109
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Curriculum Development for Northern Illinois University’s
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Problem: Population, Resource Control, Distribution of Wealth, Social Injustice, &
Armed Conflict
Indigenous Filipinos& Other Minorities
Muslim Filipinos
Christian Filipinos
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10Social Change
9Evaluation
8Implementation
7Activities
&Experiences 6
Materials
5Pedagogy
4Content
3Goal
Setting
2Social Context
& NeedsAssessment
1Philosophy
& Ideology
Inter-Disciplinary
HolisticCurriculum
Philippine Youth
Leadership
Abstract
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Introduction to the
Framework: Literature
SurveyRey Ty
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Definition of Terms
• Curriculum: – (1) the planned interaction of learners with
instructional content, resources, and learning experiences or processes to attain educational objectives and outcomes;
– (2) the entire program of studies or courses to a particular area, such as academic, vocational, general, or functional, (McNeil, 1972; Doll, 1978; Walter & Soltis, 1988), e.g. curriculum for mechanical engineering
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Flinders, David J and Thornton, Stephen J. The Curriculum Studies Reader, Routledge. New York, 1997
• Curriculum is a course of study. Curriculum can be “defined in two ways 1) it is the entire range of experiences both undirected and directed, concerned in unfolding the abilities of the individuals; or 2) it is the series of consciously directed training experiences that the schools use for completing and perfecting the unfoldment (Flinders, David J. and Thornton, Stephen J, p. 11, 1997).”
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Definition of Terms
• Curriculum Development: – A deliberate process of setting up and
prioritizing (1) educational goals, (2) designing the content, (3) methods, and (4) materials needed to address the goals, implementing a broad range of (5) activities & experiences that comprise the total educational program, & adjusting the plan based on (6) evaluation data (Tanner & Tanner, 1981)
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Eresh, J. & Hampton, S. (1996). Restructuring curriculum for "real-world" experiences. Educational Horizons, 74(4), 187-191.
• Hampton and Eresh (1996, p.188) point out that "Definitions of curriculum range from the massive binder created at and distributed by the central office, which teachers stash in their desk drawers, to the activities, sometimes impromptu, that take place in each classroom." They assert that "as more and more districts subscribe to school-based decision-making theory, more and more teachers are exploring curricula unique to each group of students." This is as it should be. After all, the original meaning of the word curriculum was the course of a chariot race, and metaphorically, "race course can be interpreted to mean journey or journey of learning, growing, and becoming," says Schubert (1996, p.169). Schubert reports that "the most perceptive curriculum scholars throughout history have realized that curriculum, at its root, deals with the central question of what is worth knowing; therefore, it deals with what is worth experiencing, doing, and being" (p.169).
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Curriculum
Com
petit
iven
ess M
ulticulturalism
Standards
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UNCTAD Modelhttp://learn.unctad.org/file.php/1/tft/eu2/methodology.htm
• 1. the analysis stage:• preliminary studies • job analysis • population analysis • 2. the development stage:• curriculum design • module design • course production • 3. the implementation
stage:• validation and revision • implementation of training • post-training evaluation
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University of British Columbiahttp://www.landfood.ubc.ca/curriculum_workbook/HTML/PVersion.htm
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Standard Procedure in Curriculum Design• 1. Analysis
– Needs Assessment– Goals– Task Analysis
• 2. Designing the Objectives– Performance Objectives– Technology– Sequence– Technical Skills, Support,
Equipment
• 3. Designing & Developing the Content & the Methods– Teaching & Learning Materials– Pilot-Test & Feedback– Revision
• 4. Implementation– Implement the curriculum– Observation & feedback
• 5. Evaluation– Evaluate the whole curriculum– Revise
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Program Planning
Curriculum Development
Intersection
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Academic Curriculum Development
Administrative Program Planning
Differen
cesSim
ilari
ties
