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Skills development in the study of a world religion

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Title: Skills development in the study of a world religion


1
Skills development in the study of a world
religion
  • Advice and guidance
  • for practitioners
  • 2a Introductory examples

2
Introductory examples
  • The following examples are provided as potential
    approaches to stimulate learners thinking about
    questions relating to religions and to begin to
    develop their thinking skills in relation to the
    study of a world religion.
  • The activities included are designed to support
    practitioners in considering how best to develop
    learners skills and build their knowledge and
    understanding.
  • The examples provided in this section may be of
    help when introducing the world religion unit
    and/or introducing specific areas of study within
    it. They are adaptable and flexible and should
    be contextualised for use at the appropriate
    level within centres.
  • Some exemplification of possible answers is
    provided. This is offered as exemplification
    within a context. These examples could be adapted
    for the study of any world religion.
  • For each example provided, practitioners are
    encouraged to consider how it, or a similar
    activity, could be applied across different
    contexts for study within the world religion
    selected at the appropriate level.

3
Introductory examples
  • It is important for learners to understand the
    skills they are developing and that it helps
    learning if they are able to reflect on their own
    skills development.
  • The development and application of skills, as
    outlined by both Bloom and McGinlay are crucial
    for the transformational changes needed to
    improve the life chances of young people in
    Scotland. They develop higher order thinking
    skills, such as creating, evaluating and
    analysing and are essential Skills for Learning,
    Skills for Life and Skills for Work. These are
    briefly outlined at the end of PowerPoint 1
    Introductory Advice and Guidance and in detail
    in Building the Curriculum 4 Skills for
    Learning, Skills for Life and Skills for Work
    http//www.ltscotland.org.uk/buildingyourcurriculu
    m/policycontext/btc/btc4.asp
  • The skills identified in the following examples
    are not those detailed as the assessable skills
    for National Qualifications in the SQA
    documentation.
  • Practitioners should refer to the relevant SQA
    documents to ensure they develop the skills
    identified by SQA at the appropriate levels.

4
Introductory examples
  • Activities exemplified in these materials, such
    as fish diagrams allow learners to explore the
    many possible causes to problems and to trace
    these back to a likely starting point. This
    allows learners to quickly visualise the many
    different causes and effects, as well as offering
    them different perspectives from which to solve
    problems.
  • Similarly, zone of relevance diagrams are good
    for developing thinking and literacy skills as
    after taking part in an activity, learners will
    place the works that explain or are associated
    with the learning in a diagram. Those words that
    most describe the learning go to the middle,
    those that are not relevant go to the outside.
  • The skills developed in these activities develop
    higher order skills. The approaches exemplified
    demonstrate approaches which place the learner at
    the centre of the learning experience. This
    material supports effective learning and teaching
    in National Qualifications and builds on the
    skills and knowledge developed from a broad
    general education.
  • There are lots of places on the internet which
    give detailed advice and examples of these types
    of resources, such as thinking classroom.

5
Revised Blooms taxonomy
6
McGinlays Skills Path
7
Group or pair discussion stimulus
questions
Overview This activity encourages learners to
think about questions that may lead to a
particular answer and share them with their
peers. It has the potential to challenge
learners, who may think creatively about possible
alternative questions, and encourages thinking
about different interpretations and
understandings within the support of a peer
group. Skills Remembering Understanding Applyin
g
8
Group or pair discussion stimulus
questions
  • How it works
  • Learners are given high level, open questions.
  • Learners are encouraged to think of as many
    answers as possible.
  • Learners then share their answers with their
    peers.
  • Learners can now discuss, with their peers, the
    answers they have come up with and justify how
    they arrived at a particular answer.

