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I watched the video Habits of Mind Animations: Questioning and Problem Posing. I really like the idea of teaching kids how and why to question using the example of being a detective. When students are the ones asking questions, they are relying on themselves to be in charge of their own learning as opposed to the teacher being the leader. Problem posing education allows students to approach academics in their own way. Students ask the questions that they need in order to learn. I thought the video spoke of a powerful point about problem posing education when the animated teacher said the types of questions you ask will leave more room for ideas. In my school district, there is a big focus on the teachers asking higher level thinking questions to our students. But if we teach our students to be the ones asking each other higher level thinking questions, I think we would see students who can take charge of their own learning in more creative ways that are tailored to their needs.

Rachel Holzapple

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Problem-posing education allows a student to think critically and creatively by posing the right questions. This method of education allows students to feel like they have an input into education and the classroom. One platform that can help with a problem posing is pear deck. Pear deck allows you to pose a problem to you students and they can collaborate in groups to develop an answer. The answers can then be displayed which can lead to discussion about major misconceptions.

These could be the steps that the class uses to when using the problem posing method.

Caterina Faraci

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The article I discovered compares Freire's theories with that of John Dewey. The writer highlight's Dewey's famous words, "Education is not preparation for life, education is life itself." This further supports the importance of straying away from the banking method of education and instead welcoming problem posing. This then can make educational experiences more meaningful and applicable to real-life transfer.

Rebecca Hyman

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Although I am not a story teller by nature, I am one by profession. Teaching is all about writing a compelling narrative with others. This is a story about opposites that come together to create a positive ending. In teaching, we learn to start with a 'hook' to every lesson. My hook for this story is a quote from John Dewey.

If you wish to hear an audio recording of this blog post it is available HERE.

Dewey's model of education is a paradox to the image of the banking model presented by Paulo Freire in his Pedagogy of the Oppressed. Standards based, data driven, measured and counted learning events exemplify this notion of 'banking' education. The paradox is in who has the choice and voice in education. Dewey and Freire's views of learning, when brought closer together and viewed through a lens of inquiry, aren't far apart. The link between these two models is the connecting power of educational technology when ownership and authorship, within the 'architecture of participation' ( O'Reilly, 2004) ensures that educational banking is controlled by those living the learning.

Freire argues that education founded on a banking model - deposits of knowledge, collections of marks, returns on learning investments - goes against the narrative nature of what it means to be human. By "abandoning the educational goal of deposit-making and replace it with the posing of the problems of human beings in their relations with the world" (p. 79) we can regain our relationship, dialogue and actions with learning and each other. Teachers and students are creating and collecting their stories of learning as currency which is freely shared with others.

Participatory, inquiry based learning is re-energizing the trend toward learner focused educational practices. This is supported by new and emerging technologies in the classroom. As modelled by many teachers in inquiry based classrooms, A. Dunsinger ( Living Avivaloca) is one of many who exemplify Freire's statement where teachers and students "become jointly responsible for a process in which all grow" (p. 80). Both Freire's vision and Dewey's model of education are in the process of becoming a reality. Through "problem posing", education "affirms men and women as beings in the process of 'becoming'" (p.84) and opens a dialogue that engages learners and teachers in the co-creation of their unique stories along the learning journey. This is the story of life itself.

The stories of co-learning, problem-solving and success (or failure) add to the global narrative of what it means to be human. These stories of learning are being created, shared and celebrated through a collaborative network via the integration of technology (blogs, wikis, social media). Providing teachers and students with opportunities to share the learning journey - from problem, through challenge, into comprehension, overcoming critique, and finding commitments - give both a place and space for authentic reflection. Freire states that "thought has meaning only when generated by action upon the world" (p. 77). Educational trends in flipping, tinkering, making, coding, creating, and gaming show that teachers and students are generating currency by co-creating their learning stories. These stories are being deposited and shared freely via digital networks.

One current trend, that of digital badging, creates images of collecting coins as the currency of learning. As with earlier banking models of education, this trend can be a form of oppression unless the ownership of digital badges becomes part of an individual's life-learning story. Collecting digital badges, just as collecting marks, can become the bitcoin version and driving purpose of education. From the Dewey model of education, digital badges have the potential to be images that tell the story of efforts, struggles, failures and triumph.Claiming the coin (or digital badge) and keeping the collection should be in the hands of the learner rather than the digital data banks that could deny or hoard educational opportunity.

