A few things that caught my eye

Best way to take lecture notes – can you imagine everyone in the hall using this technology? :)

Here’s a RSA Animate style video explaining Common Core State Standards:

For over 180 videos of lesson ideas for teaching Common Core, check out this resource.

Still struggling to “get” Twitter? Are you a “Lurker”, “Participant” or “Author”? Here is a good intro video that explains the stages.

If you have tried Twitter and gone away from it, maybe this video from a University of Alaska professor will be helpful.

I love helpful visual diagrams! Katie Ritter has put together three very helpful ones. The one below that she calls Backwards EdTech Tool Flow Chart starts with the question “What do you want students to do?” and then moves to a guiding question. Depending on the answer you can move to a link to an appropriate web tool for them to use. Click here to access the chart. The other two tools that she created for her teachers at her school are also in PDF’s with clickable links. You can access them here.

Ritter chart

Excellent interview/article: Coming Out in the CRC: YALT’s Interview with Ryan Struyk – for those of you reading this and wondering about the abbreviations – the CRC stands for the Christian Reformed Church – the founding denomination of many schools in CSI (Christian Schools International) and YALT stands for the Young Adult Leadership Task Force.

Image of God – self perception vs. perception by others – does this get at why it is hard for us to accept grace and see ourselves as God sees us – as lovable and redeemed? Dove put together this video that has become the most watched online video ad ever according to this source.

Is this why glass ceilings persist and women are still paid less than men for the same work? Sheryl Sandburg, COO of Facebook, talks about if a businesswoman can be competent and nice in their work.

Here is a link to a commercial demonstrating the double standard that exists, as well as references to the full study done at Harvard.

The influence of grandparents on faith development –   interesting research results from USC sociologist Vern Bengston.

Great perspective piece on what Christmas is all about – A Christmas Apology, and the Seeds of Hope from Rachel Held Evans.

Write your own caption for this pic below from Paul Shirky which he calls School vs. Life! In any case, it speaks to the significance of our task as educators – helping kids make sense out the mess and at the same time connecting things back together in beautiful ways – blessings on your new calendar year ahead!

School vs. life -  paul shircliff @shirky17

Leave a comment

Filed under Biblical worldview, change, curriculum, discernment, encouraging the heart, image of God, resources, student outcomes

Bringing shalom to our teaching

Source: Beth Chatto Gardens by antonychammond via Flickr

Source: Beth Chatto Gardens by antonychammond via Flickr

When I returned to Christian education in 1993 as a building principal, I was faced with the challenge of articulating the distinctiveness of a Christian education to present and potential parents. To that point, as a student in K-12 schools and as a teacher in two Christian school settings, I had not really thought a great deal about how Christian education was different. I had simply experienced it. I was aware of differences having gone to a public university and having served in public education for seven of my twelve years to that point, but had limited mental models to work from for further work.

My first exercise was to think of as many areas of difference in the experiences I had, to analyze what type of category it might fit into, and then to synthesize the differences into categories of distinctiveness. What I arrived at is the concepts of curriculum, classroom, and community to describe how Christian schools should be distinctive. These concepts appear in the tagline for this blog and I wrote about them in one of the first posts.

One of the reasons I felt we needed to have language around these concepts is to provide a way to discuss and further improve what we were doing in Christian education. Without such language we could basically talk in circles for days and not know where to begin or how to consider in focused ways what we are really talking about, let alone look for ways to improve distinctiveness.

Over the past year I have written in this blog about the idea of flourishing as our desired outcome for Christian school students. I have explored ten possible aspects of flourishing in a series of blog posts. We can work toward these aspects with students in the areas of curriculum, classroom, and community in a Christian school.  While the areas of how to nurture student faith in classroom and community are clearer, I believe that our greater challenge is to consider how we nurture faith and flourishing in the area of curriculum.

I would like to suggest that if we go back to Wolterstorff’s definition of flourishing as a person being in harmony with nature, God, self, and neighbor we can also then use those categories to consider how we might develop Truth revealing curriculum units. I suggest the following correlation of the aspects of flourishing with possible curricular emphases.

Flourishing is accomplished in a curricular emphasis through:

Harmony with nature – I suggest the word “Wonder” to capture this aspect. Here we are helping the student to understand the “ABC’s” of God’s great creation:  A- Awe, B – Beauty, C – Complexity, D – Design, E – Excellence, and so forth.  As we consider the Wonder of nature, we are driven to our knees in worship of the Creator. True wisdom begins in wonder as we creatures consider our Creator and his marvelous creation – “the fear of the Lord is the beginning of wisdom.”

