Finally, catechesis needs to be continually renewed by a certain broadening of its concept, by the revision of its methods, by the search for suitable language, and by the utilization of new means of transmitting the message. Renewal is sometimes unequal in value; the synod fathers realistically recognized, not only an undeniable advance in the vitality of catechetical activity and promising initiatives, but also the limitations or even "deficiencies" in what has been achieved to date. These limitations are particularly serious when they endanger integrity of content. The message to the People of God rightly stressed that "routine, with its refusal to accept any change, and improvisation, with its readiness for any venture, are equally dangerous" for catechesis. Routine leads to stagnation, lethargy and eventual paralysis. Improvisation begets confusion on the part of those being given catechesis and, when these are children, on the part of their parents; it also begets all kinds of deviations, and the fracturing and eventually the complete destruction of unity. It is important for the Church to give proof today, as she has done at other periods of her history, of evangelical wisdom, courage and fidelity in seeking out and putting into operation new methods and new prospects for catechetical instruction. (CT 17)

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Taken from notes during "Catechetical Methods", a senior level catechetics course at Franciscan University of Steubenville. The course was taught by Prof. James Pauley, M.A.

Lesson Planning

CT 17 - Routine leads to stagnation, lethargy and eventual paralysis. Improvisation begets confusion on the part of those being given catechesis and, when these are children, on the part of their parents; it also begets all kinds of deviations, and the fracturing and eventually the complete destruction of unity.

Lesson planning must be balanced between these two extremes - routines and improvisation. A very important habit on the part of the catechist is to plan without falling into too much of a routine. It is important to have flexibility. Sometimes our best laid plans are not working and we must be flexible with them.

Be able to pray in the same area that you prep. It should be a place set apart, a place that is beautiful in one way or another. It should be a place where you are disengaged. You can have a picture of Christ the Teacher or a crucifix in the place that you prepare your lessons

Three types of planning

Long Range - Semester/ Year. Acquaint yourself as early as you can what you will be using for textbooks and such. Scope out the course of the year. You have to have a curriculum set up. You have to have a sense of the whole before tackling all the little parts.

Short Range - Monthly/Weekly. Allot time once a month or once a week and sit down for 1/2 hour and ask yourself how is the semester/course going. Do I need to look at making some alterations in the next couple of weeks in order to accomplish my aims? What kinds of resources and materials am I going to need in the next couple of weeks and when do I need to plan to get them? What is happening in the world right now that I can bring into my gospel message?

Immediate Range - The night before/ hour before/ few minutes before. This is the time to get it all together. Planning everything in this step leads to crisis. Even when you gain experience, do not skip this step, though it is the temptation.

Evaluating lesson plans is really important because it saves you so much time in the long haul. At the end of your lesson plan, at the end of your day, set aside 10-15 minutes to look over what you did and take stock. Check on how you did as a teacher that day, your outline.

Have in place a set of emergency lesson plans. You never know when you may be overwhelmed with extra responsibilities and need to have them. Have at least a weeks worth.

In our lesson plans we should be teaching for deeper understanding, for a change of heart (CT 20). Our lessons are not simply to teach our students "facts". Biology teaches facts. Math teaches facts. We must teach our students to bring around a conversion towards Christ and further intimacy with him.

Active participation in the lesson, especially in a explanation step. We don't want our students to just listen. We know it will probably go in one ear and out the other. We need to engage out students in study and directly show them how the Good News we are sharing for the day is relavent in their own lives.

Experience in catechesis - With the ecclesial method the doctrine comes first. How does this help us to more deeply understand human experience. We don't make a blanket or do arts and crafts and then somehow fit a lesson into it. We must develop method around the content that we are teaching. Method always serves content, not the other way around or we risk stealing from our students what is rightfully theirs - the whole deposit of faith.