For years, I have wrestled with breaking away from traditional pedagogy. This is not an easy struggle, for most of us were taught this way as students and are surrounded by it as a teachers today. I have six questions which could give some insight into why this is and we can do to change it:
1. Critical educator Paulo Freire describes two different types of education - banking and problem-posing. In your experiences, which of these did you most often see? Why do think that is?
2. In classrooms where problem-posing exists, what do you see?
3. Do you believe that problem-posing education could lead to more educational equity for our students?
4. How might the structure of our schools make problem-posing education difficult? What could be done to address this?
5. How do successful teachers juggle the expectations of top-down curriculum and assessment while at the same time teach engaging, student-centered lessons?
6. What might be some ways to encourage more engaging teaching?
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Mr. Mayo, I side with your observation in Q3 that students learn more when they are actively involved, and that engaging them (as opposed to talking "at" them) results in learning retention. I don't know about the equity connection, however. More hands-on activities, more discourse and debates or deliberations, and more synthesis of ideas will lead to more in-depth learning, but how many group products does it take before an individual can stand alone and produce quality work? Might we see some groups comprised of disparate abilities to the point where some get lost while the rest coast on by? Maybe what I'm seeing is the difficulty you ask about in Q4.
ReplyDeleteI think most teachers do not use problem-posing questions due to standardized testing. Teachers are feeling the pressure from administration to obtain high scores. Teachers are reluctant to use problem-posing strategy and instead rely in the banking method
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