9
Group or pair discussion stimulus
questions
Example
Questions Is it an essential part of a religion
to believe in a god or gods? Give a reason for
your answer. Where might belief in a god or gods
have come from? Why might followers of religion
today believe in a god or gods? Possible
Answers Yes, because Ive always been told to do
this and my parents would never make something as
important as this up! They are just
superstitions from a time before science! In
times of difficulty many people will seek every
possible answer to difficult questions.
10
Group or pair discussion stimulus
questions
Example
An important practice for many religious people
is communicating with God, gods, saints or other
religious figures. People engage in this
communication on their own, in groups, in
silence, through song, at home, before meals or
in a holy place. It can be part of an organised
required ritual or it can be impromptu. Often
this is called prayer or worship. For each of
the following statements, learners should discuss
whether it matters if the statement is correct.
Learners should then give a reason for why they
think it matters or not if the statement is
correct. Answers should be based on what
believers of the religion studied might think.
11
Group or pair discussion stimulus
questions
Example
  • Does it matter if.......
  • A person prays to be cured of a serious illness,
    but they eventually die?
  • A person prays to win the lottery and does win
    the jackpot?
  • In desperation a person prays to God for help,
    even though they normally do not consider
    themselves to be religious?
  • A child prays, but does not really believe in God
    and only does it because the rest of the family
    do it too?
  • A person is required by their religion to pray on
    a daily basis, but they are very busy and usually
    dont get around to it?
  • A person prays to God every day, but God does not
    actually exist?

12
Fish diagram
Overview This activity encourages learners to
think about the causes of questions. This offers
learners the opportunity to investigate the
reasons we have particular questions and offer
alternative answers/ approaches. It has the
potential to challenge learners, who may think
creatively about possible alternative questions,
and encourages thinking about different
interpretations and understandings. Skills Remem
bering Understanding Applying
13
Fish diagram
  • How it works
  • Learners use the fish diagram to add their
    reasons in the Reason 14 boxes along the fins.
  • They then fill in any additional information
    about these reasons in the lines leading to the
    centre, for example you could write fear of
    death along the fins and then explain why people
    fear death on the Details lines.

14
Fish diagram
Example
Why do you think that the idea of life after
death is popular in many religions?
Hope/promise of peace, prosperity, unity with God
Difficulties in current life
Separation from loved ones
Trust in Gods promises
Terminal illness
Promise of Heaven
Loss of loved ones
15
Discussion questions with a report
Overview This activity encourages learners to
think about questions that may lead to a
particular answer, share them with their peers
and the and create a report for others to learn
from. It has the potential to challenge learners,
who may think creatively about possible
alternative questions, and encourages thinking
about different interpretations and
understandings within the support of a peer group
with the ultimate focus being on the
report. Skills Remembering Understanding
Applying Creating
16
Discussion questions with a report
  • How it works
  • Learners are given an imaginary situation which
    they are asked to offer viewpoints from
    alternative positions.
  • They are then given a series of leading questions
    which enable them to develop their viewpoints
    from simple observations to more high level
    questioning and hopefully reflective learning.
  • Learners will then produce a draft report for the
    class.

17
Discussion questions with a report
Example
Many religions explain what they see to be the
true nature of human life and human nature. A
good way to consider what human life is actually
like is to imagine what you would say about
people if you were abducted by aliens and asked
to make a report on the nature of
humanity. Consider the following questions,
discuss your ideas with a partner/group and use
this information to draft a report.
18
Discussion questions with a report
Example
  • What makes a human life happy and enjoyable?
  • What makes a human life unhappy?
  • What do humans need to survive?
  • What are the best things that humans have done?
  • What are the worst things that humans have done?
  • Draft a report detailing your thoughts on the
    nature of human life.

19
Think, pair, share
Overview This activity encourages learners to
independently think about questions that may lead
to a particular answer and share them with their
peers and ultimately to the whole group. It has
the potential to challenge learners, who may
think creatively about possible alternative
questions, and encourages thinking about
different interpretations and understandings
within the support of a peer and large group.
This has the potential to lead to research to
develop the learning. Skills Understanding
Analysing Evaluating
20
Think, pair, share
  • How it works
  • Learners are given a situation which they are
    asked to consider viewpoints from a variety of
    positions.
  • They are then given a question to consider, on
    their own, for a brief period. They then share
    their thoughts with their pairs.
  • Then they share their answers with the group,
    which enable them to develop their viewpoints and
    consider a range of different viewpoints.
  • Learners will then be encouraged to Extend their
    learning by researching their viewpoints, or
    alternative viewpoints, at home and bringing the
    finding back to the group.

