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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 can be a form of repetition where students are re-visiting topics that have been previously taught or discussed. This is a time when it is important to give time for students to contemplate the ideas and consider if their views or understanding has deepened or changed. Do they have any further connections to the ideas/information?
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When I think of what “processing activities” is and how they contribute to a coherent curriculum is through my lessons at the first half of the school year. We learn these different games and activities and then when we go into the second half of the school year we revisit them. However instead of me explain every rule and detail of the game it’s more of a question and answer time where the students explain the rules and game to me. It helps with seeing what information they processed from before and if they fully understood what they were taught.
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What processing activities means to me is that I go back and reflect on what has been taught up until that point. Asking did I do what I had planned to do and if not how can I improve with moving forward. Also, reiterating what has been taught and connecting all the dots to make a whole picture. This contributes to a coherent curriculum in a way that makes certain I am integrating a biblical worldview into my teaching in every lesson that I plan.
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Processing activities are activities where the information learned in a classroom can be discussed and even applied to real life. Students can think about what they have learned and almost re-learn it through these reflection activities.
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Processing activities allow students the ability to reflect on their thinking. When students make learning personal, it helps them take more ownership. This makes it so the curriculum is tied into the student’s thinking as well.