PRINCIPLES OF

LOCALIZATION

CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND

DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
• STORY
• This is a story about 4 men name: EVERYBODY,
SOMEBODY, ANYBODY and NOBODY. There was
an important job to be done and EVERYBODY
was expected to do it, EVERYBODY was sure that
SOMEBODY would do it. ANYBODY could have
done it but NOBODY did it. SOMEBODY got
angry about that, which was EVERYBODY’S job.
EVERYBODY thought that ANYBODY could do it,
and NOBODY realized that EVERYBODY wouldn’t
do it. It ended up EVERYBODY blamed
SOMEBODY, when actually NOBODY did what
ANYBODY could have done.
CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND
DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
• Objectives:
• 1. Manifest understanding of the
pedagogical principles and the processes
for the localization of curriculum.

• 2. Express appreciation of the

significance of curriculum localization in
more meaningful teaching-learning
processes.
 What comes to your mind
when you see or hear the
word
curriculum?
CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND
DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
• The curriculum of a school is the
formal and informal content and
process by which learners gain
knowledge and understanding,
develop skills, and alter attitudes,
appreciations, and values under the
auspices of that school (Doll, 1996,
p.15)
• Instruction- creation and
implementation of purposefully
developed plan for the teaching of
curriculum content
CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND
DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
 CURRICULUM
Learning
Learning
Process
Content Learning
• Instruction
• What (Subject Outcomes
Matter) is to be
taught
• Knowledge • The Planned
• Understanding Learning
• Formal and Experiences and
• Values
informal Activities
• Dispositions
Content
• Skills • Assessment
• Content of
and
Instructional
Evaluation
Materials
Processes
 What about the term
curriculum localization?

CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND

DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
• Curriculum Localization – refers to the process
of relating learning content specified in the
curriculum to local information and materials
in the learners community.

• 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.
Elements that can be considered for
curriculum localization
CONTEXT

Local Content
Indigenous Learning process
( Culture ,
(How people learn)
Beliefs systems,
Institutions)
Local /
Indigenous
Learning
Systems
Local Resources
Local Language ( Human and Material
( oral and written tradition) resources available in the
community)
Why Curriculum
Localization?

• The Philippines is
basically a culturally
diverse society.

CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND

DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
• The Philippines is home to
more than one hundred
ethno- linguistic groups, each
with distinctive way of life,
beliefs, customs, and
traditions.
• Basic Education needs to be culturally
responsive to the diversities while at
the same time meeting the standards
set by the national curriculum.
CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND
DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
Value of the Local Learning System
Understanding of the local
learning system and how it can
be tapped to make learning of
the national curriculum more
successful will :
• promote increased learning
• develop in the learners an
appreciation and pride of
his/her communities’ culture
and identity
CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND
DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
Value of the Local Learning System

• develop in the learners

serious commitment to
help develop their own
communities as a result
of their strong
identification with the
community

CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND

DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
• Curriculum localization and indigenization
needs a socio-cultural description of one’s
own community where the schools are
located.

• An inventory of local community assets, needs

and resources is the first step to curriculum
localization and indigenization.

• Community development can be enhanced

through a culturally responsive curriculum.
Principles of Localization
Pedagogy
Some Pedagogical principles in the localization of the
curriculum that must be considered by curriculum
planners are:
Teachers should have a thorough
understanding of the culture of the community
Teachers should be committed to empowering
students and correcting social inequities
Teaching process should emphasize skills and
practical applications of knowledge
People in the community learn by watching,
listening and doing
CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND
DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
 Principles of Localization
(Reference: Stephens, 2010)

Traditional Inquiry Compatible Strategies

Teaching Teaching
•Elders, family, •teacher as •community involvement,
community facilitator of cooperative groups, peer
and learning; tutoring; multiple teachers
peers teach science as a as
social facilitators of learning
endeavour

CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND

DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
Principles of Localization

Traditional Inquiry Compatible Strategies

Teaching Teaching
•learning •investigate •investigate fundamental
connected to fundamental science
life, science questions related to life,
seasons, and questions of seasons and environment;
environment interest to investigate questions from
students multiple perspectives and
disciplines

CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND

DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
Principles of Localization

Traditional Inquiry Teaching Compatible

Teaching Strategies
•learn by •active and •learn by active and
watching, extended inquiry extended
listening and over inquiry; use multiple
doing; Elder time; use of print sources of
is expert and electronic expert knowledge
sources to help including
interpret or cultural experts
revise explanation

CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND

DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
Principles of Localization

Traditional Inquiry Compatible

Teaching Teaching Strategies
•emphasize •focus on student •integrate skill
skills and understanding development,
practical and use of understanding and
application scientific application
of knowledge, of knowledge
knowledge ideas and inquiry
skills

CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND

DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
Principles of Localization