Harmony with God – I suggest the word “Wisdom.” In this area we consider our purpose for being, what is wrong with the world, and how it has been made right through Jesus’ work. We help students to know the Truth so that in “your light we may see light” and knowing the truth they may discern what is true, lovely, good, and right. We cultivate the discomfort that believers feel as they are in, but not of the world. We encourage students to raise prophetic voices against the brokenness of sin and alienation from God that is present in culture and society.

Harmony with self and man – I suggest the word “Work.” There are two aspects to this word – first of all we must educate in ways that help students identify whose they are, who they are, and what passions/gifts they have been given. Our learning processes must allow students to naturally unfold their “wiring” and help them discover their life call. Secondly, in the area of work we must help them understand that they are part of Christ’s work of the restoration of creation/mankind. Our learning experiences must serve to develop compassion for mankind at both the local and global level. “Work” then involves students understanding their passion to respond with compassion.

I hope these can be helpful terms as we work toward encouraging flourishing students and developing distinctive curricular units. In Christian schools we are able to begin our teaching and learning experiences with worship of the Creator; lead kids toward harmony with nature, God, self, and man; and end with the student’s desire to “offer their life as a living sacrifice.”

2 Comments

Filed under Biblical worldview, classroom, community, curriculum, discernment, distinctively Christian, image of God, staff development, student outcomes

Essential Questions – engaging and mission oriented

I have been working on Essential Questions with Christian schools for a number of years now. Asking questions is a gracious way to invite people into a conversation. Jesus used questions in many different ways, but in each it was a way to cause those being asked to move to a higher plane of reflection, engagement, and dialogue. Jesus’ questions remain with us today and still challenge us: “Who do you say that I am?” Questions show respect for the others in conversation whereas statements tend to shut down further dialogue. Questions demonstrate that the asker is still open to further learning and demonstrates an attitude of humility.

Our best essential questions are shared questions that both the teacher and the student find worth pondering. “What is the difference between needs and wants?” is a question we all should be asking ourselves frequently and at each stage of life. Both teacher and student find a question like that worth their time as opposed to questions that are leading and guiding – questions that tell the learner that I as the teacher of course know the answer and I am just waiting for you to catch up and figure it out.  Sometimes I wonder why, with so many good questions out there, we spend so much of our time in the teaching profession telling students facts – the level of retention does not justify the kinds of time choices we make when we could have kids pondering things that are more essential and more fruitful for deep discussion of life issues.

When teachers are in the process of creating and identifying Essential Questions I am sometimes asked if there are “Christian” essential questions and non-Christian essential questions. Let’s start by acknowledging God’s authorship, sovereignty and his truth that is evident in all things whether it is acknowledged or not. All creation speaks to God’s design, beauty, and truth. Truly, the learning journey reveals God’s truth whether the teacher acknowledges or points to God or not in the process. In a Christian school a teacher has the freedom to point to God’s truth directly and to encourage students to seek to apply a Biblical perspective. In our question above of wants and needs, I can go up to a certain point in a public school and encourage living a stewardly life on the basis of being a good human being and sharing the planet, but I cannot root that in a spiritual belief system. In a Christian school I can encourage students to discover what the Bible says about wants and needs and to help them consider how the choices I make reflect good stewardship, the kind of compassion Jesus modeled, or how to think prophetically about societal issues in the light of Micah 6:8.

Let me give a few more examples. I recently purchased an excellent resource called The Essential Questions Handbook, published by Scholastic. The book is laid out by Big Ideas in the four core areas of ELA, math, science, and social studies and covers grades 4-8. So in social studies, the first big idea is Community. One of the Enduring Understandings caught my eye: “Within a community, we encounter and should respect alternative viewpoints and values.” In both public and Christian schools, we can encourage kids to demonstrate respect and seek to understand alternative viewpoints. In a Christian school we should also be encouraging kids to be gracious because they are interacting with fellow image-bearers, and equipping them with some wisdom as to how and when best to share the truth claims of the Gospel with others in their community. In Math the Big Idea of patterns results in an Essential Understanding of “Order exists in the universe.” In Christian schools we go beyond and ask who is responsible for this order, and what does this pattern reveal to us about God’s character. In Science the Big Idea of Endangered Species may result in an Essential Understanding of “Human activities can have positive and negative effects on the environment” leading us to wonder with students how to value various human activities. How as Christians do we determine whether human need or species survival are the final determining factor? What are the boundaries that need discussion around humans being the crown of creation and having dominion over creation versus stewardship and creation care?