21
Think, pair, share
Example
(a possible group research activity) Many
religions begin with important events that have
occurred in their history. These events are often
highly important for the religion and its
believers, so much so that for many people they
believe that the important events really
happened. Often these events are supernatural and
would in ordinary life be unbelievable. Many
people consider that certain people have either
been inspired by the divine or were themselves
divine and therefore do not follow the natural
laws of the universe.
22
Think, pair, share
Example
Consider the following question, first on your
own for 30 seconds, then in pairs for 1 minute
and finally share your ideas with the rest of the
class. If someone is a believer of the
religion you are studying, does the believer have
to think that all of the events from the past
actually occurred, or can they think some of them
are just important stories?
23
Think, pair, share Extending the learning
Example
In pairs or small groups carry out research
(possibly at home) and make a list of some of the
major historical events in the religion you are
studying. For each religion prepare a statement
regarding what you consider to be believable or
unbelievable about each of these events and give
reasons for your answers. 1. 2. 3. 4. 5. 6. 7.
24
Skills development in the study of a world
religion
  • Advice and guidance
  • for practitioners
  • 2b - Active skills development

25
Skills development examples
  • For each example a short description is included
    explaining
  • how the activity works
  • which skills can be developed.
  • There are suggestions about how these can be
    applied to the study of a world religion.
  • This section should be used in conjunction with
    section 1 Introductory advice and guidance.

26
Skills development examples
The development and application of skills, as
outlined by both Bloom and McGinlay are crucial
for the transformational changes needed to
improve the life chances of young people in
Scotland. For a revised explanation of the
skills development as described by Blooms
taxonomy see PowerPoint 1 Introductory Advice
and Guidance Starting from using mindmaps to
group things, flash cards to remember, always
developing towards analysing, evaluating and
creating. These higher order thinking skills,
such as creating, evaluating and analysing are
essential Skills for Learning, Skills for Life
and Skills for Work. This is outlined in
Building the Curriculum 4 Skills for Learning,
Skills for Life and Skills for Work
http//www.ltscotland.org.uk/buildingyourcurricul
um/policycontext/btc/btc4.asp Also consider
sites such as Thinking Classroom which offer many
examples of open questioning/ starters/ active
thinking activities.
27
Answers for Questions
Overview This activity encourages learners to
think about questions that may lead to a
particular answer. It has the potential to
challenge learners, who may think creatively
about possible alternative questions, and
encourages thinking about different
interpretations and understandings within a
religious context. Skills Remembering Understand
ing Applying
28
Answers for Questions
  • How it works
  • Learners are given the answer to a question of
    relevance to the topic being explored. Answers
    may range from purely factual, such as a date, a
    name or a place, to an emotion or abstract
    concept.
  • Learners must think of questions that match the
    answer.
  • Learners are encouraged to think of as many
    questions as possible that would match the
    answer.
  • If the answer does not have a straightforward
    question, learners compare and contrast the
    questions they have come up with and justify how
    they arrived at a particular question.

29
Answers for Questions
Example
Answer Nibanna Possible questions What is the
ultimate goal for Buddhists? What is difficult to
explain unless it has been experienced? What do
you achieve if you leave the cycle of
samsara? What do you need lots of good kamma to
achieve? What causes all kamma to be
extinguished? What has an Arhat achieved?
30
Answers for Questions
Example
Answer The story of the fall in Genesis
13 Possible questions How might some Christians
explain the existence of sin? How do some
Christians explain the existence of natural
disasters, droughts and other natural
problems? What is one of the issues that
Christians disagree on depending on their
interpretation of Genesis? What terrible thing
was instigated by the actions of the serpent and
the actions of Adam and Eve? Why might some
Christians claim that all people have sinned and
fallen short of the glory of God?
31
Consequence Map
Overview This activity encourages learners to
think about the direct and second-order
consequences of a particular event or action.
Learners map these consequences in a visual
manner and expand from the central idea. This
activity helps learners to understand the idea of
indirect consequences and the impact of belief
and practice on the lives of followers of a
religion. Skills Remembering Understanding
Applying Analysing
32
Consequence Map
  • How it works
  • Learners write the main event or action in a
    centre circle in the middle of the page.

