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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 allow students to connect all the different things they have been learning and, hopefully, see the value of what they have learned.
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Processing activities should happen throughout the year. They are a time to stop teaching new information and revisit topics. Students should analyze what they have learned and make connections with how it all fits together. This is a time of debriefing where they can see how strong these connections are and where they might still have gaps.
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To me it seems like “processing activities” are along the same lines as real-life application as a teacher gets the student to reflect on how a lesson is applicable to their lives. I think this helps brings the curriculum back to the student and gets their buy-in as they try to understand and learn. It makes everything more real for them.
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Processing activities are when you stop to think about what you are learning and to process the information. This helps students make connections between all the the content they are learning throughout the year. For example in my Biblical theology course I teach we can often stop and revisit core doctrines that we already covered previously and relate them to what we are currently learning. Students can not only make connections between everything they are learning but hopefully make connections between what is being learned and how it applies to their life.
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In my opinion processing activities are activities done at the end of a lesson to reflect, ask questions, discuss with their peers what they have learned. They contribute to a coherent curriculum because teachers can assess those activities, take notes, tweak their lessons or curriculum if necessary. The teachers and the students can benefit from processing activities.
