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Applying Freire's banking education as a lens. For this essay, you will explore an issue of your choosing in education, and use Freire's concept of Banking Education to help you analyze it more closely and concisely. Your issue can relate to your own experience or a another issue in education that you see as problematic. Remember, you don't have to agree with Freire-you only have to use his ideas in order to help you explore the issue you want to discuss. introduce your education issue and banking education (in any order). remember that although it will be tempting, your introduction should not include a "thesis statement" make extensive use of the concept of Banking Education as a means of analysis use paraphrases of specific ideas from Freire(in the context of this essay ,short quotes would be acceptable as Freire is considered the "father " of this concept if you try to use the concept banking education without discussing sprcific aspect, you will have problems extending your paper and doing your analysis . use terms from our class handout in addition to Freore, use at least four popular sources (but you may need moral ) your popular sources can help you to explain your issue by introducing statistics, specific examples, historical context, and expect perspectives on your topic End by drawing conclusions and explainning what you think needs to change, how we should see this issue differently and why , what the future will look like if we do change our thinking and what it might look like if we don't. .

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End by drawing conclusions and explainning what you think
needs to change, how we should see this issue differently and
why , what the future will look like if we do change our
thinking and what it might look like if we don't.

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APUS Assignment Rubric Undergraduate Level EXEMPLARY LEVEL 4 ACCOMPLISHED LEVEL 3 DEVELOPING LEVEL 2 BEGINNING LEVEL 1 POINTS FOCUS/THESIS Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements. Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment. Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal. 4 SUBJECT KNOWLEDGE Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence. Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge. The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area. Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas. 4 CRITICAL THINKING Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.

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