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Reyty Paper3 Final Caha 540 Curriculum Development


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Reyty Paper3 Final Caha 540 Curriculum Development

  1. 1. Curriculum Development for Northern Illinois University’s Philippine Youth Leadership Program
  2. 2. Problem : Population, Resource Control, Distribution of Wealth, Social Injustice, & Armed Conflict Indigenous Filipinos & Other Minorities Muslim Filipinos Christian Filipinos
  3. 3. Abstract 10 Social Change 9 Evaluation 8 Implementation 7 Activities & Experiences 6 Materials 5 Pedagogy 4 Content 3 Goal Setting 2 Social Context & Needs Assessment 1 Philosophy & Ideology Inter- Disciplinary Holistic Curriculum Philippine Youth Leadership
  4. 4. Introduction to the Framework: Literature Survey Rey Ty
  5. 5. Definition of Terms <ul><li>Curriculum : </li></ul><ul><ul><li>(1) the planned interaction of learners with instructional content , resources , and learning experiences or processes to attain educational objectives and outcomes ; </li></ul></ul><ul><ul><li>(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 </li></ul></ul>
  6. 6. Flinders, David J and Thornton, Stephen J.  The Curriculum Studies Reader, Routledge. New York, 1997  <ul><li>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).”  </li></ul>
  7. 7. Definition of Terms <ul><li>Curriculum Development : </li></ul><ul><ul><li>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) </li></ul></ul>
  8. 8. Eresh, J. & Hampton, S. (1996). Restructuring curriculum for &quot;real-world&quot; experiences. Educational Horizons, 74(4), 187-191. <ul><li>Hampton and Eresh (1996, p.188) point out that &quot;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.&quot;  They assert that &quot;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.&quot;  This is as it should be.  After all, the original meaning of the word curriculum was the course of a chariot race , and metaphorically, &quot;race course can be interpreted to mean journey or journey of learning, growing, and becoming,&quot; says Schubert (1996,  p.169).  Schubert reports that &quot; 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 &quot; (p.169). </li></ul>
  9. 9. Competitiveness Multiculturalism Standards Curriculum
  10. 10. UNCTAD Model <ul><li>1. the analysis stage: </li></ul><ul><li>preliminary studies </li></ul><ul><li>job analysis </li></ul><ul><li>population analysis </li></ul><ul><li>2. the development stage: </li></ul><ul><li>curriculum design </li></ul><ul><li>module design </li></ul><ul><li>course production </li></ul><ul><li>3. the implementation stage: </li></ul><ul><li>validation and revision </li></ul><ul><li>implementation of training </li></ul><ul><li>post-training evaluation </li></ul>
  11. 11. University of British Columbia
  12. 12. Standard Procedure in Curriculum Design <ul><li>1. Analysis </li></ul><ul><ul><li>Needs Assessment </li></ul></ul><ul><ul><li>Goals </li></ul></ul><ul><ul><li>Task Analysis </li></ul></ul><ul><li>2. Designing the Objectives </li></ul><ul><ul><li>Performance Objectives </li></ul></ul><ul><ul><li>Technology </li></ul></ul><ul><ul><li>Sequence </li></ul></ul><ul><ul><li>Technical Skills, Support, Equipment </li></ul></ul><ul><li>3. Designing & Developing the Content & the Methods </li></ul><ul><ul><li>Teaching & Learning Materials </li></ul></ul><ul><ul><li>Pilot-Test & Feedback </li></ul></ul><ul><ul><li>Revision </li></ul></ul><ul><li>4. Implementation </li></ul><ul><ul><li>Implement the curriculum </li></ul></ul><ul><ul><li>Observation & feedback </li></ul></ul><ul><li>5. Evaluation </li></ul><ul><ul><li>Evaluate the whole curriculum </li></ul></ul><ul><ul><li>Revise </li></ul></ul>
