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Back to Table of Contents for On Course Across the Curriculum 1.
Strategy: Eagles and Hawks Application:
Understanding Buddhism Educator:
Sarah Hadmack, Faculty, Religion,
University
of Implementation: With students in pairs, have one be an “eagle” and another be a “hawk.” (Or in Buddhism, Kuan Yin and Padmasambhava) Have the students discuss Thich Nhat Han’s 14 Precepts in Being Peace. After a specified amount of time, have the eagles “fly” to a different hawk partner to continue discussion on the topic. Then have the hawks fly and so on. [Editor’s note: Each student could be assigned to become an expert on one of the 14 Precepts and, in Eagles and Hawks, share his/her expertise with each new partner. If two partners had the same expertise, they could see what more they could learn from their partner.] 2.
Strategy: Menu of Assignments (Self-Motivation) Application:
Any religion course Educator:
Sarah Hadmack, Faculty, Religion,
University
of Implementation:
When students are asked to write a paper/essay, provide them with three to
five options for topics. The autonomy of choice often creates stronger
papers since the students are more invested in the topic. Oo have the
students write on a particular topic but enable them to choose the format and
style. They could write on the topic in the form of an interview, poem,
eulogy, news article, children’s book, flyer, etc. 3.
Strategy: Flashcard Quiz Game Application:
Religion Course & Any course with tests Educator:
Sarah Hadmack, Faculty, Religion,
University
of Implementation:
Each student creates a question on a 3X5 card for review for a quiz/test.
They then present another student with the question on their card. If the
other student answers correctly, the student gets to keep the card. If the
student answers incorrectly, he/she must move on to another card without any
“points.” Continue until all of the students no longer have their
original card. The student with the most cards wins! Example of card
question: Who is the one god of Zoroastrianism? [Editor’s note: An
alternative is to have students create 5 or even 10 question cards.] 4.
Strategy: Portfolio Celebration (Gallery Walk with Feedback) Application:
Any religion course Educator:
Sarah Hadmack, Faculty, Religion,
University
of Implementation:
Students work on portfolio entries throughout the semester such as creating
a personal symbol for something they value about themselves after learning about
religious symbols, creating a Taoist poem after learning about Taoist beliefs
and poetry, creating a mandala after a Buddhism unit, etc. At the end of
the semester students tag three entries that they would like to share with the
rest of the class. Students are given post-it notes, music plays in the
background, and the students spend the whole class period reading other students
entries and writing feedback on post-it notes which they place on that
student’s portfolio. At the end of the class period, students return to
their own portfolios and read the feedback before submitting it to the
instructor. 5.
Strategy: Guided Conversation Application:
World Religions or Understanding Islam Educator:
Sarah Hadmack, Faculty, Religion,
University
of Implementation:
This is a way to face and overcome stereotypes. Create sentence stems
such as: “The word jihad means…,” “Muslim women wear the hijab
because…,” “When I see a turban I think…,” etc. Sitting in
pairs, students complete these sentence stems in a conversation with their
partners. Do this at the beginning of the semester to get these assumptions out
in the open, share responses, and then the instructor describes the real meaning
behind all of these sometimes controversial or confusing terms/symbols. 6.
Strategy: Paired Opener Application:
Any religion course Educator:
Sarah Hadmack, Faculty, Religion,
University
of Implementation:
Create a list of 10 religion questions such as: “Where is the 7.
Strategy: Journal Writing Application:
Any religion course Educator:
Sarah Hadmack, Faculty, Religion,
University
of Implementation:
Students reflect on topics discussed in class. Instructor provides
prompts such as religious quotes, images, and questions. Examples:
“In Shinto, toriis mark sacred places. If you were to designate a place
as especially sacred to you, what place would you choose and why?”
“Bar and Bat Mitzvahs are coming of age ceremonies for Jewish children.
Do you think rites of passage are times of significant change, constructs of the
human mind, or both? Explain.” “When looking at this image of an
eagle, what thoughts come to mind?” “Who do you side with, Mencius or
Hsun-tzu?” “Do you think human nature is inherently good or bad?
Explain.” 8.
