WTS 1&2 page 1

Student Engagement through Active Learning

Matthew Graham

St. Marys University of Minnesota

Schools of Graduate and Professional Programs

Portfolio entry for Wisconsin Teaching Standards 1 & 2

EDUW 691A: Professional Skills Development

Caroline A. Hicketheir, Instructor

12/3/16
 WTS 1&2 page 2

Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teaching Standard (WTS) 1: Teachers know the subjects they are teaching

Knowledge: (a) It is important that as the leader of the classroom, that we have a strong

comprehension and stronghold of the concepts that we are relaying on to the students. (b)

Teachers must understand the tools of inquiry and structures of discipline that they will use to

help bring out the creative learning minds that we so desire to cultivate in the classroom.

Disposition: (a) Teachers must be the true arbiters of the classrooms. What I mean by this is

that we are expected to lead by example. Our students are depending on our determination, in

order for us to then help determine and inspire them. (b) If there is not a union of the content

with personal determination, this will be the very hindrance that is preventing the students from

coming to know and learn great truths. We will be the ones that are holding them back from

becoming critical thinkers.

Performances: (a) Student performance is first based off of the teachers understanding of the

subject. For, one cannot give something that they do not have. (b) If a teacher cannot first give

the necessary knowledge to the students, they will not be able to reciprocate the correct

information in their performance.

 WTS 1&2 page 3

Wisconsin Teaching Standard (WTS) 2: Teachers know how children grow

Understanding: (a) Teachers must understand that each student has a different capacity for

knowledge. (b) Teachers must be able to learn how to interact with a wide array of learning

abilities, while being able to support them intellectually and socially.

Disposition: (a) Teachers must have as their primary goal, the growth of the students that they

have been entrusted to. (b) Teachers must be capable of interacting with students from several

different perspectives, in order to help them reach their full potential.

Performances: (a) In giving assessments, we must be thoughtful especially when it comes to

group activities. Students should be paired up with other students who are like minded and of

similar capacities. (b) If we fail to meet this requirement, then we are at risk of having students

compare themselves to higher performing students. This will inevitably lead to frustration, the

feeling of failure, and most likely a loss of interest in wanting to learn. They will simply feel like

they cant compete with others and why try to accomplish something that you feel is

unapproachable.

Danielson Domain 1 & 3

Domain 1: Planning and Preparation

Component 1a: Demonstrating Knowledge of Content and Pedagogy

Component 1b: Demonstrating Knowledge of Students

Component 1c: Setting Instructional Outcomes

Component 1d: Demonstrating Knowledge of Resources

Component 1e: Designing Coherent Instruction

 WTS 1&2 page 4

Component 1f: Designing Students Assessments

Domain 3: Instruction

Component 3a: Communicating with Students

Component 3b: Using Questioning and Discussion Techniques

Component 3c: Engaging Students in Learning

Component 3d: Using Assessment in Instruction

Component 3e: Demonstrating Flexibility and Responsiveness

Danielsons Domain 3C: Engaging students in Learning and all of Danielsons Domain 1a-f,

to be used for targeted student learning objective(s)

In this portfolio, I will be focusing on Wisconsin Teaching Standards 1 and 2, in unison with

Danielsons Domain 3C. I will specifically focus on helping students grow and be engaged

through active learning in correlation with Danielsons Domain 1a-f.

Research on Teacher Communication in regards to WTS 1&2 and for targeted student

learning objective

In research, it was evident and easily learned that all active learning starts with

communication from the teacher. For, teachers are not only influenced by the overall school

climate of a school, they are in essence their own microclimates in the classroom. Learners in a

more positive and supportive environment, tend to have enhanced learning, self-esteem, and

memory.
 WTS 1&2 page 5

Overall, there are upwards of thirty brains in the room that are filtering what the teacher is

saying and how they are acting. It is a heavy burden for teachers, but it is a reality. In essence,

teachers are the mobile, shifting environment for the learning that is taking place.

In the classroom, students pick up on the teachers mood, more than one would expect. Due

to the fact that students can pick up on the emotional state of the teacher, it can either be an

enhancer or a hindrance to their cognitive learning ability. A teachers smile and positive desire

for good critical thinking translates and is mirrored in the students. Compare this to when

teachers obstinately do not want to be in school and are expecting their students to give their best

effort in the classroom. The students are more likely to simply mirror what they are experiencing

from their teacher.

