US 1100 — MODULE 3 — IN-CLASS EXHIBIT ROOM — PART 3 OF 3

Whose Formula Is This?

← Exhibit B

Reminder: the lens we're using today

Banking model (Freire) — the module deposits a "correct," universal technique into a student treated as a neutral, empty container. The technique is presented as working the same for everyone.

Liberatory / problem-posing model — student and instructor investigate together, testing a rule against real conditions instead of accepting it as neutral. A "best practice" is a claim to test, not a deposit to accept.

EXHIBIT C

The fine print

"Any time a professor willingly gives you an advantage in a course, use it!"

— this week's Note-Taking handout, on instructor-provided materials

Read that line again. It calls clear instructions and materials an advantage — something a professor chooses to hand out, not something you're owed.

While you read: Read the quote out loud at your table before answering alone. Does everyone hear it the same way?
  1. Who decided that clarity is a gift instead of a baseline? What changes if you flip that assumption?
  2. Think back to Exhibit A's "assumes" pile. Which tools there hand out that same kind of unearned advantage — to whoever already happens to know the unwritten rules?
  3. Rewrite the quote as if professors owed students clear expectations. Say it out loud to your table.