Content-Based Interdisciplinary Units

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Students learn better in context, and they take what they are learning more seriously when they can clearly see the value in the skill you are teaching. One way to help students value individual skills is to connect them to real-life experiences, problems, or topics. While concept-based learning is not a new strategy, it is hard to put into practice without intentional planning. So, how can you go about this process for your school or even an individual classroom?

The first step is to map out the major concepts you will be teaching in each of the subject areas. Yes, this is a BIG task, but it is worth it. During this stage of planning, my office is often buried under post-it notes and scribbled messages. It looks like a disaster at first, but magic comes from the process.

Once I have all the big topics in each subject area, I begin to look for patterns. For example, I am teaching fractions in math, parts of government in citizenship, cells in science, and parts of speech in English. Each of these areas of study is focused on the smaller parts that make up a larger picture. This gives me a basis for an overarching concept of whole-part relationships or thinking, which I can call “Break It Down Now.” If it is culturally appropriate, I may introduce this concept with clips of break dancing or maybe sounds and images of things breaking apart. By using these fun introductory images and sounds, I make an impact and start to solidify the pattern for students.

Once I have an overarching concept set and I determine which of my standards will fit into that unit, I can begin to think of larger questions that will tie the unit together. These questions will fall across the content areas and will be broad. They are intended to be higher order thinking questions that draw students into conversation and making connections. This is often a beautiful place to integrate faith into your teaching if you are able. For example, a question like “How did God create the world around us as a whole and as units?” or “Does broken apart mean destroyed?” would relate well to the “Break It Down Now” unit above. These are just a few of the larger questions you could ask. They can be tied to any subject area. Individual areas will also have questions tied to specific content standards.

Another critical element is to determine the best learning methods. In a traditional sense we often have a math class, science class, English class, etc. each day, and we see them as individual units. Concept-based learning requires much more overlap in subject areas. In the higher school years, it will require time for teamwork among staff members, as each teacher in a learning team will have to determine their role in the learning.

The final piece is assessment. Concept-based learning often requires project-based assessment. It needs to demonstrate not only memorisation of facts and figures, but also a student’s application of knowledge to the world around them. If I am talking about the above concept of whole-part relationships (“Break It Down Now”), I may have a final project that involves graphic organisers of part and whole. This could be done with the government, fractions, cells, and sentence diagramming. When these graphic organisers are placed side-by-side, we see a pattern. It could also be interdisciplinary, if you focus on what fraction of a sentence is adjectives, or what fraction of the government is local versus national. Students could write a properly diagrammed sentence about cells and their parts.

If you want to start heading down the road of concept-based interdisciplinary units, start small. Try your hand at a simple unit and then, as you learn, take on more. This is not a strategy that has to be used all at once; it can be grown and developed with time. Once you have done the hard work of the weeks and months of planning and aligning, the fun can begin. In the end, find a way to celebrate the students’ learning and give them a chance to share their new knowledge with others.

It is a lot of work, but a concept-based unit is an enjoyable way to teach and learn. It provides opportunity for learning that is applicable to local needs and culture. It takes boring distant textbooks and brings the material home. It gets a child to begin thinking “outside the box” of conventional subject areas, opening the world of creativity, critical thinking, and application of skills. Instead of hating math class but loving English, they may begin to see a connection between the two. It gets them excited and helps your community see how a change in method can have a big impact on student motivation and learning.

Jessica Moulding

Director, Arbor Christian Academy
Dominican Republic

Photo Credits:
Wooden Number Train via www.freeimages.co.uk
Planning via Piqsels.com
Assess via Piqsels.com

Tags:Best Instructional Practices, Transformative Teachers

Loving Students through Transition

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Transitions are a regular part of life for everyone: changing classes at the end of each year, moving houses, or having a pet die. However, they are more regular and significant for children who are living cross-culturally (or in their own culture but with people from other cultures). The sheer number of changes can be overwhelming, and some children have difficulty responding to them. It is important to make sure children do not think that change and transition are always negative; many transitions can be extremely positive.

