Contextualized Strategies of Elementary School Teachers in Teaching IP (Indigenous People) Learners
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Abstract
Contextualized teaching strategies are instructional approaches that relate learning to a specific environment, scenario, or application area to target relevant skills and aid students’ learning. This study explored the various contextualized teaching strategies employed by elementary school teachers in their instruction of Indigenous People (IP) learners. This descriptive-qualitative research employed in-depth interviews to gather data and analyzed using thematic analysis. Two significant themes emerged, namely the integration of local materials and the Glocal Approach. Likewise, the integration of local materials includes reading materials, modules, and contextualized storybooks, while the glocal approach includes the use of springboard, differentiated instruction, one-on-one sessions, and equity pedagogy. Providing IP learners with strategic contexts improves their learning process by inspiring interest, curiosity, motivation, and engagement with knowledge.
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