Teachers expectations can influence student learning. Expectations increase the likelihood of

behaviors that the teachers are seeking, which can lead to a specific desired outcome. Sufficient

evidence will be provided for this claim. An experiment carried out by Rosenthal and Jacobson

at an elementary school tested a hypothesis that in any classroom, there is a connection between

teachers expectations and subsequently students achievements. All of the students at the school

were given an intelligence test at the beginning of the school year. Researches then randomly

selected twenty percent of the students, without any relation to their test results, and Jacobson

and Rosenthal reported to the teachers that the students showed unusual potential for

intellectual growth (1968). Eight months later, at the end of the academic year, all the students

were retested. Those previously labeled as intelligent, showed significantly greater increases in

scores on the new tests than any children who had not received much of any teacher attention.
 WTS 1&2 page 6

Rosenthal stated that since the teachers expectations about the intellectual performance of the

so called special children changed, so had the intellectual performance of these students (1991).

This clearly shows a link between teacher expectation and student learning. For ethical

reasons, Jacobson and Rosenthals experiment only focused on positive expectations and how it

impacted intellectual stimulation. However, it is fair to infer that unfavorable expectations could

lead to a corresponding decrease in student performance.

A good deal of research has been done on this topic. It seems to revolve around three main

questions: 1) Is this effect genuine and has it been reliably produced? An answer that has been

popping up a lot for that question is yes.

2) To the extent that there is an effect, how great is it? Studies seem to show that it is

somewhere between two and ten percent.

3) Is the effect size significant? Honestly, the answer to that one depends on what you are

comparing it to.

Historically, Brophy stated that, the quoted estimate of the significance of teachers

expectancy effects on students was about five to ten percent (1983). More recently, the average

expectancy to effect sized from 0.1-0.3 have been reported, although Jussim, Madon, and

Chatman said it is likely that under certain conditions expectancy efforts may be larger or

smaller (1994). An effect of 1.0 essentially means that there is a one hundred percent

correlation between the action taken and the behavior that is being produced.
 WTS 1&2 page 7

Ultimately, it is a fact that teachers attitudes and beliefs are intrinsically intertwined with how

they teach their given subject or class. Moment by moment, teachers offer suggestions about

learning with their unconscious attitudes. For example, teachers may suggest to students that

learning is hard or easy. They may show them that homework is valuable or invaluable.

Teachers might suggest that certain students find subjects easy and fun or hard and boring. Their

actions communicate more to students than even their very words. The tone of their

conversations, appearance, and organization all contribute collectively to student learning.

Class Inactivity vs. Active classes, specifically in regards to WTS 2 and the targeted student

learning objective

It is common to find several teachers that believe that a completely controlled and quiet

environment is best for learners. The students in this environment are mostly asked to just sit in

their seats and to constantly say nothing. Students definitely do not like having to sit in places

for long periods of time, even in high school. Our block allots for an hour and twenty-five

minutes each block. That is a long time to just have to sit and listen to lecture.

Research by Valle suggests that this may not be a good idea. Among adolescents that were

studied Valle said that, fifty percent needed extensive mobility with learning. Of the remaining

fifty percent, half of them needed occasional mobility and the remaining students needed some

kind of minimum movement activities (1990). All teachers have had to address students that

are tired, drowsy, and simply just not listening. The simple answer is more activity.

Moreover, if learners seem to be severely lacking in energy and curiosity in the subject, they

may just need an activity that allows their body to move around. There is a clear need in
 WTS 1&2 page 8

education for active learning opportunities for students. What comes across as a boring topic to

students or maybe a bad time of day for the students might just be a direct result of student

restlessness. It does not mean that they are uninterested in or not wanting to be open to learning

new material. Allowing students to stand up every twenty minutes and giving students a

diversity of activities to choose from to learn about a topic, can be crucial for them being open to

learning critical thinking skills. Working with partners and moving around would be very

helpful for them. That may even include an activity outside of the classroom.