Traditional Inquiry Compatible

Teaching Teaching Strategies
•knowledge •classroom •diverse
shared communication representations and
through and communication of
modelling, debate of student ideas
story telling understandings and work to classmates
and and
innovation community

CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND

DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
 Reflective teaching is a cyclical
process, because once you
start to implement changes, then
the reflective and evaluative
cycle begins again.
Try to REFLECT on this……
In the CLASSROOM :
What are you doing?
Why are you doing it?
How effective is it?
How are the students responding?
How can you do it better?
* As a result of your reflection you
may decide to do something in a
different way, or you may just
decide that what you are doing is
the best way.
And that is HOW you grow
professionally…

but
Don’t forget that……..
“If we teach today’s students as we
taught yesterdays’, we rob them
of tomorrow.”
Session 3

CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND

DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
Session 3

CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND

DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
1. Identify the specific steps and
processes for the localization of
curriculum.

CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND

DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
CAPABILITY-BUILDING PROGRAM ON CURRICULUM LOCALIZATION AND
DEVELOPMENT OF REGIONAL CURRICULUM LOCALIZATION MATRIX
(RCLM)
 CONTEXTUALIZATION
• --- refers to the educational process of relating
the curriculum to a particular setting,
situation or area of application to make the
competence relevant, meaningful and useful
to all learners.
• Degree of Contextualization:
LOCALIZATION - process of relating learning
content specified in the curriculum to local
information and materials in the learner’s
community.
• INDIGENIZATION --- process of enhancing the
curriculum competencies, education resources and
teaching-learning process in relation to the bio
geographical, historical and socio-cultural context of
the learner’s community.
----- it also involves the
enhancement of the curriculum design and learning
standards and principles adhered to in the national
curriculum.
• Examples of localization:
* translating story in the TG to local language
(Si Pagong at si Matsing ) or any story in the
local language of the learners’ community.
LOCAL FACTS
*use of local plants when discussing about
plants and local animals when discussing animals
*use of persons in the community and other
local products
---local practices for technologies (bag making)
LOCAL RESOURCES AS MATERIALS FOR
INSTRUCTIONAL AIDS
---local plant dye for paint
---parts of local plants as leaves, bark, fiber
---soil, dry leaves, twigs or tree bark for art
objects
Indigenization
• Indigenization through enhancement of the
learning competencies Ded Ed Order No.32
S.2015.pdf
• Enhancing the learning competencies
Content Content Standards Performance Learning
Standards Competency
WEATHER

Components of .Learners The learners 1.Use weather

weather demonstrate Should be able to instruments to
understanding of practice measure
components of precautionary different
weather using measures in weather
simple planning activities components
instruments 2. Record in a
chart the
weather
conditions
***********
Content Content Standards Performance Learning Competency
Standards
Additional competencies for
a fishing community
1. describe the key
components of weather
observed by fisher folks.
2. Identify what the weather
indicators are for a night
good for fishing and the
indicators that warn
against going out to sea.
 4.Localizing Pedagogical
Approaches/Strategies
5.Identifying
3.Localizing the The Use of Local
Content
Resources/Materials

Collaboration of:
2.Reviewing •Administrators 6.Localizing
Learning Standards •Teachers Assessment Strategies
•Students
•Community

7.Integrating local
1.Assessing Curriculum elements in
Local Needs
the learning standards

Curriculum
Localization
Process
 Learning Standards Localization Goals

Local Content. Process, Resources and

Language for Integration

Nature of the Learner

(K-12)

•Levels of Change Curriculum

•Conceptual (Concepts) Element Subject

Content ------------ Concepts, Topics, Goals, Learning Outcomes,
•Attitudinal (Values) Materials, Resources
Pedagogy ------------- Teaching strategies/learning activities
•Behavioral (Skills)
Assessment ---------- Traditional and non-traditional,
performance-based assessment

A Model for Curriculum Localization in the Classroom

Model Inspired by Kitano (1997, p.21) and modified by Reyes (2011, p. 165)
Steps in Localizing Curriculum
at the Classroom Level

1. Identify localization goals and correlate

with learning standards.

2. Identify local content , resources,

processes, and language diversities for
integration in specific subject considering
the nature of learner (K-12).
Steps in Localizing Curriculum
at the Classroom Level
3. Identify the desired level of change or
perspective that teachers would like
students to attain.

4. Integrate the local content in the content of

the subject matter or in the use of
instructional materials.

5. Use varied instructional activities and varied

approaches to assess students’ learning.
THE 10 THEMES OF DCCM

DCCM I. Festivals and Dances

DCCM II. Local Heroes and Historical Events
DCCM III. Enduring Values and Beliefs
DCCM IV. Indigenous Materials
DCCM V. Role Models
DCCM VI. Musical Pieces, Songs and Instruments
DCCM VII. Folktales & Anthology
DCCM VIII. Food & Local Products
DCCM IX. Topography, Flora & Fauna
DCCM X. Tourism & Industry