Finding God Adaptive Hands-On Catechist Orientation (Full Day)

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

23. 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

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

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

26. • 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

27. 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?

28. • 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

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

30. 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.

31. 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

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

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

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

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

36. 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.”

37. Consider Behavior

38. 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.

39. 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.

40. 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.