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Group 2: Pt. 3 Are students using self-reflection strategies after learning the material? Are students able to relate this material to other content areas, themselves, and the world around them? Are my students getting the most out of the material, should I be using a different method of teaching?

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Group 2: Pt. 3 Are students using self-reflection strategies after learning the material? Are students able to relate this material to other content areas, themselves, and the world around them? Are my students getting the most out of the material, should I be using a different method of teaching?

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Group 2: Pt. 2 Teachers' skills should include being able to use talk moves to facilitate conversations as well as constantly critically reflecting on the content to ensure it includes each student's views. Self reflection and regulation is a skill that is necessary to foster in students. Teachers should be teaching social and emotional learning content.

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Group 2: Pt. 2 Teachers' skills should include being able to use talk moves to facilitate conversations as well as constantly critically reflecting on the content to ensure it includes each student's views. Self reflection and regulation is a skill that is necessary to foster in students. Teachers should be teaching social and emotional learning content.

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Group 2: Pt. 1 Problem posing allows students to demonstrate critical thinking and access the material at hand in relation to themselves. Both power and identity can relate to each individual student because problem posing encourages the way students think about how students exist in the world and what the world is like around them in their own eyes.

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Group 2: Pt. 1 Problem posing allows students to demonstrate critical thinking and access the material at hand in relation to themselves. Both power and identity can relate to each individual student because problem posing encourages the way students think about how students exist in the world and what the world is like around them in their own eyes.

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1) Do the students have their own voice in the classroom?
2) Are students given the opportunity to think critically and apply their own knowledge?

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1. Am I doing all of the talking while the students listen?

2. Am I choosing all of the program content without consulting the students?

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Who is doing the most talking?

Do students have opportunities to explain their thinking?

Is the content of the course diverse and inclusive?

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When a teacher is using problem posing, they are allowing the students to have shared power because students have more opportunities to speak and contribute to teaching their classmates. Problem posing also helps the students feel like they are valued in the classroom so this helps shape their identity.

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The teacher should be able to present the material to students in different ways for them to understand. Two skills to foster in students are good discussion and communication skills so they can talk and solve the problems together. Students should also have good critical thinking skills so they can analyze the content they are presented with. The content should be social and emotional learning and more critically conscious.

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One skill a teacher needs is being able to see all perspectives, putting yourself in the shoes of your students during a lesson. Another skill would be problem solving due to conflicts that might arise with students in a teaching position, conflict resolution. Students should be able to develop good communication skills to be successful with this method. Content ideas would be social and emotional learning as students need good relationship skills during these activities as well as teaching equality and equity.

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Power, Access, Identity:
We think there is a relationship between problem posing and concepts of power, access, and identity because through problem posing, students are able to create their own learning and develop their identity. This creates equal power between all students because everyone can share their own backgrounds and opinions. Students have access to different viewpoints based on injustices and cultures.

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3 Skills:
1. Critical Thinking
2. Communication
3. Self-reflection skills

2 Content Ideas:
1. Social and emotional learning
2. Critical consciousness

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In relation to power, problem posing allows teachers to share their power with the students. When using problem posing, students may be able to experience a higher level of self esteem and confidence due to the fact that they are adding to each lesson. In terms of access, this approach can allow students and teachers to have equal access in the classroom, whether it be to knowledge, power, materials, etc.

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Discuss: What is the relationship between problem posing and concepts of power, access, and identity? [Write: 3 sentences or less about the relationships]

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Discuss: What questions can teachers ask themselves, their students, the existing literature/theory, and their colleagues to self-evaluate whether or not they are using banking or problem posing approaches? *TIP* It might help you to review the "concepts of banking".
[List at least 2 questions]

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Discuss: What role does teaching skills and content play in teachers' decision making if the teacher wants to use problem posing approaches? What kind of skills are necessary to foster in students? What type of content do you need to teach?
[List 3 skills and 2 content ideas]

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THE WORLD IS SEEN AS STATIC AND UNCHANGEABLE, AND STUDENTS ARE SIMPLY SUPPOSED TO FIT INTO IT AS IT IS

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THE WORLD IS SEEN AS STATIC AND UNCHANGEABLE, AND STUDENTS ARE SIMPLY SUPPOSED TO FIT INTO IT AS IT IS

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As you read, please replace the pronouns "he" with he/she/them

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Dangers of Banking