I like this post a lot because it encourages visualization of a problem in a different way. Problem posing and critical thinking are things that every cartographer should know but it is very difficult to teach through the banking model of pedagogy.

Hi,

There are two main themes that encapsulate everything you have here and will serve to strengthen your three tenets. The first is to remember that we are teaching students how to learn and how to adapt, that they become life-long learners. The second is that there is a ability for the student to learn from the teacher, but also the teacher can learn from the student.

Good stuff.

I agree! While I know we are evaluating this in the context of a college classroom, it would be so cool to see how children responded to more experimental teaching styles like problem based learning!

I like the questions you ended with in your post! I don’t think that creative learning and memorization have to be mutually exclusive. As Siddharth mentioned above, it makes sense for some fields to memorize certain things; however, I still think that you can frame what the student “needs to know” in a way that is creative and engaging!

I can relate to your experience! I have found I also do better in classes that are applied or hands-on. I think most students enjoy this more, but sometimes wish there was the flexibility in a classroom to have students take a test on how they best learn (i.e. kinesthetic, auditory, etc.) and THEN design a syllabus or assignments around the audience we have represented in a class!

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I love that you broadened the context of the readings to teaching outside of a classroom context! In some ways, I imagine sometimes that mentoring grad students is similar to raising children. You want them to be free and independent thinkers, you should provide feedback on their work and decisions, provide correction when necessary, and often times you put in more hours than you feel like you have to give! ? I really enjoyed your post and the parallels you drew in your post.

Thank you for sharing your experience. The memorization and regurgitation never worked well for me! There isn’t any learning in that for me. I do not wish to create an environment like that for students in my classrooms. You said something important for me when you stated “not forgetting who I am as an educator and what I bring to the table to facilitate and create that learning environment”. Brining our historical selves with our learned experiences can be helpful for us to bring in the good things and help filter out the negative things we do not wish to recreate.

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[…] specific, contemporary discussions regarding public schools and higher education in Part II & Part III.  My hope for this post is that it will inspire educators and learners to investigate this magical […]

I appreciate your post and like the narrative approach philosophy to teaching. This sounds a lot like the classes I am having in my doctoral program. There is much discussion and participation by the students. At this level we are challenging our thoughts and engaging in critical examination of ideas. I think this could be valuable way to approach learning environments for many ages. How wonderful would it be to engage a group of young children to foster ideas, discussion, and engagement in learning? Nice posting.

Thanks for sharing your experience. Exactly. It is very difficult to apply critical pedagogy especially when you have more than one hundred students in the classroom. During this week, I always was thinking about this and how difficult is applying critical pedagogy in a standardized course. Thank you again for your post. I enjoyed reading it.