It seems to me that there are many fruitful Essential Understandings and Essential Questions out there that reveal God’s truth. What is different is how a Christian teacher views that concept/question, whether they lead students to understand God’s truth in deeper ways, and ultimately help them to see God’s wonder, wisdom, and sense their own personal call of work in God’s world.

2 Comments

Filed under Biblical worldview, curriculum, distinctively Christian, staff development, student outcomes

Some sweet tweets for Thanksgiving feasting!

Go ahead – eat till you are full and come back for leftovers at a later time! I have enjoyed the stimulation of Twitter and have benefited greatly from the wisdom of many others. The things that others have learned from, and then shared with me, spontaneously encourage my own learning on a daily basis. I share some of the feast below and if you like a particular Tweet source, sign up to follow them!

Wisdom!

C. S. Lewis ‏@CSLewisU

Christianity, if false, is of no importance, and if true, of infinite importance. The only thing it cannot be is moderately important.

walter kirn ‏@walterkirn

I just finished reading the Internet today. It took a while but I can now report that there’s not much there.

Leonard Sweet ‏@lensweet

I’m all for celebrating war heroes but also want to celebrate peace heroes? Doesn’t peace demand equal if not greater heroism than war?

Pasi Sahlberg ‏@pasi_sahlberg

In the U.S. question is how much education increases private earnings. In Finland we ask how much lack of education will cost to the nation.

Robert Sommers, PhD ‏@RDSommers

I’ve met teachers that use Scantron tests that don’t like state assessments with multiple choice questions. Hmmmm.

Tim Keller Wisdom ‏@DailyKeller

“There’s never been a sinful heart that’s said I’ve had enough success, enough love, enough approval, or enough comfort.”

Rob Jacobs ‏@RobJacobs_

Leaders must convince people that status quo is extremely dangerous for any organization.

Leonard Sweet ‏@lensweet

For some, most important thing is “What’s your salary” or “Your religion?” For Jesus, most important thing about life is “Whom do you love?”

Leonard Sweet ‏@lensweet

When asked what’s due emperor, Jesus tells what’s due God. Money bears image of its owner: state. YOU belong to God. YOU bear logo of Logos.

Tim Keller Wisdom ‏@DailyKeller

“Every advancement in science, human learning, and work of art is also God opening his book of creation and revealing his truth to us.”

Karen Duke ‏@krnduke

A word may be all it takes to set somebody’s heart on fire or break it in two. F. Buechner

Marc Prensky ‏@marcprensky

If every teacher asked every kid “What are you passionate about?” & recorded & used the answers, our education would improve overnight.

Mike Morrell ‏@zoecarnate

“Talent is not in short supply. Passion is.”

Marc Prensky ‏@marcprensky

Technology provides tools (nouns) to do things (verbs). FOCUS ON THE VERBS & use the most up-to-date nouns you can.

Miroslav Volf ‏@MiroslavVolf

The first act of God (ad extra) was not resistance, but creation; the first word of God was not negation, but affirmation.

Tim Keller Wisdom ‏@DailyKeller

“Accepted in Christ, we now run the race ‘for the joy that is set before us’ rather than ‘for fear that comes behind us’.”

Leonard Sweet ‏@lensweet

Do you bear the “Maker’s Mark?” One “mark” of the Maker–do people become better, or feel inches taller, when they are in your presence?

Wonder!!

Shazam for insects – an app that identifies insects by their call!

25 incredible camouflaged insects 

World’s largest archive of wildlife sounds and videos 

Inspiration!!!

Sometimes the “Tough Teen” is Quietly Writing Stories

From the Center for Faith & Work – Humanizing Work: Xu Bing and the Phoenix

Landfill Harmonic- The World Sends Us Garbage… We Send Back Music

So, if you have digested all this in one sitting, move away from the screen and take a good long walk outside! Happy Thanksgiving! @DanBeerens

Leave a comment

Filed under community, creation & environment, devotional, discernment, encouraging the heart, resources, worship

Flourishing – Determination to bring joy and hope into the lives of others

Source: Beth Chatto Gardens by antonychammond via Flickr

Source: Beth Chatto Gardens by antonychammond via Flickr

Tenth and final post in a series that delves deeper into the characteristics of a flourishing student – click here to read the original post on flourishing.)