Now comes the active learning perspective. During the process of research, there was a man

that considered himself a rebel in the field of education. He just refused to give into the sit down

and be quiet all of the time and try not to even blink approach that had crept into education. His

name is Asher and he pioneered what is referred to as the Total Physical Response (TPR)

approach.

Ascher believed that learning on a physical, immediate, and gut level speeds acquisition

dramatically. Aschers hypothesis still holds true today. Ascher exclaimed the following: teach

the body; it learns as well as the mind (1966). This is a reminder that actions and movements

themselves can play a big part in student cognitive learning and recall of new information.

This made a lot of sense to me. If you think about it, most of what people recall to be most

important in their life comes from experiential knowledge. In other words, they focus on

something that they actually physically had to move their body to do, not something they learned

as they sat and read and watched someone write on a chalkboard.

 WTS 1&2 page 9

Physiological studies seem to be showing that the body remembers as well as the mind can. A

lot of times actually, the body remembers better than the human mind can, which is a huge

revelation for many fields of study. I have come up with challenges to my classroom that I will

make to include the Total Physical Response approach in my classroom.

They are as follows: 1) I plan on creating a strong rapport/relationship with all of my students.

2) The learning environment will be active, fun, and cooperative. 3) I will establish an

environment of mutual respect. This also goes along with Danielsons Domain 2A (establishing

an environment of respect and rapport). 4) I will give instructions to students in a commanding,

but gentle manner. Finally, 5) I will have some students respond rapidly without analyzing the

input.

This TPR approach is associating a body movement with new learning. For example, in my

class when talking about standing as the voice of the chair of St. Peter, I can actually have the

kids stand in class and explain what the correct answer would be. I believe that having to do that

movement, helps the student to remember it because they associate it with the physical task that

they had to perform.

This is a very natural approach, based on the nature of how man naturally interacts with his

environment. Asher created this approach for teaching languages, specifically Spanish, but I

believe that this approach is universally acceptable in all subjects to help with engagement of

students to bring about increased student learning.

To give you a better look at some examples of how my class will look, I will describe it in

more detail. I plan on engaging my class in role playing, charades, games, and all sorts of
 WTS 1&2 page 10

movement activities. This will force my students to have to organize themselves in a way, where

they emphasize the most important points. This very point in itself, is forcing the students to

have to be critical thinkers, even though they most likely do not realize it. I will even have my

students give one-minute commercials based on some topic we are studying in theology.

Especially in regards to the role playing, I will use that for the Crusades chapter. There is a

huge amount of background and history that goes into understanding the Crusades. I am really

looking forward to delving into this and having the students have to act out the history of the

soldiers of the Crusades. I also expect them to be able to show what the Crusades purpose was

and how they uniquely fit into that mold. I think this form of active learning is a unique

opportunity to allow the students to keep their creative minds alive and functioning at a high

level. Inactive classrooms can run the risk of taking away from that natural student creativity

sometimes. The problem is, students are naturally most eager to learn in my opinion, when they

get to express their views on different topics from the creative and unique perspective.

Intrinsic Motivation Strategies in accordance with WTS 1&2 and the student targeted

learning goal

In correspondence with WTS 1&2 and with Danielsons Domain 3C (engaging student

learning), I have come up with a seventeen step process that will elicit intrinsic motivation within

the students during their active learning. One obstacle that must be overcome in active learning

is making sure that the students have that interior desire and motivation to be involved in the

active learning, otherwise the effect that it will have will be little to none. We very much really

on student participation in active learning activities.

 WTS 1&2 page 11

Strategy 1: I will provide a sense of control and choice. I think that choice and creativity

allows students to express themselves and ultimately to feel valued. I dont want the students to

feel controlled all of the time, although there must be an environment of respect in the classroom.

Strategy 2: I want to meet the learners needs and goals. From my past studies of biology, I

know that the brain is wired to do whatever needs to be done to survive. With that in mind, I

want to make it a priority to discover whatever their needs are and then to engage these needs.

Thus, allowing the brain to do what it does best and just naturally function. I think if I can get

this information to relate to their personal lives, that they will be interested. My students due to

their age, tend to be more interested in autonomy and independence. Thus, active learning is

important, but their needs must be supplied for.

Strategy 3: I want to support a sense of curiosity. I believe that the brain is naturally

inquisitive, even though some students have a higher capacity for knowledge than other students.

