Instructional Strategies



Instructional Strategy Description of the Strategy Examples of how the strategy can be used in Religious Education

1) Students are divided into home groups. They are assigned roles and topics. 

2) Students from each home group go to specialists to become experts in their topic. They also determine how their findings can be taught to their home groups.

3) Students return to their home group to relay the learned information found in the specialist group.

In world religions class investigating Hindu festivals,

1) each home group can decide what roles members will take in their investigation. They clarify expectations of group members.

2) group members learn about a different Hindu festival and become experts in that festival.  They decide how to teach these ideas to their home group.

3) they return to their home groups to teach one another about their topic.

Anticipation Guide Provide a topic for the students but do not provide information.  Allow them to reflect and share their previous knowledge on the topic or what they believe it might be about.  Use a graffiti wall to describe anything that comes into their head when they think of the religion Judaism. Create a true/false quiz about missionaries before showing The Mission.
K-W-L Students make a chart with three columns.  Column one is titled K, column two is titled W, column three is titled L.  (K stands for What I Know; W stands for What I have learned; L stands for what I have Learned.) K Before reading they must fill in the first column with what they already know about the topic.  W After glancing through the headings of the readings, they should fill in what they want to know or think they will know after reading the information.  L After reading they fill in the third column with what they have learned. Before giving students readings on the birth of Christ ask them to fill in the left hand (K) column chart before reading. They would enter what they know about the birth of Christ. Students identify what they want to learn about the Nativity. This is entered in the W column. They would then read the Gospel passages from Matthew and Luke, adding additional details about what they learned. These are entered in the L column.
RAFT A technique that helps with the understanding of writing.  It is an acronym that stands for:
  • Role of the writer
  • Audience
  • Format
  • Topic and strong verb
Word Wall
Think-Pair-Share In response to a challenge, students independently think about solutions to the challenge. Students are paired to question each other about the challenge, and discuss various ideas in pairs. This increases student involvement in the class. Students then share their ideas with a group or the class. Students can be individually challenged to think about reasons behind the Catholic Church teachings on issues such as abortion, chastity, preferential option for the poor, capital punishment, etc. Students in pairs share their ideas, deciding which reasons are most powerful. Students then share these ideas as a class discussion.
Exit Slips or Exit Cards
Concept Map
Carousel Brainstorming
  • Students are gathered in groups of 6.
  • Students will examine a subject or idea from 6 different sides; like 6 different perspectives on an issue.
  • A dice may be used to determine which perspective is taken.
Four Corners
Gallery Walk
  • Groups of students work together to complete a task on chart paper;
  • These are posted on the wall;
  • One person (a docent) remains behind to explain the groups findings while the remaining group members look at other groups' chart paper.
  • groups reconvene
  • they refine findings adding in insights from other groups.
  • Students respond to these findings by creating their own notes and reflecting upon their significance.
Six Thinking Hats

Compiled by Niagara University Bachelor of Education students in the Religious Education Methods class (February 2012)

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May 28, 2013