TIME

10:00- Registration
10:15am
10:15-10:30 Opening Program
PROGRAM
FLOW 10:30-11:15 LAC Session Proper

11:16-11:45 Open Forum &

Sharing of Insights

11:46 – 11:55 Closing Remarks

 Committees
Opening & Closing Remarks Mrs. Ma. Gilda B. Magdangal
Program / Prayer & Nationalistic Ms. Camille O. Par
Song
Documentation & Minutes Mrs. Sarah Jane V. Bachiller
Open Forum & Synthesis Mrs. Marilou B. Patungan
Certificates & Facilitator Mrs. Judith Avergonzado-Artana
Speaker Mr. Winston E. Ebagat

COMMITTEES
 CONTEXTUALIZATION
1st LAC Session of
AP Department for
& LOCALIZATION OF
SY 2021-2022 LEARNING RESOURCE
MATERIALS
 GENERAL OBJECTIVE

To capacitate teachers in crafting and

designing a contextualized and localized
learning resource materials.
 SPECIFIC OBJECTIVES

At the end of the LAC session, the teachers are expected to:

• Define the concepts and meanings of contextualization and localization;

• Recognize the significance of contextualizing and localizing learning resource materials
responsive to the needs of the learners;
• Distinguish learning contextualization and material localization;
• Justify the need to create and design contextualized and localized learning resource materials
• Create contextualized and localized learning resource materials.
 Priming activity
• Tell whether the following
statements or situations
illustrate Localization or
Contextualization or both
1. Gamit ang mga lokal na produkto ng
inyong komunidad, gumawa ng
advertisement kung paano ito
maitatampok o maipapakilala.
2. Ano ba ang pakiramdam kapag brownout
o kapag nawalan ng suplay ng tubig?
3. Bumuo ng isang mini-business plan
gamit ang natutunan sa TLE para sa
binabalak na negosyo ng grupo.
4. Magsagawa ng “price survey” ng mga
sangkap sa pagluluto ng pinangat.
5. Matapos ninyong matutunan ang
aralin tungkol sa produksyon, ang
bawat pangkat ay inaasahang
magsadula ng “economic activity” sa
inyong lugar.
1. What are your bases in deciding
whether a statement is localized
or contextualized?

2. What is your impression

about localization and
contextualization?
Localization and Contextualization
LEGAL BASES

Article XIV, Section 14 of the 1987

Philippine Constitution which states
that “The State shall foster the
preservation, enrichment, and dynamic
evolution of a Filipino national
culture based on the principle of unity in
diversity in a climate of free artistic and
intellectual expression” 
 Article XIV, Section 5. (1),which
states that “The State shall take
into account regional and sectoral
needs and conditions and shall
encourage local planning in the
development of educational
policies and programs.”
Localization and Contextualization
LEGAL
BASIS
RA 10533
Enhanced Basic
Education Act of 2013
Sec. 10.2 (d) and (h) – Implementing Rules and
Regulations for RA 10533

“The curriculum shall be CONTEXTUALIZED

and global;”

“The curriculum shall be flexible enough to

enable and allow schools to LOCALIZE,
INDIGENIZE, and enhance [the curriculum]
based on their respective educational and
social contexts.”
Features of K to 12 Program
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 the learners.
* Examples of Contextualization

Nailalapat ang kahulugan ng Ekonomiks

sa pang-araw araw na pamumuhay ?

et ency
comp
* Examples of Contextualization

Kung Ikaw ay bibigyan ng

pagkakataon na pumilii ng
sistemang pang-ekonomiya na
paiiralin sa ating bansa , anong
sistema ang iyong pipiliin ? Bakit?

g
e st i onin
f Qu
Art o
* Examples of Contextualization

it y
Activ
* Example of Contextualization

K TO 12

m
iculu
Curr
Localization

As one of the degrees of contextualization,

localization is defined as:

the process of relating learning content

specified in the curriculum to local information
and materials from the learner’s community
Localization of content is about how the course material
is adapted in order to fit local culture, language and
religious beliefs (Andersson, 2008).
* Examples of Localization

Nasusuri ang iba’t ibang estruktura ng

pamilihan sa iyong komunidad na
tumutugon sa pangangailangan ng
maraming tao

et ency
comp
* Examples of Localization

1. Kung ikaw ay Mayor, ano ang iyong higit na

bibigyan ng bigat sa paggawa ng desisyon,
ang benepisyo mula sa industriyalisasyon o
ang epekto nito sa kapaligiran at sa mga
mamamayan? Pangatwiranan

g
e st i onin
f Qu
Art o
* Examples of Localization

Mother Tongue

iculum
Curr
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

This means that different areas in the country will

also use different materials, they will use different
instruments so that they can deliver the standards
of the curriculum.
Localization and
Contextualization

HOW?
The REACT Strategy
Curricula and instruction based on contextual learning
strategies should be structured to encourage five essential
forms of learning: 

EXPERIENCING
 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

• Should create rooms for students to

pose problems and issues and develop
strategies together for addressing them
 WHY DO WE NEED TO
CONTEXTUALIZE/LOCALIZE?

What does the experts say?

 WHY DO WE NEED TO
CONTEXTUALIZE/LOCALIZE?