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1Situational Analysis,Needs Assessment
2Designing the Performance
Goal
3Designing, Developing, Producing & Testing
the Content, Pedagogical Methods & Procedure
4Implementationor Delivery
5Monitoring,Feedback,Evaluation, &Data-basedReorganization
Curriculum Development
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Hidden Imposed
Curriculum
HiddenInjustice
HiddenIdeology
Apolitical
Ahistorical;Synchronic;
Snapshot
Individualist;Psychological Cognitivist &
Behavioralist
ImpartKnowledge
Non-Contextual
OmniscientInstructors
Instrumental;Technical-Rational
Top-Down
A Priori Epistemology
Structural-Functional
Critique of StaticModel
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Flexible,Responsive & Ever-Changing
Curriculum
Expose SocialInjustice
Ideological
Political
Historical
Communitarian;Social Constructivist
&Humanist
QuestionPosing
Contextual;Lived
Experience
Co-LearningInstructors as
Change Agents
Social JusticeEthic;
Liberational
Dialogic
Negotiation;A Posteriori
Epistemology
SocialDisequilibrium
DialecticalTransformational
Model
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Rey,
I've been thinking about all of you so much lately, and, as usual, the time snuck up on me. If I remember correctly, tomorrow is graduation day for the group. I had so wanted to be able to come up to the university for it, and then we had a request for a training from a group that we serve every year, and I didn't want to tell them we couldn't do it.
I trust that the group has learned much in their time together and will take many great things back to the Philippines. Please give everyone my best. I am going to send many of them e-mails after they return. I didn't know if they would have much access while they are in the states, so I haven't contacted anyone yet.
I actually thought I was going to be in Chicago a couple of weeks ago and was going to try to contact you. It didn't work out, though. Among other things, I was in a little car accident. I wasn't seriously injured, though the car was. Surprisingly, it was as I was leaving the park. Someone made an illegal turn in front of me and i had no where to go but into the side of their car. Fortunately, no one was going very fast.
We are getting ready to do a training for a group of high school students who are going to go to South Africa and facilitate in the schools. I am becoming more and more aware of how differently most of the world perceives the world. It seems as though many place have a much stronger sense of community. We were talking after your group left about how sometimes we felt like you all were teaching us more than we were teaching you.
I still reflect on all of the discussion we had when the group was here. I have also thought about the format of the sessions and ways to improve them. I don't know if you will be back next year. I remember that the time is coming to an end for the program. Either way, I will always be grateful to have been a part of it.
I hope you have a good summer. Enjoy the tomatoes--they will be in their best season soon!
Peace,
Elese
Peace Learning Center, Indianapolis
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Society
GovernmentPolicy
Curriculum
Social-Educational
Linkage
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Philosophy
History
Politics
Culture
Society
Dialectical Relationship between Thinking & Being
Psychology
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Human Beings
Contradictions & Dialectical Historical Development in Time & Space
Necessity, Oppressive Consciousness & Structure
Economic Basis
Polit
ics
Culture
Ideo
logy
Freedom, Liberating Consciousness & Agency
Class
Gender
Col
orA
bilities
So
ciet
y Natu
rePhilo
Ethics
Difference
Uni
quen
ess
Age
Psych
12
3
Ethnicity
Centrifugal Forces
Centripetal Forces
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CulturalForces
Political Forces
EconomicForces
Curriculum
Social
Context
Historical
Developm
ent
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Social Forces
Cultural Forces
Political Forces
Economic Forces
Curriculum
His
tory
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Psychol-ogical Forces
Cultural Forces
Political Forces
Economic Forces
Adult Learners
His
tory
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2Social Context,
Power Relations, &Needs Assessment
3Goal Setting
4Content
8Implementation
7Activities &Experiences
6Materials
5Pedagogy
10Social Action & Change
1Philosophy& Ideology
9Evaluation
Dynamic Interactive
Model
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Positionality Philosophy
EpistemologyIdeology
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Schubert, W. H. (1996). Perspectives on four curriculum traditions. Educational Horizons, 74(4), 169-176.
