Tag: online curriculum

Revised Coming of Age curriculum now online

A fairly major revision of a gr. 8-9 Coming of Age program is now online. From the course description: “The goal of our Coming of Age program is to help young people sort out their ethical and religious identity (recognizing that some young people do not feel religious at all), so that they may make rational decisions about the kind of person they want to become.”

This Coming of Age program assumes that Unitarian Universalist religious identity is primarily concerned with what we do in the world. Second, the program does not take Christianity as the paradigm of all religion, which means that belief and doctrine are de-emphasized, while ethics is emphasized. Third, the course includes many hands-on activities, as well as discussions, to reach different learning styles. Fourth, the course is outcome-driven, with everything in the course designed to prepare participants to write and deliver statements of religious identity in a culminating worship service.

I wrote the curriculum, but it’s based on the real-world course we’ve offered at the UU Church of Palo Alto for the past decade. Many other teachers, and many participants, have contributed to the program.

There are still known issues with the curriculum. The session plan for Session Seven, “Western Religious Practices,” is teachable, but needs revision. Session Ten, “Football Is Religion,” was taught for the first time in 2021, and the session plan is still rough. Session Eight is designed as a field trip to a specific art museum in San Francisco, but could be adapted to other museums in other locales. The social justice project is very specific to the Palo Alto congregation, but with careful attention to the criteria for what constitutes a good social justice project, other congregations can find suitable projects.

The curriculum does make use of copyrighted material. However, the online curriculum provides to online sources for all copyrighted material.

Overall, the curriculum is quite sound and produces excellent outcomes. While written for the Palo Alto congregation, it should be fairly easy to adapt to most UU congregations.

Coming of Age program at Yet Another UU Curriculum Site.

Ecojustice Class curriculum now online (finally)

We’ve been teaching Ecojustice Class — a hands-on environmental justice curriculum for gr. 6-8 — since 2014. But much to the frustration of the teachers, there has never been a written curriculum for the class — until now.

Here’s the general curriculum plan for Ecojustice Class. There should be enough material there to fill approximately two dozen sessions over the course of a school year.

However, you won’t find a completely scripted curriculum, because that’s just not possible due to the nature of the program. This is a hands-on curriculum that gets the participants outdoors as much as possible. That means you have to have back-up plans in case weather doesn’t allow you outdoors. And you have to adjust the program to your specific climate and seasons.

I still have a few more successful lesson plans that I haven’t had time to put online yet. So expect minor upgrades to the curriculum over the next few months.

(And thanks to the many talented Ecojustice Class teachers who contributed to the class over the years, including Carol Steinfeld, Francesca Finch, Emma Grant-Bier, Ed Vail, Lorraine Kostka, Buzz Frahn, Mark Erickson, and others. I’m especially grateful to Francesca and Emma, who grew up taking the class and then went on to teach it.)

Teaching resource

I’ve been looking — for quite a while now — for a teaching resource of some kind that shows how some Christians and some Christian groups do in fact support persons of non-binary gender.

The anti-LGBTQ+ Christians are loud and vocal, and they dominate both media and the popular imagination. But I know there are plenty of progressive Christians who feel their religion is fully compatible with being LGBTQIA+. Unfortunately, as is so often the case in our society, most people think it’s a zero-sum game, so the loudest group gets to take charge of the discourse. In addition, as is so often the case in our religiously illiterate society, everyone seems to assume that all religions are monolithic; everyone assumes that one Christian group gets to represent all Christian groups everywhere, ignoring the fact that Christianity has tremendous internal diversity.

As a religious educator, I’ve long tried to teach people both about Christianity’s internal diversity, and about how some Christians are fully supportive of LGBTQIA people. But in a the context of our zero-sum-game, religiously-illiterate society, I haven’t had much success. I kept thinking: If only I had some great teaching resource that showed how some Christians do not have a binary understanding of gender.

So I was pleased to discover this video, which profiles several interesting non-binary Christians. The interviewer, Grace Selmer Baldridge, happen to be a non-binary Christian, which I think makes this video especially powerful. I could wish that Grace Baldridge had been able to interview some non-white non-binary Christians, but aside from that weakness, the interviewees are diverse in their gender identity, in their age, in their expression of their Christianity.

This video may not work well as a teaching resource for those Unitarian Universalists who suffer from anti-Christian bias. Nevertheless, I’m thinking this video could be a great teaching tool for showing both the internal diversity of Christianity, and showing how some Christians believe their religion calls them to a non-binary understanding of gender.

To watch the video on Youtube, click on the image above.

