1. Teaching & Learning EM 5125- Spring 2016 Weekend #3- PPt #1 March 11th

2. Advance Organizer Each student will….. 1)Assess, revise and implement “Shared Dish Rubric” 2)Practice teaching with targeted feedback. 3)Consider and discuss various perspectives on Intercultural T & L through “Shared Dishes.” 4)Examine his own assumptions about the ubiquity of culture. 5)Explore the implications of Biblical Hospitality for the T & L process. 6)Revisit the use of Curriculum PIE in context of mastery learning.

3. E.R.A “Business Card” Create a business card for the author of the book for which you did the ERA assignment. Include the author’s name, name of book, 1 other salient fact about his/her book, and a slogan in quotations to summarize the author’s concerns, purpose and/or passion. Give your business card to one of your classmates during this week-end at a point when you “see” that they might benefit from reading your author/book.

4. PIE Affirmations?Weaknesses? Suggestions/ Questions? PLANNING To what extent was your original “hoped for outcome” useful to you? How might you revise that outcome now? Why? To what extent did your choice of method align with your hoped for outcome and topic? IMPLEMENTATION Engagement of class (i.e. At what point were your peers most & least engaged?) Use of tool (i.e. What do you learn about how to use this tool effectively?) Promotion of Dialogue (i.e. Who asked what kinds of questions?) Next Iteration? (i.e. What would you do differently with in sharing this dish next time?) EVALUATION How did your peers respond to your assessment Q? How might you revise that Q now? To what extent was your hoped for outcome realized by your peers and How do you know? To what extent was reading your particular book valuable to you and why? 1. What was your original “hoped for outcome” for your classmates? 2. What tool or method did you select? 3. What materials did you plan to use? 4. What was your original assessment Q? Meta Exercise: SHARED DISH RUBRIC

5. Curriculum P.I.E In what ways did our “Rubric Exercise” address all three curricular dimensions of the T & L process? Have another piece!

6. A Dramatic Look at A Dramatic Story (1) The L ORD appeared to Abraham near the great trees of Mamre while he was sitting at the entrance to his tent in the heat of the day. Abraham looked up and saw three men standing nearby. When he saw them, he hurried from the entrance of his tent to meet them and bowed low to the ground. He said, “If I have found favor in your eyes, my lord, do not pass your servant by. Let a little water be brought, and then you may all wash your feet and rest under this tree. Let me get you something to eat, so you can be refreshed and then go on your way—now that you have come to your servant.” “Very well,” they answered, “do as you say.” So Abraham hurried into the tent to Sarah. “Quick,” he said, “get three seahs of the finest flour and knead it and bake some bread.” Then he ran to the herd and selected a choice, tender calf and gave it to a servant, who hurried to prepare it. He then brought some curds and milk and the calf that had been prepared, and set these before them. While they ate, he stood near them under a tree.

7. A Dramatic Look at A Dramatic Story (2) “Where is your wife Sarah?” they asked him.“ There, in the tent,” he said. Then one of them said, “I will surely return to you about this time next year, and Sarah your wife will have a son.” Now Sarah was listening at the entrance to the tent, which was behind him. Abraham and Sarah were already very old, and Sarah was past the age of childbearing. 1 So Sarah laughed to herself as she thought, “After I am worn out and my lord is old, will I now have this pleasure?” Then the L ORD said to Abraham, “Why did Sarah laugh and say, ‘Will I really have a child, now that I am old?’ Is anything too hard for the L ORD ? I will return to you at the appointed time next year, and Sarah will have a son.” Sarah was afraid, so she lied and said, “I did not laugh.” But he said, “Yes, you did laugh.” When the men got up to leave, they looked down toward Sodom, and Abraham walked along with them to see them on their way. Characters in this story? Number of Scenes? Props?

