Abstract Title
An investigation into the effectiveness of the SALT Approach for teaching Religious Education in a Catholic Primary School
Abstract
This study has been motivated by the seminal work of Montessori, as implemented and developed by Cavalletti and the work of Gerard O’Shea.
The first (doctoral) phase involved implementing the SALT Approach in a pilot school, and focussed on a single cohort (Year 2). A prototype, anchored in the principles and practices of the aforementioned persons, was developed. Three core pedagogical approaches facilitating success were identified. These were pedagogies that a) enabled deep pondering, b) honoured and respected each person, and c) facilitated authentic choice-making.
Significant challenges were noted and addressed. These included behaviour issues, fragile family situations, diverse student faith backgrounds, time and space limitations, access to resources, limited teachers’ religious knowledge, understanding commitment, curriculum structures and accountability issues.
In this second phase the SALT Approach is being implemented in a newly established diocesan Catholic school that is fully committed to the approach. The research project involves training teachers, developing and trialling units, monitoring results, evaluating and refining the approach. It is being gradually implemented as the school itself grows. Currently, this involves Kindergarten and Year One. A new grade is introduced each year.
Core questions of the research
How can the teachers be effectively empowered to implement these pedagogies?
How can the approach be best implemented in agile learning spaces?
How can the logistics of sufficient material supply be navigated?
How can the approach consistently meet a variety of curriculum and accountability requirements?
Signs of grace that have been evident in the pursuit of this research have included those expressed by stakeholders at the school involved. There is clear evidence that the teachers are commitment to the approach, that students are deeply engaged, and that it is impacting their spiritual life significantly. Given current results, the school intends to continue using the SALT Approach, implementing it through the grades as the school grows. After observing teachers implementing the approach, one Catholic Education Officer of an Australian Diocese commented ‘it was tremendously heartening to see religion taught with such passion, efficacy and gentility.'
Main points for round table discussion
What are the challenges that other researchers are finding and that educators encounter in teaching and learning Catholic religious education? How are these challenges being met?
Are other researchers implementing research using similar methodologies? What are the findings?
There is a literacy challenge in Australia that can impact learning in Religious Education. Is this an issue in other countries, and if so, how is this being addressed?
How do others meet the challenges of assessment and accountability?
How can collaboration be established, and schools be identified and invited to participate?
How can the value of the evident spiritual success of this work be brought to the attention of educational leadership?
An investigation into the effectiveness of the SALT Approach for teaching Religious Education in a Catholic Primary School
This study has been motivated by the seminal work of Montessori, as implemented and developed by Cavalletti and the work of Gerard O’Shea.
The first (doctoral) phase involved implementing the SALT Approach in a pilot school, and focussed on a single cohort (Year 2). A prototype, anchored in the principles and practices of the aforementioned persons, was developed. Three core pedagogical approaches facilitating success were identified. These were pedagogies that a) enabled deep pondering, b) honoured and respected each person, and c) facilitated authentic choice-making.
Significant challenges were noted and addressed. These included behaviour issues, fragile family situations, diverse student faith backgrounds, time and space limitations, access to resources, limited teachers’ religious knowledge, understanding commitment, curriculum structures and accountability issues.
In this second phase the SALT Approach is being implemented in a newly established diocesan Catholic school that is fully committed to the approach. The research project involves training teachers, developing and trialling units, monitoring results, evaluating and refining the approach. It is being gradually implemented as the school itself grows. Currently, this involves Kindergarten and Year One. A new grade is introduced each year.
Core questions of the research
How can the teachers be effectively empowered to implement these pedagogies?
How can the approach be best implemented in agile learning spaces?
How can the logistics of sufficient material supply be navigated?
How can the approach consistently meet a variety of curriculum and accountability requirements?
Signs of grace that have been evident in the pursuit of this research have included those expressed by stakeholders at the school involved. There is clear evidence that the teachers are commitment to the approach, that students are deeply engaged, and that it is impacting their spiritual life significantly. Given current results, the school intends to continue using the SALT Approach, implementing it through the grades as the school grows. After observing teachers implementing the approach, one Catholic Education Officer of an Australian Diocese commented ‘it was tremendously heartening to see religion taught with such passion, efficacy and gentility.'
Main points for round table discussion
What are the challenges that other researchers are finding and that educators encounter in teaching and learning Catholic religious education? How are these challenges being met?
Are other researchers implementing research using similar methodologies? What are the findings?
There is a literacy challenge in Australia that can impact learning in Religious Education. Is this an issue in other countries, and if so, how is this being addressed?
How do others meet the challenges of assessment and accountability?
How can collaboration be established, and schools be identified and invited to participate?
How can the value of the evident spiritual success of this work be brought to the attention of educational leadership?