One of the most significant flourishing outcomes that we hope for our students is our last item- a determination to bring joy and hope into the lives of others. In order to do this, we must be able to bring together all aspects of head, heart, and hands – our cognition, passions, and behaviors. It is not that a people with this determination are saccharine sweet, out of touch with reality, or constantly smiling; rather, they know what they believe, who they are, and have a sense of their impact on others as they go through life. This determination comes from a sense of deep faith, gratefulness for God’s gracious gift of salvation, and a desire to live out a life of grateful service to others, to be Christ to them in small and large ways.

What we are really talking about is what attitude we choose to demonstrate each day, in each situation and circumstance. One of the most helpful quotes that speaks to the significance of a positive attitude is this famous one by Chuck Swindoll:

“Attitude is more important than facts. It is more important than the past, than education, money, circumstances, than failures and success, than what other people think, say, or do. It is more important than appearance, ability, or skill. It will make or break a business, a home, a friendship, an organization. The remarkable thing is I have a choice every day of what my attitude will be. I cannot change my past. I cannot change the actions of others. I cannot change the inevitable. The only thing I can change is attitude. Life is ten percent what happens to me and ninety percent how I react to it.”
Charles R. Swindoll

Swindoll is saying that attitude is more important than most anything else in life:  it is a critical issue to address with our students. We can help students realize is that they have a choice about their attitudes. A broken or difficult past may haunt us, but we have a choice about whether we forgive and move on or not. We have the opportunity to choose our attitudes each moment and in each circumstance. We see this modeled by Paul and Silas (Acts 16:25-28) as they were imprisoned for preaching the Gospel and chose to spend their time praying, singing, and eventually giving witness to that hope and joy that was spilling out of them. All students have the potential to flourish in this way – it is not dependent on intellect – in fact, some “special needs” students often can be the best bringers of joy and hope.

Our ultimate hope for our students is summarized in this final Flourishing Index statement – that they learn to become Christ-like – giving evidence of the hope that they have through Christ, being grateful in all circumstances, being humble in times of blessing, and living selfless lives of service to others, which is the faithful presence of Jesus Christ in the world.

3 Comments

Filed under Biblical worldview, classroom, community, encouraging the heart, image of God, kids/culture, student outcomes, worship

Impressive . . . and readable!

Visible-Learning-for-Teachers-Hattie-John-EB9781136592331The educational community worldwide owes a huge debt of gratitude to John Hattie. Hattie, a professor at the University of Melbourne, Australia is the author of Visible Learning, the result of 15 years of labor in the synthesis of educational research. The scope of what he attempted and completed is staggering: 800 meta-analyses of 50,000 research articles, 150,000 effect sizes, and about 240 million students! This work was reported in his 2009 book, Visible Learning. In his recent book, Visible Learning for Teachers: Maximizing Impact on Learning, he adds the results of 100+ meta-analyses that have been completed since 2009 and attempts to build a bridge of clarity directly to the daily work world of teachers and administrators.

What struck me initially about this book is the fact that he uses the format of the lesson to explain the findings of his research, thus putting the research results in context for the practitioner. His sections in Part 2 of his book are 1) preparing the lesson, 2) starting the lesson, 3) the flow of the lesson: learning, 4) the flow of the lesson: the place of feedback, and 5) the end of the lesson.  He presents the research findings in a readable format for teachers and administrator that it is simply outstanding! I have never enjoyed reading research so much! The chapters are filled with helpful tables and diagrams that bring further clarity to the text. At the end of each chapter is a series of 4-10 questions for further discussion that could be used very effectively in faculty learning sessions.

As excited as I am about the content, accessibility, and usefulness of the book, I am even more overjoyed about the perspective that Hattie articulates in Parts 1 and 3 of the book. He acknowledges the significance of passion and the difficulty of measuring it. In particular he emphasizes the significance of teachers demonstrating a passion for having a positive impact on all students in their class: to monitor, self-assess, and modify their performance so that they make a difference in what they do. Hattie believes that a key to student learning is that educators must be passionate about evaluating their impact. While we associate a book of research like this with student achievement, Hattie makes clear that an over-emphasis on this area can cause us to lose focus on “what students, know, can do, and care about.” What he means is that the kinds of things that we have been addressing in this blog related to student flourishing, i.e. “the school and learning experience…must be productive, challenging, and engaging to ensure the best chance possible that students will stay in school.”

I deeply resonate with how Hattie concludes the book. After all the excellent presentation of research, he opens a discussion of eight mind frames of the teacher by stating the following:

“The major argument in this book underlying powerful impacts in our schools relates to how we think! It is a set of mind frames that underpin our every action and decision in a school; it is a belief that we are evaluators, change agents, adaptive learning experts, seekers of feedback about our impact, engaged in dialogue and challenge, and developers of trust with all, and that we see opportunity in error, and are keen to spread the message about the power, fun, and impact that we have on learning.”

