DLHM & DCCM

RE-ORIENTATION
Division Local Heritage Matrix & Division Contextualized
Curriculum Matrix
Looking back…
Cultural Mapping
• Mapping who or what you are, be it a tribe,
organization, community, group, school,
association, business or an individual - to find
your unique assets or strengths.
• It is a systematic process.
- Purpose
- Plan
- Criteria
Criteria:
• Information is region/division-wide /district
owned
• Anchored on region’s/division’s/district’s unique
culture
• Must bring about positive behavior
• Reflects principle of inclusivism and avoids
exclusivism
• Authentic and connected to the child's real life
Criteria:
• Material is or may be written in the local
language
• Observes IPR (Intellectual Property Rights)
• Adheres to LRMDS standards
CURRICULUM
The Goal
LOCALIZATION
 learners’ improved
performance;
 pride in one’s culture;
What? and
How?
the process  strong commitment to
of enhancing Why? through the use of
• local learning
the community.
the national to make it systems with local
curriculum culturally content, language,
responsive resources and
learning processes
 Important Notes Learned on the Process of DCCM & DLHM
Preparation
• Contextualization is possible in all subject areas in all grade levels but not all
competencies can be contextualized
• Content and Performance Standards should not be comprised in the
contextualization of curriculum
• Contextualization can be done across the learning areas (but it would take a lot of
planning and good skill)
• Contextualizing a lesson should not be confined to the local culture icons but
beyond which is within the schema of learners
• DLHM is growing. It can expand through the years of implementation
• Challenges – validation of dates/stories, comprehensive
documentation, limited participation, cultural authenticity,
hazards during cultural mapping, expertise needed

• Way forward – improve participation of community, series of

consultations, review and validation, development of LRs,
reorientation re cultural mapping, community feedback,
contextualization re: competencies, coordination with LGUs
Contextualization
Framework
 K to 12 Curriculum
Collaboration (Learning Areas, Learning Domains, Standards and Policy
Capacity development Competencies)

LRMDS
LRMDS
Contexts
• Local culture, belief • Bio-geographic location Interests, intelligences,
Values Future Career

Context-appropriate
Context-appropriate supervision
systems, • History Learning styles,
institutions, • Socio-cultural aspects diversities,
• Language (oral and learning processes
planning
Educational planning

written)
Contextualized Teaching & Learning
Learning spaces
Educational

Instructional Procedures Assessment Learning Resources

and environment

supervision
Contextualized school governance Monitoring & Evaluation/Research

Being and becoming a whole person

Things to do in the District Re-Orientation:

Convene with the PSDS, SHs and all subject coordinators.

Discuss the District Local Heritage Matrix.

Designate a Focal Person for the DLHM.

Create team of researchers, team of validators, team of editors

and team of DLHM Writers.

Talk about the roles and functions of the Researcher,

Validators and the DLHM Writer.
Roles & Functions

Researchers

1. Identify the cultural heritage themes

2. Conduct interviews, mapping, documentation – through
pictures & narratives
3. Validate the data gathered from other persons
4. Submit researched data to the validators
Roles & Functions

Validators:

Validate the authenticity of the icons or the local heritage themes,

and write-up through interviews, actual visit to the place, and
other means of verification.

Submit certification as to the veracity of the materials and

information.
Roles & Functions

Writers

Write:
1. the historical significance of the theme including its
physical description
2. what learners feel and think about the theme
3. what learners should be able to do to sustain / share
learning
4. submit write-up to the editor
5. finalize edited write-up from the editor
 WHAT LEARNERS SHOULD
LOCAL HERITAGE WHAT LEARNER SHOULD WHAT LEARNERS SHOULD
BE ABLE TO DO TO
THEMES KNOW ABOUT THINK AND FEEL ABOUT
TRANSFER LEARNING
     
  The castle-like structure was
  Name: CASA DE built on October 3, 1928 by Don
 
 
RODRIGUEZ Susano Rodriguez and was
  Palestina, Pili, completed in 1951. This three-story
  Camarines Sur house is fully concrete and is about
  30 meters from a padlocked gate by
  Other Name: AGUILA
 
the side of the national road in
  OF Palestina, Pili, Camarines Sur. It has
  noticeably windows with iron grills
  for security. This structure stands
  PALESTINA
  out because of its art deco design
  featuring a concrete statue of an
eagle, its wings spread, settled on
top of what appears to be a
watchtower.
 WHAT LEARNERS SHOULD
LOCAL HERITAGE WHAT LEARNER SHOULD WHAT LEARNERS SHOULD
BE ABLE TO DO TO
THEMES KNOW ABOUT THINK AND FEEL ABOUT
TRANSFER LEARNING
     
 
 
During World War II this
  structure was used as a garrison
  by the Japanese Imperial Army.
 
