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Engaging Faith

Practical Lesson Ideas and Activities for Catholic Educators
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A Book of Reflections for Teachers

Prayer and reflection must be a cornerstone of success for any teacher. Teachers are extremely busy. With constant lesson planning, grading, extra-curricular activities, and the many jobs teachers take on, setting aside time for reflection can be hard for teachers to do. Five minutes of reflection can open the door for hours of spirit-filled activity throughout the day. We are excited about a new book of reflections for teachers called 5 Minutes with Christ: Spiritual Nourishment for Busy Teachers edited by Fr. Lou DelFra and Ann Primus Berends. The book is a collection of reflections on the Gospels by teachers, principals, and associates of the Alliance for Catholic Education program of the University of Notre Dame. If you are looking for a short devotional book specifically written for use by teachers and educators, then you'll love 5 Minutes with Christ. Each entry has a quote from Scripture, a reflection about teaching, and a short prayer. It is an easy way to integrate prayer into the short amount of time before school or in between classes and will provide you with some thoughts to reflect on for the rest of the day. Teacher Reflections in 5 Minutes with Christ Can't see the video? Click here to view it on YouTube. Sample Reflections for Teachers Listed below are small snippets from the reflections and prayers in the book. If you are interested in samples of full reflections, you can download them here. “Lord, help us to be humble students of Christ the Teacher, learning his ways and pointing others to the path of life.” The Visitation, Meghann Robinson Kirzeder “Lord, keep us open to your will for us. Grant us the strength to respond to your call with enthusiastic, generous hearts.” Jesus in the Temple, Sarah Greene “A teacher’s life is full of challenges, and we can be tempted to take the easy way out. Christ the Teacher shows us a different way.” The Temptation of Jesus, Ricky Austin “When our patience is tried by the more raucous members of our classrooms, it is helpful to remember that Christ the Teacher did not call already-perfect students, but those who would love him and persevere in his will.” The Appointing of the Twelve Apostles, Barbara Jane Sloan “Yet, in Christ’s eyes there are no hopeless causes, no unteachable students, just lost children looking for a teacher who will have the patience and love to pick them up when they fall.” The Parable of the Lost Sheep, Colleen Gannon "Christ the Teacher is constantly reminding his disciples that there is no reason to fear because the Father is always welcoming us." Jesus' Teaching on Prayer, Kate Linden “Studies will watch how we respond to adversity in our own lives, how we carry our crosses. Do we do so with humble, trusting hearts?” Gethsemane, Sarah Lamphier “Thank you, Lord Jesus, that with you I am never alone. As you gave and forgave in your loneliest hour, help me to do the same today.” The Crucifixion, Michael Suso “Christ’s invitation to action, evangelization, and ministry—ultimately, an invitation to joy—removes the paralysis of fear. This invitation spreads joy to the Church, for God’s life indeed echoes among us today.” Jesus Appears to the Women, Chuck Lamphier Click for full copies of free sample reflections.   About the Alliance for Catholic Education The book was developed by the University of Notre Dame's Alliance for Catholic Education, better known as ACE. In its nearly two decades of existence, the ACE program has developed leaders in Catholic education that are changing the face of schools across the country. All of the contributors to the book are in some way connected to the ACE program as teachers or members of the ACE Advocates. To find out more about the many programs offering service to Catholic schools, check out the Alliance for Catholic Education website.

Using a Simple Tool in the Classroom: The Camera

Many of us carry a classroom tool around with us with realizing it. Whether it be a small digital camera or a cell phone, the camera can capture images that may help you and your students. Photograph notes you have up on a board. You can then send the notes to students who are absent or post them on a website for students who write more slowly. Photograph the board when students are doing an oral presentation if you require them to have notes or diagrams up for the class, especially if all students are responsible for knowing the information and you want to ask them accurate questions about the information on an assessment. If students produce excellent examples of a project or a project method (mapping ideas, a timeline, creativity,) take a shot of the poster board to share the next time you assign this or a similar project so that the next group of students gets a good sense of what you expect. The use of more than one example of excellence can help students realize that there are multiple ways to do an exceptional job. If teaching ninth grade, especially first semester, photograph of each of your students and print the photos out (4 inches x 6 inches). Ask students to create introductions to themselves by placing the images in the center of pieces of card stock and then writing other pieces of information about themselves around the picture. Hang these introductions around the room for the first month or so to help students get to know one another. In summary, the next time you wish to remember something as is, just take a photo! Christine Schmertz Navarro