• Schubert (1996) points out that virtually every curriculum theorist derives his underlying views from one of the four main philosophies of life and education:– Traditional intellectualism, – social behaviorism, – critical reconstructionism, and – experientialism (p. 172).
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William H. Schubert, 1996 Perspectives on Four Curriculum Traditions
• The history of curriculum planning reveals theoretical orientation … speakers answer the curriculum questions “What is worth knowing?”
• Intellectual Traditionalists – Use the classics and the great ideas embedded in them to overcome the problems of the day.
• Social Behaviorists – Call for a look at what knowledge, skills, and values lead to success.
• Experientialists – Best learning springs from our interests and concerns.
• Critical Reconstructionists – Schools are sorting machines … hegemony occurs when society reproduces patterns of inequity.
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• “The study of curriculum, taken seriously, invokes questions of the good life for individuals and matters of justice in pursuing life together for societies of human beings (Schubert, 1996, p.169).” While both curricula theories have different views on development of curriculum, implementation of curriculum and evaluation of curriculum they should always focus on unleashing potential, increasing knowledge and experience, and developing well educated thoughtful citizens.
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Tanner, Daniel and Tanner, Laurel (1995). Curriculum Development: Theory into Practice, Upper Saddle River, New Jersey, 3rd Edition.
• The development of knowledge is never-ending, Dewey intended that through curriculum “the journey of education should make for turning points in the lives of learners, rather than endpoints (Tanner and Tanner, p. 49, 1995).”
• Curriculum should reflect new ideas about how student’s learn as well as changing populations, equity and gender concerns in regards to curricular access and ideas about how schools can function more effectively (Tanner and Tanner, p. 710, 1995). Curriculum development should be based and supported by the needs of ours students, while teaching practice should be based on the development of fundamental skills, transmission of cultural values, knowledge-production and individual social growth (Tanner and Tanner, p. 294, 1995).
• Curriculum should be inclusive (development committee), professional (knowledge of most worth determination) and continuous (building and improving on previous curriculums) (Tanner and Tanner, p. 645, 1995). According to Tanner and Tanner, the curriculum should be evaluated in terms of its effects on the students, teachers and the community. Curriculum choices need to be realistic and consistent about what we know about how students learn best.
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Critical Theory
Post-ModernismPost-Structuralism
Post-Colonialism
Theoretical Literature
Review
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CriticalPost-Modern
Post-StructuralPost-ColonialFramework
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Family
SchoolCommunity
Organization
Environment
Integrated Social
Contexts
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Pre-Program
Social Practice & Needs
Assessment
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Context
• 1. Wide Rich-Poor Gap• 2. Discrimination vs. Muslims &
Indigenous Peoples• 3. Criminality• 4. Terrorism• 5. Armed Conflict
–Revolution–Muslim Rebel Groups
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Power Relations: Social Triangle
Few Rich
Control Wealth
Workers Don’t HaveSufficient Income for
Humane Living Standard
Majority Peasants Have No Access to Resources
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• Of the $100.00 you paid in taxes:$27.20 goes to the military$18.70 goes to pay the interest on the debt$20.90 go es to health care$6.00 goes to income security$4.50 goes to education$3.40 goes to benefits for veterans$2.60 goes to nutrition spending$1.90 goes to housing$1.50 goes to environmental protection$0.30 goes to job training$12.40 goes to all other expenses
NPP INCOME TAX CHARThttp://www.nationalpriorities.org/interactive-tax-chart/2.html
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WHERE DO YOUR TAX DOLLARS GO? Chicago, Illinois, U.S.A. April 2007
http://www.nationalpriorities.org/publications/where-do-your-tax-dollars-go-2.html