  No other structure looks like
  this in the entire region. The
 
  Casa Rodriguez stands today as
  a fine example of Pili’s build
 
 
heritage. Its original state is
  being preserved and protected
  by some caretakers.
 
 WHAT LEARNERS SHOULD
LOCAL HERITAGE WHAT LEARNER SHOULD WHAT LEARNERS SHOULD
BE ABLE TO DO TO
THEMES KNOW ABOUT THINK AND FEEL ABOUT
TRANSFER LEARNING
     
  The castle-like structure was
  Name: CASA DE built on October 3, 1928 by Don
 
 
RODRIGUEZ Susano Rodriguez and was
  Cadlan, Pili, completed in 1951. This three-story
  Camarines Sur house is fully concrete and is about
  30 meters from a padlocked gate by
  Other Name: AGUILA
 
the side of the national road in
  OF Palestina, Pili, Camarines Sur. It has
  noticeably windows with iron grills
  for security. This structure stands
  CADLAN
  out because of its art deco design
  featuring a concrete statue of an
eagle, its wings spread, settled on
top of what appears to be a
watchtower.
 WHAT LEARNERS SHOULD
LOCAL HERITAGE WHAT LEARNER SHOULD WHAT LEARNERS SHOULD
BE ABLE TO DO TO
THEMES KNOW ABOUT THINK AND FEEL ABOUT
TRANSFER LEARNING
     
 
 
During World War II this • Preservation of historical  Conduct survey in their
  structure was used as a garrison houses community of houses
  by the Japanese Imperial Army. •
 
Appreciation of artistry – art with unique artistry.
  No other structure looks like deco design  Draw one’s dream house
  this in the entire region. The • Recognition of the different
 
Casa Rodriguez stands today as plane figures found in the
using art deco design.
 
  a fine example of Pili’s build building  Make a diorama of a
 
 
heritage. Its original state is small shanty using plane
  being preserved and protected figures out of wood
  by some caretakers.
  scrap.
 WHAT LEARNERS SHOULD
LOCAL HERITAGE WHAT LEARNER SHOULD WHAT LEARNERS SHOULD
BE ABLE TO DO TO
THEMES KNOW ABOUT THINK AND FEEL ABOUT
TRANSFER LEARNING
     
  Name: Watchtower of The Pili’s oldest
 
  the Spanish-Era monument-like structure made
  Leprosarium in of ladrillos or bricks still
  Palestina
  standing today is the
  Historical Name: Hospital watchtower of a leprosarium
 
  Diocesana de in Zone 1, Yabu, Barangay
  Palestina. The crumbling
 
  Lazarinos de Palestina
watchtower is all that remains
  of the stately Hospital
  Other Name: Cinimborio Diocesana de Lazarinos de
 
Palestina, a leprosarium
founded in 1872 by the
Archdiocese of Caceres and
administered by Franciscan
friars until the end of the
Spanish rule.
 WHAT LEARNERS SHOULD
LOCAL HERITAGE WHAT LEARNER SHOULD WHAT LEARNERS SHOULD
BE ABLE TO DO TO
THEMES KNOW ABOUT THINK AND FEEL ABOUT
TRANSFER LEARNING
     
  Name: Watchtower of Even in its sorry state,
 
  the Spanish-Era however, the watchtower is an
  Leprosarium in important sign post in the
  Palestina
  understanding of the town’s
  Historical Name: Hospital local history, form of
 
  Diocesana de government and dynamics of
  the time. Palestina, formerly
 
  Lazarinos de Palestina
under the jurisdiction of
  Milaor, was assimilated to Pili
  Other Name: Cinimborio in 1874. Its original state is
 
being preserve.
 WHAT LEARNERS SHOULD
LOCAL HERITAGE WHAT LEARNER SHOULD WHAT LEARNERS SHOULD
BE ABLE TO DO TO
THEMES KNOW ABOUT THINK AND FEEL ABOUT
TRANSFER LEARNING
     
  Name: Watchtower of The Pili’s oldest
 
  the Spanish-Era monument-like structure made
  Leprosarium in of ladrillos or bricks still
  Palestina
  standing today is the
  Historical Name: Hospital watchtower of a leprosarium
 