I plan on using newspaper articles and fun stories, to keep that natural curiosity alive in the

students.

Strategy 4: I want to encourage and also to provide social bonding. Simply put, I want to

encourage collaboration, teamwork, and active group activities with their peers.

Strategy 5: I want to encourage adequate nutrition. This may seem like a weird point, but it

really isnt something that should be overlooked in the paradigm of student cognitive learning

abilities. Being taken care of physically, subsequently leads to a higher level of mental alertness.

As human beings, I believe that we have all experienced this truth.

 WTS 1&2 page 12

Strategy 6: I want to engage the natural strong emotion that students come into the classroom

with. If these emotions can be engaged with role-plays, debates, games, and stories, these can

help motivate them to become strong critical thinkers.

Strategy 7: I want to share success stories. I think it is of the upmost importance to talk about

success stories, especially in regards to students who have overcome the obstacles that my

students are currently facing. I want to create a culture of success in my classroom.

Strategy 8: I want to incorporate multiple intelligences. Through my research, I ran into a

bunch of types of learning that I had never heard of before or things that I knew little about.

These include things such as spatial, bodily-kinesthetic, interpersonal, and verbal-linguistic

intelligences. These all have uniqueness to them that will allow the active learning to be even

that much more unique. As teachers, we must also keep in mind that students have different

strengths and we are obligated to teach the class from different perspectives. We cannot teach

just form our own strengths.

Strategy 9: I want to increase my frequency of feedback. I want not only to give students

feedback on assignments quickly, but to give them frequent feedback even within the class

period itself. This will include things such as charts, peer teachings, and projects.

Strategy 10: I want to provide acknowledgments. I want to give compliments and

appropriate praise to my students. I want to make positive associations with their successes, to

help them desire to want to stay at a high level of learning.

 WTS 1&2 page 13

Strategy 11: I want to provide the hope of success. What I mean is, I want to make sure that

my students know that even though a class may be hard, it is possible for them to succeed.

Regardless of their own personal deficiencies or how far behind they may be in a class, they need

hope. Frank strongly believes and asserted that, hope is essential to restoring demoralization

(1985).

Strategy 12: I want to manage the students unmotivated state of mind. What I mean by this is

that, I want to find the motivations behind the learners non-wanting to participate. All learners

should be naturally motivated and it is my job to bring that out in them.

Strategy 13: I want to mark successes and achievements with celebrations. Something as

simple as a cheer, peer acknowledgment, or even food can be a game changer in getting students

to actively participate.

Strategy 14: I want to be a role model to the joy of learning. I once saw that ninety-nine

percent of all students learning is unconscious. Thus, the more motivated that I can be, the more

motivated they will naturally mirror that motivation and joy for learning.

Strategy 15: I want to incorporate learners individual learning styles. I want to offer several

styles of learning, and then see how the students perform in these different points of view.

Strategy 16: I want to maintain a emotionally and physically safe learning environment.

Students should feel like they are allowed to make mistakes, even though we call them to a high

standard. For, we all learn most from mistakes. Students should feel comfortable asking

questions, without feeling lesser than anybody else.

 WTS 1&2 page 14

Strategy 17: I want to instill positive beliefs about student capability. I will do this by

reinforcing learners when they meet difficult challenges in the classroom. I will continually

assure them that I know that they can succeed and accomplish our class goal for the day.

Deci and Ryan said that, there is evidence linking extrinsic motivation to positive outcomes

in work involving noncreative tasks, memorized skills, and repetitive tasks (1987). The

problem is that, intrinsic motivation is at the basis of students creativity, subject interest, their

ability to reflect, and even their self-esteem.

In summation to my strategy section for interior motivations that I need my students to have

to combine with active learning, essentially I want to give my students positive alternatives.

Ultimately, I want to replace the rewards incentive with the natural satisfaction of meeting

learning goals. I want the students to have natural self-assessment, acknowledgements,

enthusiasm, and natural love for learning. I essentially am trying to replace rewards with brain-

based strategies, through having my students become high level critical thinkers.

