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Instructional Design in The Writings of C.S. Lewis | REL 1301, Study notes of World Religions

Material Type: Notes; Class: New Testament His & Rdg; Subject: Religion; University: Concordia University Texas; Term: Unknown 1989;

Typology: Study notes

Pre 2010

Uploaded on 08/17/2009

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Dr. Joel Heck
Instructional Design in REL 3361, The Writings of C. S. Lewis
Determine Instructional Goals
1. Students read and interact with the writings of C. S. Lewis so that they can understand
the breadth of his scholarship and understand and apply his theology, his approach to
literature, the role of myth, and his understanding of natural law.
2. Students understand Oxford and Cambridge Universities and the context within which
Lewis worked. This includes the geography, the organizational structure of the
Universities, the Inklings, Addison’s Walk, the nature of instruction (especially tutorials),
and other locations.
3. Students enjoy the reading of the various genres within which Lewis wrote, especially
Lewis’s fiction and theological works, learn critical thinking from Lewis’s philosophy,
and apply insights to their lives.
4. Students develop research and writing skills in an area related to Lewis’s life and
writings.
Analyze the Instructional Goals
Course Objectives/Learning Outcomes
1. Knowledge—students will be able to reconstruct the various stages of Lewis’s life,
including its physical context and persons and authors that influenced him, and his
writings and theology. Students will apply theological insights to their lives, become
familiar with the issue of canonicity, i.e. challenges to the authenticity of some of
Lewis’s writings, and with Lewis’s thoughts on education
2. Attitude—students will appreciate Lewis’s memory skills, his wide reading, and his
gift for writing; appreciation of the power of story, the role of myth, and the value of
combining both the imaginative and rational in our various activities
3. Skills—students will develop the ability to write critically and creatively about C. S.
Lewis, to discuss Lewisian concepts, especially theologically, to do research on Lewis,
and to develop a PowerPoint presentation
Learner Analysis
This is a sophomore level course. Students who take this course are at least sophomores,
preferably having already taken REL 1301 and REL 1311. Students sign up for the
course with a strong motivation, because they either need an English course in the
English major or Religion credits in the core or elective hours. Students today are more
visually oriented, more collaborative in learning, and more motivated by being involved
in the learning process as well as setting the “contract” terms for the course. They tend
not to do reading assignments, and this is a reading-intensive course. Therefore, the
instructor will explain the crucial importance of reading and will test on the readings.
An assessment instrument will determine the level of familiarity of students with C. S.
Lewis. Great familiarity will necessitate teaching the course at a higher level, assuming
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Dr. Joel Heck

Instructional Design in REL 3361, The Writings of C. S. Lewis

Determine Instructional Goals

  1. Students read and interact with the writings of C. S. Lewis so that they can understand the breadth of his scholarship and understand and apply his theology, his approach to literature, the role of myth, and his understanding of natural law.
  2. Students understand Oxford and Cambridge Universities and the context within which Lewis worked. This includes the geography, the organizational structure of the Universities, the Inklings, Addison’s Walk, the nature of instruction (especially tutorials), and other locations.
  3. Students enjoy the reading of the various genres within which Lewis wrote, especially Lewis’s fiction and theological works, learn critical thinking from Lewis’s philosophy, and apply insights to their lives.
  4. Students develop research and writing skills in an area related to Lewis’s life and writings.