  13. 13. Program Planning Curriculum Development Intersection
  14. 14. Academic Curriculum Development Administrative Program Planning Differences Similarities
  15. 15. Curriculum Development 1 Situational Analysis, Needs Assessment 2 Designing the Performance Goal 3 Designing, Developing , Producing & Testing the Content , Pedagogical Methods & Procedure 4 Implementation or Delivery 5 Monitoring, Feedback, Evaluation , & Data-based Reorganization
  16. 16. Hidden Imposed Curriculum Hidden Injustice Hidden Ideology Apolitical Ahistorical; Synchronic; Snapshot Individualist; Psychological Cognitivist & Behavioralist Impart Knowledge Non- Contextual Omniscient Instructors Instrumental; Technical- Rational Top- Down A Priori Epistemology Structural- Functional Critique of Static Model
  17. 17. Flexible, Responsive & Ever-Changing Curriculum Expose Social Injustice Ideological Political Historical Communitarian; Social Constructivist & Humanist Question Posing Contextual; Lived Experience Co-Learning Instructors as Change Agents Social Justice Ethic; Liberational Dialogic Negotiation; A Posteriori Epistemology Social Disequilibrium Dialectical Transformational Model
  18. 18. 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
  19. 19. Social-Educational Linkage Society Government Policy Curriculum
  20. 20. Economy Philosophy History Politics Culture Society Dialectical Relationship between Thinking & Being Psychology
  21. 21. Human Beings Contradictions & Dialectical Historical Development in Time & Space Necessity, Oppressive Consciousness & Structure Economic Basis Politics Culture Ideology Freedom, Liberating Consciousness & Agency Class Gender Color Abilities Society Nature Philo Ethics Difference Uniqueness Age Psych 1 2 3 Ethnicity Centrifugal Forces Centripe t al Forces Rey Ty
  22. 22. Social Context Historical Development Cultural Forces Political Forces Economic Forces Curriculum
  23. 23. Social Forces Cultural Forces Political Forces Economic Forces Curriculum History
  24. 24. Psychol-ogical Forces Cultural Forces Political Forces Economic Forces Adult Learners History
  25. 25. 2 Social Context, Power Relations, & Needs Assessment 3 Goal Setting 4 Content 8 Implementation 7 Activities & Experiences 6 Materials 5 Pedagogy 10 Social Action & Change 1 Philosophy & Ideology 9 Evaluation Dynamic Interactive Model
  26. 26. Positionality Philosophy Epistemology Ideology
  27. 27.
  28. 28. Schubert, W. H. (1996). Perspectives on four curriculum traditions. Educational Horizons, 74(4), 169-176. <ul><li>Schubert (1996) points out that virtually every curriculum theorist derives his underlying views from one of the four main philosophies of life and education: </li></ul><ul><ul><li>Traditional intellectualism, </li></ul></ul><ul><ul><li>social behaviorism, </li></ul></ul><ul><ul><li>critical reconstructionism, and </li></ul></ul><ul><ul><li>experientialism (p. 172). </li></ul></ul>
  29. 29. William H. Schubert, 1996  Perspectives on Four Curriculum Traditions <ul><li>The history of curriculum planning reveals theoretical orientation … speakers answer the curriculum questions “What is worth knowing?” </li></ul><ul><li>Intellectual Traditionalists – Use the classics and the great ideas embedded in them to overcome the problems of the day. </li></ul><ul><li>Social Behaviorists – Call for a look at what knowledge, skills, and values lead to success. </li></ul><ul><li>Experientialists – Best learning springs from our interests and concerns. </li></ul><ul><li>Critical Reconstructionists – Schools are sorting machines … hegemony occurs when society reproduces patterns of inequity. </li></ul>