Introducing a Course with a Plot Structure Diagram

In his book A Father who Keeps his Promises, Scott Hahn notes that the Ancient Hebrews conceived of history much differently than modern persons. In the Ancient Hebrew view, God “writes” history, as though events in time are God’s way of communicating with us. The covenantal history of the Judeo-Christian faith takes on a new significance within this vision. Much of the new USCCB curriculum is centers around God’s activity in history, such as a course on Salvation History, the Paschal Mystery, or Scripture. To help students understand the scope and depth of these topics, we can introduce a course with a diagramming activity that surveys the story. The Plot Structure Diagram Most students are familiar with plot structure diagrams from literature class. Beginning the year with a plot structure of Salvation History, for example, provides the opportunity to: Activate and assess prior knowledge. Invite students into a “big picture” view of Salvation History. Return to the activity at the course’s end, allowing students to review the content they have learned and the themes they now comprehend. Salvation History Plot Structure Diagram During an introduction of the topic of Salvation History, review the plot structure diagram with students. Connect this story diagram with salvation history. Invite students to fill in as much as they know of the story of salvation history. Provide structure to the activity by assigning several points of reference at the exposition, climax, and resolution. Discuss the results of the diagramming activity as a class. Collect the charts and make copies. At the end of the year, re-distribute the charts to students. Invite students to evaluate What new content they have learned? How their understanding or appreciation of the ‘big picture story’ has evolved through the year? How they see themselves fitting into this story? Barbara Jane Sloan Holy Spirit Preparatory School Atlanta, GA

5 Ways Teachers Can Use Screencasts to Engage Student Learning

I love creating screencasts. After I did it once, I realized how easy it can be. A screencast is a video recording of someone's computer screen with an audio recording of someone's voice. With free programs/apps like Screenr, Screecast-o-matic, and Screncastle, teachers can make very creative recordings for their students. How can teachers integrate screencasts into their instruction? 1. Explain Homework Assignments by Video Have you ever had a student completely misunderstand a homework assignment or come into class with their homework incomplete because they "didn't get it." I have. It drove me crazy. Pull up the assignment on your computer screen. Hook up a microphone if your computer doesn't have one. Record a clear explanation of the homework assignment and show students how to complete it on the screen. Post it to YouTube (its free) or Vimeo (free too) and if you have a webpage, wiki, or Moodle page, post it there. Parents will definitely appreciate an in-depth explanation of the homework assignment. 2. Supplement Your Lectures Online Do you ever feel like you don't have enough time to teach everything? Create short videos to explain concepts you weren't able to cover in class and require students to watch them. Engage them in a discussion about it in class and clarify things that were a bit unclear. This saves time in class for critical thinking and creative discussion. 3. Answer Frequently Asked Questions with a Screencast Do you find yourself answering the same questions over and over again, year after year? Take your best answers to these questions, create a simple screencast to share the answer. When the question comes up in class, point them to the video, show it in class, or expand on the recording in person. 4. Digital Story-Telling The most powerful way to express an idea is to use stories, not just facts. Create or summarize a story using images and an audio reading. If you are a mac person, you could also use iMovie and give your stories a little Ken Burns effect. 5. Student-Created Screencasts If the students have the technology at home or if you can get them access to it at school, have them create screencasts as assessments, class prayers, and questions about assignments. A Simple Way to Make a Screencast In the screencast below, I simiply summarize the five tips written above using PowerPoint and Screenr. I am recording just one slide with five images. It took me 20 minutes to create and 10 minutes to record and upload to YouTube.   The Master Screencaster: Salman Khan Just for fun, let's take a look at the master screencaster, Salman Khan from Khan Academy. He is being called a revolutionary for his educational videos. You can be revolutionary too. Create some screencasts.

New YouTube Videos for Religion Class

It is no secret that kids love to watch movies and videos. Some of them come to expect it in the classroom. Just below Google and Facebook, YouTube is the third most popular website in the world. Teens are likely to watch videos online frequently each week. Why not start showing videos in religion class on a frequent basis? Teachers have been asking us for more video in our online resources. In addition to the release of the Jesus Christ DVD Collection, we have assembled a list of YouTube videos that correspond to the Jesus Christ Series, the first three books of the USCCB Curriculum Framework. These videos connect directly with each chapter of the Jesus Christ series books and correspond to the activities within the TWE. They cover a wide range of topics and bring religious education into the modern age. You can find these YouTube videos in the Classroom Resources on this site or: Jesus Christ: God's Revelation to the World: YouTube Videos Chapter 1 Jesus Christ: His Mission and Ministry: YouTube Videos Chapter 1 Jesus Christ: Source of Our Salvation: YouTube Videos Chapter 1 We have also created a list of videos for Exploring Religions of Our World, a course that needs the be supplemented with visual images of the major world religions. Sample YouTube Videos for the Jesus Christ Series       But YouTube is Blocked by My Catholic School! If you are having trouble accessing the YouTube videos at school, check out Nick Senger's tutorial on how to download and use YouTube videos.

Do You Know Your Introverted Students?

