I had the pleasure of attending a fantastic presentation at NCEA in New Orleans called iTeach with an iPad given by Pam Varnado of Loyola College Prep in Shreveport, LA. Pam, her principal Frank Israel, and their colleagues discussed their experience debuting the iPad program with two trial teachers and classes. They provided a number of tips about classroom management in the digital age and the many opportunities that the iPad provides for students.
I had the pleasure of catching up with Pam this week and asked her to share some of her story and best practices in an interview that you can listen to below. During our conversation we discussed:
The transformation of a classroom from teacher-centered to student-centered
How technology engages students in learning
The first steps a teacher should take when given an iPad for the first time
iPad apps for teachers
iPad apps for students to take notes in class or in eTextbooks
The iTeach with the iPad Interview:
(Don't see the audio player? Try going here.)
If you would like to learn more about the program at Loyola College Prep, visit their website at www.loyolaprep.org.
Recent studies have connected several health risks for women to the use of hormonal contraceptives. As Pope Paul VI predicted with the 1968 release of the encyclical Humane Vitae which reaffirmed the Church’s teaching on married couples using only natural means to regulate and space the birth of children, there would be other consequences if artificial birth control became widely practiced. Share this reading with your students. Ask them to complete the assignment that follow.
Humanae Vitae, 17
Responsible men can become more deeply convinced of the truth of the doctrine laid down by the Church on this issue if they reflect on the consequences and plans for artificial birth control. Let them first consider how easily this course of action could open wide the way for marital infidelity and a general lowering of moral standards. Not much experience is needed to be fully aware of human weakness and to understand that human beings—and especially the young, who are so exposed to temptation—need incentives to keep the moral law, and it is an evil thing to make it easy for them to break that law. Another effect that gives great cause for alarm is that a man who grows accustomed to the use of contraceptive methods may forget the reverence due to a woman, and, disregarding her physical and emotional equilibrium, reduce her to being a mere instrument for the satisfaction of his own desires, no longer considering her as his partner whom he should surround with care and affection. Finally, careful consideration should be given to the danger of this power passing into the hands of those public authorities who care little for the precepts of the moral law. Who will blame a government which in its attempt to resolve the problems affecting an entire country resorts to the same measures as are regarded as lawful by married people in the solution of a particular family difficulty? Who will prevent public authorities from favoring those contraceptive methods which they consider more effective? Should they regard this as necessary, they may even impose their use on everyone. It could well happen, therefore, that when people, either individually or in family or social life, experience the inherent difficulties of the divine law and are determined to avoid them, they may give into the hands of public authorities the power to intervene in the most personal and intimate responsibility of husband and wife.
Contraception Discussion Questions
What has happened since 1968? Unfortunately, Pope Paul VI’s predictions about the results of a contraceptive mentality have come true in so many cases. Here are some of the results:
The rates of abortion, venereal diseases, out of wedlock births, and divorce have risen dramatically.
Sexual exploitation and sexual abuse of women occur at unprecedented levels.
Population control policies are now a part of nearly every foreign aid discussion between developing and developed nations. The export of contraception, abortion, and sterilization tools to developing nations is now a requisite for reception of foreign aid in dollars.
The defining element of a woman’s identity—her potential for bearing new life—has been redefined as a liability. Her new identity is as a person with the freedom to choose to end life if she wishes while, ironically, the man bears no responsibility.
Assignment:
Write a position paper on the “contraceptive mentality” explaining its affects on women. In the paper, cite up-to-date statistics to support your claims.
The website Slideshare.net is a powerful home of presentations, PDFs, and videos. Many expert presenters have created model presentations that could act as inspirational for the next time you create a presentation.
Unfortunately for your students, a the standard presentation might include:
A title screen.
Bullet points and numbered lists
Slides that advance in and out with fading or movement
PowerPoint templates
However, more and more presentations are exploring different models that include:
Images with very little text
3-D images
Text bubbles and boxes
Arrows pointing out key points in an image
Better fonts
Less information
The best way to use SlideShare to improve your presentation and PowerPoint lecture skills is to steal from the best. Do some searching in SlideShare for some good examples.
