CLM Manual Ver 2.0

CONTEXTUAL
LEARNING MATRIX

(CLM)

DEVELOPMENT GUIDE

Curriculum and Training Aids Development Division
National Institute for Technical Education & Skills Development
Technical Education and Skills Development Authority

East Service Road, South Luzon Expressway, Taguig, Metro Manila



Table of Contents

INTRODUCTION:.................................................................................................... 1
COMPARISON OF CONTEXTUAL AND TRADITIONAL INSTRUCTIONS............ 1
CONTEXTUAL LEARNING THEORIES AND PRINCIPLES................................... 1
What does context really mean?............................................................................. 1

What is contextual learning? ................................................................................... 2

Contextual learning Characteristics ........................................................................ 2

KEY ELEMENTS .................................................................................................... 2
BENEFITS OF CONTEXTUAL LEARNING ............................................................ 2
COMPONENTS OF CLM........................................................................................ 3
THE CLM DEVELOPMENT COMMITTEE AND THEIR ROLES ............................ 5
CLM IN THE CURRICULUM DEVELOPMENT PROCESS .................................... 5
PREPARING FOR CLM DEVELOPMENT.............................................................. 5
Inputs in Developing the CLM ................................................................................. 5

Materials needed: ................................................................................................... 5

Summary of Steps in developing the CLM.............................................................. 6

CLM Form ............................................................................................................... 6
COMPLETING THE CONTEXTUAL LEARNING MATRIX FORM .......................... 6
Part A. Learning Concepts ...................................................................................... 7

Part B: Basic and Common Competencies ........................................................... 10

Part C: Learning Activities, Materials and Cost ..................................................... 11

DEFINITION OF CONTEXTUAL TEACHING AND LEARNING ........................... 13
PRINCIPLES OF CONTEXTUAL TEACHING AND LEARNING .......................... 13
COMPONENTS OF CONTEXTUAL TEACHING AND LEARNING ...................... 13
CONSTRUCTIVISM.............................................................................................. 13
CONCLUSION ...................................................................................................... 13
REFERENCES ..................................................................................................... 14



INTRODUCTION:

This material will guide you in developing a contextual learning matrix that incorporates
learning concepts in technology, science, mathematics, communication and
environmental concerns to build on the knowledge base of learners along with learning
activities for application to real world situations.

In the new TR framework, the CLM is one of the requirements under Section 3-Training
Arrangement wherein all TVET providers shall develop a Contextual Learning Matrix
(CLM) to accompany their curricula.

Contextual Learning Matrix is an analytical tool that can be used by curriculum
developers, trainers and assessors, administrators and supervisors to aid in
curriculum development/enhancement, instructional design, curriculum review/
approval.

COMPARISON OF CONTEXTUAL AND TRADITIONAL
INSTRUCTIONS

According to Blanchard (2010:1) there are some differences between contextual

teaching and learning and traditional instruction. Traditional instruction is an instruction

that emphasized in conventional way, it still applies the importance of memorization

not construction the materials from the real context based on experience. It still
stresses in teacher’s role than students. While contextual instruction is in the opposite.
There are some comparisons of contextual and traditional instructions.

Traditional Instruction Contextual Instruction
1. Relies on rote (routine) memory
1. Relies on spatial (happening in space)
2. Typically focused on single subject memory
3. Value of information is determined
2. Typically integrates multiple subjects
by teacher
4. Fills students with deposits of 3. Value of information is based on
individual need
information until needed
5. Assessment of learning is only for 4. Relates information with prior
knowledge
formal academic occasions such as
exams. 5. Authentic assessment through
practical application or solving of
realistic problem

CONTEXTUAL LEARNING THEORIES AND PRINCIPLES

What does context really mean?

Context encompasses circumstances that form the setting for an event, statement or
idea, and in terms of which it can be truly understood and assessed. It is also the part
of something written, spoken or plan of action which immediately precede and follow
a word or performance in various strategies to clarify its meaning.

Page |1

What is contextual learning?