33
Consequence Map
Example
Meditation
34
Consequence Map
  • How it works
  • Learners write the main event or action in a
    centre circle in the middle of the page.
  • Learners write a direct consequence of the event
    in a circle which is linked to the main circle by
    a single line. Learners try to think of as many
    direct consequences as possible.

35
Consequence Map
Example
Less tanha
Meditation
More skilful actions
36
Consequence Map
  • How it works
  • Learners write the main event or action in a
    centre circle in the middle of the page.
  • Learners write a direct consequence of the event
    in a circle which is linked to the main circle by
    a single line. Learners try to think of as many
    direct consequences as possible.
  • Learners then consider second-order consequences.
    These are drawn once again in circles and linked
    to the direct consequences with double lines.
    Third-order consequences have a triple line, etc.

37
Consequence Map
Example
Getting closer to Nibanna
More compassion
Meditation
Less tanha
More skilful actions
Less suffering
More good kamma
38
Consequence Map
  • How it works
  • Learners write the main event or action in a
    centre circle in the middle of the page.
  • Learners write a direct consequence of the event
    in a circle which is linked to the main circle by
    a single line. Learners try to think of as many
    direct consequences as possible.
  • Learners then consider second-order consequences.
    These are drawn once again in circles and linked
    to the direct consequences with double lines.
    Third-order consequences have a triple line, etc.
  • Feedback afterwards could compare and contrast
    learners consequences as well as lead into
    deeper exploration of arising issues regarding
    the likelihood of certain consequences.

39
Plus-Minus-Interesting
Overview This method helps learners to examine
all sides of an idea, topic or argument. It
steers learners away from their initial emotive
responses to an issue and encourages them to
think about the disadvantages of an idea which
they may like very much. Skills Remembering
Understanding
Applying Analysing Evaluating
40
Plus-Minus-Interesting
  • How it works
  • Learners use a plusminusinteresting template to
    note the plus points of the issue as they see it,
    followed by the drawbacks and then any
    interesting points.
  • Learners will hopefully come to understand that
    ideas which they perceive to be bad can also be
    interesting, if they lead on to other ideas.
  • A debrief afterwards could compare and contrast
    learners plusminusinteresting points, followed
    by an exploration of any interesting points
    highlighted.
  • Collaborative paired or group work on this task
    will engender discussion and greater depth of
    exploration of the issues.

41
Plus-Minus-Interesting
Example
Four noble truths
Plus Minus
Interesting
Provide a guide to stop suffering. Make a
connection between suffering and desires. Clear
and easy to understand.
Seems too pessimistic that life is characterised
by suffering. Not all suffering seems to be
caused by desire. Desires often make life happy
and fulfilling.
What would life be like if no-one experienced
desires?
42
Odd One Out
  • How it works
  • Odd one out is an activity that can be used as a
    springboard for initial exploration of the topic
    or as a tool to consolidate knowledge. Learners
    are encouraged to explore for themselves the
    similarities and differences between ideas and to
    foster an understanding relationship between them.

Overview Odd one out is an activity that can be
used as a springboard for initial exploration of
the topic or as a tool to consolidate knowledge.
Learners are encouraged to explore for themselves
the similarities and differences between ideas
and to foster an understanding relationship
between them. Skills Remembering
Understanding Applying Analysing
43
Odd One Out
  • How it works
  • Learners are given a set of key words, ideas,
    places, things or people, depending on the
    learning area and topic.
  • Learners must decide on the odd one out in each
    grid or list. Often there may be no right or
    wrong answers and any word might be the odd one
    out. Learners must, therefore, give a justified
    and valid response as to why they chose a
    particular word and the nature of the
    relationship between the other words on the list.
  • A discussion afterwards might concentrate on how
    learners made the connections between the words,
    the processes involved and whether the group work
    has helped learners to see different connections
    which they otherwise might not have considered.