 Many of us live in transient communities where students and staff come and go each year. It is vital that we equip students (whether staying or leaving) to move forward in the most positive way into the next stage of their lives and that we give students space to process, grieve, and celebrate. Transition and change affect everyone differently, and we must not assume that anyone will respond in a particular way just because we think they should. Whether you teach in a school where Christian values and teachings are a key pillar or whether you are in an environment where you must be careful in discussing the Bible, you can still lovingly guide students through this time and point them back to Christ. As much as possible, remind them that although things are always changing, Jesus ALWAYS remains the same.
 
Transitions lessons don’t have to be limited to a week in the school year. They can be integrated throughout the year. Below are tips for creating a framework for addressing transition and ideas for transition activities.[1]

Tips for a Transition Framework:

  • As a member of staff, develop a rationale and plan for transition instruction.
  • Create a safe space for students (e.g., circle times, class discussions, journal entries). Play trust games for the class to become comfortable with each other.
  • Intentionally meet students where they are and acknowledge their difficulty and grief. Remind them that Jesus invites us to sit with Him in the difficult times of life. He also brings good out of those times, though in the midst that is hard to see.
  • Do not just focus on those leaving – those staying are also greatly affected.
  • Bridge gaps. Rather than sudden endings and abrupt beginnings, provide overlap between the old and the new. Help students balance loss of the old with anticipation of the new.
  • Use emotions charts to give words to feelings and emotions students experience regarding transition. Take feelings seriously; discuss them with students.
  • Be attuned to changes in behaviour. For children who have suffered any type of loss, transitions can make them more vulnerable. An anxious state of mind may lead to defensive behaviours: aggression, acting out, withdrawal, lack of academic progress, depression, etc. Compassionately acknowledge the loss, then lovingly address the behaviour.
  • Involve parents and caregivers in any transition work the school undertakes.
  • Focus on developing life skills, including emotional resilience, empathy, and the ability to ask for help.

 Activity Ideas

  • Feelings Box: Have students write down their feelings about a transition on a card (anonymously), then put it into a box. Discuss cards with the class, who can offer suggestions of how to cope. Reference Bible verses. Extension: Have students write a letter of advice in response to a card.
  • Board Game: Have students create a game of Life with transitions, loss, change, choices, and possible ways to cope.
  • Table of Transition: Have students write down what has already happened and what lies ahead, then list positive and negative impacts of that change.
  • Writing & Art: Have students create an A-Z memory book, a picture, poem, diary entry, short story, or song about a past or future transition.
  • Timeline: Have students draw a timeline of key events/experiences from the past year with a face showing their emotion for each entry. Have them discuss their timeline with a friend, explaining why they felt the way they did at each stage.
  • Letter writing: Have students write a letter to their parents, another family member, or a friend describing how they feel about what is ahead, explaining what they are looking forward to and what they are anxious about.
  • Coping Mechanisms: Discuss positive and negative strategies, emphasizing that everyone will respond differently. Make sure when possible to include prayer and knowing what the Bible says about different situations.
  • Stories: Read books where someone has gone through transition. Identify feelings, responses, coping mechanisms, etc. (Examples: The Invisible String, It Will Be Okay, In My Heart, B at Home: Emma Moves Again)
  • Bible Stories: Discuss Bible characters who went through a similar transition. (Examples: Joseph & Abraham had to leave home and live cross-culturally; Mary & Martha faced the loss of their brother.)

Transitions are messy. They are sticky. They are hard. They are a huge part of cross-cultural life. They also bring sweetness. Cling to Jesus as you guide your students through such times. Your life and the way you walk through transitions with your students will teach them as much as your classroom lessons will.

Lindsey Estes

Teacher, Bingham Academy
Ethiopia

[1] See the following resources for further ideas and tips:
Families in Global Transition (https://www.figt.org/page-1114038)
SPAN Schools – great for international schools (https://www.spanschools.org/)
Kaleidoscope – An Online Community for Third Culture Kids (https://www.kldscp.org/).

