Educator and philosopher Paulo Freire developed his interest in education while pursuing an advanced education at the University of Recife in 1943. After graduating, Freire pursued a teaching career and while doing so, he became quite disturbed by the large number of illiterate students. Due to his heavy concern, he began creating studies to help understand why so many of these students were illiterate. He discovered hat there was two types of learning, the banking method and the problem-posing education. The banking method is when students become a subject of their teacher, seen as an empty box that the teacher fills up with information. The problem-posing method demonstrates both parties, the students and teachers, being involved in the learning through conversation, questioning, and the sharing of each
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The class with the most beneficial teaching method that I can recall was my Accounting 230 courses taught by Professor Nori Pearson at Washington State University, in Pullman, WA. Professor Pearson heavily relied on the problem-posing education method which worked very well for me. She would present the information that we needed to be taught. Every couple slides, she would have us answer multiple choice iClicker questions from our seats on material she had just introduced. Not only would she involve us by presenting these questions, she would also call on approximately twenty random students a day to explain how we got to the number in the answer, where we would then break into group to discuss then eventually come together as a class again. Following the discussions, we would have a sample accounting sheet to calculate while she remained at the front of the room for people who had any questions. This enabled both the professor and the students to be active learners, taking the information learned, to question and apply
The class with the most beneficial teaching method that I can recall was my Accounting 230 courses taught by Professor Nori Pearson at Washington State University, in Pullman, WA. Professor Pearson heavily relied on the problem-posing education method which worked very well for me. She would present the information that we needed to be taught. Every couple slides, she would have us answer multiple choice iClicker questions from our seats on material she had just introduced. Not only would she involve us by presenting these questions, she would also call on approximately twenty random students a day to explain how we got to the number in the answer, where we would then break into group to discuss then eventually come together as a class again. Following the discussions, we would have a sample accounting sheet to calculate while she remained at the front of the room for people who had any questions. This enabled both the professor and the students to be active learners, taking the information learned, to question and apply