Here are some of the most popular presentations you might find:
STEAL THIS PRESENTATION! View more presentations from @JESSEDEE
The World in Your Hands View more presentations from Hristo Radichev
The Science of Social Media View more presentations from Dan Zarrella
Sheltering Wings View more presentations from Sarah Cullem
A Vatican spokesman, Fr. Federico Lombardi S.J., offered:
"In the face of a man’s death, a Christian never rejoices, but reflects on the serious responsibilities of each person before God and before men, and hopes and works so that every event may be the occasion for the further growth of peace and not of hatred."
Share the link from Catholic News Service coverage.
Ask your students to write a one-paragraph comment to the quotation.
Compare their responses with the reader comments below the story. Share a discussion.
Monday at sundown marked the beginning of the Pesach, the major Jewish feast of the Nisan cycle (corresponding to March or April). Commonly known as Passover, it celebrates the Hebrews' freedom from Egyptian slavery. God reminded Israel to celebrate the Passover meal every year to remind future generations of God's deliverance, salvation, fidelity, and love. The Israelites ate quickly and departed Egypt with only a few belongings.
Relocation Activity
Have your students imagine they have to immediately from their homes and relocate to a land a great distance away. They are given only one wooden crate that they may fill with ten personal treasures: possessions, heirlooms, symbols of their life that will remind them of their and their families' past. Tell them to write down the ten things they will take.
Then, ask them to share their most important item with a partner. Also, for discussion ask: "How many of the ten items involved a memory of a time when you our your family reached out in service to others?"
Finally, play this enjoyable look at Passover from the largest Jewish informative website.
Use this reflection to bring your students near to the fire—figuratively and literally—listening to accusations and denials. Allow them to enter into the dialogue. Pause longer on the italic lines. Say:
Enter into this space.
Relax.
Quiet down.
Breathe in.
Hold.
Breathe out.
Breathe in.
Hold.
Breathe out.
Be still.
Relax.
Let all your worries fly away.
Breathe in.
Hold.
Breathe out.
It is cold.
Someone has built a large open fire to keep warm.
You are standing next to the fire.
A lot of people do the same.
Your mind is exploding with thoughts.
Your friend, Jesus, was just arrested.
You and his followers came to this place where he is being kept.
The crowd is restless, hostile even.
What is it like to be in this place?
How are you feeling?
A woman glances over at Peter, a close friend of Jesus.
Stares at him.
She points at him.
She whispers something to the woman next to her.
She knows who Peter is.
What if she knows you are?
Are you safe?
She walks over to Peter, her friend behind her.
She says, “You are one of his followers.”
Peter jumps to his feet and denies it, “No, I am not..”
Watch his expression.
Watch her reaction.
“Yes you are,” she continues.
“I have seen you with that man they call Jesus.”
Peter responds, “I am afraid you are mistaken.”
Look at Peter’s face.
“Yes you are,” she continues.
“I have seen you with the man they call Jesus.”
Peter responds, “I am afraid you are mistaken.”
Look at Peter’s face.
She replies, “No, I am not, it is you.”
“No,” Peter says sternly, “Now get away from me.”
He shoves her aside and walks away.
A rooster crows.
You look at Peter, stopped in his tracks.
He also heard the rooster.
You remember Jesus’ words at dinner.
Jesus predicted that Peter would deny him three times before the rooster crowed.
None of you, including Peter, thought that it could ever happen.
Peter is one of Jesus’ closest confidants.
What are terrible night this has been.
Let your mind replay the scene of Peter’s denial.
Walk over to Peter.
Sit with him.
List to Peter as he tells you how he feels.
He asks if you ever did something like this.
Answer him.
It is time to reenter this space.
Say good-bye for now.
Ask Jesus to lead your way into the rest of the day.
Say thank you.
Come back gently.
Open your eyes.
Remember.
Sit up.
I must confess up front that I love using RSS Feeds to access theology resources and any other kind of interest I have. It has virtually replaced the need to bookmark a website. Now that websites are dynamic with blogs, newsfeeds, podcasts, videos, twitter feeds, etc., I get instant notification when a website is updated.