Assessment for Active Learning in regards to the student targeted learning goal

Assessment reflects a commitment that moves beyond quantity of learning, to quality of

learning. Assessment is meant to ask some tougher questions that will naturally form critical

thinking minds. The vast majority of assessments are based on things that can be scored, but it

normally doesnt include observation, which is a rather large part of active learning. Authentic

assessment in active learning essentially seeks to understand why a learner may be falling short

of expectations.
 WTS 1&2 page 15

My active learning assessments will be based on five simple steps:

1. Content- Which focuses on what the students know/comprehend about the

subject matter and specific topic that we are learning about.

2. Emotions- This focuses on how learners feel about a certain topic and how

this affects their participation in the active learning process.

3. Context- This part is extremely important for my connection between active

learning and critical thinking. Here, I am seeing how students can relate what

they are learning in theology to the current events of the world.

4. Processing- This focuses on how learners are able to use and manipulate data

in their active learning.

5. Cognitive connections- This focuses on how deep of a connection that the

students are able to make on their own, how they are able to apply the

information so to speak.

Action Plan for forms of active learning to be implemented in the classroom in regards to

the student targeted learning goal

I havent had the chance to really be able to apply active learning strategies in my class

yet, but I have come up with varying ways in which I plan on implementing active learning

within my classroom. I will give a list of some ideas that I am planning on implementing with a

short description of each of them.

First, I will have the students do interactive timelines in class. I think that this will be a

good way to connect research skills with critical thinking skills within Theology class. Second, I

would like to include debates. So, I will have students fill out worksheets and then go into

debate mode. Students will have to actively defend their answers to their classmates, while

giving support for why they believe what they believe.

 WTS 1&2 page 16

Third, I will institute personal goals, outside of my class goals. These personal goals will

have to be made by the students themselves. This will be a part of their own self-assessment

which will hopefully naturally happen in active learning. Fourth, I will have the students design

their own review games for their own private groups. They will have to find ways to review for

chapters, by coming up with their own version of wheel of fortune for example.

Fifth, I will have the students do informal interviews of each other throughout the year.

The point of this is to make the students aware of their classmates and what they are

understanding and what they are not. It is very important that they understand this in an active

learning environment. Sixth, I will have group discussions during a lecture. In these

discussions, I will ask the students to think-pair-share. They will have to make difficult

connections on their own and their share their unique ideas with a group of people.

Seven, I will have them make their own song. I think students will like this one. Students

will have to come up with a song that embodies the central theme of a chapter, while making

sense at the same time. This is a great opportunity for good teamwork. Eight, I will have

students create and present some skits. In teaching CCD, I have learned that students learn a lot

when they have to get in front of the room and act out something that they are learning. I plan on

trying this in my theology class. Finally, I will try student-generated quizzes. What I mean by

this, is that I will talk to the students and make sure they understand the most important parts of

the chapter. However, after that, they will have to design their own quizzes and trade them with

other students. Students will be taking other student designed quizzes. I think this will be

enjoyable for students and make them feel like they are playing a more active role in the process

of education in general.
 WTS 1&2 page 17

Reference

Ascher, J. (1966). The learning strategy of the total physical response: A review.
Modern Language Journal, 50, 79-84.

Brophy, J. (1983). Research on the self-fulfilling prophecy and teacher

expectations. Journal of Educational Psychology, 75, 631-661.

Deci, E.L., & Ryan, R. M. (1987). The support of autonomy and the control of
behavior. Journal of Personality and Social Psychology, 53, 1024-1037.

Frank, J D. (1985). Further thoughts on the antidemoralization hypothesis of

psychotherapeutic effectiveness. Integrative Psychiatry, 3, 17-26.
 WTS 1&2 page 18

Jussim, L. J., Madon, S., & Chatman, C. (1994). Teacher expectations and student
achievement: Self-fulfilling prophecies, biases, and accuracy. In L. Heath & R. S.
Tindale (Eds.), Applications of heuristics and biases to social issues (pp. 303-
334). New York: Plenum Press.

Rosenthal, R. (1991). Teacher expectancy effects: A brief update 25 years after the
Pygmalion experiment. Journal of Research in Education, 1(1), 3-12.

Rosenthal, R., & Jacobsen, L. (1968). Pygmalion in the classroom: Teacher

expectation and pupils intellectual development. New York: Rinehart & Winston.