Contextual leaning is a teaching concept that helps teachers relate the materials
taught with real world situation, and motivate the learners to make correlation between
the existing knowledge and its applications in their lives as member of family, society
and nation. Contextual learning enables the learners to relate the materials content
with daily life content to discover the meaning.
(Blanchard, Bern, and Erickson)

Contextual learning Characteristics

 Shows application of the academic subjects/technical theories and connections
beyond the classroom

 Provides relevance to the learner
 Makes learning and teaching more exciting
 Contextual learning may be referred to as:

o Hands-on
o Applied
o Project-based
o Integrated
o Learning-centered
o Real world
o Active
o School-to-career

KEY ELEMENTS

Current perspectives on what it means for learning to be contextualized include:
 situated cognition- all learning is applied knowledge
 social cognition- intrapersonal constructs
 distributed cognition- constructs that are continually shaped by other people and

things outside the individual

Constructivist learning theory maintains that learning is a process of constructing
meaning from experience. Contextual learning may be useful for child development if
it provides learning experiences in a context in which children are interested and
motivated. Various experiential learning theorists have contributed to an
understanding of contextual learning.

BENEFITS OF CONTEXTUAL LEARNING

 Both direct instruction and constructivist activities can be compatible and effective
in the achievement of learning goals.

 Increasing one’s efforts results in more ability. This theory opposes the notion that
one’s aptitude is unchangeable. Striving for learning goals motivates an individual
to be engaged in activities with a commitment to learning.

 Children learn the standards, values, and knowledge of society by raising
questions and accepting challenges to find solutions that are not immediately
apparent. Other learning processes are explaining concepts, justifying their
reasoning and seeking information. Therefore, learning is a social process which
requires social and cultural factors to be considered during instructional planning.
This social nature of learning also drives the determination of the learning goals.

Page |2

 Knowledge and learning are situated in particular physical and social context. A
range of settings may be used such as the home, the community, and the
workplace, depending on the purpose of instruction and the intended learning
goals.

 Knowledge may be viewed as distributed or stretched over the individual, other
persons, and various artifacts such as physical and symbolic tools and not solely
as a property of individuals. Thus, people, as an integral part of the learning
process, must share knowledge and tasks.

COMPONENTS OF CLM

 Unit Title – the title of the specific competency identified from the competency
standard.

 Module Title – title formulated after the competency standard has been analyzed.

 Elements of Competency – the skills described in outcome terms, that a person
must be able to perform in order to complete the work activity as indicated by the
unit of competency. (TESDA Board Resolution No. 2004-13)

 Performance Criteria – evaluative statements that specify what is to be assessed
and the required level of performance (Training Regulations Framework(

 Technology – refer to ideas, concepts, theories and principles relevant to the
application of skills, processes, procedures, techniques, & safety practices,
essential for manipulation of tools, materials, and machines/equipment of a
particular trade.

Examples:

 Using a steel planer
 Wood turning procedures
 Four stroke cycle engine

 Science - body of related knowledge such as; (laws, facts, principles, theories,
researches) which provide a systematic explanation for the existence of; life,
technology, discovery materials, invention of tools, equipment, and sets of
practices, and other phenomena natural or anthropogenic.

Examples:

 Fluid and pressure
 Plant growth stages
 Gas shielding theory

 Mathematics – information which involve computations, measurements,
estimations, selection and applications of mathematical process, and collecting,
displaying, or interpreting data, which supports the attainment of accuracy and
quality of performance or product.
Page |3

Examples:
 Feed rate and cutting speed
 Calculation of gear ratio for cutting threads
 Computation of power rate

 Communication – information which help the learners achieve proficiency in using
the specific language including written, verbal, and non-verbal expression, to
convey message/s intended to support the accomplishment of learning
experiences.

Examples:
 Telephone etiquette
 Writing application letter
 Public speaking

 Environmental concerns - refers to theoretical facts, issues, researches, laws,
activities/practices involve in a particular technology area that may have caused a
direct or indirect impact to the environment.

Examples:
 Environmental pollution
 Global warming
 Land and water conservation
 Reforestation

 Learning Activity - statements of planned learning experiences of a particular
learning outcome including; the resources, methods, and the environment
designed to show the connection of the learning content and its application in real
world situations.