Analyze the Instructional Goals

Course Objectives/Learning Outcomes

1. Knowledge —students will be able to reconstruct the various stages of Lewis’s life, including its physical context and persons and authors that influenced him, and his writings and theology. Students will apply theological insights to their lives, become familiar with the issue of canonicity, i.e. challenges to the authenticity of some of Lewis’s writings, and with Lewis’s thoughts on education 2. Attitude —students will appreciate Lewis’s memory skills, his wide reading, and his gift for writing; appreciation of the power of story, the role of myth, and the value of combining both the imaginative and rational in our various activities 3. Skills —students will develop the ability to write critically and creatively about C. S. Lewis, to discuss Lewisian concepts, especially theologically, to do research on Lewis, and to develop a PowerPoint presentation

Learner Analysis

This is a sophomore level course. Students who take this course are at least sophomores, preferably having already taken REL 1301 and REL 1311. Students sign up for the course with a strong motivation, because they either need an English course in the English major or Religion credits in the core or elective hours. Students today are more visually oriented, more collaborative in learning, and more motivated by being involved in the learning process as well as setting the “contract” terms for the course. They tend not to do reading assignments, and this is a reading-intensive course. Therefore, the instructor will explain the crucial importance of reading and will test on the readings.

An assessment instrument will determine the level of familiarity of students with C. S. Lewis. Great familiarity will necessitate teaching the course at a higher level, assuming

sufficient background, whereas little familiarity will start with the basics. This will include the following questions:

  1. What books by and/or about C. S. Lewis have you read?
  2. Based upon the answers to 1 and 2, the instructor groups them into categories. If all of the books are Chronicles of Narnia, the level of familiarity is somewhat superficial.
  3. What do you know about when and where Lewis lived?
  4. What things is Lewis famous for (inductive)? This will determine if they have heard of The Screwtape Letters , Mere Christianity , and lesser known works of Lewis, such as the space trilogy.
  5. How many of the following names and terms have you heard of (circle the ones you know): Charles Williams, Dorothy Sayers, The Kilns, Warnie, Walter Hooper, Bruce Edwards, Headington Quarry, G. K. Chesterton, David Lindsay, Jack, the Marion E. Wade Center, David Gresham, Shadowlands, Magdalen College.
  6. What do you especially want to learn or do in this class?
  7. What is your level of interest (on a scale of 1-10, with 10 being the highest)”

Students who know Lewis well may opt for new writings of Lewis that they have not read previously, especially if they are taking this course online. This necessitates providing some options in some assignments. Since students often work better in groups, some assignments may be done in groups or two or three, if a good portion of the class is new to Lewis.

Context Analysis

The class ordinarily meets three times a week for fifty minutes. Class size is approximately ten to twenty, which facilitates small group work several times during the semester. Most CUA classrooms contain white board, tables, and overhead projector, and some have Internet access.

This will allow for Internet use during the class, including during PowerPoint presentations both by the instructor and by the student. The instructor will make use of PowerPoint with a data projector to show parts of Oxford and Belfast where Lewis lived and worked. Students will use the same technology, provided by the instructor.

The online platform will be WebCT. It will provide threaded discussion, Internet access (availability to visit websites with C. S. Lewis information, of which there are many), and postings of the kind that would appear on an overhead projector.

Write Performance Objectives

Students will categorize various writings of C. S. Lewis by the stages of his life. (analysis) Students will understand the breadth and depth of Lewis’s scholarship. (knowledge) Students will identify significant locations important in Lewis’s life. (comprehension) Students will identify significant organizations that influenced Lewis. (comprehension)

Small group discussions in response to instructor’s inquiries Lecturettes

Develop & Select Instruction

Select writings of Lewis to be read. Select videotape to be viewed and reviewed outside of class. Develop study guides for most or all of the readings. Develop handouts, incorporating some of them into the syllabus. Develop PowerPoint presentations on various aspects of Lewis’s life.

Design & Conduct Formative Evaluation of Instruction

Write and administer tests. Collect and grade research and writing projects. Review student evaluations of the class.

Revise Instruction

Revise, based in part upon results of student evaluations and the instructor’s review.

Present Instruction

Just do it! Use a variety of instructional styles—lecture, PowerPoint, discussion, video segments (e.g., Angus Menuge on The Abolition of Man ), reading most of one essay (just once in the semester), and working through some study questions.

Summative Evaluation

Student evaluations of this class are high every year. The course is well organized, the instructor knowledgeable and energetic, and the students are typically engaged.