• What do you notice?
APPLICATION
Paired Work: Examination of a DLL/WLL

Using your DLL/WLL for the past week,

examine:
• In which parts of the lesson was
contextualization done
• Why contextualization was done in these
sections of the lesson.
Remember : To Do

Keep track of how you

contextualize your ALS lessons in
the following weeks.
Note these down.
 REFLECTION
• What are my key insights in this session? 
• Why is this important for me as an ALS teacher?
 Join the FB Group for ALS
implementers at (insert link)!

 Access MT4T and its e-

Citizenship resources at
https://www.seameo-innotec
h.org/mt4t