banking revoluçion!
About
/ËbĂŚĹ¡kÉŞĹ/ /ÉdjĘËkeÉŞĘ(É)n/
In his famous book Pedagogy Of the Oppressed, Paolo Freire coined, and criticises the term âbanking educationâ (=an authoritative teacher âdepositsâ knowledge into the heads of passive students). So I thought: cool, letâs innovate banking education.
Presenting the next big revolution in banking education: a card
Daniel Kahneman wrote our brain uses 2 thinking systems
System 2 - Slow: The rational, thoughtful approach to problem solving. Our brain is really good at recognising patterns, devising a strategy, and planning a reaction. But this kind of thinking takes a lot of energy.
System 1 â Fast: So 99% of the time we donât. We fly on auto-pilot. We just do more of what we know. Connections in our brain that are used more, become stronger and easier to use. This process is called habituation. (Advertising people love this, except when the intended audience has habituated a preference for the âwrong brandâ.) Artists with sufficient skill and experience can be intuitive in their practice, precisely because the required skills are habituated. But beginners have very little habituation. Their less-myelinated brains literally short circuit every time neighbouring neurons are fired simultaneously.
What if we had a 3rd system?
So, I designed cards that mimic these processes of habituation. But the beauty is the student doesnât have to memorise anything right away. No need to juggle all these concepts! Every card starts with a label or context in which the card can be used. Then follows a pattern, or an âIFâ â as in âif this occurs âŚâ Lastly there is a TRY-component. Kind of like a THEN THAT-component, but one thatâs less dogmatic. After all, these cards are tools. Not rules. Under the TRY component there is also optional space for specifying how and why. If you need more space you can always refer to books or pages in your notes.
To show you just how many little thoughts happen in a single design process, Iâm showing you how I designed the back of these cards.
Use cases:
Banking 1.02 â example: photoshop cutting something out using select > sky
1) The teacher shows their pre made card on the beamer. Then briefly explains the principle weâre learning today.
2) The teacher demonstrates this in a few examples.
3) Then, the teacher gives the students the exact same materials to let them re-create what the teacher made.
4) Then, the teacher challenges the students to try it on many materials and find an example that doesnât work.
5) Lastly, every student receives a blanco card they can fill out in their own words. They are encouraged to deviate from the teacher. The teacherâs card is still available as a pdf.
6) After class the students can share and compare their cards with other students. And apply the card in real life situations. Once they achieved mastery of the skill they can find a beginner to pass their card on, and in doing so briefly become a teacher themselves (which is the most powerful way of learning according to many sources).
feedback â example: a student made a visual, and the composition is out of balance
1) The teacher listens and watches carefully to the work the student presents.
2) The teacher notices a âmistakeâ.
3) The teacher asks: why did you do this that way? And listens to the studentâs answer patiently.
4) Then, the teacher proceeds with stating that the way the student did it is kind of unconventional. Their action has certain consequences in this context. At least according to a few sources.
5) To demonstrate this, the teacher shows a few examples. Or better yet: searches for examples with the student. If this takes too much time, ask to record it, and share the recordings with students. That way, youâre actually making tutorials and the bigger time investment pays off double.
7) Lastly, the teacher and student discuss briefly, then fill in a blanco card.
7) After the feedback the student returns with a few of these cards they can use in future assignments and projects. It is understood they will try the advice on copies. Not: replace their original file. That way they can test and compare themselves. Plus, they can revisit the feedback afterwards with the teacher in the next review, share knowledge with fellow students, etc.
tutorial â example: youâre watching a tutorial video on YouTube and you want to remember it
1) You watch the video with a few empty cards on hand.
2) You recognise a situation you often struggle with. Pause the video and write it down.
3) The teacher in the video shares their solution. You watch patiently.
4) You pause the video as soon as the principle seems clear.
4) You try it yourself. Rewatch the parts that are still unclear.
5) Then, you write your learnings on your card.
Theory â example: art history' âandy warholâs silk screen printsâ
1) At the beginning of the class, the teacher gives each student a few blanco cards.
2) The teacher gives some socio political/historical context about an artist/movement/time period/...
3) At some point wisdoms, practices or even techniques will be talked about. Great, an opportunity to connect!
4) Instead of just showing slides and talking, the teacher alerts the students there is a card to be gained here.
5) The teacher and the students go through the course material together, to formulate a card.
6) After class, the students can experiment with the technique themselves.
7) And the next class they bring back the things they tried to show it to their theory teacher. The theory teacher can now relate better and feels more connected to the studentâs practice.
podcast or vlog content â example: youâre interviewing a famous artist you admire
1) You email them beforehand and state that you donât want to be yet another interviewer asking the same questions they have answered a âshaquillionâ times. Instead youâre using these cards and youâd like to make a few of these cards with them. Here are a few questions you can ask.
a) Can you recall a beginner mistake you made early on in your career? What caused you to stop making that mistake?
b) If there would be one of these cards ALL creatives working for you should carry, what would it say?
c) Can you show me how you write/design/film those amazing [ ⌠]?
d) Youâre smart, youâll find a dozen more.