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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 those which allow students to revisit and reflect on their thinking throughout the year. They reflect on how they and their thinking have grown, and see how everything they have learned is connected throughout their learning. They help them understand how to continue forward and continuing to reflect on their learning as they go forward.
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Processing activities serve a single, overarching purpose, and incorporate specific steps to achieve that purpose. They add coherency to curriculum in that they set students up for success as they do things in an organized and orderly manner.
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Processing activities give the students a chance to catch up and wrap their minds around all they’ve been taught. Examples: comprehension checks, reflections, book talks, writing journals, exit tickets, response to reading activities, sketchnoting, asking follow-up questions, etc.
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Processing activities are those activities that allow students to think more deeply about what they have just learned. Apply the information they have learned to a real-life situation with a real-life application. Processing activities include time to think about and discuss with others their thoughts and feelings toward the new information and how it connects with something they may already know. This is not a one time activity. This may be several activities over the course of time to revisit, rethink and apply or make new connections in large groups, small groups and individually.
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Processing activities are ones that allow the student time to process and think through the material. This may be a group activity or a course activity. It is a chance after the material has been learned to try to think through it and apply it. These allow the students to really make the material their own.