  30. 30. <ul><li>“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 . </li></ul>
  31. 31. Tanner, Daniel and Tanner, Laurel (1995). Curriculum Development:        Theory into Practice, Upper Saddle River, New Jersey, 3rd Edition. <ul><li>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).”   </li></ul><ul><li>      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). </li></ul><ul><li>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. </li></ul>
  32. 32. Theoretical Literature Review Critical Theory Post-Modernism Post-Structuralism Post-Colonialism
  33. 33. Critical Post-Modern Post-Structural Post-Colonial Framework
  34. 34. Integrated Social Contexts Family School Community Organization Environment
  35. 35. Pre-Program Social Practice & Needs Assessment
  36. 36. Context <ul><li>1. Wide Rich-Poor Gap </li></ul><ul><li>2. Discrimination vs. Muslims & Indigenous Peoples </li></ul><ul><li>3. Criminality </li></ul><ul><li>4. Terrorism </li></ul><ul><li>5. Armed Conflict </li></ul><ul><ul><li>Revolution </li></ul></ul><ul><ul><li>Muslim Rebel Groups </li></ul></ul>
  37. 37. Power Relations: Social Triangle Few Rich Control Wealth Workers Don’t Have Sufficient Income for Humane Living Standard Majority Peasants Have No Access to Resources
  38. 38. <ul><li>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 </li></ul>NPP INCOME TAX CHART
  39. 39. WHERE DO YOUR TAX DOLLARS GO? Chicago, Illinois, U.S.A. April 2007 <ul><li>The median income family in Chicago , Illinois paid $2,459 in federal income taxes in 2006 . Here is how that amount was spent: </li></ul><ul><li>Military$668 </li></ul><ul><li>Interest on the Debt (Military)$224 </li></ul><ul><li>Interest on the Debt (Non-Military) </li></ul><ul><li>$253 </li></ul><ul><li>Health$513 </li></ul><ul><li>Income Security$148 </li></ul><ul><li>Education$112 </li></ul><ul><li>Veterans' Benefits$82 </li></ul><ul><li>Nutrition$65 </li></ul><ul><li>Housing$46 </li></ul><ul><li>Natural Resources$37 </li></ul><ul><li>Job Training$7 </li></ul><ul><li>Other$305 </li></ul>
  40. 40. Goal Setting
  41. 41. International Training Office’s Multiple Multicultural Curricula <ul><li>France </li></ul><ul><ul><li>Law students </li></ul></ul><ul><li>Chile: </li></ul><ul><ul><li>Adult educators </li></ul></ul><ul><li>South Korea </li></ul><ul><ul><li>Mechanical Engineers </li></ul></ul><ul><li>Sri Lanka: </li></ul><ul><ul><li>Buddhist Singalese, Hindu Tamil, & Muslim Berger Women & Men </li></ul></ul><ul><li>Cyprus: </li></ul><ul><ul><li>Muslim Turkish Cypriots & Orthodox Greek Cypriots </li></ul></ul><ul><li>Philippine Adults: </li></ul><ul><ul><li>Muslim & Christian Secular & Clergy Folks </li></ul></ul><ul><li>Philippine Young Adults: </li></ul><ul><ul><li>Indigenous, Muslim, Christian </li></ul></ul>
  42. 42. U.S. & Phil. Community & School Organizers U.S. & Phil.-based Facilitators Participants Philippines: Capitol Univ & Silsillah Foundation USA: NIU’s ITO & CSEAS U.S. State Dep’t Curriculum Development Stakeholders
  43. 43. Potential Participants <ul><li>1) Grassroots Activists: Leadership Roles </li></ul><ul><li>2) Other-centered: Engage in volunteer community work </li></ul><ul><li>3) Interest or prior involvement in promoting inter-ethnic & interfaith dialogue </li></ul>
  44. 44. Goals <ul><li>To (1) advance a dialogue and promote greater mutual understanding between Muslim and non-Muslim youth from the ARMM and surrounding provinces; </li></ul><ul><li>(2) create a cadre of leaders that will work toward an enduring peaceful coexistence among all groups within the ARMM when they return home; </li></ul><ul><li>(3) promote a better understanding of the United States - its people, culture, values, and civic institutions. </li></ul>
