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Vdocuments - MX Contextualization and Localization
Vdocuments - MX Contextualization and Localization
and
Localization
Priming activity
• Tell whether the following
statements or situations
illustrate Localization or
Contextualization or both
1. Gamit ang mga halamang gamot sa
paaralan, kumuha ng pangunang lunas
para sa kamag aral na nahihilo.
2. Ano ba ang pakiramdam ng taong
nabu”bully”?
3. Anong laro na sikat sa ating lugar ang
sumusukat sa kalakasan ng ating mga
kalamnan sa binti at hita.?
4. Sa inyong pagkaunawa, ano anong mga
salik ang nagiging dahilan upang
maabuso ang gateway drugs tungo sa
adiksyon?
1. What are your bases in deciding
whether a statement is localized or
contextualized?
f
Art o ng
tioni
Ques
Suriin ang bawat aytem sa una at ikalawang kolum. Bilugan
kung ano ang pipiliin mo sa Option A at B. Isulat sa ikatlong
kolum ang iyong dahilan.
it y
Activ
K TO 12
m
ur r iculu
C
As one of the degrees of contextualization,
localization is defined as:
f
Art o ng
tioni
Ques
it y
Activ
Mother Tongue
c ul u m
Curri
Why do we need to localize and contextualize the
curriculum and the use of learning materials?
GEOGRAPHY
CULTURAL
DIVERSITY INDIVIDUAL
Localization and Contextualization
The curriculum is alive, it changes depending who
is implementing it, where and when it is
implemented.
In order for you to localize and contextualize the
curriculum, “you have to think of where you are so
that you can make the curriculum relevant to
you.” – Usec. Dina Ocampo
when we localize [the curriculum], we agree to it
HOW?
The REACT Strategy
Curricula and instruction based on contextual learning
strategies should be structured to encourage five essential
forms of learning:
Learning in the context of life
experience, or relating, is the kind of
contextual learning that typically occurs
with very young children. With adult
learners, however, providing this
meaningful context for learning becomes
more difficult. The curriculum that
attempts to place learning in the context
of life experiences must, first, call the
student’s attention to everyday sights,
events, and conditions. It must then
relate those everyday situations to new
information to be absorbed or a problem
to be solved.
.
Halimbawa
Experiencing—learning in the
context of exploration, discovery, and
invention—is the heart of contextual
learning. However motivated or tuned-in
students may become as a result of
other instructional strategies such as
video, narrative, or text-based activities,
these remain relatively passive forms of
learning. And learning appears to "take"
far more quickly when students are able
to manipulate equipment and materials
and to do other forms of active
research.
HALIMBAWA:
Applying concepts and
information in a useful context
often projects students into an
imagined future (a possible
career) or into an unfamiliar
location (a workplace). This
happens most commonly through
text, video, labs, and activities,
and these contextual learning
experiences are often followed up
with firsthand experiences such
as plant tours, mentoring
arrangements, and internships.
HALIMBAWA:
Cooperating—learning in the
context of sharing, responding, and
communicating with other learners—is a
primary instructional strategy in contextual
teaching. The experience of cooperating
not only helps the majority of students learn
the material, it also is consistent with the
real-world focus of contextual teaching.
HALIMBAWA:
Learning in the context of
existing knowledge, or
transferring, uses and builds
upon what the student has
already learned. Such an
approach is similar to relating,
Students develop confidence in
their problem-solving abilities if
we make a point of building new
learning experiences on what
they already know.
HALIMBAWA:
• Localization and
contextualization can be
done in all subject areas
• Localization maximizes
materials that are locally
available
• To contextualize, teachers use
authentic materials, activities,
interests, issues, and needs from
learners’ lives