The paradox between banking models of education and the model of education as problem posing, life as learning will remain as polar forces, like the resisting ends of a magnet. Teachers and students, by weaving technology into solving real-life problems and sharing the stories of learning can find a balance between these two opposing forces.

How are you balancing the forces - are you banking or sharing educational currency? Are you dialoguing and communicating about problems being solved? Do you conduct the business of learning or live the learning as life itself?
References
Freire, P. (2006). Pedagogy of the oppressed, 30th Anniversary edition. New York: The Continuum International Publishing Group Inc.

Infology. (March 28, 2014) Digital badges in education: A quick overview. [blog post] http://blogs.ubc.ca/open/2014/03/28/digital-badges-in-education-a-quick-overview/

O'Reilly, T. (June, 2004). The Architecture of Participation. http://bit.ly/1xXgMgo

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Although I am not a story teller by nature, I am one by profession. Teaching is all about writing a compelling narrative with others. This is a story about opposites that come together to create a positive ending. In teaching, we learn to start with a 'hook' to every lesson.

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I think problem posing method of teaching works extremely well depending on the subject matter  you teach. I teach Art, so for me all of my lessons are problem posing or Problem based projects. I start off my lessons with the most 10 minutes of directions and then move around the room helping guide my students through their projects. I think all subject matters should have this incorporated but I know it is harder for some teachers to be able to do this rather than the banking system since so many teachers feel the pressure of standardized test.

Deanna Storck

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"Progress is impossible without change." You don't always need to know the answers, you need to know what questions to ask. This video goes into detail on how utilize current events to ask questions on why these issues are going on in the world today? Ideas are not people and should be questioned. A bad idea can do a lot of damage.

Dave Canaon

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Teaching English without Teaching English | Roberto Guzman | TEDxUPRM

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In the problem-posing method teachers and students are equal rather than one being the narrator and the other simply a filing cabinet such as in the banking education system.
Below video show how teacher can promote self learning and critical thinking

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Habits of Mind Animations: Questioning and Problem Posing

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What is PROBLEM-POSING EDUCATION? What does PROBLEM-POSING EDUCATION mean?

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Banking Concept of Education - Paulo Freire

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Problem Posing and Project Based Learning

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Problem Posing and Project Based Learning

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I think that problem posing  is most effective and I think it could work well with project based learning by allowing students to have time to "talk" with their task and think outside of the box. I found this video that talks about this.
https://proseedmag.com/banking-method-vs-problem-posing-method-of-education/

-Dain-Ann Brooks

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Project Based Learning: Why, How, and Examples

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As we discuss the Problem-Posing in education I came across a great TED talk that was very thought provoking to me for the Math teacher inside of me. In his TED talk Meyer highlights the the five symptoms that represent disparate math instruction. Here is also a great article that I read that goes along with this topic.

-Pooja S

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Today's math curriculum is teaching students to expect -- and excel at -- paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. Dan Meyer shows classroom-tested math exercises that prompt students to stop and think.

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My favorite video was the Habits of Mind Animations: Questioning and Problem Posing.  The reason I liked this video is because it was simple and allowed me to better understand problem-posing education.  Problem-posing education allows students to be problem-posing.  It allows students to be the questioning person (rather than the teacher) and to be problem posing to try to figure out what is going on or understand/learn  something.  As the woman in the video explains, students are not looking for a solution, rather they are looking for a question to help them investigate a possible solution.  This year, more so than in the past, I notice that my students ask a lot of questions if they don't understand something.  I love when they ask me questions.  It shows me that they are taking ownership over their learning and quite honestly, shows me that they care.

- Alyssa Coamey

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I was truly amazed by the stories told by Neil Turok on his experiences volunteer teaching in Africa.  One of his most profound statements was, "There are some really smart kids in Africa, and they will be the ones to solve Africa's problems, not us.

Alicia Parker

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Neil Turok: My wish: Find the next Einstein in Africa

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Accepting his 2008 TED Prize, physicist Neil Turok speaks out for talented young Africans starved of opportunity: by unlocking and nurturing the continent's creative potential, we can create a change in Africa's future.

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While reading about Problem Posing, and listening to your presentation, I couldn't help but think that as a science teacher, this sounded an awful lot like inquiry based learning. I attached a brief article explaining what this is.

Allan Itzkowitz

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What is Inquiry-Based Science?

