by Peter Morrissey
Rationale
In academic subjects where students learn skills and approaches to problem solving there are particular approaches that we can take to allow for individual differences in students.
These differences may take the form of different levels of ability, a variety of background experiences with the subject and/or different ways in which students respond to particular approaches to teaching and learning.
Once a teacher has identified the learning level and background of particular students, he/she can instigate a variety of teaching approaches in an attempt to cater for individual differences.
In Religious Education we are faced with a range of areas of learning which are much more difficult to define that those which focus on skills and comprehension. A student’s attitude towards God and his/her understanding of morality, empathy for others and responsibility to the people of his/her world are formed by a vast array of past experiences with family, friends and organizations. As teachers we must attempt to understand these differences so that we can adopt a range of teaching approaches to help our students grow towards a fuller experience of God and neighbour and greater meaning in the way that we relate to others in the world.