Strategy: Movers and Shakers Application:
Any religion course Educator:
Sarah Hadmack, Faculty, Religion,
University
of Implementation:
For a classroom of 24 students, create 12 3x5 index cards with one review
question on each card. Have the students stand in two rows facing one
another. Give each student in one of the rows a card with a review
question. These are the Shakers. Have each Shaker identify the answer to
the question; then have them ask the student directly across from them their
question. The students answering the questions are the Movers. As soon as
the Mover answers correctly, he/she moves to the right and is asked a question
by another Shaker. Have the Movers move down the whole line of Shakers.
When all the Movers have answered each question, have the students switch roles
and repeat the activity. Option: give the Shakers star stickers and the Movers
blank 3x5 index cards. If the Mover answers correctly, the Shaker gives
him/her a star sticker. The student with the most stars get +5 points on
his/her quiz/test. 9.
Strategy: Pair/Square/Share Application:
Ethics or Special Topics/Themes in Religion Educator:
Sarah Hadmack, Faculty, Religion,
University
of Implementation:
Each student partners with another student. Have the students discuss
religious attitudes toward the environment with their partners (Part of the
environment? Granted dominion over the environment? Steward of the
environment?). Then each pair joins another pair of students and each
partner explains to the other pair what his/her partner answered and they
discuss. Finally, students are invited to share their answers with the entire
group. 10.
Strategy: Popcorn Application:
Any religion course Educator:
Sarah Hadmack, Faculty, Religion,
University
of Implementation:
In a religion course it is important for the religious tradition to speak for
itself in the form of its sacred literature. Whenever such literature is
being used, either from a course book or in a slide, have students volunteer to
read a section. As one student finishes, another continues. 11.
Strategy: Poster Session using Corners Application:
Indian Religions Educator:
Sarah Hadmack, Faculty, Religion,
University
of Implementation:
Have students work in groups (ideal size: 5 students in 4 groups) to create a
poster on the life and teachings of Sri Aurobindo, J. Krishnamurti, Paramahansa
Yogananda, and Sai Baba. Once the posters are complete, post them in the
four corners of a classroom. Have 3 of the 5-group members stay at their
poster while the other 2 group members travel to another corner. The 3 who
remain at their poster are the “gurus” or teachers and will explain their
poster to the two travelers from the other groups, known as “chelas” or
disciples. Have the chelas travel to all three corners and take notes.
When they return to their own corner, have the gurus and chelas switch roles and
repeat process. 12.
Strategy: Table Talk Around Application:
Any religion course Educator:
Sarah Hadmack, Faculty, Religion,
University
of Implementation:
Have students sit in small groups and respond one at a time, going around the
group, to a prompt or sentence stem such as “One new thing I learned about
Christianity is…” 13.
Strategy: Silent Socratic Dialogue Application:
Ethics or special topics in religion Educator:
Sarah Hadmack, Faculty, Religion,
University
of Implementation:
Write down questions of a philosophical tone on the board such as: “What is
our purpose in life?”, “Is there a god?” “Do people die when it is their
time to die?” etc. Have students pair up. They first write the
question they chose at the top of their paper, then, in silence, they write a
response until you provide a signal (e.g., chime) that it is time to exchange
papers. The partner reads the students response, then writes his/her own
response and ends with a thoughtful question. Students then exchange again
2-4 more times. 14.
Strategy: Toss a Test Application: Review for a quiz or test Educator:
Sarah Hadmack, Faculty, Religion,
University
of Implementation: Buy small, soft
balls at a craft shop. Have students stand in a circle. Ask a
question and then throw a ball to a student. The student with the ball
must answer the question correctly in order to keep the ball. If he/she
answers incorrectly then he/she must throw the ball to another student to
answer. When the question is answered correctly, ask another question and throw another ball.
Student with the most balls at the end wins.
15.
Strategy: Field Trip Application:
Any religion course Educator:
Sarah Hadmack, Faculty, Religion,
University
of Implementation:
Have students take a field trip to a museum, church, temple, or religious
festival with a worksheet of questions to answer. Stress the value of
on-site field experience! It is a different form of education to see a
sculpture of Vishnu, experience church music and sermons, and to feel the piety
of devotees during festivals. 16.
Strategy: Card Swap Application:
World Religions or Special Topics/Themes in Religious Studies Educator:
Sarah Hadmack, Faculty, Religion,
University
of Implementation:
Students are given 3X5 index cards and asked to record their ideas for conflict
resolution in the |