Examples:
 Compute gear ratio and set-up lathe machine to cut 12 ½ - TPI V-thread on a

carbon steel shaft.
 Collect water samples from various water sources in particular community,

determine and compare the water salinity level.
 Conduct environmental protection awareness campaign in a particular

community through seminar and lectures.

Page |4

THE CLM DEVELOPMENT COMMITTEE AND THEIR ROLES

 Instruction supervisor – oversees the development of CLM;
 Technology instructor - provides essential learning concepts in technology;
 Science instructor – provides essential learning concepts in science;
 Math instructor - provides essential learning concepts in math;
 English Communication instructor - provides essential learning concepts in

communication. and
 Industry expert – validates the accuracy of identified learning concepts and

activities.

CLM IN THE CURRICULUM DEVELOPMENT PROCESS

The development process usually starts with a promulgated TR or Competency
Standards to fill up the CLM form. In cases when no TR is available, industry experts
are invited to provide the competency details and help in the development of the CLM.

A well-developed CLM which contains all the concepts required by the elements of the
unit of competency is an ideal reference in developing the competency-based
curriculum (CBC) which is used by training institutions for program registration. CLM
is also useful when formulating the institutional assessment (IA) and guides the
curriculum writer in developing the competency-based learning materials.

IA

TR /CS CLM CBC EVALUATION (CLM)

CBLM

PREPARING FOR CLM DEVELOPMENT

Inputs in Developing the CLM

 Competency Standard
 Occupational Skills Standards
 Task Analysis
 Existing Competency-Based Curriculum (CBC)

Materials and equipment needed

 Copy of Training Regulations (TR) promulgated by TESDA
 Copy of Competency-Based Curriculum of the same TR qualification

(optional)
 Computer with installed spreadsheet application i.e. Microsoft Excel
 Printer (optional)

Page |5

Summary of Steps in developing the CLM

1. Refer to the template (CLM Form) supplied in this document.
2. Select a unit of competency.
3. Identify the module/s title.
4. Copy all 1 element to the elements column.
5. Analyze the performance criteria and identify relevant contents. (technology,

science, math and communication concepts, and safety to environment.
6. Include essential contents not covered by the performance criteria.
7. State learning activity/ies based on the identified contents.
8. Repeat steps 1-7 for the succeeding elements of each module.
9. Develop the matrix for all units/modules of the core competencies.

CLM Form

Part A: Learning Concepts

Qualification Title:
Core Unit of Competency:
Code:
Module Title:
NITESD Facilitator
Prepared by:

Performance Learning Concepts

Elements Criteria Technology Science Math English/ Environmental
Comm Concerns

Part B: Basic and Common Competencies

Common Competencies 1 Basic Competencies 4 Frequency
1 23 23

Part C: Learning Activities, Equipment, Materials, Training Duration and Cost

Learning Equipment Print Learning Materials Supplies Estimated Estimated
Activities Video CD Others and Training Cost
Hours for
Materials
per each
activity
Learning identified
Activity

COMPLETING THE CONTEXTUAL LEARNING MATRIX FORM

Procedures in developing the matrix for a qualification with existing Training
Regulations

Page |6

Part A. Learning Concepts

1. Secure a copy of an existing Training Regulations that match the qualification
you intend to develop.

For example:

UNIT OF COMPETENCY: CONDUCT FIELD ASSESSMENT

UNIT CODE : AGR321320

UNIT DESCRIPTOR: This unit covers the skills, knowledge and attitudes required for
performing field-assessment activities. It involves assessment of
the area, identification of pests and their natural enemies, and
other beneficial organisms, collecting data related to natural
enemy populations and pest infestations and maintaining
records and providing feedback.

2. Fill-up the form starting from Qualification Title, Level, Code, and its
corresponding Module Title. (Module title may be derived from the unit of
competency or created by the CLM development committee).