Photo Credits:
Packing a carry-on. Black Forest Academy, 2020.
Traveling. Black Forest Academy, 2020.
Processing Transition. Black Forest Academy, 2020.
Story Time. Arbor Christian Academy, 2018.Tags:Transformational Education, Transformational Perspectives, Transformative Teachers

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The Transformation Solution

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I was interested to see an announcement from the Canadian government that they were initiating a transformation contest.[1] Applicants are to submit a practical proposal to transform society by creating a significant positive change.  Perhaps TeachBeyond should enter. Grants are available…it is the government after all.

If I were to enter this competition, my project would address what we can do in the classroom to see children transformed. There are three different aspects to the biblical view of this transformation, and all of them are a work of grace, unleashing the power of God to bring about change in people.  Perhaps this is the biggest difference between my proposal and others submitted by well-meaning people trying to change the world without God.

The first and most important of these aspects involves a transformation of the heart. When we receive Christ, we become a new creation (2 Corinthians 5:17). We are born again to become children of God. We receive the Holy Spirit. We pass from death to life. At the heart of this proposal is the goal of revealing Christ to the children in word and action, initiating a life-giving relationship.



While the theme of transformation is a common one in the bible, the word only appears twice in the New International Version. Second Corinthians 3:18 speaks of being transformed into the image of Christ. This refers to a transformation of character, where we become more and more Christ-like. Character development is woven throughout the fabric of life in a transformational classroom.

The third aspect of personal transformation is mentioned in Romans 12:2, “Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is…”[2] It seems that we cannot continue to experience the transformed life that we have in Christ without a renewal of the mind. This is right up the alley of Christian education. As teachers, we are charged with the responsibility of teaching children about the world.  What we want for our students is that they see every aspect of life clearly from God’s perspective.  The easy answer on how to do this is simply to teach students the whole truth. Since God is the Creator and Redeemer, the whole truth will always include God. This is what is at the heart of the idea of a Biblically integrated curriculum. What we teach and how we teach it results in a transformation of the mind that connects students to reality by showing them God’s perspective. In order for this type of transformation to happen, two things must be present in the process: knowledge and commitment. 

Knowledge is learned at three levels for it to impact student lives. The information level teaches the facts about the subject that students need to know. The understanding level contains concepts or principles that students can explain. They don’t just remember it, they “get it.” The application level is where students are able to use what they have learned.

These skills work together to help ensure that knowledge affects positive change in a student’s life. They also give students the tools they need to live in the world; discerning true from false and right from wrong, and not conforming to the values, attitudes and behaviors of the culture around them.



Commitment is more complex. The importance of commitment is that while we may be successful in teaching students the knowledge they need, they still have to “buy into it” if transformation is to take place. There are three stages that a student passes through as they make what you are teaching a part of their lives. At first, it is simply an idea, coming to them with all the other information that floods their lives every day. As they gain understanding of the validity and importance of that idea, it becomes a belief. Sometimes the process of developing a belief is a long one, with lots of discussions and arguments with others and with themselves.  Conviction is the highest level of buy in. Transformation occurs when the students reach the stage where they begin to incorporate a belief into their decision-making and act on what they believe. Our convictions give us a place to stand in the world and define who we are. This is true whether the topic is common denominators, climate change or the existence of God.

This type of transformational education leads students to the place where they have a new nature, a positive character change, and a new way of thinking; where truth affects all knowledge and where conviction makes what they learn a permanent part of their lives.

I’m not sure the Canadian government will accept my proposal, but I can’t think of a better way to transform society.
 

Bob Adams
Teacher Education Services
TeachBeyond Global

[1] “2020 Transformation Competition.” Social Sciences and Humanities Research Council. https://www.sshrc-crsh.gc.ca/funding-financement/nfrf-fnfr/transformation/2020/competition-concours-eng.aspx
[2] Romans 12:2, taken from The Holy Bible. New International Version®, NIV® Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc. TM Used by permission. All rights reserved worldwide
Photo Credits: Black swallowtail (caterpillar) by Spinus Nature Photography, CC BY-SA 3.0; Black swallowtail (butterfly) by Spinus Nature Photography, CC BY-SA 3.0; Building Process via Microsoft Clipart.