44
Odd One Out
Example
  • Possible answers
  • The monk he is not a symbol of the religion.
  • The Buddha He is the only one to have achieved
    enlightenment.
  • The Wheel of Samsara it is the only one that
    describes the situation we are all in.

45
Collage
Overview This activity asks learners to
represent their views on an issue or concept in a
visual, creative and engaging way. It encourages
learners not only to communicate effectively, but
also to develop their interpretation skills in
considering other peoples work. Skills Understan
ding Applying Analysing
46
Collage
  • How it works
  • Each group is given a relevant word, idea, issue
    or concept which they must represent using a
    range of provided materials. Such materials might
    include magazines, newspapers, sticky shapes,
    coloured card and paper, marker pens, scissors,
    glue and pens.
  • Groups must discuss what their key term/concept
    means and record how they decide to represent
    this, with supporting reasons.
  • The practitioner may wish to establish a certain
    criteria for the collages in order to add a
    challenge aspect to the activity (this is an
    opportunity to involve learners in creating
    success criteria and for practitioners to ensure
    differentiation is effectively planned into
    learning so that all learners are fully involved,
    engaged and challenged).

47
Collage
  • How it works
  • Learners are given a time limit to complete the
    task.
  • Groups can present their work to others or groups
    can navigate around the room to consider the work
    of each group.
  • Each group should discuss and take notes on the
    work of others. Discussion can then take place
    about what each group felt the other groups were
    trying to represent and how they interpreted this.

48
Example
Jesus
Son of God
Knew fishermen
A man
good
Saviour
Incarnation
Resurrected
Son of a carpenter
49
Example
Atonement
Jesus - the only way to the Father (John 146)
Is it by grace, through faith?
Is the resurrection of Jesus necessary?
Faith without deeds is dead
Salvation
John 316
Judgement
Redemption through Christ the lamb (Gen
2268) (John 129)
50
Carousel
Overview In this activity learners move around
the room in groups to various stations,
completing a different task or question at each
stage. Learners have a limited time at each
station before moving on. Once they move on they
are able to review the previous groups work and
add their own ideas. Skills Remembering
Understanding Applying Analysing
Evaluating
51
Carousel
  • How it works
  • Learners work in groups and are given a pen that
    the group must use. Each group will have a
    different colour of pen and will take it with
    them as they progress through the stations.
  • Learners travel around the room in a set route
    (eg clockwise).
  • At each station learners must complete the task
    or answer the question set on a large sheet of
    paper. Small groups (three to four) are advisable
    to enable the contribution of all learners.
  • When all groups have completed all tasks the
    responses to each task or question are examined
    and differences are highlighted through
    discussion.

52
Example
Sin
Hamartia. Paraptoma Adikia Anomia
Definition An immoral act considered to be a
transgression against divine law (Concise Oxford
Dictionary).
Missing the mark losing the way not
straight lawlessness
Losing the way Is this the same as lost? Does
this mean you know where youre going? Does it
mean you know where you are? Can I get sat nav?
Like in a sport? Do you train and youre just not
good enough? Can you just fluke it? Is it
enough just to spectate?
What does it really mean?
Lawlessness Anarchy? Who makes the rules? Who
enforces the rules? Are there rewards/punishments?
Not straight So? Does straight not mean
unmoving? Is it not better to be adaptable?
53
Stimulus questions
Overview This activity gives learners
responsibility for creating the questions that
will be examined and discussed. Learners also
have the opportunity to apply their developing
knowledge by analysing and evaluating the views
of others in response to stimuli and then to
propose their own theories. Skills Applying Analy
sing Evaluating Creating
54
Stimulus questions
Overview In this activity learners move around
the room in groups to various stations,
completing a different task or question at each
stage. Learners have a limited time at each
station before moving on. Once they move on they
are able to review the previous groups work and
add their own ideas. Skills Remembering
Understanding Applying Analysing
Evaluating
  • How it works
  • A stimulus is presented to learners. This could
    take the form of a piece of scriptural text,
    extract or picture.
  • Learners are asked to think of any question about
    the stimulus that they are presented with and to
    contribute this question verbally. The
    practitioner writes down the questions on a board
    or flip-chart so that all learners can see them.
  • Learners decide which question they would like to
    discuss first.
  • Learners discuss their answers to the question
    selected.
  • There are a number of different ways to develop
    learners thinking skills during the discussion
  • learners give at least one reason for every view
    they have
  • learners say whether they agree or disagree with
    the last person who spoke and say why
  • learners summarise the views of the last speaker
    and comment on them.