Contextualization of a
Localizing learning
course's content and
materials often benefits
concepts can improve
the students because it is
student motivation,
anchored to their needs
learning, and
(Andersson, 2008).
persistence.
 “EFFECTS OF CONTEXTUALIZATION”
KRAUSE, WATERS & STUART (2016)

1.) It has been shown that instruction with contextualized content can activate learners'
prior knowledge and promote more effective problem solving;
2.) Contextualization of content in interactive classroom engagement activities that
motivates students with a concept's relevance can improve learning.
3.) Contextualization of content helps students reflect on their learning to bridge ideas
from a familiar concrete context of an abstract concept so they can recognize their own
personal relationship to these concepts.
 OTHER FINDINGS

According to Mouraz and Leite (2013), contextualization is a prerequisite in addressing

the content and organization of activities to be undertaken in the classroom. Students'
engagement in their schoolwork increases significantly when they are taught, why they
are learning the concepts and how those concepts can be used in real-world contexts.

According to Ozele, cultural contextualize education motivates students to know more

about their cultural heritage in order to appreciate and understand other cultural
heritage.
 SIMPLIFIED LEARNING
ACTIVITY SHEETS (SLAS)

Part II of LAC Session

CVIF-DLP
Learning Activity Sheet
- Ito ay isang kagamitang pampagtuturo na nakabatay sa
K-12 curriculum ng Kagawaran ng Edukasyon.
- Hinihikayat ang sariling pagkatuto sa mga mag-aaral at
napatunayang epektibo sa pagpapabuti ng akademikong
pagganap ng mga mag-aaral.
 CVIF-DLP
Learning Activity Sheet
Inihanda para sa sariling pagkatuto na naglalaman ng
pangunahing idea na matutunan ng mag-aaral.

Isinusulat muli upang mapahusay ang pagpapanatili ng

kaalaman tungkol sa paksa.

Binuo para sa mga mag-aaral upang basahin at

magawa ang gawain mag-isa.
 CVIF-DLP
Learning Activity Sheet

Dapat ay malinaw at nauunawaan ng mag-aaral.

Kailangan masagutan ng mga ng mga mag-aaral ng

walang paunang pagtalakay ng paksa.
 LAS
Learning
Activity
Sheet
 LAS
- Ito ay pangunahing
kasangkapan sa pagtuturo at

pagkatuto ng mga mag-aaral

LAS
 Isang pahina na naglalaman ng isang
konsepto.
 Hindi nangangailangan ng panimulang
panayam
 Kinokopya ang kabuoan gamit ang
kamay
 May 2-3 tanong sa pagsasanay
 Lingguhang ipinapasa sa bawat guro.
 Nilalaman ng LAS:
 Dapat nakapaloob ang pangunahing
idea sa pagkatuto.
 Kailangan mayroong 1 o 2 na pokus sa
pagkatuto.
o Simple, malinaw, tiyak,
mapahahalagahan at makakamit
o Ayon sa pananaw ng mag mag-
aaral
o Nakabatay sa MELCs
 Sanggunian ay dapat mabanggit.
BAHAGI NG
LAS
1. BASIC INFORMATION
2. CONCEPT NOTES / DIGEST
3. ACTIVITY
 Pormat ng LAS
 Isang pahina na naglalaman ng
pangunahing konsepto.
 Layout ng papel
• 8.5” x 13”
• Size 14
• 1.5” o 2” line spacing
• Arial
 Konsepto, mga tanong at gawain ay
matugunan ang pokus sa pagkatuto.
Paano kung sa isang MELC
ay may dalawa o higit pang
pokus?
“SUB-TASK”
 Target na Kasanayan
1 – LAS
Natutukoy ang mga dahilan sa pagsisimula ng
Unang Digmaang Pandaigdig.

2 – LAS
Nailalarawan ang mga bunga sa pagtatapos ng
Unang Digmaang Pandaigdig.
Part 1: Pamagat ng Gawain,
MELC at Sanggunian

Part 2: Nilalaman
(Simplified)

Part 3: Gawain (Learning

Tasks for the Week)
Make sure that the
necessary
facts/information needed
to answer the learning
task is articulated in this
part.
 REFERENCES

Andresson, A., (2008). “Seven Major Challenges for E-Learning in Developing Countries Case Study eBIT, Sri
Lanka”, International Journal of Education and Development using ICT, Vol. 4, No. 3
Garin, R., Reyes, R., Domantay, G. F., & Rosals, J., (2017). Contextualized and Localized Teaching as a Technique
in Teaching Basic Statistics. Asia Pacific Journal of Education, Arts and Sciences, Vol. 4 No. 1, pp. 62-7
Krause, S. J., Waters, C., & Stuart, W. J., (2016). Effect of Contextualization of Content and Concepts on Students’
Course Relevance and Value in Introductory Materials Classes
Mouraz, A., & Leite, C. (2013). Putting knowledge in context: Curriculum contextualization in history classes.
Transformative Dialogues: Teaching & Learning Journal, 6(3), 1-11.
RA 10533 Enhanced Basic Education Act of 2013
Remedial/Enrichment
Activity is already
stated in the DLL.
The IPETA is also
articulated in the
DLL.
TOPIC FOR NEXT LAC: GIVING
TIMELY FEEDBACK

Who would like to volunteer as

Resource Speaker?