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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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Processing activities are planned opportunities where students can take the time to reflect and absorb what they have been instructed. In many cases, “circling back” to prior schema can reinforce content. I call it looking in the rear view mirror – we learn something and although we move on and face new material what we have been exposed to is still within our view.
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Processing activities are activities that help students process the information that is given to them. It helps them think about it and organize their thoughts regarding how they feel about the information given and how it associates with what they believe. It can also help those students that are visual learners to bind their thoughts with the Truth.
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Processing activities provide students opportunity to evaluate what they have learned in relation to scripture. It is a time for them to revisit what they thought before the lessons and what they think now that they have learned more. Processing activities tie all the loose ends together and pull the curriculum together and helps the students to apply it to their worldview.
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Processing activities is when a students goes back to revisit the lesson and give their understanding of what was taught. They can reflect on what they have learned, what could be better and how they can use what they have learned in their day to day lives and in years to come.
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Processing activities are those which allow students to reflect, to look back on what they have learned and to discuss or write out where they started in their learning and where they have gotten to and how they got there. This is important to do after a unit study, at the end of each quarter or semester and at the end of a year to facilitate a “debrief” for students to think about their own learning and thinking and take more responsibility for their learning. It also helps the teacher to evaluate how well a concept or unit has been taught. This allows both students and educator to remember, reflect, evaluate and adjust learning as needed.