• The median income family in Chicago, Illinois paid $2,459 in federal income taxes in 2006 . Here is how that amount was spent:
• Military$668• Interest on the Debt (Military)$224• Interest on the Debt (Non-Military)• $253• Health$513• Income Security$148• Education$112• Veterans' Benefits$82• Nutrition$65• Housing$46• Natural Resources$37• Job Training$7• Other$305
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Goal Setting
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International Training Office’s Multiple Multicultural Curricula
• France– Law students
• Chile:– Adult educators
• South Korea– Mechanical Engineers
• Sri Lanka: – Buddhist Singalese, Hindu Tamil, & Muslim Berger Women & Men
• Cyprus: – Muslim Turkish Cypriots & Orthodox Greek Cypriots
• Philippine Adults:– Muslim & Christian Secular & Clergy Folks
• Philippine Young Adults:– Indigenous, Muslim, Christian
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U.S. & Phil.Community &
School Organizers
U.S. & Phil.-basedFacilitators
Participants
Philippines:Capitol Univ &
SilsillahFoundation
USA:NIU’sITO &
CSEAS
U.S.State Dep’t
CurriculumDevelopmentStakeholders
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Potential Participants• 1) Grassroots Activists: Leadership Roles• 2) Other-centered: Engage in volunteer
community work• 3) Interest or prior involvement in promoting
inter-ethnic & interfaith dialogue
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Goals
• To (1) advance a dialogue and promote greater mutual understanding between Muslim and non-Muslim youth from the ARMM and surrounding provinces;
• (2) create a cadre of leaders that will work toward an enduring peaceful coexistence among all groups within the ARMM when they return home;
• (3) promote a better understanding of the United States - its people, culture, values, and civic institutions.
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Specific Objectives• To (1) sharpen the participants’ skills in conflict resolution and
management, interethnic cooperation and tolerance, leadership, coalition-building, and community activism;
• (2) enhance the participants’ appreciation of their similarities and differences through various interactive activities that will serve as avenues for open dialogues;
• (3) provide participants with tools for working collaboratively across ethnic and religious lines;
• (4) develop in the participants an appreciation of the cultural, religious, and ethnic diversity of Midwest America by making use of NIU’s proximity to Chicago, Springfield (the seat of the Illinois state government), and Indianapolis;
• (5) give participants access to community projects in DeKalb and in the Chicago areas so they can gain first-hand experience in civic participation and community leadership.
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Expected Outputs• (1) development of individual and regional action plans that the participants are
expected to carry out upon their return home; • (2) launching of a Mindanao-wide Youth Network for Peace during the Follow-on
Program in July or August that will permanently connect all the youth and adult alumni as well their respective schools/universities or NGOs;
• (3) an interactive website where success stories, lessons learned, best practices and projected-related information are posted regularly;
• (4) a training workbook containing hardcopies of workshop handouts and activity sheets that will be distributed to participants at NIU;
• (5) an “e-book”: a replicable and downloadable electronic version of the training workbook/manual accessible by all PYLP and ACCESS alumni, for use in the implementation of their action plans and other initiatives;
• (6) an e-book collection of artwork on peace created by the participants during their NIU training;
• (7) an e-book collection of workshop outputs such as learning missions, learning contract, conflict mapping, daily syntheses, breaking stereotypes, core values of ethnic groups/faiths, reactive conflict resolution;
• (8) a journal recording and analyzing the highlights of their daily learning experiences at NIU;
• (9) a printed booklet that includes a summary of all the activities of the NIU and Follow-on Programs, an evaluation of the impact of the programs on the participants, a review of the status of peace initiatives of alumni;
• (10) an e-songbook – a collection of songs that promote peace, harmony, unity, social justice; and
• (11) e-video clips of the participants’ cultural interactions with American peers, workshop activities, cultural performances, and field visits.