Dr. Robyn M. Gillies is a professor in the School of Education at The University of Queensland, Brisbane, Australia. For over 20 years, she has researched the effects of cooperative learning on students' learning in science, mathematics, and social science content areas at the elementary and secondary levels. She has researched inquiry-based science in the classroom and has published her findings in many international journals, including the International Journal of Educational Research, Pedagogies: An International Journal, and Teaching Education. The extent of Dr. Gillies work in education is far reaching; she is the author of over 80 journal articles, two books, and nearly 20 book chapters. The SSEC recently contacted Dr. Gillies in hopes that she could provide valuable insight for our LASER i3 teachers. Dr. Gillies graciously agreed. Thank you, Dr. Gillies!
First, can you explain your interest in education and in inquiry-based science, specifically?
For about 20 years I have been researching the effects of cooperative learning on students' learning in science, mathematics, and social science content areas in elementary and secondary schools, and the majority of the findings have indicated that cooperative learning where students work together to investigate a problem or solve a dilemma can be used successfully to promote student engagement, socialization, and learning. Parallel to this research has been my interest in science and my concerns that teachers often seem reluctant to teach it in a way that is problem-based where student have opportunities to work together to investigate a topic. I have also been concerned for some time in the relatively mediocre performances of many students in Australia, the USA, and the UK on standardized international tests such as PISA and TIMMS, particularly when I see how consistently successful Finland, Singapore, the Republic of Korea, Chinese Taipei, and Japan have been on these same tests. In a sense, I've realized that cooperative learning with its emphasis on group cooperation and investigation can be used as a tool to help teachers teach science in a way that taps into students' natural curiosity to explore their world.
What is inquiry-based science?
Inquiry-based science adopts an investigative approach to teaching and learning where students are provided with opportunities to investigate a problem, search for possible solutions, make observations, ask questions, test out ideas, and think creatively and use their intuition. In this sense, inquiry-based science involves students doing science where they have opportunities to explore possible solutions, develop explanations for the phenomena under investigation, elaborate on concepts and processes, and evaluate or assess their understandings in the light of available evidence. This approach to teaching relies on teachers recognizing the importance of presenting problems to students that will challenge their current conceptual understandings so they are forced to reconcile anomalous thinking and construct new understandings.
How does inquiry-based science help students?
Inquiry-based science challenges students' thinking by engaging them in investigating scientifically orientated questions where they learn to give priority to evidence, evaluate explanations in the light of alternative explanations and learn to communicate and justify their decisions. These are dispositions needed to promote and justify their decisions. In short, "Scientific inquiry requires the use of evidence, logic, and imagination in developing explanations about the natural world" (Newman et al., 2004, p.258).
How does a teacher know if he/she is successfully teaching science using an inquiry-based approach?
Teachers can gauge the success of their teaching through students' level of engagement with the topic and each other, the scientific language they use to communicate their ideas, and the quality of the work they produce. Subtle comments such as "Are we doing science today? I really liked the way we did...." Are typical of the types of comments students will make when they have enjoyed participating in science investigations.

Does inquiry-based science look different in a lower-elementary classroom than in a middle-school classroom?
The principles are the same -- the need to excite and engage students' attention so they want to investigate the topic is critically important at any age. However, the way teachers actually teach it has to be more hands-on, directive or guided, and concrete for younger children.
What are some common misconceptions that teachers have regarding inquiry-based science?
... Teacher[s] often think they are 'doing inquiry' because they are out at the front of the classroom directing the inquiry or investigation or demonstrating how to do it. This is not inquiry science. Inquiry science requires teachers to be able to excite the students' interest in a topic and then provide them with opportunities to undertake the investigation either by themselves or preferably in collaboration with others. The teacher, though, needs to remain active in the lesson, guiding the students and asking questions to help them consolidate their understandings. Providing feedback is critically important to helping students understand how they are progressing.
You have observed many teachers over the years. Can you describe any teachers and/or students who exemplified inquiry-based science?
Good teachers engage students' interest through novelty, something unusual that spurs their curiosity and then they use language that is very dialogic or language that lets the student know that they are interested in what they think or want to say about the topic. Good teachers then carefully guide students as they begin to explore or investigate the topic, being careful not to dominate the conversation but allow student time to develop responses or think about the issue more carefully. In this sense they give students the time to reflect and think more carefully about the issue. However, good teachers are always careful to ensure that the inquiry-based science lesson moves forward and they do this be asking questions that probe and challenge students' thinking as well as giving them feedback that is meaningful and timely. Teachers who do inquiry well tend have a very good understanding of both the content they are teaching and the processes involved. They tend to use language that is very collaborative and friendly and take a genuine interest in what students are doing. They ask questions that challenge students' thinking and they acknowledge students' efforts.
What advice do you have for teachers who do not have a lot of time to teach science?
Recognize your limitations but try to optimize on what time you have. Be well prepared and try to ensure that science activities are interesting -- stimulate students' interest in science. If they are interested, they will continue to be interested even if they have not covered the full curriculum.
Can you provide an example of higher-level thinking and problem-solving questions that you may see with 7 and 8 year-old students?
Children will engage in higher-level thinking if teachers give them time to talk about a topic. Angela O'Donnell (Rutgers University) demonstrated how this can be achieved through her approach to Scripted Cooperation where two students work together on a topic. One then asks the other to recount as much as possible what they have learned while the listener asks the speaker questions. The students then switch roles and again they recount and ask each other questions. Over time, the questions become more complex so the respondent is compelled to provide more elaborate explanations.

