Curriculum Development Basics In Popular Education Rhode Island Adult Education Conference May 24, 2012 Presented 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 Freires Six Pop Ed Principles Paulo Freires 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, Providences poorest neighborhood Working with immigrant families, mostly Latino Applying Paulo Freires 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; Womens Empowerment; Digital Literacy

English for Action: Mission Language Learning Community Building Leadership Development Participatory Approach Social Change

Paulo Freire Brazilian educator and theorist of critical pedagogy ( ) 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 Freires Adult Ed Program expanded nationwide in 1963

Freires 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.PosingLiving Curriculum Language Learning To see Finding Learner Themes TBD & Subthemes To AnalyzeExploring a CodeTBD Analysis & DiscussionTBD To ActSynthesis & ActionTBD

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 CurriculumLanguage LearningSkills DevelopmentPop Ed Tools TO SEEStage 1: Finding Learner Themes & Subthemes Present and Past Tenses Introductions: 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 Tenses Dreams Goal Setting SMART goals Wish Clauses If Clauses (Conditionals) Modals (could, would, should) Grammar in Context Identifying Naming (a Problem) Recognizing (the problem and my role in it) Brainstorming Listening (to others) Community Building Gathering/Collecting Info Participating Exploring Representing Illustrating Listing Categorizing Arranging Advocacy Persuasive Speech Negotiating Tolerance Communication Skills Voting/ Decision-Making Formulating hypothesis/solutions Looking into Cause and Effect Problem Tree Vision Tree Sick Tree Collective Drawings Brainstorming Wheel Google Wonder Wheel Mind Mapping

Pop Ed Curriculum contd. TO ANALYZEStage 2: Exploring A Code Vocabulary Expressions All 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 Interrogating Questioning Inquiring Problem Posing Questions Observing Reflecting De-Coding De-constructing Comprehending Identifying patterns Telling & Re-telling Viewing problem from different angles Empathy Identifying yourself with the other Texts Photos Dictations News Articles Essays Cartoons Painting Pay Stub/bills Problem Posing Method The Living CurriculumLanguage LearningSkills DevelopmentPop Ed Tools

Pop Ed Curriculum contd. TO ANALYZEStage 3: Sharing and Analysis Grammar in Context based on Selected Theme and Subthemes Deepening understanding Critical Thinking Exploring Comparing and Contrasting Delving into Context Clues Inference Connecting the Dots Reflecting Analyzing Critiquing Conceptualizing Contextualizing Research Communication Skills Develop supported arguments Advocacy Persuasive skills Negotiating skills Socio Dramas Pop Scenarios Debates Class Discussions Peer Interviews Forum Theatre Theatre of the Oppressed Role Play Skits TPRS Surveys Treasure Hunt Problem Posing Method The Living CurriculumLanguage LearningSkills DevelopmentPop Ed Tools

Pop Ed Curriculum contd. TO ACTStage 4: Synthesis and Action Evaluation Charts Exhibits Production of Songs, Video Clips, Art, Blog Writing 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 Skills Drawing Conclusions Synthesis Strategizing Problem-solving Decision-making Assessment Evaluation Reflection Presentation Skills Demonstrating Explaining Application Seeing the big picture Reading the world by reading the word Action skills Production Project Implementation Project Management Skills Leadership Skills Community Building Skills Action Plans Group Writing LEA Problem Trees Community Theatre Project Charter Problem Posing Method The Living CurriculumLanguage LearningSkills DevelopmentPop Ed Tools

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 leaders When the job is done, the task accomplished, The people will say, We have done this ourselves. Lao Tsu, China, 700 BC