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Expected Outcomes• (1) the foundation will be laid for an expanded and committed
generation of youth leaders and activists who will contribute toward grassroots peace initiatives in the ARMM and surrounding provinces;
• (2) increased understanding of the nature and causes of inter-religious and inter-ethnic conflicts;
• (3) enhanced strategies and tools for conflict resolution, tolerance, respect for diversity, and inter-ethnic understanding;
• (4) a better understanding of the cultural similarities and differences between U.S. and Philippine cultures;
• (5) new knowledge and skills in strategic planning/action plan development and coalition-building;
• (6) an appreciation of the value of community service as evidenced by increased participation in volunteer work in their home communities;
• (7) established networking and collaboration among alumni in developing and implementing community development/peace projects; and
• (8) continued contacts between alumni and their American host families and friends.
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Delegation of Powers & Responsibilities
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4Content
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Year 62008-9
Year 52007-8
Year 42006-7
Year 32005-6
Year 22004-5
Year 12003-4
Curricular Development
For a Multi-YearProject
2nd Federal Grant
1st Federal Grant
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What:Curricular &
Extra-curricularDesign
How:Instructional
Tools & LearningTechnology
Why:Reflections of Philosophy,
Ideology, Values,& Pedagogy
Who:Biographies,
Society, Cultures, Structural Context & Action
Community & Popular Education
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Content:Leadership,
Inter-Ethnic Dialogue, & Conflict Resolution
Instructional Strategies:Critical Reflection,
Production ofKnowledge &Social Action
Results:Conscientization
End in View: Social Transformation
Community & Popular Education
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Philippine Youth
LeadershipCurriculum
Philosophy & Ideology
ContentKnowledge
PedagogicalTechniques & Process
CriticalPost-StructuralPost-ModernPost-Colonial
Theory
Leadership;Inter-Ethnic
Dialogue;Conflict
Resolution
Praxis, Dialogic,Critical
Reflection
ConcreteProduct:Output
Book,Project Plan
AbstractProduct:Outcome& Values
PersonalTransformation,
Social Transformation
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Framework for Inter-Ethnic
Dialogue
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Multiculturalism
FilipinoParticipants
CurricularContent
Atheist, Muslim,Christian,
Indigenous,Female, Male,Young, Old,
Straight, Gay
U.S. BarefootFacilitators& Students
African Am,Asian Am,
European Am,Jewish Am,Muslim Am,Native Am…
U.S. Society,Black Studies,Asian Studies,Class, Gender,
Ethnicity…
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Courses
Extra-CurricularCourses
Support Courses
Core Courses
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Courses
CoreLeadership
CoreInter-EthnicDialogue
SupportLeadership Courses
CoreConflict
Resolution
SupportC.R.
Courses
Support Inter-Ethnic
Courses
Extra-CurricularLeadershipActivities
Extra-curricularInter-Ethnic
Activities
Extra-CurricularC.R.
Courses
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Leadership
Charism
aticTr
ansf
orm
atio
nal
Top-Down Model
Grassroots Model
Service
Elitism1-W
ay
Talkin
gDo
ing
Popularity
Unsung Heroes
Dia
log
ue
“I, Me, My”
The People
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PAST:PYLP
Phase 1Pre-Program:
Philippines
PRESENT:PYLP
Phase 2Program: NIU, USA
FUTURE:PYLP
Phase 3Post-Program:
Philippines Diachronic Model: 3 Curricular Stages
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Visual & Performing Arts:Drawing, Theater,
Dance, Music
English:Critical
ReflectionWriting
DiversityPolicies &
Resources:Affirmative
Action
Critical HRD:Strat Plan,
Action Plan,Program Plan,
EvaluationBlack Studies:
History,Current History
AsianStudies:
SEA History& Politics
Anthropology:Islam, Phil.Christianity
Communication:Public Speaking,
MulticulturalCommunication
AdultEducation:Leadership
Sociology:Ethnicity,Gender,Class
Inter-Disciplinary
HolisticCurriculum
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KnowledgeSkills
Attitudes
OBJECTIVES
Action
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Values Skills
Knowledge
Objectives forthe PYLP
Curriculum
