Extra Credit

This learning method course will be a placement for freshman.  In this course the school will be evaluating a student’s ability to learn through various types of learning methods.  These methods will involve technological and old fashioned aspects.   This will allow students to improve or overcome their inability to do something.  Learning methods will include educational online games, presentations, group work, independent writing, exit tickets, think-pair-share, educational games, acting out readings, audio readings, and lectures.  This class will also examine different testing methods.  Testing methods will include multiple choice, short response, verbal quizzes, listening quizzes, and online exams.  

This course is important because it will determine a student’s learning ability and strengths in each method.  This will be a placement as to which classes a student will be taking in their future years at college. Every student learns differently.  Using visuals, audio, verbal, social, and logical approaches can aid a student towards their strengths and weaknesses.  This is what most students struggle in and find out too late.  This class will only focus on methods so that students don’t struggle later on.   Each student should realize their ability and focus on improving other methods.  

Extra Credit

The mission of our CUNY school is to encourage students that are willing to accelerate.  Whether they are sure or unsure of what they want to do, we will help them find their success.  We want students that are motivated and know that they can succeed.  We encourage students to have independence in what they believe and to collaborate their views with other students.  This will create comprehensive understanding. Our faculty promotes consolidative learning to help students develop intellectual skills needed to advance. With our diverse staff and low tuition cost, there is no better college you’d want to go to.  

Our main priority is to create an environment where students can interact with teachers and students of different backgrounds and cultures. Students will be able to relate to people of other backgrounds without being uncomfortable.  This will also enhance social development  and promote creative thinking.  We want our students to experience a range of perspectives which will help enhance their thinking and therefore their education.  

Creativity Vs. Memorization

 

In Pedagogy of the Oppressed, Paulo Freire describes two major models of education, the “banking” model and the “problem solving” model.   Freire demonstrates his dislike for the “banking” system and describes it as an oppressive system with no room for independent thinking.  As opposed to the  “problem solving” model, which  encourages freedom of creativity and change.   

The “banking” model of education was defined as a system where students are taught to simply receive, memorize, and repeat information only to receive higher grades on standardized tests. This refrains students from communicating and implying education knowledge to the real world.   In this model, the subject is the teacher and the listening object are the students.   The students are described as “depositories”  and the teacher is described as a “depositor”.  The teacher makes the deposit and the student receives, files, and stores the deposit.  The students comply to the teachers choice, but have no idea that they have an opinion and can contradict the teacher.  This takes away a student’s ability to be unique and creative, which is the most crucial part of learning.  A student should not just be taught math or english, but instead they should also be taught about each other.  The “banking” system intervenes a student from the world because they are not aware of their critical consciousness.  An example of the “banking” model is standardized testing.  Students are taught how to take the test as opposed to obtaining educational knowledge for the test.  The teacher just presented information since they knew “everything”  and the student was expected to follow because they knew “nothing”.   It was like an empty account that was waiting a deposit.  

The  “problem solving” model engages students and teachers to work together   in communicating and learning information.  Both sides present their opinion, so that there are multiple perspectives.  “In problem-posing education, men develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation”.  The students are taught to change the world instead of having to change for the world.  The teacher is also learning and the students are teaching each other.  Classrooms are more engaging and students are taught to think critically and evaluate.  This system helps students find their creativity and helps lead them to their success.  Students are not just restating information, but creating arguments and oppositions.  It gives students the skill they need to know to differentiate them from other student’s.  An example of “problem solving” model is when teachers engage lectures by creating different teaching methods.  Instead of just speaking or putting up power points, teachers create critical questions or engaging conversations  that help present information in different ways.  This creates a comfortable and entertaining way of learning.  

I felt that the   “problem solving” model was more compelling.  Students are taught to be creative and express a variety of perspectives.  This creates understanding and distinguishes a student from another. Students are also taught knowledge that they will have stored in their brains and can use in the future.  It helps a person express themselves and be free, instead of speaking someone else’s words.  

 

Questions:

  1. Do you agree with Freire’s argument that the “problem-posing” model of teaching should replace the “banking” model of education?
  2. Which model do you believe we are experiencing today?  How can we get to a  “problem-posing” model of teaching?

 

Work Cited

Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum. 1968

Was Traveling Three Miles Worth It?

The way education is perceived has drastically changed. The gap between the less fortune and the elite is a major concern that affects our education system.  This gap causes insecurities, as well as, success for those who are able to come across it.  In the podcast “Three Miles,” Lisa and Angela, two teachers, believed that their students should come together and learn about the differences in each others school.  Although their idea worked, there were some results that affected a student named Melanie.  

Melanie, a student at University Heights High school, was devastated after seeing Fieldston, an elite private school.  It was what she had dreamed of.  Melanie loved reading and was an intelligent student.  She was so disheartened after seeing this elite school that all she said was “we’ve got to get out of here.”  Melanie felt like she didn’t belong there.  She felt like a “ratchet-ass girl from the hood.”  She also explained that there is a racial gap saying that the students at Fieldston “were just a sea of white, blonde, blue-green eyes.”  Her race and her social status made her feel unwelcomed and hopeless.

The insecurity she had caused her to believe that the elite colleges wouldn’t even consider her.  Even though her intelligence got her a Posse scholarship, she became selfish and only went after the one college she had always wanted to go to.   The college she wanted to go to, Middlebury, rejected her and it tore her life.  She felt that if she didn’t get into Middlebury, she wasn’t smart.  Instead of applying to other colleges, she decided to not go to college at all.  Now she regrets not going to college.

Jonathan,  as opposed to Melanie, never really saw college as anything important.  He was a foster child and always thought that his experience in cleaning wouldn’t help him in college.  Just like Melanie, Jonathan felt devastated after seeing Fieldston.  He felt like that was where all the rich people went and he didn’t belong there at all.  His girlfriend, Raquel saw that he had the intelligence and potential to go to college.  Jonathan did end up getting a full scholarship to the college he wanted to go to.  The pressure of being the “only black guy,” not having the money to buy books, and the insecurity that college wasn’t for him caused him to flunk out.  

Raquel, on the other hand, went to college.  Even though, she struggled and was in the same situation as Jonathan she seemed to manage.  This is because she valued education. She graduated and became a teacher.  Although,  she wasn’t as smart as other kids she proved that she can become successful.  Raquel also believed she didn’t deserve it because her parents weren’t educated and they didn’t have money.  Through hard work, she finally accepted the fact that she truly did deserve it.  

Success isn’t granted.  You have to work hard for it.  Don’t let anyone or yourself let you down like Melanie and Jonathan, but focus and put effort and you’ll find a way out.  Just like Raquel succeeded, anyone can.  At the end of the day race and social class doesn’t matter as much as dedication and effort does.  

Questions:

Do you think insecurities or people demoting you come in the way of education?
How can we improve or change the way education is perceived for a low income student? High income student?

Works Cited

Glass, Ira. “Transcript.” Home. WBEZ, n.d. 13 March 2015  Web. 25 Sept. 2016. http://www.thisamericanlife.org/radio-archives/episode/550/transcript
Glass, Ira. “#550: Three Miles.” SoundCloud. n.d. 13 March 2015 Web. 25 Sept. 2016. https://soundcloud.com/danica-savonick/550-three-miles