Day Eighteen: Poster Review Part Four

The next day students present their poster projects. They take just a few minutes for each. Essentially, they read off the bullet points they made the previous class. It is just a review process. But I tell students to pay close attention to these projects; there will be questions on the upcoming test about the different aspects of Christology we have studied. Also, and I don’t tell them this yet, they will write a reflection about one of the “ropes” we have studied.

                I ask direct questions to guide their review; the clever students take notes on my questions, in particular. This is a simple review method. Maybe too simple. Like I said in the last blog, I have modified this review process. My students are much too efficient and goal oriented to spend too much time on projects like this. I am not opposed to project-based learning; not if it is done right. But, at the same time, if the notes are clear and the methodology is sound, students can learn just as well or better with lecture and similar tools. My students often reveal to me that they actually do not like projects; projects take a long time to learn few things. I tend to agree. If the curriculum was more difficult or complex, maybe I would use projects.

                But there is more to the less than just reading off the bullet points they gathered the previous class. I made handouts for each of the topics students just presented on (Incarnation, Jesus, Christ, Lord, Son of God, Formation of the Gospels, the Bible, Paschal Mystery, Hypostatic Union, Covenant). I lay them all out on a table in the classroom and I ask students to choose one of the topics that they feel they know the most about. Once they have their selection, I take them to the chapel and I instruct them to write a reflection. It turns out, this will be part of the test grade. They need to write a one page reflection, explaining the important information about the “rope” they chose, and then explain why that particular aspect of Christology would help them, personally, to grow in a relationship with God. I want something substantial. I want serious reflection. I want thoughtfulness. Usually, that is what I get.

The Cathedral of Our Lady Assumed into Heaven and St Nicholas in Galway, Co. Galway Ireland. The "weakness" of Jesus in the Passion serves as a "rope" for us. As we reflect on His humanity, we may come to know Him as relatable and, Truly, one who suffers for us (photo P. Smith).

                I can’t grade them on the depth of the reflection. I can’t grade my students on how well they encounter God. There are no rubrics for measuring Faith. But I can encourage thoughtfulness. In fact, that may be the most important part of the entire course; the more open they are, the more thoughtful they are, the more likely they are to Truly grow in relationship with God.

Day Eighteen: Poster Review Part Three

What are the main topics we went over regarding Jesus? Quick review of terms. Incarnation, Jesus, Christ, Lord, Son of God, Formation of the Gospels, the Bible, Paschal Mystery, Hypostatic Union, Covenant. I have a plan to help the students prepare for this test. I have to be honest in the blogosphere, though. I only used this method once. It might have been effective for some, but I am always looking for better review methods.

I tell my students: Students will be able to create posters for this unit’s concepts, describing how they help us to develop a relationship with God and learn how to Love.

Each of the concepts that we have studied in class is a “rope” that God gives us to help us grow in a relationship with Him.If we develop that relationship, we can begin to learn to Love and to be Loved again.

They will do a project to help them prepare for the test. I ask my students to team up, and as a group they will choose two of the ten concepts and create posterboard reviews for the whole class to study from.

The first step is easy: Review class notes, assignments, reflections, etc… to make sure the posterboard has “essential” information (What do you think will be asked on the test?). Make sure the poster is colorful, fun, and informative. Work together to review details related to the concepts you group has been assigned.

The posters will be used by classmates to prepare for the test, so make sure they are good. Be creative with how the posters are presented.

The Mosaic at the Knock Basilica in Knock, Co. May, Ireland. The mosaic tells the story of the apparition at Knock. Everyone knows that art has always been used to teach in the Church. Even well-known stories like the Passion (or maybe the Knock Apparition for Catholics in the region) use art like this Mosaic to "review" the narrative. (photo P. Smith)

I like the theory of this review and, if it is done well by all the students, it can be effective. When all the projects are done, I display the posters in the room and it makes a sort of gallery from which students can study. The problem with this methodology is that the artifact they create stays in the classroom and they cannot take it how to study from unless they take a picture. But that almost never happened. When I used this method, I really Hoped I had taught it well enough for them to know the material despite the review. As it turned out, they did learn the material. Nevertheless, I have since changed my review methods.

