Transformation :
Crafting Formational Learning A teaching practice resource for Christian schools
Transformation by Design: The Big Picture (prequel to this resource) focused on best practice in designing curriculum for Christian schools. This resource builds upon the work of the original contributors, and extends into a discussion about best practice in teaching and learning within Christian schools.
All content in this resource is copyright. However, it may be reproduced in part for curriculum preparation and training purposes. If reproducing for training purposes, please acknowledge source.
Acknowledgements
ISBN: 9780648064350
We acknowledge the generous support from the de Bruyn family from Penguin, Tasmania, for covering the costs of the printing of this resource.
A full catalogue record for this book is available from the National Library of Australia.
This work is by no means original. It brings together the contributions of many authors, teachers, and expert practitioners who have all contributed to development of the craft of teaching in the pursuit of formational learning for the students in their care. Writing Team Martin Hanscamp. Daniel Clarke, Alice Mustin, Chris Parker. Reference Group Yvonne Bradley, Janita Bratton, Emily Brooks, Michelle Dempsey, Kathleen Flentje, Dr Fiona Partridge, Jacqui Stok, Jay Trevaskis, Tim White. Copyright © 2019 Christian Education National PO Box 1892 PENRITH NSW 2751 cen.edu.au
Cataloguing
trove.nla.gov.au Professional Learning Workshop This resource also serves as the participant workbook for a series of workshops (and online courses) offered by CEN Professional Learning. For more information, email professionallearning@cen.edu.au or visit professionallearning.cen.edu.au. Artwork Design: Taninka Visuals tanya@taninka.com.au Printing: Springwood Printing Company Printed on PEFC certified stock.
Transformation :
Crafting Formational Learning A teaching practice resource for Christian schools
Contents Introduction More Than Biblical Perspectives . . . . . . . . . . . . . . . 8 Biblically-Informed Teaching and Learning. . . . . . 9 Framing Statement . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Chapter 1: Crafted Teaching and Formational Learning What’s Our Purpose? Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Our Framing Statement Part 1: Crafted Teaching . . . . . . . . . . . . . . . . . . . . . . 16 What Makes Crafted Teaching? The Master Craftsperson
Chapter 2: Curious and Courageous Teachers Who Are We as Teachers? Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 The Teacher’s Backpack . . . . . . . . . . . . . . . . . . . . . . 31 Who I Am My School’s Expectations My Society’s Expectations The Landscape of God’s Story . . . . . . . . . . . . . . . . .47
Chapter 3: Curious and Courageous Students Who Are Our Students and Who Are They Becoming? Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Crafted Teaching Is Built on Strong Relationships
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Crafted Teaching Goes Down Rabbit Holes
Who Are Our Students? . . . . . . . . . . . . . . . . . . . . . . . 51
Crafted Teaching Is Being Weighed Down
The Office of the Student
Part 2: Formational Learning . . . . . . . . . . . . . . . . . 23
Christ-Centred; Student-Oriented
Why Formational Learning?
Faith Formation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Who Is Involved in Formation?
A Varied Faith Context
Formational Learning Is Vision-Guided
Faith Status of the Student
Formational Learning Is Holistic
Faith-Nurture Approach
The Forming of Head, Heart, and Hand
Ways of Nurturing Faith Character and Wisdom Formation. . . . . . . . . . . . . 58 Diversity of Learners. . . . . . . . . . . . . . . . . . . . . . . . .59 Language of Diversity Diversity and Special Need Who Are Our Students Becoming?. . . . . . . . . . . . . 61
Transformation by Design: Crafting Formational Learning • 3
Contents Chapter 4: Extending the Big Picture Template What Tools Do You Use to Plan for Formational Learning?
Chapter 5: Assessment Towards Formational Learning How Are Our Students Learning and Forming and How Are We Communicating This?
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Embracing Backwards Design. . . . . . . . . . . . . . . . .65
Assessment of Faith and Character. . . . . . . . . . . . 95
The Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Examples
The Template Is Not a Teaching Program
Assessment or Evidence of Learning. . . . . . . . . .104
The Big Picture Template Summary
Modes of Assessment
The Template Components . . . . . . . . . . . . . . . . . . . 70
Assessment OF, FOR, and AS Learning. . . . . . . .105
Main Idea/Deep Hope
Assessment of Learning (Summative)
Assessment Towards Formational Learning
Assessment FOR and AS Learning (Formative)
Formational Teaching and Learning Practices
Reframing Assessment . . . . . . . . . . . . . . . . . . . . . 109
The Learning Community, Culture, and Space
Assessment Is Central to the Planning Process
The Big Picture Template: Examples . . . . . . . . . . .73
A Broader Approach Eight Characteristics of Formational Assessment Assessment Frameworks . . . . . . . . . . . . . . . . . . . . 115 Using Probing Questions Using Rubrics and Matrices Reshaping an Assessment Task Communicating and Celebrating Learning. . . . . 118 The Place and Value of an Audience Motivation and Audience Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Government Requirements Alternative Examples
4 • Transformation by Design: Crafting Formational Learning
Chapter 6: Understanding the Teaching and Learning Landscape How Do We Appraise the Various Approaches?
Chapter 8: The Learning Community, Culture, and Space Where Are Our Students Learning?
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
The Class Community. . . . . . . . . . . . . . . . . . . . . . . . 181
The Purposes for Learning. . . . . . . . . . . . . . . . . . . 127
Organisation or Organism
Learning for Understanding and Mastery
Formation of Community
Learning for Appreciation
Positive Relationships Build Community
Learning for Responsive Action
The Importance of Shared Vision
Qualities of Learning. . . . . . . . . . . . . . . . . . . . . . . . 128
Building Community
Learning That’s Authentic
The Class Culture. . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Learning That’s Courageous
Community Practices Shape Culture
Learning That’s Curious and Playful
Elements Influencing Culture
Learning That’s Gritty
When a Student Rejects the Culture
Learning That’s Intentional
The Physical Space . . . . . . . . . . . . . . . . . . . . . . . . . 193
Learning That’s Owned Approaches to Teaching: A Critique. . . . . . . . . . . 130
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Space Shapes Culture Shapes of Learning
Rote Learning Direct Instruction Inquiry-Based Learning The Questioning Approach
Appendix 1: . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 A Summary of Transformation by Design: The Big Picture
Gaining Clarity Inquiry-Based Models . . . . . . . . . . . . . . . . . . . . . . 136
Chapter 7: Formational Teaching and Learning Practices How Do We Design and Plan for the Practice of Formational Learning?
Appendix 2: . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Working With Prescribed Curricula References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Ineffective Designing and Planning Tools to Help Us Choose Asking Probing Questions. . . . . . . . . . . . . . . . . . . 142 The Creation, Fall, Redemption, and Renewal Schema The Probing Questions Template Pondering Considerations. . . . . . . . . . . . . . . . . . . 148 Ten Considerations Choosing Strategies . . . . . . . . . . . . . . . . . . . . . . . . 156 Ten Strategies Further Resources
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