Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Finding God Adaptive Hands-On Catechist Orientation (Full Day)

265 views

Published on

Finding God Adaptive Hands-On Catechist Orientation (Full Day)

Published in: Education
  • Be the first to comment

  • Be the first to like this

Finding God Adaptive Hands-On Catechist Orientation (Full Day)

  1. 1. Now there are varieties of gifts, but the same Spirit; and there are varieties of services, but the same Lord; and there are varieties of activities, but it is the same God who activates all of them in everyone. To each is given the manifestation of the Spirit for the common good. 1 Corinthians 12:4–11
  2. 2. Reflection Questions Take a moment to think about these questions: • What are my gifts? • How can I use these gifts to share the Spirit with others?
  3. 3. • You will have the support to be successful. • Each child is a perfect creation of God. • It is all about relationship and connection. • The goal of each lesson in the Adaptive Finding God Program is to convey God’s love for us. It’s OK.
  4. 4. Settings and Levels
  5. 5. One-on-One Setting
  6. 6. What to Use in the Hands-On Level
  7. 7. Scope and Sequence
  8. 8. Unit Planner Chart
  9. 9. Connect with the Child
  10. 10. Your Creative Side
  11. 11. Learn How the Child Communicates Children may communicate through • gestures and facial expressions • writing • spoken words and sentences • brief utterances or sounds • sign language • pictures, icons, or images • music • special communication devices
  12. 12. The Effective Catechist Course
  13. 13. 3-Minute Retreat
  14. 14. Knowing and Sharing Your Faith
  15. 15. Lesson Planner for Unit Opener
  16. 16. Lesson Planner for Lesson Card Lesson
  17. 17. Lesson Card Side A
  18. 18. Lesson Card Side B
  19. 19. Lesson Planner for Learning Tool Lesson
  20. 20. Learning Tool Lesson
  21. 21. Ways to Welcome and Involve Parents • Program Helpers • Model Makers • Guest Speakers • Voice-Over Specialists • Parent Learning Partner • At-Home Activities • Attend Mass Together • Good-News Grams • Parent Peer Support • Check in with Checklists
  22. 22. Learning About the Child • Personality • Relationship Formation • Physical Needs • Sensory Needs • Learning Styles • Be Yourself
  23. 23. Where to Find Help • Parents and Existing Service Networks • The Program Coordinator • The Parish • Advocacy Groups
  24. 24. • How does the child learn? • Does the child learn best independently? • Does the child learn best with a partner, such as a same-age peer, a teen faith mentor, or a parent? • Does the child learn best in large or small groups? Identifying Each Child’s Strengths: Groupings
  25. 25. Identifying Each Child’s Strengths: Abilities • What is the child able to do physically? • What are the child’s communication abilities? • What concepts or practices come easily to the child? • How can you build on those concepts or practices to introduce others?
  26. 26. • Does the child exhibit special physical talents, musical talents, or other creative talents? • Does the child love to share knowledge about a specific topic? • Does the child have a particularly joyful or humorous personality? • Does the child proudly exhibit a newly learned skill? Identifying Each Child’s Strengths: Talents
  27. 27. Spiritual Characteristics of Catechists • Response to a Call • Witness to the Gospel • Commitment to the Church • Shares in Community • Servant of the Community • Knowledge and Skills
  28. 28. Communication Strategies • Use the tools, including Loyola Learning Tools,™ that are provided with the Adaptive Finding God Program. • State a question in its entirety first, and then break down the question into its basic components. • Use a kinesthetic approach to reinforce visual and auditory learning. • Allow for ample response time; often this means 60 seconds or more. • Use visual, spoken, or written instructions. • Use music or other media to convey ideas. • Speak distinctly and in short phrases, conveying one thought at a time. • Engage the child in simple games. • Interact with the child using communication devices.
  29. 29. Communication Cues • A change in eye movement that is different from when a child is actively engaged • An intentional change in head position • A change in posture, such as slouching • Gestures or hand signals • Change in the child’s tone of voice or rate of speech • Introduction of vocalizations such as coughs or throat clearing • The child moving away from you
  30. 30. Sensory Systems • Sight • Hearing • Smell • Taste • Touch • Temperature • Sense of Balance • Body and Limb Awareness in Space • Pain Tolerance
  31. 31. Adapting Lessons • Lesson Presentation • Instructional Strategies • Responding Format • Timing • Environment • Equipment • Outcome Structure • Content/Curriculum • Instructional Level • Performance Criteria
  32. 32. Questioning Techniques • Open-Ended Questions • Visual Organization • Closed Exercises • Choice Activities • Yes/No Questions
  33. 33. Correcting Errors • Timing is everything. • Validate first. • Ask questions. • Stick to the content.
  34. 34. Practice and Reinforcement A child might need • a year or more to learn prayers. That’s OK! • or want to experience the same lesson several times before moving on. That’s OK! • a concept presented through visual, auditory, and kinesthetic means (a variety of times) before it “sticks.”
  35. 35. Consider Behavior
  36. 36. Transitions • Avoid any unnecessary transitions. • Allow plenty of time to complete activities. • Decide ahead of time what you’d like the child to do during the transition time. • Provide verbal and nonverbal reminders before transitions. • Use a visual schedule. • Plan lessons with gradual shifts in activity level.
  37. 37. Getting and Keeping the Child’s Attention • Go to the child’s eye level by sitting, bending, or kneeling. • Move into the child’s line of vision. • Gently announce that you have something important to say to the child or to show him or her. • Use words, gestures, Learning Tools, and props to express your message. • If the child is still distracted, take a break and return to the content later.
  38. 38. Diffusing and Redirecting • Praise the child for appropriate behavior. • Follow the Getting and Keeping the Child’s Attention tips. • Listen before you talk. • Exhibit neutral emotions. • Don’t enter into any arguments. • Set boundaries. • Have a general behavior-intervention plan. • Get outside support when necessary.

×