To whet your appetite, here are some quotes from the video:

“We just have to be honest that using the pronoun ‘he’ for God is a habit, but it has no theological justification.” — Dr. Lizzie Berne DeGear, independent scholar

“When I imagine a trans child coming to understand, ‘I might be a girl in this boy body,’ I’m like, ‘Thank you, God, the child is becoming aware of who they really are.’…. God creates out of love. God creates love out of love. We who are in the image of God are all awesome. So when I’m talking to you, I’m learning a little more about God. Because you’re in God’s image. And when you’re talking to me, the same is true.” — Rev. Dr. Jacqueline J. Lewis, senior minister, Middle Collegiate Church

“As a church, we said: We’re publicly going to affirm the LGBTQIA community. We don’t have to be uniform in that belief right away, we can question it, we can disagree, but this is the stance our church is going to take from here on out.… We lost lots of people. We lost thousands of dollars. And it was such a good move. We can sit here and be comfortable, and say OK, the money’s still rolling in and there’s a lot of people coming through my doors, and we can feel good about that. But when there’s literally people out there who are told that they’re not loved, people whose families are disowning them for this, we need to step up and become safe spaces.” — Jonathan Williams, former lead pastor, Forefront Church, Brooklyn, and son of a trans woman

“We really feel that the only way we can combat that negativity [about LGBTQIA people] is with people of faith standing up and saying: No, this is actually not in alignment with how we understand our faith, that you can be Christian and trans, and you can be Christian and gay, and that they’re not mutually exclusive.” — Jamie Brusesehof, mother of a trans child

COVID games, online curriculum

I just updated the selection of games on my curriculum Web site. In-person games now either have adaptations to make them COVID-safe, or they’re clearly marked “not suitable for COVID.” There’s also a modest selection of field-tested online games for online classes and groups. There are games for all ages from school-aged children up to adults. These games can be used in Sunday school classes, youth groups, adult classes, and other small groups.

Games Web page with COVID-safe games and online games.

We’ve now been teaching my Neighboring Religions curriculum online since March, 2020. This curriculum has transferred extremely well to online teaching. Now I’m writing out the adaptations that we’ve used to make it work so well.

Neighboring Religions curriculum with online adaptations.

If you have any feedback or comments about either the games, or Neighboring Religions, please leave them here.

A Khan Academy for religious education

In one of the “lightning talks” in today’s session of the Religious Education Association annual meeting, Dr. Eileen Daily of Boston University’s School of Theology posed some questions about how the pandemic is going to change religious education. One of the questions she asked is whether this is an opportunity to reach out to the “nones,” those who are not affiliated with organized religion (remembering that many of the “nones” are “spiritual but not religious”).

A few hours later, I was in a small group conversation with some scholars and practitioners, and we wound up talking about online learning — not surprising given that the pandemic has driven both the academics and those of us working in congregations to doing all our teaching using distance education techniques. I posed the idea that a nonprofit structured like Khan Academy, but devoted to religious education, could be a worthwhile project. Then the conversation moved on….

But I’ve been thinking about that idea since then. What if there were a Khan Academy for online religious education? I could envision three main curricular areas such an entity could address: (1) religious literacy, including resources to introduce young people to the wide variety of religious expression in their community and in the wider world; (2) skills associated with the practice of organized religion including leadership in nonprofit membership organizations (voluntary associations), social justice organizing, group singing, etc.; and (3) building community including building both interpersonal skills (social skills) and intrapersonal skills (self awareness).

I’m leaving out a fourth major curricular area: the kind of “faith formation” that is instruction on how to participate within a specific religious or denominational tradition. Should a nonprofit producing interreligious learning material produce this kind of faith formation? Well, no — if we’re trying to serve the “nones” as well as though affiliated with organized religion, denominational faith formation will not be a central concern. But what if we think big? If this nonprofit is designed from the beginning to scale up (think: Khan Academy), and if this nonprofit builds expertise in delivering online religious education, then when it grows in size and expertise the nonprofit will eventually becomes able to enter into partnerships with various religious groups to produce this kind of faith formation material.

So what are the funding sources for this nonprofit going to be? I think at the beginning, this nonprofit is either going to be the brainchild of someone like Sal Khan, and inspired charismatic leader with the skills to create content and then bring other people into the project — in this first case, the project is self-funded until it gets big enough to scale up — either that, or it could be hosted by a university that has both experts in religious education and some level of IT support (but if such an organization starts in the academy, I would hope that the plan is to quickly spin it off as a separate nonprofit). Then as the nonprofit grows, because it’s not tied to a specific religious organization, I would expect that a substantial part of the funding would be grants from philanthropic organizations. And why not target Big Tech for grants? — using research that shows that religious literacy can reduce religious bullying and religious violence, you could make a pretty compelling case that this kind of education is important and worth funding.

I’m sure others have already come up with the same idea. And who knows, maybe there’s already such an organization out there….

