Good teaching avoids “banking models” of education that view students as empty vessels to be filled with knowledge poured by the teacher. This approach “transforms students into receiving objects” through control over inquiry (Freire, 1970, p. 77). The argument goes that when students are disempowered, they respond by resisting. That resistance takes many forms—interrupting class with jokes, disagreements with teachers for the sake of disagreement, ignoring the classroom, and so on (Milner & Tenore, 2010). On the flip side, constructivist approaches to learning that center on the student and his or her interests and culture and that are rigorous constitute good teaching. In this way, the engagement approach puts teaching at the center of classroom management.
This brief video doesn't address the interesting and important philosophical underpinnings of the information dump, but it offers a highly practical understanding of different ways of setting up learning that are not limited to elearning.
Works cited:
Freire, P. (1985). The politics of education: Culture, power, and liberation. (D. Macedo, Trans.). South Hadley, MA: Bergin & Garvey Publishers, Inc.
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Freire, P. (2004). Pedagogy of indignation. Boulder, CO: Paradigm.
Milner, H.R. & Tenore, F.B. (2010). Classroom management in diverse classrooms. Urban Education, 45(5). 560–603.