55
Example
Ash Wednesday marks the start of Lent for many
Christians. Lent is a season for prayer, fasting
and penitence a time to reflect on past sins and
to say sorry for them to prepare for the feast of
the resurrection. Why does the painting Ash
Wednesday symbolise the time of Lent?
Ash Wednesday by Carl Spitzweg
56
Conversion
Overview Being able to take information and
convert it into another format demonstrates
understanding and also develops analytical
skills. This activity engages learners with
source material from a religion chosen for study.
It also provides learners with an opportunity to
make a choice about how they want to develop
their understanding. Skills Applying Analysing E
valuating Creating
57
Conversion
  • How it works
  • Learners are presented with a story, theory or
    idea.
  • Practitioners should ensure that the presented
    material is explained and that learners have the
    opportunity to discuss or ask questions about it.
  • Learners are then given options about how they
    would like to convert the presented information.

58
Example
  • Groups select a source from any of the following
  • Isaiah 111012 Amos 911 Hosea 35 Micah 424
  • These sources are used to describe the time when
    the Messiah (Mashiach in Hebrew) will come and
    what he will do.
  • Groups Convert your chosen text into a new
    format, which they will present to the class.
    Possibilities include
  • a mind map a storyboard a play
  • a creative story a diary entry
  • a poem a flow diagram a song
  • Groups now
  • - explain/perform their piece to the whole class.
  • explain which source they chose and why.
  • explain the conversion it has gone through. Why
    they chose present it in this form. What the key
    elements of the text are and how they have
    expressed and emphasised these?

59
Exchanging Viewpoints
Overview This activity can be used to develop
learners understanding of different points of
view regarding a debatable topic. Not only must
they listen to others, but they have to describe
the views of other learners. Skills Applying Anal
ysing Evaluating Creating
60
Exchanging Viewpoints
  • How it works
  • Each learner will need a name tag that can be
    easily swapped with a partner.
  • A question which provokes debate should be posed
    to the class. This might be a new topic or one
    that learners have already studied if using the
    task for revision.
  • Learners are given a short amount of time to
    consider their answer to the question and
    instructed that they will have to describe their
    view to another learner.
  • A time limit is set during which learners must
    describe their view and at least one reason why
    they have this view. Learners exchange their name
    tags so that they are wearing each others.

61
Exchanging Viewpoints
  • How it works
  • Learners must then find a new partner and instead
    of describing their own view, they describe the
    view of the person whose name tag they are
    wearing.
  • Once the time is up, they again swap name tags,
    find a new partner and describe the view of the
    person whose tag they are wearing.
  • This can be done as few or as many times as
    required depending on the time available.
  • Learners write down as many of the different
    views as they can remember.
  • After a period of time the learners are asked to
    place their name tags on a large piece of paper
    and to express and explain the view of the
    learner named. The learner named can then add
    further points of clarification or correct any
    errors.