Wow – right on John! Our ways of thinking, or worldview (my word), is the linchpin to student learning. What we believe about students, their capability, how to manage and engage them, the barriers to their learning, and our ability to impact them are, and always will be, the keys to student learning. Hattie provides a helpful, copy permission granted, self-assessment checklist that all of your staff could take to understand what their own mind frames are and what might be their personal strengths and barriers.

I have been challenging Christian schools to see all students as image-bearers of God – in this distinctively Christian worldview there is no room for giving up on kids or not appreciating the gifts that each student brings into the classroom. While it is easy to give lip service to this concept, what I appreciate about this book is that Hattie has challenged us to go a step further by examining our mind frames and linking those mind frames back to the research. If we are serious about offering our professional work back to God as worship, we must be reading books like John Hattie’s – books that show us the truth about what we know so far about student learning via research and also show us bridges to offer our very best work back as worship and praise to God.

Leave a comment

Filed under book, classroom, resources, staff development, student outcomes

Should Christian schools be more like seminaries or churches?

Out of its best motives, the Christian day school movement was born from the deep conviction by parents that God’s truth be recognized in every subject and every aspect of learning. Knowing that a teacher’s worldview has a powerful and undeniable impact on students’ worldviews, public schooling was not acceptable to these parents because of concerns over what core values/worldview would be promoted. In a public school setting, where all worldviews sit on an equal platform, the highest aspirations for student outcomes often gravitate toward individual economic success and becoming a good citizen. By contrast, Christian education may also work toward these goals but holds a primary emphasis on nurturing students to love God and serve their neighbors in Christ’s name. Christian schools seek to unfold the wonder of God’s creation, teach students wisdom according to Biblical principles, and help students begin to practice for their life work of service/worship. Should the Christian school of today be more about this equipping in the same manner as a seminary or be more focused on working with a wide range of student belief as churches do? Our appropriate response may be – “It depends on the needs of the student and where they are at in their faith formation”, but I believe there is more to be considered because some schools only allow children of believers to attend, while other schools take all comers, regardless of parent beliefs.

Christian schools were originally structured to function more like seminaries than churches. This was based on the belief that Christian schools functioned as an extension of the Christian home – children of believers were also believers and were sent to a Christian school for discipleship. It is similar to when adult Christians desire to study the Bible more deeply, they may choose to attend a Christian seminary where they can study Greek, Latin, Biblical history, preaching, teaching, and discipleship. There is an assumption on the part of the Christian seminary that the student knows what they are signing up for and the seminary teaches from a certain perspective.  Similarly, parents who enroll their children in Christian day schools, desire and expect that teachers will teach from the perspective of God’s sovereignty and view each child as an image-bearer of God. They expect that the teachers will challenge their child to believe in Jesus and begin to understand what that means practically in life.

However should Christian schools more closely resemble today’s churches? In a world today where churches see themselves in a much more seeker oriented vein, is it appropriate also for Christian schools to be based upon the same type of missional approach? Just as anyone can come into a church on a Sunday morning, should parents of any or no belief be allowed to enroll their children in Christian schools? In both cases, many Christian school educators would say, “Yes, as long as parents and students coming in to the school understand what kind of education they are going to receive and are not disruptive to the process.” In talking with missional Christian schools, I have seen and heard a vitality and authenticity of conversations that can be had with students, as well as a lack of assumptions by students about faith (i.e., my parents are saved and so I must be too). Christian schools that go the missional enrollment route have found that they must take great care with articulating a biblical perspective in their curriculum and instruction so that they remain true to their mission, but I would add that this should be true of all Christian schools.

I believe that more dialogue on this question would be very helpful. How we should proceed may have a significant impact on how Christian schools are viewed by churches and parents considering Christian education.  I have worked as a teacher and administrator in both public and Christian school settings. I am under no illusions about the shortcomings or strengths of either. What I would like to see is more dialogue between Christians working in both settings, more prayer for each other, and more support from churches for both. We should desire that all students have the opportunity to flourish. I believe that a quality Christian school that takes its mission seriously has similarities to both a great seminary and a great church – revealing God’s truth in its teaching, making no false assumptions about individual’s faith, and connecting its purpose to the needs and challenges of the real world that Christ followers are called to serve.

1 Comment

Filed under Biblical worldview, board governance, change, church partnering, history