Using Inductive Teaching Strategies to Get Students’ Attention – by Jared Dees. Also see his The Religion Teacher – Teaching Strategies
Pinterest Resources: Religious Education Teaching
Julian Stern, Teaching Religious Education (book)
CARFLEO: Instructional Strategies and Religious Education
NATRE Resources National Association of Teachers of Religious Education NATRE is the subject teacher association for RE professionals for England and Wales. It works to support those who teach and lead in all schools and institutions and at all stages of their career.
The essential guide and companion for new and veteran religious educators seeking to create engaging and dynamic faith formation classes.
Teaching can be daunting. Serving as a religious educator can be even more so. Beginners and even long-time veterans often find themselves seeking tools and resources to engage the minds and hearts of their students and draw them more deeply into their faith. Renowned religious educator Richard Rymarz provides religious educators with outstanding strategies for teaching scripture, sacraments, prayer, social justice and morality in schools. The creative and well-grounded activities make this book an essential resource for teachers.
RESource A variety of Religious Education strategies and resources from the Archdiocese of Melbourne in Australia.
Joe Paprocki’s Catechist Journey
See also CARFLEO Posts
Other Strategies:
- Five Core Methodologies for Catechesis
- Chalk Talk (Jared Dees)
- Debate (Jared Dees)
- Advance Organizers (Jared Dees)
- Using Video Effectively (Common Sense: Graphite)
See also Jared Dees’ free eBook on lesson planning, The Religion Teacher’s Guide to Lesson Planning. This guide provides a step by step process to effective lesson planning and provides 250 suggestions for activities and teaching strategies.
Many more strategies are found on the chart below.
INSTRUCTIONAL STRATEGY |
DESCRIPTION OF THE STRATEGY |
EXAMPLES OF HOW THE STRATEGY CAN BE USED IN RELIGIOUS EDUCATION |
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Jigsaw | 1) Students are divided into home groups. They are assigned roles and topics.
2) Students from each home group go to specialists to become experts in their topic. They also determine how their findings can be taught to their home groups. 3) Students return to their home group to relay the learned information found in the specialist group. |
In world religions class investigating Hindu festivals,
1) each home group can decide what roles members will take in their investigation. They clarify expectations of group members. 2) group members learn about a different Hindu festival and become experts in that festival. They decide how to teach these ideas to their home group. 3) they return to their home groups to teach one another about their topic. |
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Anticipation Guide | Provide a topic for the students but do not provide information. Allow them to reflect and share their previous knowledge on the topic or what they believe it might be about. | Use a graffiti wall to describe anything that comes into their head when they think of the religion Judaism. Create a true/false quiz about missionaries before showing The Mission. | ||
K-W-L | Students make a chart with three columns. Column one is titled K, column two is titled W, column three is titled L. (K stands for What I Know; W stands for What I have learned; L stands for what I have Learned.) K Before reading they must fill in the first column with what they already know about the topic. W After glancing through the headings of the readings, they should fill in what they want to know or think they will know after reading the information. L After reading they fill in the third column with what they have learned. | Before giving students readings on the birth of Christ ask them to fill in the left hand (K) column chart before reading. They would enter what they know about the birth of Christ. Students identify what they want to learn about the Nativity. This is entered in the W column. They would then read the Gospel passages from Matthew and Luke, adding additional details about what they learned. These are entered in the L column. | ||
RAFT | A technique that helps with the understanding of writing. It is an acronym that stands for:
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Word Wall |
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Think-Pair-Share | In response to a challenge, students independently think about solutions to the challenge. Students are paired to question each other about the challenge, and discuss various ideas in pairs. This increases student involvement in the class. Students then share their ideas with a group or the class. | Students can be individually challenged to think about reasons behind the Catholic Church teachings on issues such as abortion, chastity, preferential option for the poor, capital punishment, etc. Students in pairs share their ideas, deciding which reasons are most powerful. Students then share these ideas as a class discussion. | ||
Exit Slips or Exit Cards |
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Concept Map |
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Six Thinking Hats |
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Cubing |
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Four Corners |
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Gallery Walk |
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Mind Map |
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Compiled by Niagara University Bachelor of Education students in the Religious Education Methods class (February 2012)