62
Example
Is the Incarnation the most important belief for
Christians?
Darren Yes, because its the time when the
scriptures were fulfilled. The Bible said it
would happen and it did. This is further proof
that what is written is all true!
Emily Yes, because it was such a special event,
angels etc. This would only happen if something
truly amazing from God were to take place.
Andy Yes, because it means that God came to us,
and without God coming to save us there would be
no eternal life.
Lucy No, there are many more important things
Jesus did and said. He taught us about how to
live a good life.
George No, its just too much with angels. I
mean there is no physical evidence of angels,
ever!
Cara No, the resurrection means much more for
Christians. The Resurrection is what Jesus was
all about saving us.
63
Points of View
Overview This activity requires learners to
consider a scenario, situation or problem from
different perspectives without unfairly favouring
any one side. It uses creative writing as a way
of developing a greater awareness and
understanding of difficult issues.
Skills Applying Analysing Evaluating Creating
64
Points of View
  • How it works
  • Learners are given a situation scenario in which
    there are multiple characters or people who are
    affected by the situation.
  • It should be made clear that different characters
    will have different views regarding the issue.
  • Learners identify who the characters are and what
    views they hold. It can be agreed amongst the
    whole class what the view of each character is so
    that comparisons can be made. Alternatively,
    learners can create characters themselves and the
    comparison can be based on the beliefs they hold.
  • Learners then write a dialogue or story which
    incorporates the different characters and their
    views.

65
Example
Christ in front of Pilate by Mihaly von Munkacsy
There are many different characters in this
painting. Can you identify who they are? Select
a character and discuss how you would feel if you
were them. What would you be thinking about what
was going on? What would you be feeling watching
this unfold? How do you think a Christian would
feel viewing this?
66
Example
Townsfolk, expectant
Pilate, Roman officer
Elders, advisers
Roman guard, keeping the peace
Christ in front of Pilate by Mihaly von Munkacsy
There are many different characters in this
painting. Can you identify who they are? Select
a character and discuss how you would feel if you
were them. What would you be thinking about what
was going on? What would you be feeling watching
this unfold? How do you think a Christian would
feel viewing this?
67
Priority Pyramid
Overview This activity allows learners to
consider what points may be most relevant when
considering a key question. It asks learners to
prioritise ideas and information on the question,
and discuss justifications for their
choices. Skills Applying Analysing Evaluating
68
Priority Pyramid
  • How it works
  • Learners are given a set of cards with words,
    phrases or pictures which relate to a key
    question. (There should be enough cards to allow
    learners to build a pyramid.)
  • Alternatively, learners could write down their
    own ideas on a piece of paper or post-it notes
    and use them to build their pyramid.
  • It can be helpful for learners to see a card
    pyramid so they know how to organise their ideas
    (see next slide).
  • Learners work through the cards (or their own
    post-it notes), deciding as a group how relevant
    or important each one is to the key question. The
    most important factors form the top section of
    the pyramid, the least important factors go at
    the bottom.
  • Groups then give feedback on their decisions,
    justifying their choices.

69
Example
Christians believe they have a special
relationship with God. With this relationship
there are responsibilities. Place the cards in
the order you think is most important for
Christians.
Stewardship
Possessions
Friends
Worship
Family
Personal wealth
The environment
Self
Grace
70
Example
Grace
Christians believe they have a special
relationship with God. With this relationship
there are responsibilities. Place the cards in
the order you think is most important for
Christians.
Worship
Family
Friends
Stewardship
The environment
Self
Personal wealth
Possessions
71
Zone of Relevance
Overview This activity allows learners to
consider points that may be relevant or
irrelevant when considering a key question. It
subsequently asks learners to prioritise ideas
and information on the question and discuss
justifications for their choices.
Skills Applying Analysing Evaluating
72
Zone of Relevance
  • How it works
  • Learners can work in pairs or groups.
  • Each group is given a set of cards with words,
    phrases or pictures which relate to the key
    question.
  • Each group is also given the zone of relevance
    template with the key question in the centre.
    Alternatively, each group might draw their own
    zone of relevance.
  • Learners work through the cards, deciding whether
    each one is relevant or irrelevant to the key
    question.
  • If they decide that a card is relevant, they must
    consider the degree of relevance in relation to
    the question and place it at an appropriate place
    within the zone of relevance.
  • Groups then give feedback on their decisions,
    justifying their choices.

