Abstract
With many of the Catholic student population disengaged from regular ritual experiences their working vocabulary of the prayers and knowledge of the Church is limited. A beneficial bridge for many of these disconnected students, specifically male adolescents has been the use of storytelling in connection to Catholic themes to lay the foundations of ritual and deeper concepts through a more familiar setting. Through media literary, multi-modal instruction and Scripture exegesis adolescents can begin to recognize, understand, and feel a connection with the severity of the sacrifice of the Apostles in following Jesus of Nazareth. This article will offer some insights that have proven to be beneficial to help male adolescents to engage the complicated and foreign concepts and topics of the new curriculum framework, in association with Peter Jackson’s vision of Tolkien’s Fellowship of the Ring.
Highlights
Follow this and additional works at: https://digitalcommons.lmu.edu/ce Part of the Curriculum and Instruction Commons, Educational Methods Commons, and the Secondary Education Commons
High school religion teachers in Catholic schools are central to the mission of such schools and teach in every Catholic high school
The participants in this study reported on a best lesson taught in a high school religion class and many key findings emerged
Summary
Follow this and additional works at: https://digitalcommons.lmu.edu/ce Part of the Curriculum and Instruction Commons, Educational Methods Commons, and the Secondary Education Commons. The overall purpose of this study was to research the best instructional practices for high school religion teachers in Washington State, explore how to best implement the best practices, and explore what opportunities for sharing best practices teachers currently have. The SIP provided information from high school religion teachers in Washington State about lessons deemed to engage students and enhance student learning, in addition to teachers’ opportunities for sharing ideas on best practices for teaching high school religion. The best instructional practices included: (a) discussion, (b) application to real-world situations, (c) application to student’s own life, (d) questioning by teacher, (e) cooperative or collaborative learning, and (f) identifying similarities and differences. Bringing high school religion teachers into the conversation on effective teaching is essential for Catholic schools and the thousands of students they serve every year
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