1. Connecting Learners with God’s Big Story 2017 CSA National Curriculum Symposium: Training the Trainer

2. Teachers Teach what They
Module 2
Teachers Teach what They
Rebekah Cook

3. Write only single words or couplets in the centre column.
During the Gabe Lyons’ video, take notes on the page that you will find towards the back of Module 2.
Write only single words or couplets in the centre column.

4. What makes what we do,
not just a good idea,
or good practice,
but makes it Christian?

5. In small groups write a one sentence philosophy statement for Christian Education.

6. A biblical curriculum and classroom is not inevitable because we are Christian but is a conscious and deliberate selected action.
(Smith & Lovat, 2003, p37)

7. “Christian education does not necessarily happen in Christian schools, which instead can be full of Christians educating”
(Hull, as cited in Dickens, 2014, p 19).

8. Teachers … get the last and perhaps most important say about how [curriculum] will be translated into practice. … Teachers get to construct curriculum reality for students on a daily basis.
(Brady and Kennedy, 2014, p24)

9. Each question should follow from the answer of the previous question.
In pairs, read the given quote, and ask each other 5 questions about the quote, all starting with the word, ‘WHY’.
Each question should follow from the answer of the previous question.
(each pair has a different quote)

10. Briefly share your thoughts and conclusions from your quote in groups of 6 or 8.

11. How can the gap between intention and practice be bridged?
How do what teachers believe is real, true and of value shape the biblical perspective in curriculum planning and practice?
How can the gap between intention and practice be bridged?

12. Content: What am I teaching? What am I called to do?
The gap is an issue for teachers, who in planning to lesson the gap, ask these important questions in regard to their role of delivering biblical curriculum in the Christian School:
Content: What am I teaching? What am I called to do?
Application: Why am I teaching this? What is my purpose? Why am I here?
Methodology: How will I teach this?
What does it look like when we know the answer to these questions?
(Kieser, Parsons, 2013 p18)

13. Every culture points to its values:
what is good
what is true
what is beautiful
what is real
what is important

14. Our culture products should both defy God made our world to be
As Christians we are called to create culture for human flourishing and the common good.
Our culture products should both defy
and resonate with the world.
God made our world to be
remade by culture makers.
Everything we do creates culture.

15. “Our values are the beliefs we put into action
“Our values are the beliefs we put into action. And it is these values that permeate how we deliver the Australian Curriculum”
(Lutheran Education Australia, 2012, p1)

16. EU: All truth is God’s truth.
EQ: How do teacher
beliefs shape
curriculum decisions?

17. WHO IS THE SELF THAT TEACHES?
How does the quality of my soul, my heart, form the way I relate to
my students
my subject
my colleagues
my world
What is real? What is true? And therefore what do we value?
“When I know myself better, I am a better teacher.”
(Palmer)

18. What is ? (Metaphysics) Teacher Beliefs and Assumptions What is ?
What is True?
leads to
What is of Value?
What is ? (Metaphysics)
How does God relate to us?
How did the universe originate and develop?
Is there a purpose to which the universe is tending?
What are the attributes of God?
What is the nature of a human?
What is the nature of existence?
What is the nature of eternal reality?
What happens to a person at death?

19. What is ? (Epistemology)
Teacher Beliefs
and Assumptions
What is Real?
What is ?
leads to
What is of Value?
What is ? (Epistemology)
Can reality be known?
Is truth relative or absolute?
Is truth subjective or objective?
Is truth apart from our experience?
What is the meaning of human history?

20. What is ? (Axiology) Teacher Beliefs and Assumptions What is right?
What is Real?
What is True?
leads to
What is ?
What is ? (Axiology)
What is right?
What is wrong?
How do we know what is right or wrong?
What is good?
What is bad?
What is beautiful
What is ugly?

22. What is real? Learning Goals What is true? What is of Value?
Teacher Beliefs and Assumptions
Contextual Modifiers
Current Educational Issues
Actual Classroom Curriculum and Teaching Practice
Learning
Goals
What is real?
What is true?
leads to
What is of Value?
Political Dynamics
Social Forces
Economic Conditions
Immediate Family and
Community Expectations
 Curriculum
Assessment
Nature of the Child
Role of the Teacher
Pedagogies
Social Function of Schools
Everyday teaching practice is determined by what a teacher believes to be true, right and of value.
This is what is actually done.

23. Truth All truth, if it is truth, is God’s truth, wherever it is found.
George Knight
Truth

24. “Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse.
As I teach, I project the condition of my soul onto my students, my subject, and our way of being together.”
(Parker Palmer 1998, p. 2).

25. Metaphysics, Epistemology and Axiology.
Spend some time thinking about your values as you answer the questions about what you believe.
Metaphysics, Epistemology and Axiology.

26. “Knowing myself is as crucial to good teaching as knowing my students and my subject.” Palmer (1998, p. 2) How does knowing what you believe to be real, true and of value impact what happens in the classroom?

27. what is Real, what is True and what is of Value.
Reading from Colossians chapter 2, highlight all the places that tell of
what is Real, what is True and what is of Value.

28. To educate is to guide students on an inner journey toward more truthful ways of seeing and being in the world. Parker Palmer 2007 p6

29. Re-read and refine your initial philosophy statement.
Consider your reflections on your own values, the verses we have read and the quotes discussed.

30. Christian curriculum should provide a pathway to both
1. knowledge about God and
2. knowledge of God
And importantly,
3. engineer opportunities for responsive action by learners.
It provides a deep understanding of our need for a restored relationship with God and call for a response.

31. Reference List
Brady, L. &. Kennedy, K. (2007). Curriculum Construction. Sydney, NSW, Australia: Pearson Education Australia.
Knight, G. (2006) Philosophy and Education: An introduction in Christian Perspective, 4th Edition. Berrien Springs, Michigan, USA. Andrews University Press.
Palmer, P. J. (1993). To Know as We Are Known: Education as a Spiritual Journey. San Francisco, USA: Harper Collins
Palmer, P. J. (2007). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life, 10th Anniversary Edition ed. San Francisco, CA, USA: John Wiley and Sons.
Rudduck, J. (1988). Changing the World of the Classroom by understanding it: A Review of Some Affects of the Work of Lawrence Stenhouse. Journal of Curriculum and Supervision. 4 (1).
Smith, D., & Lovat, T. Curriculum : Action on Reflection. South Melbourne, NSW, Australia: Cengage Learning
Starling, S., Cook, R., O'Doherty, & S. Scott, S. ( ). Connecting Learners with God's Big Story: Illuminating Curriculum in Australian Christian Schools. Australia: Christian Schools Australia.