  45. 45. Specific Objectives <ul><li>To (1) sharpen the participants’ skills in conflict resolution and management, interethnic cooperation and tolerance, leadership, coalition-building, and community activism; </li></ul><ul><li>(2) enhance the participants’ appreciation of their similarities and differences through various interactive activities that will serve as avenues for open dialogues ; </li></ul><ul><li>(3) provide participants with tools for working collaboratively across ethnic and religious lines; </li></ul><ul><li>(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; </li></ul><ul><li>(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. </li></ul>
  46. 46. Expected Outputs <ul><li>(1) development of individual and regional action plans that the participants are expected to carry out upon their return home; </li></ul><ul><li>(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; </li></ul><ul><li>(3) an interactive website where success stories, lessons learned, best practices and projected-related information are posted regularly; </li></ul><ul><li>(4) a training workbook containing hardcopies of workshop handouts and activity sheets that will be distributed to participants at NIU; </li></ul><ul><li>(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; </li></ul><ul><li>(6) an e-book collection of artwork on peac e created by the participants during their NIU training; </li></ul><ul><li>(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; </li></ul><ul><li>(8) a journal recording and analyzing the highlights of their daily learning experiences at NIU; </li></ul><ul><li>(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; </li></ul><ul><li>(10) an e-songbook – a collection of songs that promote peace, harmony, unity, social justice; and </li></ul><ul><li>(11) e-video clips of the participants’ cultural interactions with American peers, workshop activities, cultural performances, and field visits. </li></ul>
  47. 47. Expected Outcomes <ul><li>(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; </li></ul><ul><li>(2) increased understanding of the nature and causes of inter-religious and inter-ethnic conflicts; </li></ul><ul><li>(3) enhanced strategies and tools for conflict resolution, tolerance, respect for diversity, and inter-ethnic understanding; </li></ul><ul><li>(4) a better understanding of the cultural similarities and differences between U.S. and Philippine cultures; </li></ul><ul><li>(5) new knowledge and skills in strategic planning/action plan development and coalition-building; </li></ul><ul><li>(6) an appreciation of the value of community service as evidenced by increased participation in volunteer work in their home communities; </li></ul><ul><li>(7) established networking and collaboration among alumni in developing and implementing community development/peace projects; and </li></ul><ul><li>(8) continued contacts between alumni and their American host families and friends. </li></ul>
  48. 48. Delegation of Powers & Responsibilities
  49. 49. 4 Content
  50. 50. 1 st Federal Grant Rey Ty Year 6 2008-9 Year 5 2007-8 Year 4 2006-7 Year 3 2005-6 Year 2 2004-5 Year 1 2003-4 Curricular Development For a Multi-Year Project 2 nd Federal Grant
  51. 51. What: Curricular & Extra-curricular Design How: Instructional Tools & Learning Technology Why: Reflections of Philosophy, Ideology, Values, & Pedagogy Who: Biographies, Society, Cultures, Structural Context & Action Community & Popular Education
