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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 exercises that allow students to reflect on how their thought process has changed from the beginning of a unit or big question to the end. It also allows the teacher to survey what worked or didn’t work in the unit’s or big question interactive lessons. These activities contribute to a coherent curriculum because it makes their learning uniquely Christian and personal. In order to reflect on the answers to the big questions of life, the questions must be incorporated in the lessons and students must be able to add to their knowledge of God, through strategically selecting material that addresses these questions. So at the end of the unit or big concept idea, processing activities are like the glue that ties God, to their knowledge of a subject, and their personal convictions together.
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I believe that processing activities is the process of letting students reflect on what they have been learning. Instead of speeding through topics, this type of activity always students to stop and take a break and revisit the information at another time. This contributes to a coherent curriculum because this allows students to fully digest the information and return back to the information. Instead of going from one thing to another without looking back, processing activities pushes students to truly slow down and truly think about what they are learning.
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Processing activities are exercises that help a student revisit and reflect. This gives them time to really process a concept. Maybe they were unable to fully comprehend it at first, maybe they had a mental block or just had a lot going on that day or time in their life. The ability to revisit, reflect and reaccess gives them the opportunity a deeper understanding.
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Processing activities are where the students have already applied the Biblical knowledge to the lesson, they have completed and engaged in the learning. During the processing activities they have to think about the concepts presents and how their thinking or Biblical perspective has changed due to the new information that was acquired during the lesson. This typically happens at the end of a unit or lesson. This can be a reflection, a review lesson, or perhaps a ticket-out-the-door activity. This is an important part of the learning process and integral to a coherent curriculum, because this is where the student decides how to incorporate this new knowledge into their already existing beliefs or knowledge. It can add to or alter their Biblical worldview and Christian philosophy depending on their previously existing viewpoints.
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Processing activities are when students sit back and reflect on the lesson and anything they may have learned from the lesson. This is good because it deals with metacognition. It helps students retain the information more efficiently.
