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
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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: Mission
Language Learning
Community Building
Leadership Development
Participatory
Approach
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
To see
Finding Learner Themes
& Subthemes
TBD
To Analyze
Exploring a Code
TBD
Analysis & Discussion
TBD
Synthesis & Action
TBD
To Act
Language Learning
Pop Ed Tools
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Collective drawings
Brainstorming Wheel
Problem Tree
Codes
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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
TO SEE
The Living Curriculum
Stage 1:
Finding Learner Themes &
Subthemes
Language Learning
Skills Development
Identifying
Naming (a Problem)
Recognizing (the problem
and my role in it)
Brainstorming
Listening (to others)
How to Ask Questions
Community Building
(5Ws, open-ended questions,
Gathering/Collecting Info
yes/no answers etc)
Participating
Exploring
How to Interview People
Representing
(speed-dating, surveys, human
Illustrating
bingos etc)
Listing
Reported Speech
Categorizing
Arranging
Getting to Know our Personal and Advocacy
Community Needs
Persuasive Speech
Negotiating
Future Tenses
Tolerance
Dreams
Communication Skills
Goal Setting
Voting/ Decision-Making
SMART goals
Formulating
hypothesis/solutions
Wish Clauses
Looking into Cause and
If Clauses (Conditionals)
Effect
Modals (could, would, should)
Present and Past Tenses
Introductions: How to Introduce
Yourself/Getting to Know Each
Other
Grammar in Context
Pop Ed Tools
Problem Tree
Vision Tree
Sick Tree
Collective Drawings
Brainstorming Wheel
Google Wonder Wheel
Mind Mapping
Pop Ed Curriculum cont’d.
Problem Posing
Method
TO ANALYZE
The Living Curriculum
Stage 2:
Exploring A Code
Language Learning
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
Skills Development
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
Pop Ed Tools
Texts
Photos
Dictations
News Articles
Essays
Cartoons
Painting
Pay Stub/bills
Pop Ed Curriculum cont’d.
Problem Posing
Method
TO ANALYZE
The Living Curriculum
Stage 3:
Sharing and Analysis
Language Learning
Grammar in Context based on
Selected Theme and Subthemes
Skills Development
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
Pop Ed Tools
Socio Dramas
Pop Scenarios
Debates
Class Discussions
Peer Interviews
Forum Theatre
Theatre of the Oppressed
Role Play
Skits
TPRS
Surveys
Treasure Hunt
Pop Ed Curriculum cont’d.
Problem Posing
Method
TO ACT
The Living Curriculum
Stage 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
Language Learning
Skills Development
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
Pop Ed Tools
Action Plans
Group Writing
LEA
Problem Trees
Community Theatre
Project Charter
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 leaders
When the job is done, the task accomplished,
The people will say,
“We have done this ourselves.”
Lao Tsu, China, 700 BC