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Create
Evaluate
Synthesize
Analyze
Understand
Remember
Bloom’s Taxonomy & PYLPKnowledge, Skills
& Values Objectives
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Knowledge
LeadershipInter-EthnicDialogue
TransformationalLeadership
ConflictResolution
Biographies,Mediation
African American/Black Studies, Baha’i,Christianity, HinduismIslam, Judaism, Native American Spirituality
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Skills
LeadershipInter-EthnicDialogue
Public Speaking,Leaders of the Day,Collaborative Work,
VolunteerCommunity Service
ConflictResolution
Strat Plan, Action Plan,Project Plan,
Theater
Inter-Ethnic Rooming,Dialogue, Group
Discussions,Group Dynamics
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Values
LeadershipInter-Ethnic
DialogueConflict
Resolution
Communitarian,Other-
Centeredness,Service
Human Rights,Social Justice,& Just Peace
Mutual Respect & Acceptance
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5Pedagogy
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Sociology of Education
ConstructivismHumanism
Critical Pedagogy
Instructional Theory
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Philippine Youth
LeadershipCurriculum
Philosophy & Ideology
ContentKnowledge
ProcessSkills
CriticalPost-StructuralPost-ModernPost-Colonial
Theory
Leadership;Inter-Ethnic
Dialogue;Conflict
Resolution
Praxis, Dialogic,Critical
Reflection
Output
Book,Project Plan
OutcomeValues
PersonalTransformation,
Social Transformation
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PYLP
CurriculumPedagogicalPraxiology
Historical, Social &
Cultural Context;Social Justice
Interaction
Respect Diversity,
Work Together,Understanding,
Appreciation
Critical ThinkingConscientization,
Social Transformation
InstructionalStrategies/LearningActivities
Flexibility,Cooperative
Learning,QuestionPosing
Technology
PowerPoint,e-Board,e-Books,Upload
e-Journals &Action Plans
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Constructivist & Humanist “Create-ive” Co-Learning Activities
• Critical Reflection • Critical Reflection Writing• Dialogues• Story Telling• Workshops• PowerPoint Lecturettes
– Theories, Concepts– Case Studies– Statistics
• Community Service• Question Posing
• Music & Songs• Learning Circle• Art work• Theater Production• Project Planning for Post-
Program Activities• Leaders of the Day
– Emcee, Newcast, Facilitate, Energize, Summarize, Interfaith Invocation, Monitor…
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Resou
rce Person
s
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6Materials
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Training Materials• Lecture & Discussion Outlines & Notes• Workshop Activities: Bag of Tricks• PowerPoint Files• Training Manuals• e-Board• e-Files• e-Books• e-Template for Project Proposal Writing• e-Template for Project Implementation
Reporting
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7Activities &
Experiences
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Curricular Interactions & Field Visits• Academic Interactions: • DeKalb Hi, • Rochelle Hi, • Kish, • NIU
– Center for Black Studies– Asian American Resource
Center– Affirmative Action & Diversity
Resources
• Religious Institutions: • Amish Communities• Wilmette Baha’i Temple, • DeKalb Church, • Hindu Mandirs, • DeKalb Mosque, • Franklin Park Islamic School, • DeKalb Synagogue
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Indiana
Nature Walk,
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Extra-Curricular Activities• Dance• Open Microphone• Field Trips to Chicago• Host Families• Outdoor Team-
Building Activities• Sports
• Film Showing & Activities– Shadow of Hate– A Place at the Table
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Inter-Ethnic
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8 Implementation
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Transformational Leadership through Volunteer Community Service
• 1. Leaders of the Day• 2. Traditional Dance
Tour• 3. Senior Citizens
– Oak Crest Retirement Center
– Barb Manor Retirement Center
• 4. Temporary Shelters for Homeless Families & Battered Women– Hope Haven– Safe Passage
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9Evaluation
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Evaluation
QualitativeIntegrative Critical Reflection Essays
QuantitativeOnline Assessment
& Evaluations
1. Pre-Program Essay2. Mid-Program Essay3. Exit Post-Program
