1. Session 3: Active Learning
Sarah Payne
Bedfordshire
@sarahpayne400

3. Motivating the disaffected teachers of RE: An active learning approach

4. “Religious Education teaches us to understand, question, and see the world from a better informed perspective. When RE is diluted, young people leave school ill-prepared to make sense of religion and belief and unable to respond to different views and beliefs in an informed, rational and insightful way. It’s vital we work closely with ministers and education officials to ensure RE is not side-lined.” Stephen Lloyd, MP

5. The main issues that came up from the Teachers With Other Specialisms (TWOS) or the reluctant RE teachers were:
*Not enough training
*Not a follower of a religion
*No interest in religion or faith
*Lack of understanding
*Unwillingness to find out more
*Poor experiences of their own RE lessons
*Too busy to find out more

6. What problems have you encountered on the issue of non-specialists/ teachers with other specialisms?
What do you do about it?

7. Case studies- before
Teacher A likes teaching RE and wants to make RE relevant. This teacher likes to research into the topics.
87% of pupils in Class A enjoyed most of her RE lessons.
“RE is one of my favourite lessons.”
“I like RE”
“Usually I enjoy RE a bit.”
Teacher E was not so positive in the survey, commenting on subject knowledge and lack of interest being a barrier.
Class E had 76% of pupils enjoying some of the lessons.
“I only like learning about Christianity.”
“I like RE just the way it is and wouldn’t change it.”
“RE is boring.”

8. Latest OFSTED report on RE
Achievement and teaching in RE in the 90 primary schools visited were less than good in six in 10 schools.
The teaching of RE in primary schools was not good enough because of weaknesses in teachers’ understanding of the subject, a lack of emphasis on subject knowledge, poor and fragmented curriculum planning, and very weak assessment.
Alan Brine,
HMI for RE
Common weaknesses included: insufficient focus on subject knowledge; an over-emphasis on a limited range of teaching strategies that focused simply on preparing pupils for assessments or examinations; insufficient opportunity for pupils to reflect and work independently.

9. His advice was that schools should:
*ensure that learning in RE has a stronger focus on deepening pupils’ understanding of the nature, diversity and impact of religion and belief in the contemporary world
*improve lesson planning so that teaching has a clear and straightforward focus on what pupils need to learn and engages their interest.

11. What do you think of when you here the term, Active Learning?
Do you already use active learning techniques?

18. Case studies- after
After the active learning lessons, Teacher A is still positive. Active learning has greatly improved her lessons and the children have enjoyed them. “I have thoroughly enjoyed teaching RE.”
100% of class A children surveyed said that RE lessons had improved over the last few weeks. All pupils ticked that they enjoy the active learning aspects with all of them saying that they prefer active learning. Pupil quotes are now: “I love RE” “I prefer it when we do active work because it helps me understand better”. “I would like to do more active activities”.
Teacher E has enjoyed teaching the units of work and says the active learning has greatly improved RE lessons as it motivates the children and helps them to remember more.
In Class E, 87% have noticed a positive difference in RE lessons, with 92% preferring and enjoying active learning. The pupils said that to include more active learning would help them enjoy RE more. Comments included: “The lessons where we don’t write are my favourite.” “I enjoyed the active activities.” “I enjoy the active lessons more.”

20. Using images: drama techniques
World Religions: quiz
Experiential learning
Diamond ranking
Concentric circles

22. Using images: drama techniques
World Religions: quiz
Experiential learning
Diamond ranking
Concentric circles

23. Using images: drama techniques
World Religions: quiz
Experiential learning
Diamond ranking
Concentric circles

24. Using images: drama techniques
World Religions: quiz
Experiential learning
Diamond ranking
Concentric circles

26. Using images: drama techniques
World Religions: quiz
Experiential learning
Diamond ranking
Concentric circles

28. Think about something you’ll be teaching next week
Think about something you’ll be teaching next week. Which active learning technique could you include?

31. Thanks for listening.