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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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Sometimes it takes time for an idea to swim around your brain and finally fit in with what you already know. In math, I have found this year that my students do better when I broach a topic and then teach it the next course. Then have review sheets to remind them of it. Then as the idea solidifies, it can be tied into the next concept providing fluidity and a larger coherency.
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I love the idea of processing activities. This really gives both the teacher and students an opportunity to reflect on what they’ve learned, put the ideas together in their entirety, and focus on the most important concepts. I love the idea of doing this halfway through the year and again at the end of the year.
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These are activities that refresh and help students work through the information they have learned. It can be connecting different ideas across different topics.
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These activities are there to help the students process what they have just been taught. This ensures that the students can rely process the information they have been given.
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When my students are looking at history or literature, we explore/discuss some of the bigger philosophical questions that are obvious in the material and we discuss what the implications are from scripture. The work that generally follows that discussion allows students to reflect on what the take-aways were from that lesson and how it might impact their lives.
