Finding God Adaptive Catechist Orientation (Multi-week)

3. Now there are varieties of gifts, but the same
Spirit; and there are varieties of services, but the
same Lord; and there are varieties of activities,
but it is the same God who activates all of them
in everyone. To each is given the manifestation
of the Spirit for the common good.
1 Corinthians 12:4–11

4. Reflection Questions
Take a moment to think about
these questions:
• What are my gifts?
• How can I use these
gifts to share the Spirit
with others?

5. • You will have the support
to be successful.
• Each child is a perfect
creation of God.
• It is all about relationship
and connection.
• The goal of each lesson in the
Adaptive Finding God Program
is to convey God’s love for us.
It’s OK.

6. Settings and Levels

7. One-on-One Setting

8. What to Use in the Hands-On
Level

9. Scope and Sequence

10. Unit Planner Chart

11. Connect with the Child

12. Your Creative Side

13. Learn How the Child
Communicates
Children may communicate through
• gestures and facial expressions
• writing
• spoken words and sentences
• brief utterances or sounds
• sign language
• pictures, icons, or images
• music
• special communication devices

14. The Effective
Catechist Course

15. 3-Minute Retreat

16. Knowing and Sharing
Your Faith

17. Lesson Planner for
Unit Opener

18. Lesson Planner for Lesson Card
Lesson

19. Lesson Card Side A

20. Lesson Card Side B

21. Lesson Planner for Learning
Tool Lesson

22. Learning Tool Lesson

27. Why do you think it’s important to
have a strong relationship with a
child’s parents?
How might this relationship be
more essential to have and nurture
if you work with a child with special
needs?
Your Key to Understanding and
Interacting with the Child

28. Background Information

29. Ways to Welcome and Involve
Parents
• Program Helpers
• Model Makers
• Guest Speakers
• Voice-Over Specialists
• Parent Learning Partner
• At-Home Activities
• Attend Mass Together
• Good-News Grams
• Parent Peer Support
• Check in with Checklists

34. Getting to Know the Child and
His or Her Needs
In your role as catechist, what are
some good ways to interact and share
with the children with whom you
work?
How might you become the Word in
body and spirit in your role as
catechist?

35. Learning About the Child
• Personality
• Relationship Formation
• Physical Needs
• Sensory Needs
• Learning Styles
• Be Yourself

36. Getting to Know Me

41. Asking for Help
Who advocates for the child?
In your role as catechist, how can you
raise your voice with him or her?

42. Where to Find Help
• Parents and Existing Service Networks
• The Program Coordinator
• The Parish
• Advocacy Groups

47. Teaching to Strengths
Think about the quote in terms of a
child you know.
What are this child’s strengths?
How might you draw on these
strengths if you were to teach him or
her about our faith?

48. • How does the child learn?
• Does the child learn best independently?
• Does the child learn best with a partner, such as a same-age peer, a
teen faith mentor, or a parent?
• Does the child learn best in large or small groups?
Identifying Each Child’s
Strengths: Groupings

49. Identifying Each Child’s
Strengths: Abilities
• What is the child able to do physically?
• What are the child’s communication abilities?
• What concepts or practices come easily to the child?
• How can you build on those concepts or practices to introduce
others?

50. • Does the child exhibit special physical talents, musical talents, or
other creative talents?
• Does the child love to share knowledge about a specific topic?
• Does the child have a particularly joyful or humorous
personality?
• Does the child proudly exhibit a newly learned skill?
Identifying Each Child’s
Strengths: Talents

55. Your Commitment
How has the Holy Spirit worked in
your life to guide you to this
vocation?

56. Spiritual Characteristics of
Catechists
• Response to a Call
• Commitment to the Church
• Shares in Community
• Servant of the Community
• Knowledge and Skills

61. Communication
In your role as catechist, why do you
think it’s important for all children to
have access to and participate in faith
formation?

62. Communication Strategies
• Use the tools, including Loyola
Learning Tools,™ that are provided
with the Adaptive Finding God
Program.
• State a question in its entirety first,
and then break down the question
into its basic components.
• Use a kinesthetic approach to
reinforce visual and auditory
learning.
• Allow for ample response time;
often this means 60 seconds or
more.
• Use visual, spoken, or written
instructions.
• Use music or other media to convey
ideas.
• Speak distinctly and in short
phrases, conveying one thought at a
time.
• Engage the child in simple games.
• Interact with the child using
communication devices.

63. Communication Cues
• A change in eye movement that is different
from when a child is actively engaged
• An intentional change in head position
• A change in posture, such as slouching
• Gestures or hand signals
• Change in the child’s tone
of voice or rate of speech
• Introduction of
vocalizations such as
coughs or throat clearing
• The child moving away
from you

68. Sensory Considerations
In your role as catechist, how might
you become more attuned to the
personal needs of a child so you can
respond to him or her?

69. Sensory Systems
• Sight
• Hearing
• Smell
• Taste
• Touch
• Temperature
• Sense of Balance
• Body and Limb
Awareness in Space
• Pain Tolerance

74. Knowledge Transfer
In your role as catechist, what gifts
do you have to give?
How can you use these gifts to help
children learn, practice, and live
their faith?

75. Adapting Lessons
• Lesson Presentation
• Instructional Strategies
• Responding Format
• Timing
• Environment
• Equipment
• Outcome Structure
• Content/Curriculum
• Instructional Level
• Performance Criteria

76. Questioning Techniques
• Open-Ended Questions
• Visual Organization
• Closed Exercises
• Choice Activities
• Yes/No Questions

77. Correcting Errors
• Timing is everything.
• Validate first.
• Ask questions.
• Stick to the content.

78. Practice and Reinforcement
A child might need
• a year or more to learn prayers.
That’s OK!
• or want to experience the same
lesson several times before moving
on. That’s OK!
• a concept presented through visual,
auditory, and kinesthetic means (a
variety of times) before it “sticks.”

83. Gaining and Regaining the
Child’s Attention
In your role as catechist, how can you
stay energized in your mission to do
good?
What can you do to show the
children that you will stick with them
and not give up?

84. Consider Behavior

85. Transitions
• Avoid any unnecessary transitions.
• Allow plenty of time to complete activities.
• Decide ahead of time what you’d like the child to do during the
transition time.
• Provide verbal and nonverbal reminders before transitions.
• Use a visual schedule.
• Plan lessons with gradual shifts in activity level.

86. Getting and Keeping the Child’s
Attention
• Go to the child’s eye level by sitting,
bending, or kneeling.
• Move into the child’s line of vision.
• Gently announce that you have something
important to say to the child or to show him
or her.
• Use words, gestures, Learning Tools, and
props to express your message.
• If the child is still distracted, take a break and
return to the content later.

87. Diffusing and Redirecting
• Praise the child for appropriate behavior.
• Follow the Getting and Keeping the
Child’s Attention tips.
• Listen before you talk.
• Exhibit neutral emotions.
• Don’t enter into any arguments.
• Set boundaries.
• Have a general
behavior-intervention plan.
• Get outside support
when necessary.