  Diocesana de in Zone 1, Yabu, Barangay
  Palestina. The crumbling
 
  Lazarinos de Palestina
watchtower is all that remains
  of the stately Hospital
  Other Name: Cinimborio Diocesana de Lazarinos de
 
Palestina, a leprosarium
founded in 1872 by the
Archdiocese of Caceres and
administered by Franciscan
friars until the end of the
Spanish rule.
 WHAT LEARNERS SHOULD
LOCAL HERITAGE WHAT LEARNER SHOULD WHAT LEARNERS SHOULD
BE ABLE TO DO TO
THEMES KNOW ABOUT THINK AND FEEL ABOUT
TRANSFER LEARNING
     
  Name: Watchtower of Even in its sorry state,
 
  the Spanish-Era however, the watchtower is an • Preservation of historical  Conduct a research on
  Leprosarium in important sign post in the landmark
  Palestina
the form of government
  understanding of the town’s • Understand the town’s during the Spanish
  Historical Name: Hospital local history, form of local history, form of
  time.
Diocesana de government and dynamics of government and dynamics
   Make letter of
  the time. Palestina, formerly of time
 
under the jurisdiction of • Appreciation of the appreciation, essay, and
  Lazarinos de Palestina
  Milaor, was assimilated to Pili concern of the Franciscan other forms of
  Other Name: Cinimborio in 1874. Its original state is friars on health composition
 
being preserve.  Create a Things-To-Do
List in preserving
historical landmark
Roles & Functions

Editors:

Check the grammar, spelling, paragraph organization,

coherence, etc.

Verify the significance of the content to the themes.

Submit edited copy to the writer for finalization

Roles & Functions

District DLHM Focal Person:

1. Assist in the conduct of the district re-orientation on DLHM
2. Collect School’s DLHM
3. Consolidate School’s DLHM
4. Give District DLHM to editors
5. Edit / Print final copy of District DLHM
6. Submit hard and soft copies to the Division Focal Person
Roles & Functions

Education Supervisors:
1. Create a team of writers
2. Analyze competencies by grade level and by subject area vis-à-vis DLHM
together with the team
3. Supervise the making of the DCCM for each grade level by subject area
4. Proofread / Edit DCCM
5. Submit final DCCM by grade level for each subject area to the Division
Focal Person
Roles & Functions

Division DLHM Focal Person:

1. Re-orient district representatives on DLHM & DCCM
2. Monitor the conduct of the research and cultural mapping
3. Collect district consolidated DLHM
4. Consolidate submitted District DLHM
5. Print Division Local Heritage Matrix
6. Give each EPSs printed DLHM
7. Collect final DCCM from EPSs by grade and by subject area
8. Submit final DCCM (hard and soft copies) to the Regional LRMDS
Supervisor
Roles & Functions

Researchers

1. Identify the cultural heritage themes

2. Conduct interviews, mapping, documentation – through
pictures & narratives
3. Submit researched data to the writers
Roles & Functions

DLHM Focal
School Head In-charge of Aral. Panlipunan
Person?
Team of Researchers? Teachers (number may vary according to the area / focus of research)

Team of
School Heads
Validators?

Team of Writers? Master Teachers and Teachers

Team of Editors? School Language Coordinators – MTB, Fil. & Eng.

District Flowchart END

Validation of the Submission of Researched Submit Hard & Soft Copies of

Data to Writers DLHM to the Div. Focal Person
Researched Data
Edit & Print Final Copy of
DLHM (FP)
Research / Cultural
Writing of School’s DLHM
Mapping Proofreading of DLHM
(Designated SH)

District Orientation of Editing of DLHM

Consolidate School’s DLHM
the DLHM & DCCM (Designated SH) (FP)

START Submission of Final School’s

Finalization of School’s DLHM
DLHM to the FP
Division Flowchart
END
Collect District
Research / Cultural Consolidated DLHM by Submission of Final DCCM to
Regional LRMDS Supervisor
Mapping by school the Div. Focal Person
Submission of Final DCCM to Div.
Focal Person
District Orientation of Consolidate submitted
the DLHM & DCCM DLHM (DivFP) Proofreading / Editing of DCCM
by subject area c/o EPSs

Division Orientation of Print DLHM (DivFP) Make DCCM by Learning

Area c/o EPSs
the DLHM & DCCM
Give each EPSs printed Analysis of CG from K-
START DLHM 12 by Learning Area
c/o EPSs