Contextualization Thematic Teaching

THEMATIC TEACHING:
PERSPECTIVES ON CULTURE AND

Using Indigenous Knowledge
IMPLICATIONS FOR
Systems and Practices (IKSPs)
EDUCATION
Indigenous Peoples Education Office (IPsEO)
Indigenous Peoples Education Office
LET’S DEFINE CONTEXTUALIZATION?
DEPARTMENT OF EDUCATION 2
CONTEXTUALIZATION
• Process of matching the curriculum
content and instructional strategies
relevant to learners.
• Involves making learning meaningful to
students by connecting to the real world.
• Reality-based, outside of the classroom
experience but within the specific
context.
Thematic Teaching
underlying concept that topic of interest that

allows for structure and provides the core for
organization of specific group activities
content across disciplines
Theme
helps learners see provides relevance for the
meaningful connections learners by drawing
across disciplines or together concepts
learning areas
Thematic Teaching
• lessons could be studied thematically
• these themes could be developed also in

Reading, Language, Music, Physical
Education and Art
Thematic Teaching
• same topic is used to develop the teaching

plan for each of the different subjects
Model in Presenting Themes
Integrated
Multidisciplinary
Themes
Take note
Integrative and contextualized
(one of the distinctive features and guiding principles in
K to 12)
Model in Presenting Themes
• modification of the
unidisciplinary teaching which
addresses a single discipline
Integrated
Multidisciplinary • attempts to combine two or
Themes more disciplines into one
single approach
• draws related topics from

multiple disciplines
Models in Presenting Themes
Integrated Multidisciplinary Themes
Sample Ethnic
Communities
in CAR
Topography (Anthropology)
of CAR Governance of
(Geography as core) CAR
(Political Science)
Livelihood of the
People in CAR
(Economics)
Models in Presenting Themes
Integrated Multidisciplinary Themes
• tool used to link the learning experience of

student in many ways to engage them fully in
the learning process (Kellough, 2008)
• MAKABAYAN is interdisciplinary and its

teaching team includes those teaching Social
Studies, Values Education, Technology and
Livelihood Education, Music Art, Physical
Education and Health
K TO 12 AND IP EDUCATION
K to 12 and IP Education
“The heart of the K to 12 reform is about one’s

culture, one’s sense of self.” (Sec. Luistro, 2013)
“K to 12 takes culture as the bedrock of

education.” (Sec. Luistro, 2013)
K to 12 curriculum is culture-responsive.
implementation of IPEd Program is seen in

convergence with K to 12
K to 12 and IP Education
In the thematic planning,

one “major understanding”
of the theme
is to
create a mind map
or curriculum web.
CURRICULUM WEB
Curriculum Web
• a diagram where the teacher can be guided
to find out where particular IKSP can be
taught in other subject areas
• the IKSP is found at the center and make a

web to find out where that particular IKSP
can also be taught
• in specifying the subject area, identify the

competency where you can have the entry
points
Curriculum Web
Sample GRADE III
ENGLISH 2ND QUARTER
• Form and use the FILIPINO
past tense of • Nailalarawan ang
frequently elemento ng
occurring irregular kuwento
verbs LEBEK (F3PB-11b-e-4)
(En 3G-11d-f32) (Sugarcane
milling)
Besao, Mt. MATH
Province • Multiplies mentally
SCIENCE 2 digit by 1 digit
• Describe the numbers without
different parts of regrouping with
different plants. products up to
(S3LT-11e-f-8) 100.
(M3Ns-11e-42.2)
Curriculum Web
• a community activity in
Besao, Mt. Province which
serves as the integrating
theme across the four
LEBEK subjects
(Sugarcane
milling) • in Kindergarten, the
curriculum is presented by
themes.
CURRICULUM BRIEFS
Curriculum Briefs
Step A. Identify and list community practices,
beliefs and knowledge
• requires understanding of community

knowledge, beliefs and practices
• one may ask which community activities or

practices and beliefs are embedded in the
community
Curriculum Briefs
Example
Popular Community
Practices/Beliefs/Concepts
1. Planting and harvesting (rituals and
beliefs involved)
2. Community leadership/Government and
Judicial System
3. Pakikipagkapwa
Curriculum Briiefs
Other IP cultural-historical elements, not
necessarily IKSPs, may be derived from the
following:
• Personal knowledge or experience
• Family practices, customs, and traditions
• Participation in community activities
• Documentation of historical accounts related
orally by community elders during festivals and
other celebrations
• Written materials from other sources/institutions
Curriculum Briefs
B. Identify the target competency/ies
• go over the learning competencies in a given

subject area in the K to 12 competencies
• with the validated IKSPs and other IP/ICC

cultural historical elements, look for entry points
in the given competency of the national
curriculum
Examples
Learning Objective/ General Theme/

Competencies IKSP
1. Identify Ipatudan (justice
statements/events that system)
show cause-effect - Banishment from the
relationship community for a period
of time due to a
violation.
Examples
Learning Objective/ General Theme/

Competencies IKSP
2. Investigate change in Ecological balance
energy – mechanical
to sound Use of kidang in
protecting crops from
birds.
Curriculum Briefs
C. Select parts of the lesson plan where
IKSP can be integrated
• Potential points of integration are the

teaching learning strategies, developmental
activities and evaluation measures.
Curriculum Briefs
D. Come up with a curriculum brief
The curriculum brief is a guide for the teacher to

know where to Integrate the IKSPs. It is not a
lesson plan
Curriculum Briefs
Example
Learning General Potential Points Integration
Objective/ Theme/I
Competenci KSPs Teaching- Development Evaluation
es Learning al Activities Measures
Strategies
1. Identifying Ipatudan -Role Play -Motivation Paper and Pencil

statements (Justice -Retelling real -Presentation Test
, events System) stories (by an -Development
elder) of the lesson
-Interview of
Elders
2. Investigate Use of -Trip to the -Presentation Homework or

Change in kidang in rice fields -Development assignment activity
energy – protecting where the of the lesson Other IKSP that
mechanical crops from kidang is in -Synthesis illustrate the
to sound birds use. concept of change
-Simulation from mechanical to
activities sound
DEPARTMENT OF EDUCATION
Curriculum Briefs
E. Write the Lesson Plan
• usual steps in writing lesson plan
• refer to the curriculum brief as guide
• the list of usable IKSPs and the process in their
integration are valuable inputs in the writing and
implementation of lesson plans
• refer also to the curriculum web to know what
subject areas can the particular IKSP be taught
Indigenous Peoples Education Office (IPsEO)
September 2015
Indigenous Peoples Education Office

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THEMATIC TEACHING:

PERSPECTIVES ON CULTURE AND

underlying concept that topic of interest that

• these themes could be developed also in

• same topic is used to develop the teaching

• draws related topics from

• tool used to link the learning experience of

• MAKABAYAN is interdisciplinary and its

“The heart of the K to 12 reform is about one’s

“K to 12 takes culture as the bedrock of

implementation of IPEd Program is seen in

In the thematic planning,

• the IKSP is found at the center and make a

• in specifying the subject area, identify the

• requires understanding of community

• one may ask which community activities or

• go over the learning competencies in a given

• with the validated IKSPs and other IP/ICC

Learning Objective/ General Theme/

Learning Objective/ General Theme/

• Potential points of integration are the

The curriculum brief is a guide for the teacher to

1. Identifying Ipatudan -Role Play -Motivation Paper and Pencil

2. Investigate Use of -Trip to the -Presentation Homework or

Indigenous Peoples Education Office

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