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Explain, in your own words, what “processing activities” are and how they contribute to a coherent curriculum.
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I really like the 3rd element of the three Integrated Core Values; Processing Activities. At times, our days seem to go by so quickly, and we try to accomplish so much in those days. We move from one lesson to the next, from one quarter to the next, and before we know it, the school year is coming to an end. I need to ensure I am taking the time to just stop, rest, reflect, and revisit during each during year in order to ensure dots have been connected for my students and the curriculum is coherent, aligned, and integrated with God’s word. We I don;t take the time for this important activity, any gap, or missed opportunity in the lessons, will only continue from one quarter to the next, from one school year to the next. The impact of this gap could translate to misalignment and misunderstanding in students’ minds.
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As a math teacher I am a strong believer that processing activities are the best way to build up lessons as we check for understanding. It is the safest way to move to a new lesson.
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Reflecting on their learning and cementing their understanding through review activities that help them with the material being taught and presented. I do this through quizzes, discussions, white-board activities.
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Reflecting on how God’s word applies to this situation, how the big questions are answered in this situation, and then revisiting those answers later after more time and growth happens
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Processing relates to metacognition and can be a good way to have students reflect on their understanding of a concept. In younger grades, some teachers use exit tickets. These short assessments with just 1-2 questions simply provide space for the student to pause and self reflect and give the teacher an idea of how well the class understands the lesson and material.