For example:

Qualification Title: PEST MANAGEMENT (VEGETABLES) NC II

Core Unit of Competency: Conduct Field Assessment

Code: AGR321320

Module Title: Conducting Field Assessment

NITESD Facilitator: Juan dela Cruz

Prepared by:

Performance Learning Concepts

Elements Criteria Technology Science Math English/ Environmental
Comm Concerns

3. Copy the elements of the core competency from Section 2 (Competency
Standard) of the TR into the CLM form.

‘
Page |7

For example:

Qualification Title: PEST MANAGEMENT (VEGETABLES) NC II

Core Unit of Competency: Conduct Field Assessment

Code: AGR321320

Module Title: Conducting Field Assessment

NITESD Facilitator: Juan dela Cruz

Prepared by:

Performance Learning Concepts

Elements Criteria Technology Science Math English/ Environmental
Comm Concerns

1. Assess

the area

2. Identify

pests and

their

natural

enemies,

and other

beneficial

organism

Page |8

4. Copy the corresponding Performance Criteria from Core Competency of the CS
into the CLM form.

For example:

Qualification Title: PEST MANAGEMENT (VEGETABLES) NC II

Core Unit of Competency: Conduct Field Assessment

Code: AGR321320

Module Title: Conducting Field Assessment

NITESD Facilitator: Juan dela Cruz

Prepared by:

Learning Concepts

Elements Performance Criteria Technology Science Math English/ Environmental
Comm Concerns

1. Assess Field is visited for
the assessment according to
area farm work procedures

Plant appearance and
growth are observed for
possible presence of
pests and their natural
enemies, other
beneficial organisms
and nutritional
disorders according to
farm work procedures

5. Identify the appropriate concepts of Technology, Science, Math, Communication
and Environmental Concerns to the corresponding columns of the form. You may
also find the related concepts from the CBC Contents or the Evidence Guide of
the TR.

For example:

Qualification Title: PEST MANAGEMENT (VEGETABLES) NC II

Core Unit of Competency: Conduct Field Assessment

Code: AGR321320

Module Title: Conducting Field Assessment

NITESD Facilitator: Juan dela Cruz

Prepared by:

Elements Learning Concepts

Page |9

Performance Technology Science Math English/ Environm
Criteria Soil Comm ental
Field assessment classification
Field is visited for processes and Soil Filling up Concerns
assessment procedures composition assessment
1. Assess according to farm forms & data
the area work procedures form
recording

Preparing
report

Agroecosystem Field Soil pollution
(AESA) Ecosystems

Plant appearance  Parasites/paras Developmen Pesticides
and growth are itoids t growth of and pest
observed for plant manage-
possible presence  Predators ment
of pests and their  Pollinators Life Cycle of
natural enemies,  Repellant or Pests
other beneficial
organisms and refuge plants
nutritional  Micro-
disorders
according to farm organisms /
work procedures Entomopathog
ens
Proper Environ-
Signs of pest communica ment
damage tion to the manage-
people ment staff
Symptoms of concerned concerned
diseases
Effects of Filling up
Manifestations of Climate assessment
nutritional change on forms
disorders the life cycle
of pest
OHS risks,
hazards, and
prevention

6. Repeat steps 3 to 5 until all the units of competencies and element of the core
competencies are covered.

Part B: Basic and Common Competencies

1. Copy the Units of Competency of the Basic and Common from Section 2 of the TR.

2. Analyze the concepts found in Part A of the form and put check marks or 1’s in
the columns that require the identified elements of basic and common
competencies.

3. Add all the check marks or 1’s and put the result in the Frequency column.

P a g e | 10

For example:

Common Competencies Basic Competencies

1. Apply 2. Use farm 3. Perform 1. Participate 2. Work in a 3. Practice 4. Practice
safety tools and estimation in workplace team career occupational
communica- environment professiona- health and
measures in equipment and tion safety
farm calculation lism

operations

1.1 Apply appropriate safety measures while working in farm
1.2 Safekeep/dispose tools, materials and outfit
2.1 Select and use farm tools
2.2 Select and operate farm equipment
2.3 Perform preventive maintenance
3.1 Perform estimation
3.2 Perform basic workplace calculations
1.1 Obtain and convey workplace information.
1.2 Complete relevant work related documents
1.3 Participate in workplace meeting and discussion
2.1 Describe team role and scope
2.2 Identify own role and responsibility within team
2.3 Work as a team member
3.1Integrate personal objectives with organizational goals.
3.2 Set and meet work priorities.
3.3 Maintain professional growth and development.
4.1 Evaluate hazard and risks
4.2 Control hazards and risks
4.3 Maintain occupational health and safety awareness

Frequency

11 1 1 1 1 1 111 1 1 1 13

4. Repeat steps 3 and 4 to complete Part B of the form.

5. Prepare a checklist of common and basic competencies that have the majority of
check marks or 1’s. Competencies that obtained high total scores for the whole
qualification (above average) must be taught separately aside from the core
competencies. The remaining basic and common competencies that scored less
may be embedded to the elements of the core competencies. Basic and common
competencies that were not scored shall not be taught entirely.