The Impact of Content-Based Interdisciplinary Units

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(Note: This article is a sequel to our last article. Click here to read that one.)

The planning involved in creating concept-based interdisciplinary units is intense, so why would you bother? It may sound great in theory, but in practice, is it actually worth the work? This is a question I have asked myself on those late nights strewn with plans, but when I think of the fruit it has produced in the classroom I persist through the process. If you are finding yourself asking that same question without the fruit before you, let me share for a moment a real-life example that may help you stay the path.

One of our first-grade units is called the pattern of life. This unit encompasses learning about national and local symbols, where people work, how we use money, addition and subtraction basics, and how living things use patterns and practices to survive. It sounds like a lot to cover, and honestly if we focused on each standard one by one there is no way we could have mastered even a fraction of this material, but instead we combined the disciplines to create activities that the students would not soon forget.

In kindergarten, the students had walked around the neighborhood interviewing local businessmen and women about their jobs. So, with this experience under their belts, we took it one step further in first grade. We asked people to come speak to the students about their jobs and learned about the interview process, writing questions, and taking turns speaking. Then we made the step over to finance. Students were connecting that the work people do not only completes a good or service for the community but also provides an income for the worker’s family. How should that money be spent? If you have ever asked a child what they would do with $20, you are aware that they believe money will go much farther than it can in reality. So, armed with a budget we headed to the local supermarket to plan a class party.

Each student was in a small team, and they had planned a party for the class. Now they had to go to the store and put a price to each item they wanted to purchase for the party. With pencils and clipboards in hand, the students soon realized that their dreams of an extravagant party would not fit within their tight budget. Upon reflection back in the classroom, we were able to talk about how the adults in their lives work very hard to provide for them. The value of a dollar, or in this case a peso, came clearly into view. The students voted on the party they wanted most, and we were able to purchase those items within the budget and enjoy a class party, planned by them, later that week.

As we worked through this section of the unit, we had a few driving questions that integrated faith into the conversation. The questions were as follows:

  • What does God say about money? 
  • How can a budget help us to have integrity?
  • How has God uniquely created living things to meet their needs?

These target questions opened up doors to discovery and conversation about tithing, paying for needed expenses, and the value of working with integrity. These conversations among young children are priceless – especially when some of them will not hear this message in any other place. The final section of this unit was to focus on how people and animals meet their needs through biomimicry. It beautifully demonstrated once again that striving for striving’s sake is not biblical. As the Lord has provided for the flowers in the field and the birds of the air, so He provides for us.

This “Pattern of Life” unit was packed with math, science, writing, planning, and field trips, but the moments sitting in a circle around the carpet were the sweetest. Those were moments of candid conversation. I wish I could say that it was all innocent and endearing, but I had students whose lives were riddled with difficulty and knowledge too great for their little minds to process. Through this hands-on exploration of life in the classroom I heard their stories and wiped their tears. I answered big God-questions and checked off boxes on their report cards. In short, I set up a classroom of discovery and went on a journey with my students that none of us would easily forget.

Is the intense work of planning concept-based interdisciplinary units worth it? Absolutely! These units bring lessons and standards to life and allow students to see the connections throughout subjects that are often taught separately. Through them, students can explore big ideas that will impact not only their walk with God, but also how they live and relate to others.

Jessica Moulding

Head of School
Arbor Christian Academy, Dominican Republic

Photo Credits:
Community. Arbor Christian Academy, 2019
Visiting the Neighborhood. Arbor Christian Academy, 2018.
Field Trip. FATEB Kinshasa Academy, 2017. 

Tags: Best Instructional Practices, Transformational Education OP

Leading Students Spiritually

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Hopefully I don’t lose credibility with what I’m about to admit, but here it is: I cannot properly pack away my tent after camping. Whenever I try to put it back into the storage bag, it never fits right. I’m not sure if the case has shrunk or the tent has grown, but I do know that I can never do it well.

This image of an overflowing tent kept coming to mind as I considered how we lead our students spiritually. There is no way to cover it all, so in the spirit of trying to fit my tent into the storage bag, let me share a few things that I think will make the biggest impact when trying to spiritually lead your students.

