@ 4.5 SCRIPTURAL THINK PAD \CEP" Scriptural Think Pad essentially is a reflective activity designed to nurture ‘connected knowing’ This form of knowing focuses on discerning relationships within the parts of the information to be learned as well as forming relationships between the information and ‘one's oun knowledge nd experience. The process allows students with diverse learning styles to express their understandings of particular scripture passages in differing ways. Nurture ‘Connected Knowing’ Input data through a preferred perceptual modality Be personally relevant P: Help to scaffold learning amongst team members PROCESS: 4. Form learning teams of four. Where possible, establish groups so that a varity of learning styles are evident in each team. “After groups have had an opportunity to study in some depth, particular seripture passages invite teams to complete @ Think Pad activity, enlarged to Ag size paper. ‘a, Explain the four dimensions of the Think Pad, If appropriate, highlight how the alternate responses may reflet individual learning style, whilst more importantly itis the combination of perspectives that bring greater depth and meaning to the understanding of the passage. 4¢ Words: Deseribe in one or two sentences the meaning ofthe passage. ‘« Pictures: Draw a sequence of pictures depicting the events described in the passage. «© Connections to Life: Write or ilustrate how the passage tight apply to a real life situation in ‘the modem world ‘Symbols: Drav one or more symbols that would eapture the key theme ofthe passage, 82( Into the Deep% Bncourage all team members to discuss what nay be ncaded i each pane of he Think Pad, but ‘oegest that teams ue the diferent talents of tam members to complete the project 5. ost four large shets of butcher's paper around the room each wit separate “Think Pad’ heading ‘Teams cutout ther four ‘Think Pad panels and paste or‘blu-ta’ their responses tothe appropriate master sheet, & Reflective Moment: Groups are encouraged to read and observe the responses onthe butcher's oper. ‘Aclas discussions generated tohighlight notable responses and discern the simlarites und diferences between the different interpretations. VARIATION: © Once the concept ofthe Think Pad is established, vatiations in expression could be developed utilises Aifferent learning style frameworks. For example, from a ‘multiple intelligence’ perspective, students ‘could be asked to compose a musical response to the passage, develop a dramatic re-enactment or ‘compose questions they may have about the passage. Example: Good Samaritan ‘Think Pad’ Words wt bee” ied ay Conpassion 5Scriptural Think Pail