For example

Common Competencies
 Apply safety measures in farm operations
 Perform estimation and calculation

Basic Competencies
 Participate in workplace communication
 Work in a team environment
 Practice occupational health and safety

Part C: Learning Activities, Materials and Cost

1. Formulate the Learning Activities that may provide sufficient practice of skills
required for the attainment of the Core Competency Element.

P a g e | 11

2. Identify the required Learning Materials (Print-based, videos, presentation,
interactive e-learning resources) corresponding to the learning concepts columns.

3. Determine the estimated training duration for the learning activity.

4. Estimate the cost of the supplies, and training materials.

5. Repeat steps 1 to 4 to complete Part C of the form.

For example:

Learning Requirements

Learning Equip- Print Video C Others Supplies Estimated Estimated
Activities ment D Training Cost
and Hours for
Determine Computer Modules on Orientation Brochures in P 500.00
types of Projector Integrated video IPM Materials each
Pest regulations activity
Managemen Orientation per identified
t (IPM) video Environmental 8 hours
Principles protection law Learning
plants in the CD player
Enterprise Activity
Procedure Learning
Relevant to Guides/
Plant Growth modules

field. Sound
System
Identify Different
electronic
types of soil tools and
supplies
and
composition Identified
materials
Determine used in
garbage
growth collections
development

of plants

Determine Pesticides Orientation Forms
the degree Checklist
of pest and Pest video Calculator
damages Management
Forms
Determine Checklist
types of pest Calculator
within the
area

Identify soil
nutrients

Note: When developing CLM without TR, invite qualified experts/technology
instructors, science, math, and communication instructors to supply the required
information in the prescribed format. Get the form validated by industry experts.

For Bundled Qualifications, just follow the same procedure described on pages 6 to 8
and repeat the steps to complete the CLM of bundled qualifications.

For Clustered Competencies, follow the procedure described on pages 6 to 8 and
repeat the steps to complete all the required competencies.

P a g e | 12

DEFINITION OF CONTEXTUAL TEACHING AND LEARNING

Contextual teaching and learning is an approach of learning that can’t be separated
with behaviorism and constructivism theories. It is a conception of teaching and
learning that helps teachers relate subject matter content to real world situation and
its application to their lives as family, citizen, and workers and engage in the hard work
that learning requires (Hudson& Whistler, 2007:1). This theory emphasizes students’
interest and experience (Satriani, Emilia, & Gunawan, 2012:11). Overall, contextual
teaching and learning is an approach that focuses on the students’ center. The
purpose of the approach is to motivate the learners to take charge of their own learning
and to relate between knowledge and its application to the various contexts of their
lives (Satriani, Emilia, & Gunawan, 2012:11).

PRINCIPLES OF CONTEXTUAL TEACHING AND LEARNING

Contextual teaching and learning as one of approaches for teaching and learning has
scientific principles. According to Johnson (2002:26) there are 3 principles of it. They
are principles of interdependence, the principles of differentiation, and the principles
of self-regulation.

COMPONENTS OF CONTEXTUAL TEACHING AND LEARNING

Contextual teaching and learning also consists of some components that must be
conducted as the part of its application. There are seven components of contextual
teaching and learning that are useful to gain success in applying it (Wijarwadi,
2008:27).

CONSTRUCTIVISM

From the history of contextual teaching and learning, constructivism is a theory that
emphasizes the way how the students construct their own knowledge. It has five steps
of learning. They are activating knowledge, acquiring knowledge, understanding
knowledge, applying knowledge, and reflecting knowledge.