8. A Dramatic Look at A Dramatic Story- Reflection & Response  Observations about this narrative?  What don’t we understand about the cultural context of this story?  Hospitable practices? Patterns?  New insights into the Gospel?  For further study (NT)?  Response- Prayer

9. T & L Meta Scripture Dramatization  Compare and contrast the impact of this activity on you with that of the Daniel 3 drama. How do you account for differences?  Risks in use of Drama in Christian T & L?

10. Biblical Hospitality: Genesis 18 Hallmarks 1)Focused on the Stranger 2)Embedded in Cultural Practices 3)Brings Role Reversals 4)Reveals God’s Presence Hospitable Movements Welcome RestoreDwellSend

11. Multi-Directional Hospitable Pedagogy? “What would be different about your teaching if you thought of yourself as a host and your students as your guests? (33) ” Ellen L. Marmon, Teaching as Hospitality What would be different about your teaching if you though of yourself as the guest and your students as hosts?

12. Multi-Directional Hospitable Pedagogy How might the hallmarks and movements of Biblical Hospitality shape your Curriculum PIE in your own context? Sketch out a plan for the next Bible teaching/lesson that you will do, noting very specific activities to implement in each “movement.”

13. What? A 15 minute presentation? Are you serious?

14. Intercultural T & L “Shared Dishes”

15. Emancipatory Learning- Paulo Freire The Banking or Transmission Model “The task of the teacher, who is also a learner, is both joyful and rigorous. It demands seriousness and scientific, physical, emotional and affective preparation. It is a task that require that those who commit themselves to teaching develp a certain love not only of others, but also of the very process implied in teaching. It is impossible to teach without the courage to love, without the courage to try a thousand times before giving up (5).” Teachers as Cultural Workers: Letters to Those Who Dare Teach

16. Assessment of Collaborative Use of SOAR: Stages in the Development of Mastery Skills Required? Integration Strategies? Cognitive Load? Transfer? Unconscious Incompetence Conscious Incompetence Conscious Competence Unconscious Competence

17. Curriculum P.I.E What elements of Curriculum PIE were incorporated into the the exercise on Mastery Learning that we just completed? In what ways was this activity iterative? Have another piece!

18. Food for Thought: I Cor. 12:12- 27 Through IC Lens? The body is a unit, though it is made up of many parts; and though all its parts are many, they form one body. So it is with Christ. For we were all baptized by one Spirit into one body--whether Jews or Greeks, slave or free--and we were all given the one Spirit to drink. Now the body is not made up of one part but of many. If the foot should say, "Because I am not a hand, I do not belong to the body," it would not for that reason cease to be part of the body. And if the ear should say, "Because I am not an eye, I do not belong to the body," it would not for that reason cease to be part of the body. If the whole body were an eye, where would the sense of hearing be? If the whole body were an ear, where would the sense of smell be? But in fact God has arranged the parts in the body, every one of them, just as he wanted them to be. If they were all one part, where would the body be? As it is, there are many parts, but one body. The eye cannot say to the hand, "I don't need you!" And the head cannot say to the feet, "I don't need you!" On the contrary, those parts of the body that seem to be weaker are indispensable, and the parts that we think are less honorable we treat with special honor. And the parts that are unpresentable are treated with special modesty, while our presentable parts need no special treatment. But God has combined the members of the body and has given greater honor to the parts that lacked it, so that there should be no division in the body, but that its parts should have equal concern for each other. If one part suffers, every part suffers with it; if one part is honored, every part rejoices with it. Now you are the body of Christ, and each one of you is a part of it.

19. SOAR Exercise Due Saturday Morning 9:00 am “So the classroom where truth is central will be a place where every stranger and every strange utterance is met with welcome. …. Hospitality is offered for the sake of what it can allow, permit, encourage, and yield. A learning space needs to be hospitable not to make learning painless but to make the painful things possible, things without which no learning can occur- thinks like exposing ignorance, testing tentative hypotheses, challenging false or partial information, and mutual criticism of thought. Each of these is essential to obedience to truth. But none of them can happen in an atmosphere where people feel threatened and judged (72).” Parker J. Palmer, To Know as We are Known: A Spirituality of Education