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1. Choose 1 concept from Freire’s banking model of education.

2. On the padlet
* Give us a real life-life example from k-12 education

Give us a real life example from higher ed
Use Freire’s thoughts to discuss what you think can be done or has been done well to address the banking concept you chose.
*Include a visual component that enhances your poster

3. Add it to the padlet

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Teacher chooses the content, students adapt to it

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Teacher chooses the content, students adapt to it

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In elementary school, I was taught that Christopher Colombus discovered America. Now schools are teaching children the correct history, that indigenous people were the first people in America.

In high school, we are taught what is in history books and we do not expand on black history, chicano/latino history, or asian pacific islander history. We are expected to only know American history and that is what we are tested on. Schools need to integrate these histories in the curriculum because they also contribute to what America is today.

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1. Teachers choose the content; students adapt to it.

2. Back in Elementary School, we did a fun activity where the teachers dressed us as old pilgrims, and we would live out their lives like they used to. This was interesting because it gave me a clear understanding of how people lived in those times.

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More Than Just a Notebook: Rethinking How We Learn

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More Than Just a Notebook: Rethinking How We Learn

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One key idea from Freire’s banking model is that students are treated like empty containers, teachers just “deposit” info, and students memorize it. In K–12, this shows up in classes where students just take notes and study for multiple-choice tests. In college, it’s those big lectures where the professor talks the whole time and there’s no real discussion. Freire believed learning should be more of a dialogue. Schools that use group projects or discussion-based classes are doing a better job since they let students think critically and actually connect with what they’re learning.

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In my senior year AP Gov class, we were learning about voting/electoral college and we weren't really encouraged to discuss/debate how the electoral college is an out of date practice. We were just told to learn the material and why it was created for our test. Although I understand that it was necessary to learn about in the class, I think it would have been of an engaging class period if we were allowed to have an educational debate on the electoral college, especially as young people who were almost legally allowed to vote.

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K-12 (Teacher confuses authority of knowledge with own professional authority ste in opposition of students freedom):

throughout all high school, we just told to listen to the teacher without interrupting. This even goes with teacher's opinion that we may go against. We have to sit in silence or else we would get in trouble for speaking our mind and making a scene.

High Ed (Teacher thinks, students are thought about):

My time in college was helped me realized that building a connection with a professor can have a benefit. Like using their office hours to show you care about the course and grade and while in the professor will think of ways to teach you in your style of hands on or examples.

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Teachers discipline, students are disciplined 

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Teachers discipline, students are disciplined 

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An example from K-12 education that came to mind was how teacher would put you in time out. In some cases you would be seated apart from others. Sometimes, the misbehaved students would also not be allowed to play during recess. A simple example for higher education would be rules. Professors have different rules, one of my professors made us sign a document where we pledged to not use AI, and if we did we would be dropped from the class. So its things that are similar to that. Cheating would also be another example, if you cheat than you get a bad grade on your test/work. I feel like rules in college are a bit more fair, however throughout K12, there can be situations where teachers pick on you for no reason.

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I think the whole idea of teachers depositing information in students is very true. In K-12 these teachers obviously know everything and try to teach us having a brain at that age that is starting to develop but at least from my experience, things always had to be done a certain way if not it was wrong, At that age, I don’t think anything’s wrong just because it wasn’t always exactly the answer but close enough. A higher Ed example would be lectures with no interaction or discussion. I had a math professor that told us information but never explained thoroughly how to get to certain answers or how to do it. He just talked like if we already knew.

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One concept from Freire’s banking model of education is that students are treated like empty containers that teachers must "fill" with information. This approach doesn’t allow students to think for themselves or be active in their learning.

A real-life example from K–12 education is in my AP Gov class last semester my teacher would lecture the whole class period while we would silently take notes and memorize facts for a test, without asking questions or discussing ideas. This made it hard for me to retain the information. To fix this, teachers should assign project-based learning, where students work together to solve real problems. This method encourages them to ask questions, think critically, and make their own decisions, just like Freire believed learning should be. Instead of being passive, students become active participants in their education

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1. Freire critiques the idea that students are passive recipients of knowledge, where teachers "deposit" facts into them, rather than encouraging them to think critically and engage in dialogue.

2. I recall taking a test in elementary school that required memorization of the state capitals. The significance of state capitals, their history, and the relationship between geography and power were not discussed. Understanding was not the main goal; rote memorization was.

3. According to Freire, learning should be a dialogical process in which teachers and students share a common quest for knowledge. He maintained that pupils ought to be co-creators of knowledge rather than passive recipients of it.

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Throughout K-12 we are taught and often required to memorize historical dates and facts for standardized tests without understanding the context or significance. I remember being so concerned throughout elementary school while learning about the beginning of the United States. Constantly worried about having the dates correct and not fully understanding the significance. In college, I had taken U.S. history, and although I had a better understanding of the significance of the U.S. coming to be, I often caught myself just memorizing the dates and a brief understanding to answer questions on the material. Freire advocates for a more dialogical and problem-posing approach to address the narrative character of education. In K-12 education, teachers can incorporate project-based learning where students actively explore and solve real-world problems, fostering critical thinking and collaboration.