Webinar SeriesRE and Higher level thinking

How Interfaith Explorers supports the development of higher order thinking

skills and helps pupils to understand the diverse world around them

4.00pm - 4.45pm

Tuesday 21st October 2014 http://www.interfaithexplorers.com/webinars

www.interfaithexplorers.com

• Supported by UNESCO• Helps pupils understand the world around them &

respect cultural and religious diversity• Offers high quality cross-curricula resources to use with

pupils at Key Stage 2 and those embarking on their Key Stage 3 transition

• Supports core personal and social skills development as well as self-directed, exploratory learning

• Promotes universal core values & the development of ethical thinking

• Designed to compliment RE and PSHE teaching, alongside citizenship education

Webinars• Support teachers in their work around

interfaith dialogue and RE / PSHE / Citizenship learning in schools

• Offers a space for teachers to come together and think about issues arising from classroom practice in these areas

Webinar Presenters• Claire Clinton

o An experienced teacher within EYFS, Primary and Secondary education

o She has over 20 years of classroom experience, and 16 years of advisory work at a national and local level

o Presently the Religious Education Advisor for the London Borough of Newham for six years

o Former RE consultant for the London Borough of Redbridge and Essex County Council

Session objectives

• Understanding why & how higher order thinking activities are effective in engaging and developing pupils – and key principals

• Learning how RE attainment target levels can be used to improve pupils higher order thinking skills

• Demonstrating how Interfaith Explorers resource and ‘I can’ statements can effectively support higher order thinking

• Activities and resources that can support the acquisition of higher learning skills.

Why higher order thinking skills

Ofsted guidance on outstanding RE teaching says:

“Teachers consistently plan and deliver RE very effectively to enable pupils to forge strong links

between their study of religion and belief and their exploration of more personal reflections on issues of meaning and purpose. They ensure

that pupils are very actively involved in a clear process of learning which secures a progressive, structured development of high level skills of

enquiry and reflection.”

Skills in RE

• Investigation• Interpretation• Application• Evaluation• Analysis • Synthesis

Definitions 1Investigation - this includes:•asking relevant questions•knowing how to use a variety of sources in order to gather information•knowing what may count as good evidence in understanding religion(s)

Interpretation - this includes:•the ability to draw meaning from artefacts, works of art, poetry and symbolism;•the ability to interpret religious language;•the ability to suggest meanings of religious texts.

Definitions 2Application - this includes:• Making links between religion and individual, community, national and international life• Identifying key religious values and their links with secular values

Evaluation - this includes:• The ability to debate issues with reference to evidence, argument, opinion and statements of faith• Weighing the respective claims of self-interest, consideration for others, religious teaching and individual conscience

 

Definitions 3Analysis - this includes:•Distinguishing between opinion, belief and fact•Recognising bias, caricature, prejudice and stereotyping•Distinguishing between the features of different religions

Synthesis - this includes:•Linking significant features of religion(s) together in a coherent pattern•Connecting different aspects of life into a meaningful whole

Blooms Taxonomy Knowledge or Recall

(questions that require recall of facts)Comprehension(questions that require selection of facts to describe, compare, contrast, translate)Application(questions to encourage application of information learnt)Analysis(questions asked to demonstrate understanding of relationships, patterns etc)Synthesis(questions that test thorough understanding of a subject)Evaluation (questions that require assessment of various options)

RE & Interfaith Explorers

‘I can’ statements

‘Same, similar and different’ Activity 1

• Pupils do this task in groups of three

• First give them the three prayers from the Interfaith Explorers website: pupil resources section:

interfaithexplorers.com/for-pupils

• Ask them in their groups to read them, one at the time

• Discuss what is similar and different about these three prayers

• Give them the sheet to note their thoughts onto

Possible answers

• Here are some possible answers &you can find these sheets on the webinar section of the Interfaith Explorers website

• This is a great higher order thinking skills task as the pupils are having to speculate, make sense of information by analysing it and synthesising it

‘What matters most’ Activity 2

• Download ‘The Rabbi and the cow’ story and read to your

pupils: http://interfaithexplorers.com/for-teachers/classroom-and-teaching-resources/the-rabbi-and-the-cow

• Place your pupils in groups of 3’s and give them six possible ‘right’ answers for what the meaning of the story could be

• Ask them to place them on the dart board in the order that they think answers the question ‘what is the most important meaning of this story’, just one in each circle and one left off the dart board

• Answer choices are:o The world is unfairo The world is not what it seemso Always be kind to beggarso Only God can do justice in this worldo Never argue with a propheto Death could come at any time

‘What matters most’ dartboard

Independent research sheet

Wrap up

Any questions?

Contact usFor further information about the webinar series and

how Interfaith Explorers can support you visit:

www.interfaithexplorers.com

or contact

Rokhsana Fiaz OBE Chief Executive

Maimonides Interfaith Foundation rokhsana@maimonides-foundation.org