Outline of the day

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Outline of the day

• 9.30 Arrivals, Coffee and welcome
• 9.45 Opening Prayer
• 9.55 How to survive being an RE teacher?
• Sharing/ Why teach RE?
• 10.30 Teaching Learning I Some basics
• 11.00 Break
• 11.15 Teaching learning II what makes a good
  lesson outstanding?
• 12.30 Lunch
• 1.00 Teaching Learning III Using technology
  to support teaching and
• learning
• 2.45 Coffee and depart

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How to survive being an RE teacher?
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• Everyone can remember a good teacher

Can you think of a teacher who you found
inspiring or simply enjoyed their lessons?
What was it that made them a good teacher?
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You can also remember bad ones.

• What was it, would you say, that made them a bad
  or poor teacher?

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Developing a reputation
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• What is the most difficult situation you have
  confronted so far?

• How did you deal with it?
• Was it effective?
• Would you do it differently?

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• How to be a teacher and still remain
• human

• How has being a teacher affected your life?
• Are you able to get a work/life balance?
• How can you survive into the future?!

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Ideas for survival

• Time management is the Key to sanity
• Over planning / Under planning
• Accept your limitations
• You work better with sleep!
• If you never say no, how much is your yes
  worth
• Doing one thing well is better than doing lots of
  things

• Extra curricular activities
• Socialising
• Dont allow your friendship group to be only
  teachers you need to be told when you are being
  dull
• Dont expect to be a super teacher
• Accept you could be wrong
• Dont take personal comments personally

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Why teach RE?
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• What is RE?

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What are we trying to do? Describe your vision
for what RE should be like in a Catholic School
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The Curriculum Directory for Religious Education

• The aims of Religious Education in Catholic
  Schools
• Knowledge and understanding of Catholic faith and
  life
• Knowledge and understanding of the response of
  faith to the ultimate questions about human life,
  its origin and purpose
• The skills required to engage in the examination
  of and reflection upon religious belief and
  practice

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Catholic 14-19 guidance

• The following have been identified as important
  attitudes to be developed in and through a study
  of religious education
• an open-mindedness or spirit of enquiry
• attentiveness, appreciation, awe and wonder
• justice and compassion
• respect for and a sense of reverence for all
• peoples and the earth they inhabit
• self esteem, self-awareness and self-sacrifice
• wisdom, understanding and discernment..

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• Students will explore the life and teaching of
  the Catholic Church the ultimate questions of
  life the Churchs response through doctrine the
  relationship between religious belief, personal
  faith and lived experience awareness of and
  respect for other religions and world views the
  dignity of human life and work and the idea of
  service of others for the common good.

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Teaching Learning II

• Lesson design What makes
• a good lesson outstanding?

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• What has been your best lesson so far?
• Why?

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Lesson Design
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Understanding how we learn
2. We think about them
Teachers/ other learners
Ideas stuff
4. New or reshaped ideas
1. Ideas go in
3. We demonstrate our understanding
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Learning lesson structure
Grabem
Engage
Share learning objectives
What/why/how?
BIG PICTURE
Demonstrate
Practice
Get their head round it
Pupil demonstration
Show what has been learnt
Recap
How effective was the learning
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So what makes a lesson outstanding?
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The lesson is at least good in nearly all
aspects and is exemplary in significant elements,
as shown by the exceptional enjoyment and
progress of the learners
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David Bell on Outstanding Lessons

• Difficult ideas or skills taught in an inspiring
  and effective way indicate outstanding teaching
• Teachers let go of prescribing outcomes and
  encourage independent learning skills, which
  involves creativity and taking risks

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Lesson Start
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• Start with a hook- the primacy effect
• Students remember the starts of lessons more than
  the middle bits

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How did this ship get here?
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How did this get here?
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Why do people suffer?
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The BIG Question
Why do people suffer??

• Is this an important question for Christians?
• If yes why?
• If no why?
• Why do many people think it is important?
• How would you work out the answer to this
  question?

