21st Century Lesson Planning for Faith Formation

2020.01.22.13.04.25 d0r ongoing 21stcenturylessonplanning
2020.01.22.13.04.25 d0r ongoing 21stcenturylessonplanning
Getting Started

Goal: 

You will be able to take it up a notch with your statements of intent and evaluation methods to be relevant for a learner centered environment and if needed, supplement the resources you are using

Objectives:

  • Recognize that many of the objectives available in textbooks are from the teacher’s perspective and will need to be modified to be learner centered.
  • Recall that objectives are statements of intent that include at minimum an action verb and object.
  • Acknowledge that learner centered goals, may require greater specificity with statements of intent, and more creative assessment methods.
  • Feel confident using the ABCD model to add detail to your higher level statements of intent.
  • Feel confident using formative assessment methods during your sessions.

Click here to download the Organizer for Your Notes.

A formative assessment method where you ask your young people to say, write or share 3 things they learned;  2 things they would like to learn more about and 1 question they still have.

See: The Teacher’s Toolkit

This is a method of writing objectives that helps make them more specific and measurable. A stands for audience; B stands for behavior (or performance); C stands for conditions; and D stands for degree.
Statements of intent that evaluate what young people feel and believe; specifically related to a value system. Action verbs used in affective objectives come from Krathwohl’s Taxonomy.
Method or tool to evaluate if the participants can complete the goal and objectives.
 
An action that can be demonstrated back to another for evaluation. In an objective statement, the “behavior” is an action verb that describes what participants will be able to do.
A classification system for writing objectives related to knowledge and critical thinking. Contains five different levels, summarized by five words (know, understand, apply, analyze, evaluate and create) and their synonyms. 
A standard by which something is judged as acceptable
The circumstances under which participants would demonstrate their ability during an evaluation. Conditions may be added to objectives to provide greater details which are helpful for higher level objectives. Examples of conditions include a resource, time limit, list or item. 
The criteria required to which you would evaluate a demonstration as successful; defines the expectations you are seeking. Degree may be added to objectives to provide greater details which are helpful for higher level objectives. Examples of degree include number of items completed, score achieved, number of attempts, or other required criteria.

Young people write down something for you before they enter the room, or before you go onto the next activity. It could be an answer to a specific question; one question they still have; something they didn’t understand etc. You can then read those answers privately or out to the class so they can be addressed. 
See: Teacher’s Toolkit

Using procedures to evaluate if they understand or can apply the concepts during the session, as you are moving through the learning experience. This can be informal (watching them; an activity) or formal (poll, quiz etc.). If they aren’t where you expected them to be at that point in the experience, this helps YOU change direction in your lesson, or correct misunderstandings.

A formative assessment method (or learning activity or icebreaker!) where young people choose 1 of four options you have placed around the room. This can be a live multiple choice quiz or used with hot topics, scenarios or favorite things. Young people go to a corner that resonates with them and then they talk with others at that corner about why they selected it. The group could then come up with a summary to share out with the whole class. 
See: Teacher’s Toolkit

A classification system for writing objectives related to affective feeling and beliefs. According to Krathwohl’s Taxonomy there are five levels of evidence, which individuals are working toward when internalizing and adopting values. These five levels are represented by the stages: receiving, responding, valuing, organization and characterization by value.
A single statement of intent. At the very least an objective includes an action verb and a related object. As a whole, a group of objectives summarize actions that your young people can demonstrate back to you that shows you they can complete the desired results (goal). A complete detailed objective also contains conditions and degree. Lower level objectives evaluate the ability for young people to remember and understand. Higher level objectives evaluate the ability for young people to apply, defend and take action.
Using your muscles and body to take a specific action based on knowledge or a belief system.
A classification system for writing objectives related to physical performance and demonstration. This would be appropriate for topics such as First Penance, First Communion, Praying the Rosary etc.
An authentic assessment method that requires young people to use the steps identified through the goal analysis (know, do/decide, and feel/behave) in a fun, active recreation of a desired faith based response.
A classification system. In this unit, there are three Taxonomy systems to use as a reference for action verbs when writing objectives (Bloom’s Taxonomy, Krathwohl’s Taxonomy and the Psychomotor Taxonomy).

An opportunity for young people to collaborate by first thinking about a prompt individually, pairing up with another person, and each sharing their thoughts with the other. 
See: Teacher’s Toolkit

The Big Idea
So grab that resources you were looking at in the last unit. And find that chapter you chose the last time, the topic you would be teaching within the next month. Look for objectives and assessments. Jot down some notes using your notes organizer. When you are ready, join us in the next segment.
Applications
Rich Shares His Expectations

Whether you are using a textbook, curating resources from other Ministers or writing your own lesson plans, writing specific statements of intent and then evaluating your young people’s understanding and ability will be critical to providing them the tools they need to make that faith based response in their real lives. Don’t take textbook resources at face value, and look for higher level objectives as assessment methods that relate directly to your learner centered goal. Download and view this unit’s summary here.