Day Eighteen: Poster Review, Part Two

                There are some main topics and vocabulary I have taught my students this unit. Ultimately, I want two things: first, I want my students to be able to speak intelligently about Jesus Christ. This is easy enough to accomplish with standard, objective learning methodologies like writing, quizzes, etc… Second, I want my students to learn affectively who Jesus is and how they can personally know Him. The latter affective piece is harder to assess. Indeed, often the “slow work of God”, as de Chardin calls it, cannot be measured in human time. To affectively learn who Jesus is often takes a lifetime. All I can really do is give my students the objective knowledge and then create the space and offer the skills they need to Truly encounter Him. Anyone can teach or learn the objective material. But to know Jesus…to fall in Love with Jesus… that is unpredictable. As a teacher I can do everything I can to be the “hands and feet” of Jesus…to be the heart of Jesus... for my students. I can take them to the chapel and give them all sorts of opportunities to feel the Love that Jesus has for them, but until they are ready themselves, I can only Hope to give them some knowledge and maybe some prayer skills that will help them deepen their relationship with God when they are ready. I must be patient. For now, they have a test coming up and I will help them prepare for that objective knowledge.

The Cathedral of Our Lady Assumed into Heaven and St. Nicholas in Galway, Co. Galway, Ireland. Though His death was quicker than normal, His work remains slow and deliberate. The act of conversion is never a "one and done" action; it takes a lifetime of learning to Truly "fall in Love" with Jesus Christ. (photo P. Smith)

Day Eighteen: Poster Review, Part One

                “What does Jesus ‘look like’?” If I ask this question on the first day of class, most of my students will respond with superficial descriptions of a middle-aged man with long hair and a beard. Some of the better-catechized kids might say He has dark skin, and that may even describe His clothes. But the way we have been talking about the Trinity has, maybe, expanded their understanding of what it means when we ask what Jesus “looks like”.

Knock Shrine in Knock, Co. Mayo, Ireland. Jesus "looks like"a lamb in the apparition at Knock. This is one of the few Marian apparitions that is really a vision of Jesus. In the Apparition, Mary says nothing...she stands still with St. Joseph, and St. John the Evangelist, all worshiping the "Lamb of God", the humble image of Jesus. (photo P. Smith).

                In the past, for prayer, I have created slide shows of different “faces” of Jesus. I present a variety of artistic interpretations of what the historical Jesus may have looked like. If you are reading this, you probably have your own favorite images that resonate with you for one reason or another. I still like this as part of the prayer, but I am especially interested in helping my students to remember that the “face of Jesus”, on a deeper level, is a face of humility and relationship. So we find Scripture that represents this. Flip through the Gospels and you will find “images” of Jesus’ humility. Look on the same page and there is Jesus building relationships with the poor, the suffering, the rich, and the comfortable. We read this Scripture and ponder what it looks like when we are humble and when we build relationships. I challenge my students in prayer that we are called to be the “face of Jesus” for those same people. We are called to “look like” Jesus, not physically, but in how we Love and are Loved by each other. This prayer potentially demolishes the Bellwork they have done, but when we share the Bellwork with each other, I remind them that Jesus is much, much more than an historical person… He is the Incarnation of a transcendent Love.

Day Seventeen: Covenant, Part Four

                The entire “Jesus-event” is a Covenant. The promise, the Sacrifice, the sign… the family. I have told my students before about Salvation History and how Salvation History is really the story of God inviting us into relationship with Him, especially through various Covenants. I have even described how each of those Covenants, from Adam and Eve to Noah to Abraham to Moses, were characterized by a God who was increasingly making Himself vulnerable and exponentially augmenting His family. With Jesus, He reaches the fulfillment of vulnerability on the Cross and maximizes the potential family, effectively inviting all of humanity for all time to be His children.

The Cathedral of Our Lady Assumed into Heaven and St. Nicholas in Galway, Co. Galway, Ireland. The Covenant of Jesus, the Testament of Jesus, is a sign that God is willing to empty His entire self for the sake of a relationship with Him. That sacrifice is so great, the invitation extends to all people of all times. (photo P. Smith)

                The Paschal Mystery, itself, is the sign of God’s humility and of God’s invitation to humanity to be His children. This is difficult to teach to ninth graders, to be honest, as it seems so many of them have not really received proper education in the story of Jesus life, death, resurrection, and ascension. I, personally, need to have more Scripture in my classes. Perhaps we all do. The story of Jesus, itself, ironically, is both the most famous story in the history of humankind and one of the least read or understood. I admit, I am weak in this part of my classes. As I write this, though, I have already begun adding more and more Scripture to class. Hopefully this will work out.