Valle, J. D. (1990). The development of a learning styles program in an affluent,

suburban New York elementary school. Reading & Writing Quarterly, 6, 315-322.

Although, I have not been able to implement my active learning yet, I will give you three
artifacts that I have made and explain how they will be used as an active learning exercise in my
classroom, to engage student learning.

Artifact A

-In this assignment, I will have the student fill this out independently. Then, they will
have to use the method of think-pair-share with a classmate. This will be followed by a class
debate. These topics are usually a struggle for high school students.

Mr. Graham Name:________________

Theology of the Body
 WTS 1&2 page 19

1. What does Matthew 5:27-28 say?

2. Point A section one in your notes, we are called to penetrate the full ethical and anthropological
meaning of the stamen to understand the general truth ______ ________ _________ ________
___________.

3. Point A section two of your notes: What did Christ come to do in accordance with the law?

4. Continuation of point two: How is man called to find himself?

5. Adultery is a breach of what?

6. The example given from Scripture was David and whom?

7. What are the three forms of lust?

8. What is the connection that I explained between lust, self-mastery and purity of heart?

Artifact B

-For this assignment, I will give the students these notes and ask them to make their own
quizzes. They will then exchange them with another student in the class.

Mr. Graham
Moral Theology Notes

The institution of Baptism

Where did this occur?
-Galilee
When did this occur?
-After Christs Resurrection
How did this occur?
-Christ raised it to a Sacrament
 WTS 1&2 page 20

-Through the words, I Baptize you in the name of the Father, and the Son, and the Holy Spirit.

Paragraph #1213 is very important in understanding Baptism.

This paragraph talks of how Holy Baptism is the basis of the whole Christian life, the gateway to
life in the Spirit, and the door which gives access to the other sacraments. Through Baptism we
are freed from sin and reborn as sons of God; we become members of Christ, are incorporated
into the Church and made sharers in her mission: "Baptism is the sacrament of regeneration
through water in the word." (That is an important quote)

Through Baptism, we are sharers in the three-fold mission of Christ:

1 The Priestly mission
2 The Kingly mission
3 The Prophet mission

In Baptism, we specifically share in the priestly mission of Christ.

Why?
We share in the priestly mission of Christ in Baptism because in times of emergency and when
death is imminent, a lay person can baptize someone who is seeking baptism.

We talked of how the body is supposed to be submissive to the Spirit, but the Spirit is not
supposed to be submissive to the body.
For, the body represents our human nature and the Spirit represents Gods divine nature.
Thus, Gods divine nature should be the focus in us, as we strive to live holy lives.

We talked of the difference in the term Enlightenment for the Church and the Culture.
The Church says Enlightenment is a human being coming to know and love the ways of God.
Our Culture, as seen in the Enlightenment period, is focused on the perspective of truth is found
based on our reason alone.
Thus, Theo-logy (the study of God) and Science (the study of Gods creation) have been put in
opposition to each other.
Whereas, the two are meant two work together. Science proves the truths of the faith in an
empirical way.

What are the titles for Baptism?

1 a grace, which bestows on the baptized divine life of God making us his children
2 A washing of regeneration, in that through Baptism, the old person dies to sin and a new person
is raised up in Christ
3 A renewal of the Holy Spirit, for it is in Baptism that a person receives the Holy Spirit promised
by Christ
4 An enlightenment, because those who have prepared for Baptism have been instructed in the
Faith: Further, the baptized become a son or daughter of light, and in effect, light itself
5 A gift, because the grace conferred on the baptized is made a participant in the kingly, priestly
and prophetic mission of Christ
6 A clothing, in that the person puts on Jesus Christ
7 A bath, as it washes us clean of all sin, both Original and actual
8 A seal, because it leaves an indelible mark designating the Christian as belonging to Christ
 WTS 1&2 page 21

If a little girl were to be baptized, she would were a white dress because the white represents
purity.
After she is baptized, it is usually announced at the weekend masses because the priest wants the
congregation to join in the celebration that this adopted daughter is now a member of the
mystical body of Christ.

What are the effects of Baptism?

