Curriculum Development BasicsIn Popular Education

Rhode Island Adult Education Conference ▪ May 24, 2012Presented by English for Action ▪ Cristina Cabrera & Kim Kohler

Desired Outcomes

•A basic understanding of popular education theory and Freirian methodology•A basic understanding of how to

translate Pop Ed theory into the classroom and into our curriculums•Hands-on practice of some Pop Ed

tools

Agenda

• Welcome & Introductions• English for Action (EFA)• Paulo Freire• Paulo Freire’s Six Pop Ed Principles• Paulo Freire’s Methodology: Problem Posing & Critical

Pedagogy• Integrating Problem Posing with Language Learning:• Curriculum Development• Pop Ed Tools

• Plus/ Delta• Gallery Walk

English for Action• Since 1999 • Located in Olneyville, Providence’s poorest

neighborhood• Working with immigrant families, mostly Latino• Applying Paulo Freire’s Popular Education

Methodology in all programs and throughout the organization• Basic Programs: Adult Education (ESOL, ABE,

ASE); Arts Literacy for Youth; Native Language Literacy; Leadership Development; Women’s Empowerment; Digital Literacy

English for Action: MissionLanguage Learning

Community BuildingLeadership Development

ParticipatoryApproach

Social Change

Paulo Freire

• Brazilian educator and theorist of critical pedagogy (1929-1997)• Professor of Philosophy of Education at the University

of Recife, Brazil (one of the poorest regions in the world)• Started an Adult Education Program based on arts and

language literacy so people from ghettos and rural areas could learn how to read and write through the arts • In the 1960s, only literate people could vote in Brazil• Freire’s Adult Ed Program expanded nationwide in

1963

Freire’s Critical Pedagogy

Emphasis on Developing a Critical Consciousness

• Reading the WORD involves reading the WORLD and having a “structural perception” of reality

• Critical thinking involves recognizing and researching the assumptions of power and hegemony that undergird our thoughts and actions (Stephen Brookfield, Professor of Adult Education, University of St. Thomas).

Six Freirian Principles

• Education is NOT neutral•Content comes from the Participants•Dialogue•Problem-Posing Education•Reflection/Action• Transformation

Comparing to Freirian Principles

•Which of these things do you already do?•Which would you like to do?•Which do you think are ridiculous,

impossible, or not useful?•What do you already do that is not

listed in the flyer?

Learning A Language in Context (through Problem Posing)

•TO SEE: to identify a community issue that will become the generative theme

•TO ANALYZE: to ask problem posing questions and to reflect on the root causes & manifestations of the issue

•TO ACT: to act to change the situation

Q& A

•What is Participatory Approach?•What is a Learner Centered Curriculum?•What is the Mutual Learning Process?•What is Problem Posing?•What is Critical Pedagogy?•What is Transformative Education?•What is Popular Education?

Developing Pop Ed Curriculum: Integrating Problem Posing with Language Learning

Prob.Posing Living Curriculum Language Learning

To see Finding Learner Themes TBD & Subthemes

To Analyze Exploring a Code TBD

Analysis & Discussion TBD

To Act Synthesis & Action TBD

Pop Ed Tools• Collective drawings• Brainstorming Wheel• Problem Tree• Codes

• Pop Scenarios• Forum Theatre• Socio Drama• Theatre of the Oppressed• Debates• Role Plays

Developing a Pop Ed Curriculum: Integrating Problem Posing with Language Learning

Problem Posing Method

The Living Curriculum Language Learning Skills Development Pop Ed Tools

TO SEE Stage 1:Finding Learner Themes & Subthemes

Present and Past TensesIntroductions: How to Introduce Yourself/Getting to Know Each Other How to Ask Questions(5Ws, open-ended questions, yes/no answers etc) How to Interview People(speed-dating, surveys, human bingos etc)Reported Speech Getting to Know our Personal and Community Needs Future TensesDreamsGoal SettingSMART goals Wish ClausesIf Clauses (Conditionals)Modals (could, would, should) Grammar in Context