The evolving state of religious education

I am increasingly convinced that the pandemic is accelerating a number of trends that are going to change the way we do religious education in our local congregations fairly quickly. However, I don’t these trends should lead us to proclaim either the “post Sunday school era” or “the death os Sunday school.”

And before you get too excited (“Yay, the death of Sunday school!”) or too sad (“Nooo, I miss Sunday school!”), let’s look at a couple of the trends that affect religious education, trends that are being accelerated by the pandemic…..

1. Current trends affecting religious education
2. Where we came from, 1781 to the present
1965-2005
1900-1965
1781-1900
3. Why the “post Sunday school” advocates are right
4. Why the “post Sunday school” advocates are wrong
5. Expanding our religious education possibilities
6. The whole church as curriculum
7. New models for funding
8. Final thoughts

———

1. Current trends affecting religious education

First and foremost among current trends, most American congregations face looming financial difficulties. Staff costs continue to outpace inflation, driven in part by health insurance costs. Staff costs in Unitarian Universalist congregations are also under pressure because we expect our professional staff — both ordained ministers and lay religious educators — to have at least a four year college degree, and often three or more years of graduate study; staffers have to pay off their college debts, and that means they need relatively high salaries. Finally, there’s always Baumol’s Cost Disease: American congregations represent an “technologically stagnant sector” which means congregations experience “above average cost and price increases.” The amount each person gives to a congregation has to increase faster than inflation, just so the congregation can provide the same amount of services.

Continue reading “The evolving state of religious education”

Padlet

I’ve been looking for a way to extend our congregation’s asynchronous learning, and one of the online tools I’ve looked at is Padlet.com.

Padlet.com is basically an online interactive bulletin board. Some elementary school teachers use padlets to allow students to interact with a teacher presentation — kids can comment on teacher posts, and teachers can also allow kids to make their own posts. (An individual bulletin board is typically referred to as a “padlet.”) Some teachers also use padlets as parent communication tools.

I wasn’t excited or inspired by the gallery of examples on Padlet.com, but since it’s a free service, I thought I’d give it a try. It’s better than I thought.

While it’s hard to imagine that children or teens in a religious education program will voluntarily interact with a padlet — unlike elementary school teachers, those of us in religious education cannot complete students to use something with the threat of a bad grade — I feel that padlets could be useful parent communication tools, to help parents know know what’s going on in a class. I think padlets could work quite well to organize resources to share with adult education classes. And Padlet.com is fairly easy to use for volunteer teachers — there’s not much of a learning curve. Finally, Padlet.com is obviously better for a volunteer-run program like Sunday school than a learning management system like Google Classroom, which has a steep learning curve and requires domain email addresses for all users (who wants another email address?).

However, I don’t think Padlet.com offers much advantage over using existing tools — such as Google Drive — to organize resource materials and allow student interaction. I’m also annoyed because when I just logged on to a padlet I created for other religious educators, Padlet.com refused to display embedded content — see the screenshot below. This does not make me want to pay for a premium account, and if this is what end users are going to see, I’m definitely better off using a Google Drive folder. It also occurs to me that all my volunteers already know how to use Google Drive, and why should I make them learn how to use Padlet.com?

Maybe I’ll return to Padlet.com in the future, but at this point I’m not overly enthusiastic.

Online UU theologies class

For an adult religious education class on Unitarian Universalist theologies, I recorded four short videos. I’ll get to the videos in a moment, but first, a word about online teaching….

Like so many educators, I’ve been trying to figure out how to adjust to our new reality of distance teaching. We feminists have criticized patriarchal pedagogy as disembodied; patriarchal education keeps everything in the head, ignoring the reality of the body. But how do you do embodied teaching when all you see are a bunch of tiny images of people’s heads on your computer screen? A great many pedagogical tools in my feminist-educator toolkit are useless in online learning.

I was talking over this problem with someone I have a great deal of respect for, a feminist who has been doing online teaching for a decade now — she moved to online learning because her subject area is quite specialized, with the result that her students are spread out over the entire North American continent. She said what has worked best for her is to record short videos, of under ten minutes, with lectures outlining a topic area; after showing one of the videos, she moderates an open discussion of the topic.

I’ve been teaching a biweekly adult religious education class — with mixed success — and I decided to try this approach for last night’s class. I was scheduled to teach an hour-long class on Unitarian Universalist (UU) theologies. I focused on four UU theologies, as exemplified by five different persons, prepared four short talks, and recorded four short videos. The class went reasonably well, from my point of view. While the videos were playing, I was able to monitor the chat in the videoconference call, and I could look at the video feeds (of those who left their video on) to monitor facial reactions. The videos were followed by a lively discussion — though with 21 log-ins, it was less than spontaneous, since everyone had to stay muted except for me and one person making a point or asking a question.