Religion class can be a place for memorable and formative discussions, and course grades often include class participation. However, students of a certain temperament might be at a disadvantage in this situation unless teachers recognize, appreciate, and foster their unique skill set. These students are introverts. Characteristics of Introversion Introversion and extraversion are different temperaments. Generally, introverts expend energy in social situations and must spend time alone to recharge. Extraverts gain energy from being social. Introverts may be misunderstood as aloof or shy, but these are not qualities of introversion. Introverts have a rich inner life. "Still waters run deep." They may not make small talk, but may be able to speak at length about topics that interest them. Introverts value a few close and nurturing friendships; they like being with people, but also enjoy time alone. Evidence shows extraverts and introverts think differently. Introverts process information in a deep and integrated way. This means they are more reflective and deliberate when communicating thoughts. Introverted Students in the Classroom About 25 percent of people are naturally introverted, and studies show the likelihood of introversion increases with IQ (Silverman 1986). In class, “the introvert is comfortable when allowed to observe and uncomfortable when pressured to perform.” He may prefer to work independently or in small groups. During discussion, extraverts may contribute readily while introverts seem disinterested. In reality, introverts are likely involved in observing and processing information. “We should be aware,” says Dr. Tami Isaacs, that the student sitting in the back may be an interested introvert and not an unmotivated student.” When gently invited to participate in discussion, introverts can offer valuable insights. Inviting Introverted Students into the Discussion To help introverts flourish in class discussions: Assign material for an upcoming discussion in advance. Pause after asking a question. Several seconds of silence may encourage introverted students to answer. Notice whether extraverted students are dominating discussion. At a crucial point in discussion, have students pause to write their thoughts. Resume discussion by first calling on students, then taking volunteers. Make eye contact with quieter students during discussion. Notice posture and facial expressions, which may indicate their level of engagement. Notify a student that you will invite them to comment on a specific thing in several minutes. The student has time to prepare without feeling pressured. Design rotations for responses so students can expect to answer without feeling singled out. Discuss introverted students’ interests with them one-on-one outside of class. They may be encouraged to contribute in the classroom. Consider what a class participation grade can include besides vocal participation? Sources Isaacs, Dr. Tami. “Introverted Students in the Classroom: How to Bring Out Their Best.” Faculty Focus. July 27, 2009. http://www.facultyfocus.com/articles/teaching-and-learning/introverted-students-in-the-classroom-how-to-bring-out-their-best/ CarlKingCreative. “10 Myths About Introverts.” www.carlkingcreative.com/10-myths-about-introverts. Laney, Dr. Marti Olsen. "The Introvert Advantage: How to Thrive in an Extrovert World." Workingman Perhaps you don’t have time to consider all these questions in depth. Feel free to focus on one or two you feel are most important. Journal about them, pray about them, discuss them with colleagues, and keep them in mind in preparation for next year. Best wishes on a productive start to the school year! Barbara Jane Sloan Holy Spirit Preparatory School Atlanta, GA

How Are Students Using Technology?

Technology has become an integral part of the life of all students these days. Between laptops, iPods, smart phones, tablets/iPads, social networks, TV, and video games, students spend hours plugged in to something. So how does that affect the way young people learn? In the infographic below, you will see statistics of a number of surveys of college students. Though high school students will differ in many areas, you can imagine how their responses would not be so far off. Try surveying some of your classes to get an idea of how they feel about these issues. Via: OnlineEducation.net The question is: Do you embrace technology and harness its power to reach young people OR resist these new changes and try to convince students to learn in traditional ways?

Lesson Be-Attitudes

Sr. Kieran Sawyer, SSND, shares some eight "Lesson Be-Attitudes" that bear repeating and review as you begin to plan for the upcoming semester or lesson planning and lesson sharing. Be Prepared Study carefully the material presented. Visualize each activity in your mind, "seeing" step by step how it will happen. Be sure you have clear understanding of the purpose and expected outcome of each. Think through the input sessions, outline them and prepare your own note cards to use in presenting them. Be Yourself Use the ideas in Teacher Manuals and other support material creatively. Make the material your own. Think about it; pray about it; if possible, talk about it with colleagues. Add your own examples, substitute other activities, shorten or lengthen sessions. The program should come across to the participants as yours, not as something you have borrowed from a manual. Be Organized Have a definite plan of action for the entire lesson. Be especially clear about directions for assignments and discussion. Have all the materials you will need ready for quick distribution. Be Flexible Be ready to adjust your well-organized plan at a moment's notice. Some parts of the lesson may take longer or shorter than expected; some won't apply to the direction that the lessons is taking. Always have more material planned than you think you will need. Keep your eye on the clock; if you're running short of time, shorten or drop something—but never drop the opportunity for prayer! Be Open Listen to what the students have to say and encourage them to listen to one another. Accept their opinions, but at the same time be ready to challenge them—always respectfully—on positions that are inconsistent, erroneous, or unclear. Clarify with a presentation of Church teaching. Be Firm Maintain an orderly, controlled atmosphere, even during discussions. Do not allow the participants to be disrespectful to you or to one another. Let them know that you expect adult conduct from them. Be Happy Enjoy your students. Enjoy their exuberance as well as their thoughtfulness and serious sharing. Let them know that you like being with them. Be-lieve Above all, believe that God is involved in the lives of the students. Believe that the action of grace precedes, accompanies, and follows all of your efforts with them. Believe in the faith and good will of the families and parishes from which your students come. And finally, believe in the students with whom you are privileged to share the living faith of Christ.