Religion and System Beliefs Rationale

Religion and system beliefs study includes many religions with differing beliefs. For sixth grade students, the study might be complex due to the variety of beliefs involved.

This research was conducted by the

Religion and system beliefs study includes many religions with differing beliefs. For sixth grade students, the study might be complex due to the variety of beliefs involved. Teachers need to come up with a strategy for effective learning of the course. Classification and comparison of different beliefs from different religions would be the most suitable for this unit, plus a strategic design of teaching. The PowerPoint presentation design and information are strategic in ensuring that students have maximum absorption by encouraging active participation and offering a simple design that the students can follow. Active participation is paramount in effective absorption of the learning material.

For effective delivery of information, an instructor should arrange teaching content in a manner that the students can follow easily and thus understand (Wood, 2007). First, the teacher should start with the basics then move to more complicated material. The PowerPoint design makes it simple for the sixth grade students to follow easily with material and thus understand the content of the course. The presentation starts with some definitions of the method of learning. The learning method adopted for this unit is comparing religions and classifying them. The PowerPoint starts by defining and explaining the terms. The definitions aim to let the students know the method of study so that when they enter into the learning content they can understand the methods and use them optimally and effectively.

The presentation then lists classifications of the religions. The classification lists characteristics of the different religions. Here, students get familiar with the characteristics of each of the religions in order to classify and compare them. Students can know from the course material that learning method is about classification and comparison. They can choose their own ideas absorption according to their religions (Marzano, Pickering & Pollock, 2001). Then, students can get the difference or similarities in the beliefs of the different religions. Consequently, they can classify and compare different religions easily by details.

In the comparison and classification of the religions, presentation uses Venn diagrams. Venn diagrams show all the logical relations of related entities. Venn diagrams are simple to construct and list the relationships of different entities clearly (Marzano, Pickering & Pollock, 2001). Venn diagrams make it easy for students to compare different entities when revising as they can easily locate the characteristics that are similar and that are distinct. In the religion and beliefs study, different religions have common and uncommon beliefs at the same time. A diagrammatical representation of the different religions and their characteristics would provide an easy way to identify the common and the uncommon beliefs among different religions. Besides, constructing and interpreting the diagrams is fun for sixth grade students; it will increase their participation and thus absorption of the content (Marzano, Pickering & Heflebower, 2011). Venn diagrams enable students to connect new ideas with the ideas already familiar to them. For any effective learning, students must be able to link the ideas in the brains with the new ideas.

The information and the design of the presentation aim to ensure effective learning of the course. The study starts with information that is already familiar with the students and is important in connecting with new ideas. The study starts with Christianity beliefs, as Christianity is the most common religion in the area, then proceeds to other religions. The use of Venn diagrams seeks to simplify classification and comparison as well as providing a fun activity to increase the participation of the students. The students will benefit from this, as they will learn more easily and enhance participation, which will increase the absorption of the content they learn.


Marzano, R.J., Pickering D, and Heflebower T. (2011). Bloomington, IN: Marzano Research. The Highly Engaged Classroom.

Marzano, R.J., Pickering D., Pollock J.E. (2001). Alexandria, VA: Association for Supervision and Curriculum Development. Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement.

Wood C, (2007). Northeast Foundation for Children. Yardsticks: Children in the Classroom Ages 4-14.