CONCLUSION

Contextual teaching and learning is an approach that is derived from combination of
behaviorism and constructivism theories. It includes behaviorism because it also
learns the observable behavior produced by the learner to response to the stimuli.
While, it includes constructivism since it engages the students to construct the
meaning from their prior knowledge then relates it with the new knowledge to get the
new understanding. The contextual teaching and learning emphasizes on the role of
students than teacher. The materials are gained through the students. In this case, the
teacher allows the students to find their own materials in their real contexts .So, they
are easily to memorize and understand the materials. Contextual teaching and
motivates the students to explore their learning, and talent.

P a g e | 13

REFERENCES

 Berns, R.G., & Erickson, P. M. (2001). Contextual Teaching and Learning:
Preparing Students for the New Economy. The Highlighted Zone Research
@Work. 2(5).1-8. Available onwww.cord.org/uploadedfiles/NCCTE_Highlight05-
ContextualTeachingLearning.pdf. Retrieved on November 11th 2012.

 Blanchard, A. (2012) .Contextual Teaching and Learning. Available
on coe.csusb.edu/faculty/scarcella/siu463/Contextual Learning.htm. Retrieved
from January 5th 2013.

 Crawford, M. (2002). Contextual Teaching and Learning: Strategies for Creating
Constructivist Classroom (Conclusion). Connections. 11(9). 1-6 .Available
onhttp://www.cord.org/uploadedfiles/Teaching Contextually (Crawford).pdf.
Retrieved on November 11th 2012.

 Deen, I. S., & Smith, B.P. (2006). Contextual teaching and learning practices in
the family and consumer sciences curriculum. Journal of Family and Consumer
Sciences Education. 24 (1).14-27.Available
on www.natefacs.org/JFCSE/v24no1/v24no1Shamsid-Deen.pdf. Retrieved on
November 4th 2012.

 Hudson,C.C., & Whisler, V. R. (2007). Contextual Teaching and Learning for
Practitioners. Valdosta. Adult and Career Education of Vadolsta State University.
Available onhttp://www.iiisci.org/journal/cv$/sci/pdfs/e668ps.pdf .Retrieved on
November 11th 2012.

 Johnson, E.B. (2002). Contextual teaching and learning: what it is and why it is
here to stay. London: Routledge Falmer.

 Ketter, C.T. & Arnold, J. (2003).” Implementing Contextual Teaching and
Learning: Case Study of Nancy, a High School Science Novice Teacher. Final
Report. Georgia: Department of Education at University of Georgia. Available
onciteseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.200.5642&rep=rep1&type
=pdf. Retrieved on November 11th 2012.

 Paris, S. G., & Winograd, P. (2006). Preparing Teachers to Use Contextual
Teaching and Learning Strategies To Improve Student Success In and Beyond
School. Paper. London: Department of Education Project. Available
onwww.ciera.org/library/archive/2001-04/0104parwin.htm. Retrieved on
November 4th 2012.

 Putnam, A.R., & Leach, L. (2004). Contextual Teaching with Computer-Assisted
Instruction. Paper. Carbondale: Department of Workforce Education and
Development. Available ongradworks.umi.com/3304124.pdf. Retrieved on
November 4th 2012.

 Satriani,I., Emilia, E., & Gunawan, M. H. (2012). Contextual Teaching and
Learning Approach to Teaching Writing. Indonesian Journal of Applied
Linguistics. 2(1) .10-22. Available
onejournal.upi.edu/index.php/IJAL/article/download/70/36. Retrieved on
November 11th 2012.

 Wijarwadi, W. (2008). The Effectiveness of Contextual Teaching and Learning in
Teaching Speaking. Paper. Jakarta: Undergraduate Program of Syarif
HIDAYATULLAH State Islamic University. Available on
db4.wikispaces.com/file/view/rc18-THEEFFECTIVENESS OF CONTEXTUAL
TEACHING AND LEARNING IN TEACHING SPEAKING.pdf. Retrieved on
November 11th 2012.

P a g e | 14

Comments for the improvement of this material may be addressed to:

Curriculum and Training Aids Development Division
National Institute for Technical Education and Skills Development
Technical Education and Skills Development Authority (TESDA)
6th Floor, TESDA Administrative Building, TESDA Complex,
East Service Road, South Luzon Expressway, Taguig City, Philippines
Telephone Number: +632-888-5651
E-mail Address: [email protected]