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Individualise the Learning
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• Assessment for Learning
• Recognising preferred Learning Styles

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Modelling Learning Yourself
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• Teachers demonstrate..
• A preparedness to be different
• Risk taking behaviours- trying the unknown
• An ability to reframe failure as a learning
  outcome

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Who influences my views about love, sex and
relationships?
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Vary the Pace
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• There should be intervals of time for quiet
  reflection- used to organise what has been gained
  in the periods of activity
• Creative inspiration often strikes when the mind
  is in a state of playful relaxation

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Questioning in Depth
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• Wait time
• Hierarchial questioning-descriptive, analytical
  and speculative
• Where pupils are encouraged to ask questions not
  answer them
• Its not the answer that enlightens but the
  question

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No Hands up
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Conscientiously waiting for a pupil to think
through an answer (Before you break the silence)
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Should a Christian go to War? Justify your
opinion with reference to the sources we have
looked at you have 1 minute to work out your
answer
Previewing a question in advance
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Using gimmicks to engage pupils
Phone a friend
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Go Multisensory
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• We learn
• 10 of what we read
• 20 of what we hear
• 30 of what we see
• 50 of what we hear and see
• 70 of what we discuss with others
• 80 of what we experience ourselves
• 95 of what we teach

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The nature of Poverty
1

• Section 1

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800 million people are malnourished
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the richest 1 of the worlds population receive
as much income as the poorest 57
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10,000 die every day from water and sanitation
diseases
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860 million adults are illiterate
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185 million people are unemployed 88 million of
185 million people are unemployed 88 million of
these are young people aged 15-24
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nearly 11 million children under the age of 5 die
every year most from easily preventable or
treatable causes
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3 billion people live on less than 1.20 per day
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Creative Enquiry
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• Creative enquiry is our ability not only to
  acquire information but to go beyond it by
  inventing codes and rules. Learning involves the
  search for pattern and regularity. Instruction
  serves to assist children in the formation and
  discovery of such patterns and regularity

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Example 2 - Prediction
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Key influences for Catholics

• Teaching of the church (Based on the traditional
  teachings and the Bible)

• Conscience

• Reason

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Will Susan steal Garys dinner money?

• Look at the statement cards below and work out
  whether or not she is likely to take the money.

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• Susan is a Catholic and she has a strong faith
• Susan believes in justice people should not be
  treated unfairly.
• She has read in the Gospels that Jesus always
  seemed to be on the side of the under dog
• Gary in a bully
• Gary stole Marys (Susans best friend) dinner
  money last week
• Gary got in with a bad crowd a couple of years
  ago
• Susan is in a room on her own where Gary has left
  his bag with his dinner money.
• No one knows that she is there
• Getting money back from Gary would make Mary
  happier
• The end does not justify the means Catechism of
  the Catholic Church 1753
• Susan feels bad about stealing but he deserves it
• Gary doesnt really realise the harm he does, he
  thinks its a bit of a joke
• Gary lives with his Mum and she never gives him
  much pocket money, as she is too hard up
• Mary is really upset but too shy to do anything
  about the money being stolen
• One of the Ten Commandments says You shall not
  steal
• Jesus said Love your neighbour as yourself
• Jesus said Forgive your enemies
• Susan has never stolen anything before in her life

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• What would influence her decision? Why?
• What conflict is there between following the
  churches teaching and stealing the money?
• Could a Catholic follow their conscience and
  steal the money?
• What would be difficult about following the
  churches teaching?
• What would be difficult about not following the
  churches teaching?

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• What would influence her decision? Why?
• What conflict is there between following the
  churches teaching and stealing the money?
• Could a Catholic follow their conscience and
  steal the money?
• What would be difficult about following the
  churches teaching?
• What would be difficult about not following the
  churches teaching?

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Constructivism
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Why is Jesus death and Resurrection so
important?
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Madonna of the MeadowBy Belini (c.1540)
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In this lesson you are going to learn

• About the significance of the death and
  resurrection of Jesus
• To explain the iconography of a religious
  painting

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Annotate on your sheet explain all the symbols
in the picture
Meaning
Meaning..
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Conclude with a review
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• Tap and plug
• Not what weve learned but how
• Any questions wed still like to ask?
• Education isnt how much youve committed to
  memory, or even how much you know. Its being
  able to differentiate between what you do know
  and what you dont

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Being a teacher is like..
Hitting your head against a brick wall
Climbing a mountain
Managing a football team
Being captain of a ship
Making a movie
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Pacifism is like..
A leap in the dark
Standing up and being counted
Trying to stop a rain by standing in front of it
Water on a rock take time but eventually wears
away
Sending a mouse to fight a lion
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Classrooms in 2007
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PowerPoint the basics
Part 3
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Using PowerPoint in lessons.

• Do
• ? Use it to help structure your lesson
• ? Use it to support visual learners
• ? Use it interactively to support kinaesthetic
  learners

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• Dont
• ? Rely on it for the whole lesson (be more
  creative, use multiple activities) It is not a
  presentation.
• Write lots of text use it to convey basic ideas
  etc
• ? And dont.

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Dont Use
lots of effects
or bright colours
it may seem fun
But its annoying!

• and it detracts from the learning

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• black and sleek is far more classy

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Finding images
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Video clips
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How to.

• Dazzle
• www.pinnaclesys.com

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