Identifying Naming (a Problem)Recognizing (the problem and my role in it)BrainstormingListening (to others)Community BuildingGathering/Collecting InfoParticipatingExploringRepresentingIllustratingListingCategorizingArrangingAdvocacyPersuasive SpeechNegotiatingToleranceCommunication SkillsVoting/ Decision-MakingFormulating hypothesis/solutionsLooking into Cause and Effect

Problem TreeVision TreeSick TreeCollective DrawingsBrainstorming WheelGoogle Wonder WheelMind Mapping

Pop Ed Curriculum cont’d.

TO ANALYZE Stage 2: Exploring A Code

VocabularyExpressionsAll 4 Language Skills LEA (Learning Experience Approach) TPR (total physical response) Story Telling & Story Writing (sharing our experiences related to the problem) Journaling: Self-Reflection

InterrogatingQuestioningInquiringProblem Posing QuestionsObserving ReflectingDe-CodingDe-constructingComprehendingIdentifying patternsTelling & Re-tellingViewing problem from different anglesEmpathyIdentifying yourself with the other

TextsPhotosDictationsNews ArticlesEssaysCartoonsPaintingPay Stub/bills

Problem Posing Method

The Living Curriculum Language Learning Skills Development Pop Ed Tools

Pop Ed Curriculum cont’d.

TO ANALYZE Stage 3:Sharing and Analysis

Grammar in Context based on Selected Theme and Subthemes

Deepening understandingCritical ThinkingExploringComparing and ContrastingDelving into Context CluesInferenceConnecting the DotsReflectingAnalyzingCritiquingConceptualizingContextualizingResearchCommunication SkillsDevelop supported argumentsAdvocacyPersuasive skillsNegotiating skills

Socio DramasPop ScenariosDebatesClass DiscussionsPeer InterviewsForum TheatreTheatre of the OppressedRole PlaySkitsTPRSSurveysTreasure Hunt

Problem Posing Method

The Living Curriculum Language Learning Skills Development Pop Ed Tools

Pop Ed Curriculum cont’d.

TO ACT Stage 4:Synthesis and Action

Evaluation ChartsExhibitsProduction of Songs, Video Clips, Art, BlogWriting a Petition, developing a bill of law, leading a panel, writing an Op-ed, meeting with a government official etc.jhgj

Grammar in Context based on Selected Theme and Subthemes

Summarizing SkillsDrawing ConclusionsSynthesisStrategizingProblem-solvingDecision-makingAssessmentEvaluationReflectionPresentation SkillsDemonstratingExplainingApplicationSeeing the big pictureReading the world by reading the wordAction skillsProductionProject ImplementationProject Management SkillsLeadership SkillsCommunity Building Skills

Action PlansGroup WritingLEAProblem TreesCommunity TheatreProject Charter

Problem Posing Method

The Living Curriculum Language Learning Skills Development Pop Ed Tools

Codes

Codes

Codes• Problem Posing Questions

What do you see?What is happening?Is there a problem?Have you or someone you know had a similar problem?What do you think are the root causes of this issue?

What is the role of women in your country? In the US?What is the role of men in your country and in the US?How do you feel about these roles?How do these roles impact your life at home and at work?

The “Banking Model”• Learners are empty vessels devoid of any knowledge and the

educators job is to fill the empty accounts by making deposits of knowledge. The learners thus become passive recipients of prepackaged and predetermined curriculum content. The classroom processes are disempowering because they rehearse students in for submissive roles in the social order…this kind of curriculum is domesticating in that it tames people into uncritical acceptance of things as they are, discouraging them from actively challenging the forces that keep them marginalized.” Making Meaning Making Change p. 16

Popular Education

Go with the people.Live with them.Learn from them.Love them.Start with what they know.Build with what they have.

But of the best leadersWhen the job is done, the task accomplished,The people will say, “We have done this ourselves.”

Lao Tsu, China, 700 BC