  52. 52. Community & Popular Education Content: Leadership, Inter-Ethnic Dialogue, & Conflict Resolution Instructional Strategies: Critical Reflection, Production of Knowledge & Social Action Results: Conscientization End in View: Social Transformation
  53. 53. Philippine Youth Leadership Curriculum Philosophy & Ideology Content Knowledge Pedagogical Techniques & Process Critical Post-Structural Post-Modern Post-Colonial Theory Leadership; Inter-Ethnic Dialogue; Conflict Resolution Praxis, Dialogic, Critical Reflection Concrete Product: Output Book, Project Plan Abstract Product: Outcome & Values Personal Transformation, Social Transformation
  54. 54. Framework for Inter-Ethnic Dialogue
  55. 55. Multiculturalism Filipino Participants Curricular Content Atheist, Muslim, Christian, Indigenous, Female, Male, Young, Old, Straight, Gay U . S . Barefoot Facilitators & Students African Am, Asian Am, European Am, Jewish Am, Muslim Am, Native Am… U.S. Society, Black Studies, Asian Studies, Class, Gender, Ethnicity…
  56. 56. Courses Extra- Curricular Courses Support Courses Core Courses
  57. 57. Courses Core Leadership Core Inter-Ethnic Dialogue Support Leadership Courses Core Conflict Resolution Support C.R. Courses Support Inter-Ethnic Courses Extra-Curricular Leadership Activities Extra-curricular Inter-Ethnic Activities Extra-Curricular C.R. Courses
  58. 58. Leadership Charismatic Transformational Top-Down Model Grassroots Model Service Elitism 1-Way Talking Doing Popularity Unsung Heroes Dialogue “ I, Me, My” The People
  59. 59. Diachronic Model: 3 Curricular Stages PAST: PYLP Phase 1 Pre-Program: Philippines PRESENT: PYLP Phase 2 Program: NIU, USA FUTURE: PYLP Phase 3 Post-Program: Philippines
  60. 60. Visual & Performing Arts: Drawing, Theater, Dance, Music English: Critical Reflection Writing Diversity Policies & Resources: Affirmative Action Critical HRD: Strat Plan, Action Plan, Program Plan, Evaluation Black Studies: History, Current History Asian Studies: SEA History & Politics Anthropology: Islam, Phil. Christianity Communication: Public Speaking, Multicultural Communication Adult Education: Leadership Sociology: Ethnicity, Gender, Class Inter- Disciplinary Holistic Curriculum
  61. 61. Knowledge Skills Attitudes OBJECTIVES Action
  62. 62. Values Skills Knowledge Objectives for the PYLP Curriculum
  63. 63. Create Evaluate Synthesize Analyze Understand Remember Bloom’s Taxonomy & PYLP Knowledge, Skills & Values Objectives
  64. 64. Knowledge Leadership Inter-Ethnic Dialogue Transformational Leadership Conflict Resolution Biographies, Mediation African American/ Black Studies, Baha’i, Christianity, Hinduism Islam, Judaism, Native American Spirituality
  65. 65. Skills Leadership Inter-Ethnic Dialogue Public Speaking, Leaders of the Day, Collaborative Work, Volunteer Community Service Conflict Resolution Strat Plan, Action Plan, Project Plan, Theater Inter-Ethnic Rooming, Dialogue, Group Discussions, Group Dynamics
  66. 66. Values Leadership Inter-Ethnic Dialogue Conflict Resolution Communitarian, Other- Centeredness, Service Human Rights, Social Justice, & Just Peace Mutual Respect & Acceptance
  67. 67. 5 Pedagogy
  68. 68. Instructional Theory Sociology of Education Constructivism Humanism Critical Pedagogy
  69. 69. Philippine Youth Leadership Curriculum Philosophy & Ideology Content Knowledge Process Skills Critical Post-Structural Post-Modern Post-Colonial Theory Leadership; Inter-Ethnic Dialogue; Conflict Resolution Praxis, Dialogic, Critical Reflection Output Book, Project Plan Outcome Values Personal Transformation, Social Transformation