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Dr. Robyn M. Gillies is a professor in the School of Education at The University of Queensland, Brisbane, Australia. For over 20 years, she has researched the effects of cooperative learning on students' learning in science, mathematics, and social science content areas at the elementary and secondary levels.

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Creating a culture of creativity in the classroom.

Kevin Wilson

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“Cultivating Intrinsic Motivation and Creativity in the Classroom” | Beth Hennessey | TEDxSausalito

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This was a great Ted talk that focused on the idea of someone being a poor student, until they found something they were passionate about. Where they were able to create something and showcase their work instead of just sitting in class and banking the information.

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This was a great Ted talk that focused on the idea of someone being a poor student, until they found something they were passionate about. Where they were able to create something and showcase their work instead of just sitting in class and banking the information.

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Melanie Funicello

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How School Makes Kids Less Intelligent | Eddy Zhong | TEDxYouth@BeaconStreet

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Eddy Zhong, successful technology entrepreneur, dives into the truth behind our K-12 education system. Eddy strongly believes that the education system diminishes creativity and confines children to a certain path towards success. He contends that kids are taught to believe college is a necessary step in life and that it is mandatory to achieve one's goals.

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This is by far my favorite video on education. I was introduced to it during my undergraduate study and feel that it fits perfectly in this discussion.

Melissa Hahn

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Sir Ken Robinson: Changing education paradigms

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In this talk from RSA Animate, Sir Ken Robinson lays out the link between 3 troubling trends: rising drop-out rates, schools' dwindling stake in the arts, and ADHD. An important, timely talk for parents and teachers.

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Educational change: A case for a ‘pedagogy of compassion’

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Educational change: A case for a ‘pedagogy of compassion’

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This is an interesting article (available for PDF download)

MichaelP

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Critical thinking skills in 3 simple steps.

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Critical thinking skills in 3 simple steps.

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Please excuse the clickbait title, but I think this video is an excellent to resource to learn how to approach critical thinking in the classroom

Andreu A.

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Encourage critical thinking with 3 questions | Brian Oshiro | TEDxXiguan

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https://docs.google.com/document/d/1DbZAvBXjNChGRAmTENfLEUB2Y6QnnzUqa44gdApmpgQ/edit?usp=sharing

Brian W

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Prepare Our Kids for Life, Not Standardized Tests | Ted Dintersmith | TEDxFargo

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Creating an Education System that Fosters Creativity

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Creating an Education System that Fosters Creativity

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Here is a Ted talk that I believe reflects Paulo Freire's idea of a "problem-posing" education system.  -Alexandria Szewczuk

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Do schools kill creativity? | Sir Ken Robinson

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Since I am a Technology Teacher, I feel as though Problem posing has been ingrained in me since day 1. I have heard of the concept of "banking" in education but never heard a name for it before, to me it was referred to as Standardized Test Learning, ultimately just teaching to the test and trying to get your students to remember as much as possible. As we all know though, our students do not all learn in a standardized way, they all have different styles and problem posing allows our students to tackle it in their own creative way. I added in a powerful quote from the book that really wraps up the state of education when the book was written and sadly even now.

Sean S.

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http://www.visiblethinkingpz.org/VisibleThinking_html_files/06_AdditionalResources/makingthinkingvisibleEL.pdf

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One TED talk re this idea I really like is ‘Every Kid Needs a Champion’ by Rita Pierson.  I think it is worth a look:

MichaelP

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Rita Pierson: Every kid needs a champion | TED