1 First and foremost, removal of Original Sin and of actual sin
2 Imprinting of an indelible sign
- This consecrates the person for Christian worship
3 A member of Christ
4 Entry into Christs Mystical Body and the Church
5 Sanctifying Grace
- This is a share in Gods life
6 Made a sharer in the Priesthood of Christ
7 Adoption by God the Father as his child
8 Becoming a temple of the Holy Spirit
-We are capable of worshipping God as he desires
Side note: Purity is very much connected with being a temple of the Holy Spirit,
For, we are all walking tabernacles, especially after we receive Christ in the Eucharist. Every
time someone walks away from us, they should have come closer to Christ because of our words
and our example.
9 Actual Grace
-This is assistance from God to resist sin
10) The Infused Theological Virtues
-Faith, Hope and Charity
11) The Moral Virtues
-Prudence
-Justice
-Temperance
-Fortitude
Side note: The Moral Virtues protect the Infused Virtues
12 The gifts of the Holy Spirit
13 Entry into Heaven
-If we have lived life according to Gods commands
 WTS 1&2 page 22

Artifact C

-For this assignment, I will give the students a study guide for the upcoming test, before
we start the chapter. I will ask groups of four to perform a skit on the information in this study
guide, to help explain it to the class, a day before the test.

Mr. Graham
Study Guide for Sacraments on Conscience and Law

Definitions:
Moral Law
Moral Rectitude
 WTS 1&2 page 23

Vincible Ignorance
Seven gifts of the Holy Spirit
Autonomous morality
Consequent judgment
Natural Law
Scrupulous conscience
Conscience
Positive Law
Revealed Law
Unjust Law
Ecclesiastical Positive Law
Universality
Just Law

Important objectives to know:

Know how the Conscience works.
What does your Conscience lead to?
What does your Conscience coincide with?
What is Conscience based on?
What factors into forming a right conscience?
Know what Spiritual direction is and its proper use.
Know some background on the Sermon of the Mount.
Understand slavery to passion and it effects.
Understand the connection between your conscience and your actions.
Know proofs for existence of conscience.
Know the concomitant act of conscience.
Know vincible and invicible ignorance.
Know the connection between your conscience and Church teaching.
What is the purpose of your conscience?
Understand just law.
What is the effect of obedience to law
When are Christians bound to their conscience?
Know the purpose of Law.
Understand Ecclesiastical Law.
Understand Positive Law.
Know Natural Law.
Understand Civil Law.
Understand Eternal Law.
Understand laws of nature, such as gravity and be able to compare it to other forms of law.
Understand Human Law.
What are the obligations of a person with a well-formed conscience?
 WTS 1&2 page 24

Why oppose unjust law?

How can the new law be described as Love, Grace and Freedom?
What are the two conditions necessary for civil laws to be both valid and just?
What is our Conscience in general?
Understand the nature of the conscience and our duties towards it or lack thereof.
Know the Principals of the Conscience and what a malformed Conscience is.
How does Moral Relativism affect our Conscience and ultimate truth?
What part of the body does the Old Testament identify with the conscience?
Why do we often ignore our conscience?
What are the basics of knowing the moral law of Christ?
What are obstacles to knowing moral truth that block acting in good conscience?
How can one have absolute confidence he or she is acting in good conscience?
Is having a good will and a sincere desire to do what is right enough to have a good conscience
and why?
Why do people need to learn the moral teachings of the Church?
What are two elements of sincere repentance?
Why is it important to desire to have a change of life before/after Confession?
How does examination of conscience and repentance naturally lead to Reconciliation?
Give me an example of confusion formed by moral relativism.
Can errors become habit and why?
Why must people of all ages understand the moral law?
What is our first obligation towards others and ourselves in regard to the moral law?
How should we present the moral law to others?
What is the definition of Law?
What do we mean when we say that Law is an ordinance of reason?
What does it mean that Law exists for the Common good?
What does it mean to say that Law is made by legitimate authority?
What does it mean to say laws must be legislated in an official manner?
What is the ultimate source of legitimate authority?
What are the four types of Law?
Is natural law written in the heart?
Be able to give me an in-depth example of moral relativism and how it has hurt the Church and
the generation of people that grew up in that time period.
What does the adjective positive mean, in terms like natural positive law.
Be able to distinguish the Laws from each other if examples are given.
WTS 1&2 page 25