  70. 70. PYLP Curriculum Pedagogical Praxiology Historical, Social & Cultural Context; Social Justice Interaction Respect Diversity, Work Together, Understanding, Appreciation Critical Thinking Conscientization, Social Transformation Instructional Strategies/ Learning Activities Flexibility, Cooperative Learning, Question Posing Technology PowerPoint, e-Board, e-Books, Upload e-Journals & Action Plans
  71. 71. Constructivist & Humanist “ Create-ive ” Co-Learning Activities <ul><li>Critical Reflection </li></ul><ul><li>Critical Reflection Writing </li></ul><ul><li>Dialogues </li></ul><ul><li>Story Telling </li></ul><ul><li>Workshops </li></ul><ul><li>PowerPoint Lecturettes </li></ul><ul><ul><li>Theories, Concepts </li></ul></ul><ul><ul><li>Case Studies </li></ul></ul><ul><ul><li>Statistics </li></ul></ul><ul><li>Community Service </li></ul><ul><li>Question Posing </li></ul><ul><li>Music & Songs </li></ul><ul><li>Learning Circle </li></ul><ul><li>Art work </li></ul><ul><li>Theater Production </li></ul><ul><li>Project Planning for Post-Program Activities </li></ul><ul><li>Leaders of the Day </li></ul><ul><ul><li>Emcee, Newcast, Facilitate, Energize, Summarize, Interfaith Invocation, Monitor… </li></ul></ul>
  72. 72. Resource Persons
  73. 73. 6 Materials
  74. 74. Training Materials <ul><li>Lecture & Discussion Outlines & Notes </li></ul><ul><li>Workshop Activities: Bag of Tricks </li></ul><ul><li>PowerPoint Files </li></ul><ul><li>Training Manuals </li></ul><ul><li>e-Board </li></ul><ul><li>e-Files </li></ul><ul><li>e-Books </li></ul><ul><li>e-Template for Project Proposal Writing </li></ul><ul><li>e-Template for Project Implementation Reporting </li></ul>
  75. 75. 7 Activities & Experiences
  76. 76. Curricular Interactions & Field Visits <ul><li>Academic Interactions: </li></ul><ul><li>DeKalb Hi, </li></ul><ul><li>Rochelle Hi, </li></ul><ul><li>Kish, </li></ul><ul><li>NIU </li></ul><ul><ul><li>Center for Black Studies </li></ul></ul><ul><ul><li>Asian American Resource Center </li></ul></ul><ul><ul><li>Affirmative Action & Diversity Resources </li></ul></ul><ul><li>Religious Institutions: </li></ul><ul><li>Amish Communities </li></ul><ul><li>Wilmette Baha’i Temple, </li></ul><ul><li>DeKalb Church, </li></ul><ul><li>Hindu Mandirs , </li></ul><ul><li>DeKalb Mosque, </li></ul><ul><li>Franklin Park Islamic School, </li></ul><ul><li>DeKalb Synagogue </li></ul>
  77. 77. Indiana Nature Walk,
  78. 78. Extra-Curricular Activities <ul><li>Dance </li></ul><ul><li>Open Microphone </li></ul><ul><li>Field Trips to Chicago </li></ul><ul><li>Host Families </li></ul><ul><li>Outdoor Team-Building Activities </li></ul><ul><li>Sports </li></ul><ul><li>Film Showing & Activities </li></ul><ul><ul><li>Shadow of Hate </li></ul></ul><ul><ul><li>A Place at the Table </li></ul></ul>
  79. 79. Inter-Ethnic
  80. 80. 8 Implementation
  81. 81. Calendar
  82. 82. Transformational Leadership through Volunteer Community Service <ul><li>1. Leaders of the Day </li></ul><ul><li>2. Traditional Dance Tour </li></ul><ul><li>3. Senior Citizens </li></ul><ul><ul><li>Oak Crest Retirement Center </li></ul></ul><ul><ul><li>Barb Manor Retirement Center </li></ul></ul><ul><li>4. Temporary Shelters for Homeless Families & Battered Women </li></ul><ul><ul><li>Hope Haven </li></ul></ul><ul><ul><li>Safe Passage </li></ul></ul>
  83. 83. 9 Evaluation
  84. 85. Evaluation Qualitative Integrative Critical Reflection Essays Quantitative Online Assessment & Evaluations <ul><li>Pre-Program Essay </li></ul><ul><li>Mid-Program Essay </li></ul><ul><li>Exit Post-Program </li></ul><ul><li>Diagnostic Pre-Test </li></ul><ul><li>Formative Evaluation </li></ul><ul><li>Summative Post-Test </li></ul>
  85. 87. Monitoring Year 1 Year 2 Year 3 Year 4 Year 5
  86. 88. Regular Feedback Year 1 Year 2 Year 3 Year 4 Year 5