• Diagnostic Pre-Test• Formative Evaluation• Summative Post-Test
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Monitoring
Year 1Year 2Year 3Year 4Year 5
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Annual Formative & Summative Evaluation
2007-82006-72005-62004-52003-4
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Books
Individual &Regional
Action Plans
Poems
TheaterProduction
Art WorkMindanao-
Wide Network for Peace
InteractiveWebsite
Pre-, Mid-& Exit Critical
Reflection Essays
Daily Critical Reflectione-Journals
e-Books
TrainingManuals
AchievedOutputs
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ContinuingContacts
Appreciationof VolunteerCommunity
Service
ExpandedSocial
Networking
Conscientization& Values
Transformation
NewSkills
IncreasedKnowledge
AchievedCo-LearningOutcomes
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CommonUnderstanding
Shared Values;
Civil Virtues
Interaction: Civic Engagement,
Mutual Help;Reciprocity
Structures
CommonResources
SocialCapital
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Social Capital FormationSocial Capital
38
62
0
0
0
0 10 20 30 40 50 60 70
Great
Fair
Some
Little
None
Series1
Series1 38 62 0 0 0
Great Fair Some Little None
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Pre-Test & Post-Test of Conscientization
(Genuine Interfaith Mutual Respect)
0
10
20
30
40
50
60
70
80
90
Great Fair Some Little None
Pre-Test
Post-Test
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Social Transformation
0
10
20
30
40
50
60
Great Fair Some Little None
Series1S
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Online Evaluation Instruments
• http://www.wcer.wisc.edu/salgains/instructor/default.asp
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Online e-Board
• http://www.groups.yahoo.com/groups/philyouthleadership2007
• Repository of documents, e-books, e-journals• Social Networking Tool & Communication line
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10
Post-ProgramSocial Action & Social Change
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Action for Social Transformation: Implementation of Projects
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NIU• Report Team-Writing
– Phase 1: Grassroots Work, Search, Selection, Pre-Departure Orientation
– Phase 2: Program Evaluation– Phase 3: Post-Program Project Implementation &
Follow-On Meeting
• Evaluation Results: Formative & Summative• Lessons Learned & Best Practices• Writing & Publishing Books
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Post-ProgramAction forChange
LeadershipInter-Ethnic
Dialogue
OrganizationsVolunteer
CommunityService
ConflictResolution
Listening,Mentoring,Mediation,Organizing
Research,Exposure,Immersion,Dialogue,
& Seminars
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Southern Philippines
• Implementation of Individual Plans & Regional Plans
• Follow-On Meeting with US Folks: Reports, Challenges & Recommendations– Dr. Deb Pierce– Dr. Sue Russell– Carolyn Lantz– U.S. Embassy in the Philippines
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Applicability, Implications
& Conclusion
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Grounded Theory: Impact Assessment of Pre-Program, Program & Post-
Program Linkages• Dynamic Model
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Applicability of This Interdisciplinary Curriculum Model to Popular & Community Education
Just Peace
Social Transformation
Dialogic Liberational
Co-Learning Pedagogy Content:
Leadership, Inter-EthnicDialogue, & Conflict Resolution
Constructivist & HumanistInstructional & Learning Theory
Critical Philosophy & Ideology:
Context & Social Practice
Popular Education
Socia
l Con
text Historical Developm
entCommunity Education
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Implications & Lessons Learned• Hidden curriculum: Assume conflict (not
functionalism)• “Barefoot Facilitators” & Flexibility• Learning by Doing• Inter-Ethnic Interactive Strategies &
Activities• Transformational Leadership for Service• Exit Plan, Essay & Work • Use of email & technology• Social (not individual, not psychological)• Sustainability
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10Social Change
9Evaluation
8Implementation
7Activities
&Experiences 6
Materials
5Pedagogy
4Content
3Goal
Setting
2Social Context
& NeedsAssessment
1Philosophy
& Ideology
Inter-Disciplinary
HolisticCurriculum
Philippine Youth
Leadership
Conclusion
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