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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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A reflection, a journal, a debrief. There are many different ways to look at it. When participants have an opportunity to look back and discuss their growth and learning experience, to reflect upon what transpired, then meaningful connections and memories are solidified into the learning process. This can reinforce the belief or experience to a positive or negative light. Not all negative experiences are bad, they may expose faults, weaknesses, and offer opportunities for growth and healing.
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Activities that allow the students to think on, reflect, or discuss/debrief what has been learned. It allows for deep questions and “thinking about thinking.” It can also be helpful to track changes in thinking over time.
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Processing activities allow students to think about their thinking and to surface areas of alignment and incongruence with the principles of God’s Word and tenets of our faith.
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I am not sure where I picked up on the term “exit ticket” but I often refer to “processing activities” by this name. Sometimes it is a turn and talk, or a sticky note with some reflections from the students, or slip of paper with some questions that they respond to throughout the day/evening and return to discuss the next class.
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“Processing activities” refer to time given to someone to think about their thinking. They are given time to revisit and reflect on previous ideas, thoughts or questions to see how or if their thinking has changed. Have they developed a deeper or different understanding? Have they made new connections? Have they developed more questions? Processing time is thought evaluation time.