  87. 89. Annual Formative & Summative Evaluation 2007-8 2006-7 2005-6 2004-5 2003-4
  88. 90. Books Individual & Regional Action Plans Poems Theater Production Art Work Mindanao- Wide Network for Peace Interactive Website Pre-, Mid- & Exit Critical Reflection Essays Daily Critical Reflection e-Journals e-Books Training Manuals Achieved Outputs
  89. 91. Continuing Contacts Appreciation of Volunteer Community Service Expanded Social Networking Conscientization & Values Transformation New Skills Increased Knowledge Achieved Co-Learning Outcomes
  90. 92. Common Understanding Shared Values; Civil Virtues Interaction: Civic Engagement, Mutual Help; Reciprocity Structures Common Resources Social Capital
  91. 93. Social Capital Formation
  92. 94. Pre-Test & Post-Test of Conscientization (Genuine Interfaith Mutual Respect)
  93. 95. Social Transformation
  94. 96. Online Evaluation Instruments <ul><li> </li></ul>
  95. 97. Online e-Board <ul><li> </li></ul><ul><li>Repository of documents, e-books, e-journals </li></ul><ul><li>Social Networking Tool & Communication line </li></ul>
  96. 98. 10 Post-Program Social Action & Social Change
  97. 99. Action for Social Transformation: Implementation of Projects
  98. 100. NIU <ul><li>Report Team-Writing </li></ul><ul><ul><li>Phase 1: Grassroots Work, Search, Selection, Pre-Departure Orientation </li></ul></ul><ul><ul><li>Phase 2: Program Evaluation </li></ul></ul><ul><ul><li>Phase 3: Post-Program Project Implementation & Follow-On Meeting </li></ul></ul><ul><li>Evaluation Results: Formative & Summative </li></ul><ul><li>Lessons Learned & Best Practices </li></ul><ul><li>Writing & Publishing Books </li></ul>
  99. 101. Post-Program Action for Change Leadership Inter-Ethnic Dialogue Organizations Volunteer Community Service Conflict Resolution Listening, Mentoring, Mediation, Organizing Research, Exposure, Immersion, Dialogue, & Seminars
  100. 102. Southern Philippines <ul><li>Implementation of Individual Plans & Regional Plans </li></ul><ul><li>Follow-On Meeting with US Folks: Reports, Challenges & Recommendations </li></ul><ul><ul><li>Dr. Deb Pierce </li></ul></ul><ul><ul><li>Dr. Sue Russell </li></ul></ul><ul><ul><li>Carolyn Lantz </li></ul></ul><ul><ul><li>U.S. Embassy in the Philippines </li></ul></ul>
  101. 103. Applicability, Implications & Conclusion
  102. 104. Grounded Theory: Impact Assessment of Pre-Program, Program & Post-Program Linkages <ul><li>Dynamic Model </li></ul>Rey Ty
  103. 105. Applicability of This Interdisciplinary Curriculum Model to Popular & Community Education Social Context Historical Development Community Education Just Peace Social Transformation Dialogic Liberational Co-Learning Pedagogy Content: Leadership, Inter-Ethnic Dialogue, & Conflict Resolution Constructivist & Humanist Instructional & Learning Theory Critical Philosophy & Ideology : Context & Social Practice Popular Education
  104. 106. Implications & Lessons Learned <ul><li>Hidden curriculum: Assume conflict (not functionalism) </li></ul><ul><li>“Barefoot Facilitators” & Flexibility </li></ul><ul><li>Learning by Doing </li></ul><ul><li>Inter-Ethnic Interactive Strategies & Activities </li></ul><ul><li>Transformational Leadership for Service </li></ul><ul><li>Exit Plan, Essay & Work </li></ul><ul><li>Use of email & technology </li></ul><ul><li>Social (not individual, not psychological) </li></ul><ul><li>Sustainability </li></ul>
  105. 107. Conclusion 10 Social Change 9 Evaluation 8 Implementation 7 Activities & Experiences 6 Materials 5 Pedagogy 4 Content 3 Goal Setting 2 Social Context & Needs Assessment 1 Philosophy & Ideology Inter- Disciplinary Holistic Curriculum Philippine Youth Leadership
  106. 109. Rey Ty