Strategies for Engagement #13

…to critically engage with examples, activities and tasks

Examples can be changed to ones that express Christian values. They can also be changed from abstract or fictional to real life and relevant. For example: choosing examples of giving rather than getting in maths. Using stories of real people who believe and suffer as well as eat and shop in French can make learning feel more related to life, and the content of the stories can challenge students to think about their own values. Generally activities can be changed to reflect a new way of seeing a lesson.

  • Learners could work on stories of real migrants when studying population movements in geography to reflect a new way of seeing population migration – as more than lines plotted on a map. People who have moved countries often leave behind much that they possess. Exploring such stories can help students to think about what is important.
  • Learners can calculate percentages in maths using real examples of coffee growers. They can see that numbers relate to real people and a percentage can mean the difference between survival and living with dignity.
  • Learners can reflect on a different way of seeing a painting in art – as a visitor from another country or culture – by engaging in activities that reflect that new insight, such as drawing up a code of how visitors from another country are to be treated.
Critical engagement with examples such as these reinforces new insights. To change the way of seeing the lesson without changing examples and activities to match will often mean the change is missed or there is a conflicting message.