Making the video lectures took more time than I would have liked. Yet by recording these short lectures in advance, I could trim out all the times I coughed (with all the smoke in California, I’ve been coughing a lot), and if I stumbled verbally, I could trim or re-record the part where I stumbled. I could also clean up the sound while editing the video, and control the lighting and composition of the visuals.

Another benefit to pre-recording the lectures: I can post them online, where they’re accessible to people who were unable to attend (e.g., due to child care responsibilities). And I can re-use the videos to teach the same class in a year or so, because the discussion that followed the lectures will always be different; plus, with several short videos, I can record new videos on the same topic.

My final conclusion: Although this method of teaching is nowhere near as good as in-person teaching, it was still the best approach I’ve yet tried for online teaching.

In a subsequent post, I’ll include a link to one of the videos, followed by the text of the lecture.

Further adventures in online Sunday school

I’m still trying to figure out how best to deliver kid-friendly and parent-friendly religious education during the age of shelter-in-place.

Videoconference Sunday school, using Zoom, works well for some families. For younger kids, the format that works best centers around a story, followed by some kind of activity to go with the story. Middle schoolers tend to want more peer interaction.

But with any age, kids (and parents) who have had enough videoconferencing through school won’t attend. How to reach them? I got feedback from some parents that online videos might be useful, IF they didn’t require parental supervision.

So I’ve slowly been building up a library of on-demand videos that, while not explicitly religious in nature, at some level promote UU values. Here’s some of what I’ve collected on the UUCPA CYRE Youtube channel:

A series of “How To Make” videos, that mostly require easily obtainable materials like scrap paper, scissors, a pencil, and maybe crayons and sticky tape. These videos show how to make things that promote imaginative play and give children a sense of active engagement and agency. With these, my goal as an educator is to move kids away from being passive consumers of online content, towards actively creating their own imaginative lives.

There are several series of read-aloud books. Senior minister Amy Morgenstern is reading aloud the classic book “The Secret Garden.” Children’s librarian and member of our congregation Beth Nord is reading aloud Aesop’s Fables (with help from her stuffed animal friends); a fun way to do moral education. Abby Kingsbury, UU and children’s librarian (and my sister) is reading aloud Alice’s Adventures in Wonderland and Through the Looking Glass; Abby describes Alice as an empowered girl protagonist who questions authority.

But this is very much a work in progress. I’m still trying to figure out how to provide the best content for kids that promotes UU educational values. If you have ideas for content I could create, I’d love to hear them! Or if you know videos created by UUs that I should consider adding to curated lists, let me know:

Adventures in online learning

I spent much of this week producing and aggregating online content suitable for UU kids. I’ve been trying to keep up with my sister, Abby, who’s been recording read-aloud videos at a breakneck pace — some of her videos have their own dedicated playlists at the UUCPA CYRE Youtube channel: Alice’s Adventures in Wonderland, and The Wonderful Wizard of Oz. I’ve been posting Beth’s Aesop’s Fables on another playlist. Yet another playlist has Amy reading aloud The Secret Garden.

And I had enough time left over to make another video in the “Things To Make” series, as well as adding another episode to the ongoing “Back in Time — to the Year 29!” saga.

Barnabas (played by Greg Becker) in the latest installment of the “Back in Time” saga.

It’s not easy to figure out how to make good online religious education content in the era of COVID. First and foremost, parents tell me that they don’t want another lesson plan; they’re sick of helping their kids do online school lessons, they don’t need another burden. So that means the videos I post have to require minimal supervision from an adult. Second, religious education is always optional, which means it has to be fun or engaging or no one will watch it.

These two constraints mean I have to interpret “religious education” pretty broadly. How is listening to “Alice’s Adventures in Wonderland” religious education? Well, Unitarian Universalist religious education has always included the broad goal of supporting literacy; we want children to grow up thinking for themselves, and literacy promotes that in a number of ways. So while “Alice” doesn’t have any religious content per se, it’s a book that encourages literacy because it makes kids want to read.

And how is a series on “Things To Make” religious education? Well, the things I’m showing kids how to make promote independent play; they give kids a sense of agency; they cultivate creativity instead of consumption; and they have kids engage in hands-on embodied activities as a partial antidote to the disembodied lives many of us are now forced to lead online. This is rooted in good feminist theology: promoting embodied activities, promoting agency instead of passivity.

The “Back in Time” video saga could be considered religious education by almost any definition. (Yes, it would be considered rank heresy by many, but it’s still education on a blatantly religious topic.) The Aesop’s Fables series could certainly be considered moral education. But I think both showing kids how to make things, and reading aloud to kids, help us achieve some of the larger educational goals of Unitarian Universalist religious education.

Update, July 24: I’ve now added posts with links to the “Back in Time” series of videos on Youtube, as well as to subsequent video “Stories for All Ages.” The posts are backdated to the release date of the video, and include the full script for each video. You can see the entire series of posts here.