1. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Tuesday, 3-10-15 In your notebook, write about the following quote: “Education is the key to unlock the golden door of freedom.” --George Washington Carver

2. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Wednesday, 3-11-15 In your notebook, write about the following quote: “A teacher in search of his/her own freedom may be the only kind of teacher who can arouse young persons to go in search of their own.” - Maxine Greene

3. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Thursday, 3-12-15 In your notebook, write about the following quote: “It is possible to store the mind with a million facts and still be entirely uneducated.” --Alec Bourne

4. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Friday, 3-13-15 In your notebook, write about the following quote: “You are always a student, never a master. You have to keep moving forward.” --Conrad Hall

5. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Tuesday 3-10-14 Active Reading Day – Use the active reading handout “The Banking Concept of Education,” by Paulo Freire, pp. 62-67

6. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Wednesday 4-16-14 Reading Quiz Discuss “The Banking Concept of Education”

7. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Wednesday 4-16-14 Reading Quiz 1.What must teachers surrender and students develop in order for education to be effective? 2.How does Freire define the ideal teacher/student relationship? 3.According to Freire, what is the banking concept of education? 4. According to Freire, what place does inquiry hold in the banking concept of education? 5.Freire speaks about teachers and students becoming “jointly responsible.” Explain what he means by this.

8. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Wednesday 3-11-15 In 6 groups, do the following: 1)Summarize the paragraph 2) Identify the most important sentence/quote 3) State basic education truth

9. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Group 1: p. 63, “A careful analysis…” through “means for Brazil” Group 2: p. 63, “Education thus becomes…” through “they educate the teacher.” Group 3: p. 64, “The raison d’être…” through “proscribes communication” Group 4: p. 64, “Yet only through…” through “in the name of liberation.” Group 5: p. 65, “Liberating education…” through “owned by the teacher.” Group 6: p. 62, “Freire’s education theory…” through “no real knowledge is created.”

10. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Wednesday 3-11-15 and Friday 3-13-15 Discuss “The Banking Concept in Education” Author Comparison/Contrast Chart

11. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Thursday, 3-12-15 – Meet in the Library Precis – a concise summary of essential points, statements, or facts. Should include: 1.A description of the context of the article 2.Who the author is and why he is important 3.A summary of the article (at least five sentences ) Who is the author of the text? What was the work’s original purpose? What cultural factors might have influenced the work? What are some of the author’s major concerns? What larger conversation is this text a part of? What are the primary points the authors makes in the writing?

12. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Discuss “The Banking Concept in Education” The Narrative Nature of Schooling TeacherStudents Content

13. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Discuss “The Banking Concept in Education” The Narrative Nature of Schooling “The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified” (63) TeacherStudents Content

14. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Discuss “The Banking Concept in Education” Narration Sickness or Dialectic - discussion and reasoning by dialogue as a method of intellectual investigation Teacher Students

15. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Discuss “The Banking Concept in Education” “Narration (with the teacher as narrator) leads students to memorize mechanically the narrated content. Worse yet, it turns them into ‘containers,’ into ‘receptacles’ to be ‘filled’ by the teacher. The more completely she fills the receptacles, the better teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are” (63).

16. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Discuss “The Banking Concept in Education” The Banking Concept of Education leads to “narration Sickness” TeacherStudents The depositing of knowledge/skill into empty receptacles

17. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Discuss “The Banking Concept in Education” “The raison d’etre of liberation education, on the other hand, lies in its drive towards reconciliation. Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students” (64).

18. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Discuss “The Banking Concept in Education” Liberation Education “The teacher’s thinking is authenticated only by the authenticity of the students’ thinking. The teacher cannot think for her students, nor can she impose her thought on them” (64-65) TeacherStudents

19. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Discuss “The Banking Concept in Education” What do you like about Freire’s ideas about education? List 5 positive characteristics of Liberation Education

20. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Discuss “The Banking Concept in Education” What might be the problems with Freire’s ideas about education? List 5 problems with Liberation Education

21. English 200 Tuesday, 3-10-15 through Friday, 3-13-15 Discuss “The Banking Concept in Education” Connect Freire with previous authors: Comparison / Contrast Seneca, Wollstonecraft, Primer, Douglass, Al-Ghazali, Newman