Here is another chance to access our starter template that you can revise to meet your needs. Links below.

Finishing Up

A. Apply.  Look at the topic chapter in the resource you are using. Evaluate the objectives. Are they learner-centered? What could be added? Practice writing a higher level objective using the ABCD model. Decide on a formative assessment method you can use to evaluate that objective.

B. Extend. If you wish, extend your understanding by sharing your higher level objectives and assessment with someone else in the class thread here. Review another peer’s post and add a helpful comment. Link is at the top of the page.

Click here to go back to previous units
Click here for 5. Achieving Flow
Getting Started

Goal: when you deliver your faith based experience, you will be able to engage your young people while incorporating principles known to promote learning

Objectives:

  • Recognize that information transfer alone will not promote learning
  • Recognize Gagne’s 9 Events as one of the most common sequencing models
  • Identify the reason why it is critical to activate prior learning
  • List important strategies to use when delivering information
  • Identify a tactic for guided questioning
  • Consider the concept of “flow” as it relates to your young people getting lost in the experience
  • Choose a sequence you feel comfortable implementing for a lesson

Click here to download the Organizer for Your Notes.

A specific teaching sequence that was originally developed in 1987 by BSCS Science Learning https://bscs.org/bscs-5e-instructional-model/ to deliver a learning experience which involves learners in the learning through hypothesis, inquiry and problem solving. 

A philosophy of learning through the active construction of knowledge and the social interactions that make it more effective
A concept identified by Mihály Csíkszentmihályi by which learners become fully immersed, in a learning experience, simply for the sake of the experience. Flow is directly linked to studies on motivational theories of learning. Flow is more likely to happen in learner centered environments where there is greater agency, choice and control.
Five conditions identified by M. David Merrill in 2002 that are consistent in many instructional design theories, that when implemented in any program or practice, promote learning.  
An instructional sequence framework that lists nine different steps during a learning experience. This is a common approach still used with Behavorism and Cognitivism today and can be adapted to support learner centered environments. 
The Big Idea
Applications

Regardless of the sequence you use, there are evidence based principles that you can apply that will promote learning, while also engaging your young people. View this unit’s summary here and save if you want.

Here is another chance to access our starter template that you can revise to meet your needs. Links below.

Finishing Up
Reflect and share. Reflect on the sequence of your sessions now. Do they more closely reflect Gagne’s 9 Events or the 5Es? If you have a sequence that works well for you, share it in the class thread here.
Click here for 6. Extending Your Reach
Getting Started

Goal: After this experience, you will consider additional delivery modalities beyond the face-to-face- gathered session, when planning your lessons.

Objectives:

  • Name the three different delivery modes available in this 21st century for faith based programming.
  • Recognize that additional delivery methods are successfully being used in Catechesis today, beyond the traditional face-to-face gathered experience.
  • Given a delivery mode, list an applicable technology tool you can use to make it happen.
  • Feel more confident in selecting a delivery method that will best meet the needs of your program and young people.

Click here to download the Organizer for Your Notes.

Any combination of online and face-to-face or in-person activities. The amount of time dedicated to online or in-person activities may actually vary based on the specific lesson. If your young people are spending 25-75% of their time in the lesson online, it is considered blended.

A way to describe a physical classroom in a face-to-face learning experience.

Computer software programs that allow participants to draft out shapes to help visualize how ideas are connected.

A system or approach used to organize and deliver instruction. Common delivery methods in this 21st century include face-to-face, online synchronous, online asynchronous, and blended.

A trace of your presence in an online environment. Anything you post or comment on will be attached to your name or account.

Instruction that is delivered in a physical classroom with the instructor and participants present in the same physical space at the same exact time.

A blended approach where direct instruction is provided before the session, leaving time for active learning during the session
“A chart, diagram, or illustration (as in a book or magazine, or on a website) that uses graphic elements to present information in a visually striking way” (Webster’s Dictionary)
Computer software that provides an organizational system online to present content in different formats. Depending on the platform, this may allow participants to respond directly to discussion forums, upload assignments or chat with peers. Examples include websites, blogs and Franciscan at Home/Catechetical Institute.

A virtual delivery method using the computer that allows participants and the instructor to meet at different times and participate in organized activities as their schedule allows.

A virtual delivery method using the computer that allows participants and the instructor to meet at the same time, but join from different physical locations.

Methods by which participants can respond to a question anonymously and the results can then be shared to the whole room.
Participating in a virtual experience on the computer at the same time.
Writing messages to each other online, at the same moment in time, but from different locations.
Participants are using technology to complete the activities of the lesson. Less than 25% of the time is spent online. 
Another name for an online experience
An online “room” that offers different activities and experiences
A meeting help in a virtual space through a computer program that allows participants to join together at the same time but from their own location.
The Big Idea
Applications
Finishing Up

Reflect and share. Reflect on the delivery mode of your sessions now. Is there anything you would like to try from this unit? If so, what? Share your ideas in the class thread here.

Click here to continue 21st Century Lesson Planning for Faith Formation
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