Many of you are reading this in an RSS feed reader. Some of you are getting it by e-mail. Others are reading it on our actual website. Today I want to introduce teachers to using RSS Feedreaders to get access to quality resources and ideas for their theology instruction. If students aren't familiar with RSS, these tips would work just as well for them.
What is RSS?
RSS stands for "Really Simple Syndication." It refers to "feeds" that aggregate frequently updated websites such as blogs, news headlines, and podcasts. The RSS feed icon is seen everywhere on the web to notify web visitors that they can follow the site's updates using and RSS feed reader. You can find a good explanation for RSS at CommonCraft.com: RSS in Plain English.
How do you follow websites?
Ten years ago, I had a mountain of bookmarks in my web browser that I would sift through to find the sites I visited often for resources and ideas. A few years later I discovered Google and just Googled the names of sites I liked to visit. Today, I rely on RSS and e-mail to update me when a website has something new. It saves time and energy and helps me organize what is most important to me on the web.
Four RSS Benefits Teachers
Real-time updates from news websites.
Get teaching ideas from blogs like Ave Maria Press Engaging Faith.
Follow your favorite interests and hobbies to catch a break during your planning period or lunch.
Get content sent to you rather than going out to find it.
Subscribe to Engaging Faith in Google Reader
There are many feed readers out there including Google Reader, My Yahoo, Netvibes, NewsGator, Outlook, etc. My personal preference is Google Reader. First, you need to set up a Google account, if you don't already have one. Then, you can customize your Google Reader to get updates to this and other blogs, news websites, and more.
How to Create a Google Account Video
TeacherTube has a nice short video on how to create a google account. Check that out here:
Or view it on YouTube.
How to Add a Blog to Google Reader
Can't see it? Check it out here: How to Add a Blog or News RSS Feed to Google Reader.
Subscribing to a blog is easy. In fact, you can subscribe to this one, by getting its feed here.
Take some time with your class to allow prayer and reflection on four courses of forgiveness: forgiveness of self, others, enemies, and reconciliation with God. If possible, seat the students in a comfortable setting away from their desks. Tell them to open a prayer journal for writing. When everyone is settled, follow these steps:
We Forgive Ourselves
1. Call on a good reader to read the parable of the Pharisee and the Tax Collector (Lk 18:9-14).
2. In a journal, have them finish this sentence: "O God, be merciful to me a sinner for . . .
3. Allow a few minutes for writing. Then choose a reader to pray:
Dear God,
Have mercy on us in your goodness;
in the greatness of your compassion wipe out our offenses.
Thoroughly wash us from our guilt and of our sins.
Amen.
We Forgive Others
1. Tell the students to thin about friends, family members, classmates, acquaintances, merchants, etc. whom they are called to forgive. Tell them to write the initials of these people in their journals under the heading "I Forgive You."
2. Next, tell them to draw a symbol for peace to represent their efforts to reconcile with the persons whose initials they have written.
3. To symbolize their promise, have the students get up and share a sign of peace with their classmates. Say:
Jesus said, "Receive the Holy Spirit. Whose sins you forgive are forgiven them, and whose sins you retain are retained."
The peace of the Lord be with you always.
Let us offer each other the sign of peace.
We Forgive Our Enemies
1. Ask the students to recall a recent experience in which they needed to forgive someone who had hurt them or offended them. Tell them to write briefly about the situation and the results. Tell them they will be asked to share what they wrote with a partner.
2. Allow time for sharing with partners.
3. Call on two or three volunteers to share their experience with the entire group.
4. Choose a student to lead this prayer:
All-holy Father,
you have shown us your mercy
and made us a new creation in the likeness of your Son.
Make us living signs of your love for the whole world to see.
We ask this through Christ our Lord.
Amen.
We Reconcile with God
1. Play a recording of a song that praises God's glory.
2. Choose a reader to read aloud the Parable of the Lost Sheep (Lk 15:1-7).
3. Ask the students to write a prayer expressing thankfulness for all of God's gifts, his blessings of mercy, compassion, and forgiveness.
