Begin by picking and unpacking a quote from your group's assigned category. Then move to the next in the sequence. Attempt to get in at least three.

Please observe the format of the samples. If you can, find an image. But what's more crucial is your "This quote means . . . " and "This idea is important because . . . "

Aronson's Note: I like the short, short, quote you've chosen! I particularly like it because of the words "transform" and the others that I've highlighted. 

Your explanation would serve as a great introduction, super quick notes about Friere - perhaps when you introduce him and his work to the readers. Like the "Cliff Notes' you'd share before diving deep into the quote. 

I want you to dig deeper into the actual words Friere uses in the quote you've picked. 

When we look at these phrases, we can see that Freire's problem-posing is about supporting students to CHANGE and EVOLVE the world (reality). That they, as part of the subject (the world they are studying) are capable and responsible for changing (fixing? improving?) the conditions under which they live (the world?)
The hopeful note is that Freire believes that the
the world isn't static (stuck, permanent, never-changing) - the world (culture, society, technology) evolves and grows and develops (and sometimes, devolves).

This quote makes me wonder, what happens when teachers treat knowledge/the world as something that never changes?

of knowledge, with his or her own 

professional authority, which she 

and he sets in opposition to the 

freedom of the students" (2).

This quote means that teachers often use their own opinion on topics to teach their students. They believe that they have the upper hand authority over their students and this is why they do not allow for the personal opinion of each student. Teachers are resisting to hear the opinions of their students because they are holding back the students' freedoms of opinion. Teachers may believe that they have all of the knowledge on each topic they discuss and because of that is why they do not allow for the opinions of their students. This could be because they may think their students are unknowledgable and do not obtain the same opinions as them.

This idea is important because teachers should have consideration on how to make connections with each student on the topics in order to be successful. They should help their students comprehend each lesson and gain a better understanding of each topic. Teachers should learn to understand the students opinions on each topic that is discussed. It is also important for the students and teachers to gain a better understanding of each other's opinions.

Aronson's Notes: Super smart choice, team. And the image is super important - it echoes what Freire says about ensuring that educators value students' thoughts. 

What I would like to see the significance statement do is explain why it is important for educators to value and honor students' thoughts. How does that respect prepare students to enter, participate, and lead? Perhaps it helps with "feeling good" (the affective/psychological domain). But how does valuing what students say fit into leadership and cognition (thinking, reasoning, connecting-the-dots)? 

Perhaps another way to approach that question is to say what happens to students who learn or end up believing that their voices and experiences do not matter? What do students who believe their ideas don't matter end up doing or being when they graduate? Will they perpetuate the problems they face and that exist in the world, or will they have the "gumption/lakas ng loob" and creativity to solve problems my generation hasn't? 

Super provocative questions that, if addressed in your discussion, will make a fantastic addition to your essay! 

I've highlighted words that you use to explain themselves; that's a common error - using the word we are translating to say what it means - that's called a "tautology," like saying an orange tastes like an orange. 

To level up your discussion, consider using synonyms or phrases when explaining important terms like "authority" and "knowledge" - using other words gives your reader more "on ramps" into your brain and hearts. 

The word "authority" makes me think of the triangle graphic where the teacher is "on top," in a superior position to students who are "subordinate" or beneath. The relationship is "one up/one down.  Does that make sense? Dominant, important, powerful, expert - other synonyms to represent the "voice of authority." How about the position that students inhabit? Subordinate? Inferior? 

Do the same with terms like "freedom" - and why is "freedom" important for students to experience in the classroom? How does that prepare them to work and thrive as graduates? 

Super productive quote and lots of effort went into your discussion. Hope my notes help "skill up" your capacity to analyze the quote!

is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat" (pg.1).

Meaning
This means that students are to be trusted to keep in mind what the depositors (teachers) of what they are depositing into students. It takes a while and works to get into the final result from inputting the principle task into the depositories, but once the transaction has proceeded the student will have a chance to be able to craft, brainstorm, and understand what has been given by the depositor.

Importance
This is important because we as students always be receiving an overload of works to be inputting it into our mindset to only result at the end that we can keep that skill to just only help us use those skills to benefit in reality. Teachers are here to feed you enough amount, to begin with towards the principle of reality or life. In return is to hopefully the students can share or relate to the same topic of what has been deposit into their heads. To observe to know what else has to be deposited.

Aronson's Notes: As with some of the other groups, you've selected a short, juicy quote that is at the heart of what Freire is saying, in this case, about banking model. Bravo. And the image is great - it shows that HUMAN puts something into an OBJECT.

I agree with you that often, we educators try to cram too much information into a short period of time. That's definitely a problem worth solving. I also like the portion in your discussion where you talk about students being able to share or relate to the topic, that which is being PUT into their heads.

You'll notice I've highlighted a couple of words/phrases in the quote and your response that are rich for interpretation and elaboration. To level up your discussion, consider the following:

Communication/Communique: As with poetry (and rap), when authors play with words, using words that sound the same to make a contrast, they are signaling something important. IN this case, though the words sound the same, they refer the contrast to "two-way dialogue" vs. "one-way messages." In this case, "communication" represents the back and forth between students and teachers (as you've said); "communique" is a one-way narration, a lecture without interaction. Make that more clear.

Perhaps this is what makes the ATM such a good example for "banking" - the machine doesn't really do much, passively accepting the money (knowledge) and not TRANSFORMING or using it. Transferring means moving from one place to the other; a relationship in a two-way discussion transforms, evolves, grows the shared body of knowledge. Props for using the word "transfer" in your discussion - perhaps the contrast to that is to "use, change, evolve, transform" ideas

This distinction between two-way and one-way makes me think about the kind of relationship behind those versions of instruction. Which model promotes the voice or knowledge of the teacher? Which model promotes the equality of voices, a recognition that students AND teachers have something important to add to the conversation? I'm thinking of the slides in Module Six that outline illustrates the difference between an "up/down" relationship and one that is more of a level playing field (link to the video). In the more "circular" relationship, both students and teachers work together to "connect the dots," recognizing that each of us has particular knowledge and experiences to bring to the dialogue.

So, while I agree with you about the LOAD being an issue, where and how does the relationship between students/teachers play into the quality of learning you experience? 

This quote means students aren’t their own separate entity in banking education. Students are oppressed through this model of education since they’re enforced to follow the teacher’s guidelines rather than critically thinking about the material or being able to think creatively. This quote explains how the negative the banking model impacts student's mindset. 

This quote is important because it explains how negative banking education is to students. Banking education doesn’t allow students to develop critical thinking skills and creative mindsets. It's important to spread the negative impact the banking model has on students, so that they could thrive and become functioning people rather than braindead and mindless robots.

Aronson's Response: Excellent choice for oppression/freedom. This quote ties together "banking" with "oppression," for sure. You put your finger on some of the important points in the quote: lack of critical thinking and creativity, and linking that to negative aspects.

What I'd like to see more of in the significance statements is WHY the lack of critical thinking/creativity is important. Why should society/individuals be concerned about being creative and critical (beyond personal expression). What makes "innovation" and "curiosity" and ability to critique important?

I also highlighted a couple of key phrases in the quote that might help - "preservation" suggests that knowledge and culture are permanent, concrete, never changing, never evolving. Basically, as if knowledge and culture is like an object that doesn't grow nor that the student actually shapes, changes, molds, and uses. Is culture and knowledge something like a rock or coin? Or is culture malleable, alive, evolving? Is knowledge something that exists outside students, or only within teachers? These questions point back to the highlighted section about "the teacher's property" - as if knowledge and culture is something the authority owns and the student doesn't, that we don't respect or honor students' knowledge or culture.