1. Play-filled teaching for imaginative learning. Winnipeg November 15, 2010 Christine van Halen-Faber

2. Mindful of the hallmarks of Reformed education...... covenantal... confessional... antithetical... is characterised by a UNITY OF PURPOSE between home, church, school

3. Teacher as Pedagogue in the light of biblical principles: RELATIONAL – GOD & NEIGHBOUR COVENANT AS CONTEXT: CO-HEIRS UNIQUE NATURE [c.f., B.C. Art. 2] GRACE – GIFTS [1 Peter 4:10] STEWARDS – SERVICE

4. Pedagogical tactfulness is timely, informed, and requires knowledge of self and of the learner Knowledge of the “who” of the teacher Knowledge of the “who” of the student Knowledge of the “how” of the student

5. Manifold grace as perfect artistry Awe for the God who made us [weaver; knitter; potter] Awe for the God who gives each one of us gifts Awe for the God who provides “in perfect measure” Awe for the God who requires our contentment

6. Keirsey: Theory of Temperament How we perceive: How we process & decide: Through the senses - real - factual - realistic Through intuition - ideas - theoretical - idealistic Through thinking - logical - sequential - analytical Through feeling - emotional - relational - nurturing

7. Gifts given to our students... How do they learn and respond? Sequential Analytical Relational Dynamic ---------------------------------------------------------------- visual – auditory – tactile – kinesthetic

8. Challenges in teaching-learning: Current research focuses on several issues, including: 1. Boys and learning 2. Impact of technology on thinking How do these issues affect our thinking about teaching?

9. Fostering creativity and imagination through play Jean Piaget’s stages of play: 1.Functional Play 2.Constructive Play 3.Dramatic Play 4.Formal Games with Rules

11. Thinking about your own play... How might you describe the type of play you enjoyed most? Share with your neighbour.

13. Playing “house” – baby [baptism] Playing doctor – patient [needles; eye surgery] Re-enacting bible stories – John the Baptist ADULTS TOOK MY PLAY SERIOUSLY!

14. Games-as-play-for-learning... Games let students ask meaningful questions Teachers become problem-solving ‘partners’ as they model playfulness Teachers encourage inquiry in their students Games make students think about thinking

15. Considering the importance of imagination and creativity, of using one’s God-given gifts: 1. Might Play-filled teaching for imaginative learning help us connect head-hearts-hands? 2. How can parents and teachers work together as thoughtful partners in pedagogical practice?