73
food
shelter
Example
protection
seeds
Jesus spoke about the Kingdom of God through
parables. One key parable is that of the mustard
seed. Place the cards in order of relevance to
what Jesus was meaning in this parable about the
Kingdom of God, with the most relevant in the
middle and moving outwards to not relevant.
large shrub
place of rest
birds
food flavouring
community
growing
74
food
Example
seeds
Jesus spoke about the Kingdom of God through
parables. One key parable is that of the mustard
seed. Place the cards in order of relevance to
what Jesus was meaning in this parable about the
Kingdom of God, with the most relevant in the
middle and moving outwards to not relevant.
place of rest
protection
shelter
community
large shrub
growing
birds
food flavouring
75
Revolving Circles
Overview This method builds learner confidence
in communication techniques as they engage in
short discussions. It also allows learners to
consider a wide range of views without holding a
whole-class discussion. Learners may, as a
result, refine their ideas or opinions on a
particular issue. Skills Applying
Analysing Evaluating Creating
76
Revolving Circles
  • How it works
  • Learners are divided into two groups.
  • One group forms an inner circle, facing outwards,
    and the other group forms an outer circle, facing
    inwards.
  • Learners face a partner in the other circle.
  • Learners are given a topic, question or task that
    they must answer or discuss.
  • Learners are given the chance to speak to the
    person facing them for a limited time
    (approximately 30 seconds to 1 minute).
  • The inner circle then rotates clockwise and the
    outer circle rotates anticlockwise.
  • The new pair considers the question.
  • The rotation continues until learners have had
    the opportunity to discuss the question with a
    wide range of partners.
  • Once the activity has finished, learners can
    share their ideas and interesting emerging points
    with the class.

77
Example
Allah?
How do the Five Pillars impact on the daily life
of a Muslim?
Creator
Boundaries
Identity
What is Tawhid?
Oneness
Unique
What is Risalah?
Message
Messenger
Are humans the pinnacle of creation?
Yes
No
78
What If?
Overview This activity encourages learners to
consider the consequences of various actions.
Contemplating a wide range of possibilities and
canvassing different opportunities develops a
broad perspective in problem solving.
Skills Applying Analysing
Evaluating Creating
79
What If?
  • How it works
  • Learners (working independently or in small
    groups) are presented with a scenario.
  • To implement the strategy, they work out a series
    of What if? statements, such as What if you
    were told a lie to protect you?
  • Explain to learners that there are no wrong
    answers, but they should consider what they think
    the most likely consequences would be.
  • Learners have a limited amount of time to write
    down what the consequences of the scenario would
    be.
  • Once the time is up, learners share their answers
    with the class.

80
Example
the Kingdom of God was here for all to see?
What if...
there was no star at the Incarnation?
?
there was a witness to the Resurrection?
you had concrete proof about the existence of God?
we had proof of an afterlife?
all people loved their neighbours?
81
Note-Taking
Overview Learners often find it difficult to
take useful notes during a lesson. This activity
can help them develop knowledge, understand and
critical-thinking skills. Skills Understanding
Applying Analysing Evaluating
82
Note-Taking
  • How it works
  • Before introducing a new idea in a lesson tell
    learners to divide a sheet of paper into four
    equal columns.
  • At the top of each column, they write the words
    Important facts, New ideas, Questions and
    Connections (this last one is for anything that
    relates to prior/other learning in RME, RE, RMPS
    and other subject areas).
  • During the lesson learners add information to
    each of the columns.
  • Learners can share what they wrote with others.
  • An extension can be for learners to post their
    notes online and for the class to view them to
    help everyone see what each other has learned and
    to spark discussion over the points raised.

83
Example
Important facts
New ideas
Jesus spoke about it.
Jesus was doing more that just telling people
what to do, he was showing them how to live.
Jesus actions said something about it.
Jesus and the Kingdom of God
It was about God and His Kingdom.
Ordinary people couldnt openly speak about God.
Connections
Jesus wanted to talk about God in a way people
would understand. He couldnt speak openly about
God so He spoke about where God would be. All
the time he acted in a way that would be an
example to others, more than just telling people
how to behave. The Golden rule
Questions
Was Jesus just talking about God when He was
speaking about the Kingdom? When will it come or
is it here?
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