The Big Three
There are three spiritual disciplines that are foundational to our spiritual life: Bible reading, prayer, and fellowship. Whatever your context, you should include these disciplines throughout your day as an example for students to consider.

  1. It cannot be stressed enough that using Biblical principles as you go through your day can make a huge impact on the spiritual life of your students. Second Timothy 3:16 reads, “All Scripture is God-breathed and is useful…”[1] If you are privileged to be able to openly use the Bible, make sure to take advantage of it throughout your curriculum as well as in non-curricular matters. Even if you are in a situation where overt use of the Bible is not allowed, you can teach scriptural principles as you lead and engage your students, and through the way you respond to them inside and outside of class.
     
  2. Prayer is powerful. We could talk a long time about how prayer needs to be a regular part of our school lives. In some contexts, you can pray for needs shared by the class at the beginning of the day, stop for impromptu prayers in the hallway, or take a few minutes at the start of class to get everyone calm and focused. These can serve as examples of how much we value prayer. In other contexts, your prayers may not be as visible, but there are still plenty of opportunities to lift your students up. God’s Word teaches us to “pray without ceasing.”[2] Let’s be an example of this for our students.
     
  3. When I was a student, I loved when a teacher would finish early. A rousing game of Heads Up, 7 Up was almost always going to be a part of the next 10 or 15 minutes of class. I would never suggest eliminating the favorite free-time activities of students, but what if on occasion you used this extra time to lead students into spiritual fellowship? If appropriate, let students pray together or share their favourite Bible stories, or maybe even create an atmosphere of worship. In more restricted environments, perhaps you could lead students in conversations about character and moral formation.

Though it may look different, all three of these disciplines can still be done in the current world of online learning. The key is to be intentional about allowing spiritual formation into your lesson plans.

Lesson Plans
Speaking of lessons plans, one of the best habits that I included in my planning was to connect our expected student outcomes to the lessons.  You might do something similar with your school’s expected student outcomes, or maybe you could create a section connecting your lesson to the “Big Three” mentioned above.  What If Learning uses faith, hope, and love as their template.[3] Perhaps you want to focus on loving God and loving others. You can come up with your own focus based on your students and your experience. As mentioned above, the key is to be intentional.

Your Personal Walk
Your personal walk with the Lord is an often-overlooked part of leading your students spiritually. God teaches us through the Apostle Paul, “Watch your life and doctrine closely. Persevere in them, because if you do, you will save both yourself and your hearers.” [4]  I know this was written to a young pastor, but the principle is valid – when your life is where it needs to be in the Lord, it can make a huge difference in the spiritual walk of your students as you have opportunity to lead them.

Observation
One last tip to encourage you with is to watch and listen. As you observe what is happening in the lives of your students, you can begin to tailor your spiritual investment to their specific needs. Recognising the very real needs of your students takes time and effort, but it is an essential piece in figuring out how to help them grow spiritually.

Your students need you to help them grow. I pray that you will challenge yourself to consider using at least one of these ideas in your classroom. May the Lord help you do it well.
 

Dan Bishop, D.Min.
Assistant Regional Director
TeachBeyond, Europe
 

[1] 2 Timothy 3:16, emphasis added; taken from The Holy Bible. New International Version®, NIV® Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc. TM Used by permission. All rights reserved worldwide.

[2] 1 Thessalonians 5:17, taken from The Holy Bible. King James Version, Public Domain.

[3] What If Learning is a website aimed to support teachers in making the connection between Christian faith and teaching. It offers articles, templates, and examples that address this connection at various grade levels.

[4] 1 Timothy 4:16, taken from The Holy Bible. New International Version®, NIV® Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc. TM Used by permission. All rights reserved worldwide.
 Photo Credits: Man Praying and Reading by Chat Karen Studio/Shutterstock.com. Teacher working with students by Monkey Business Images/Shutterstock.com

Frustration, Transformation, and Holiness

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Which glass of water would you like to drink?

Both demonstrate the work of a BioSand water filter, invented by David Manz in the early 1990’s. Since then, these simple, durable filters have been used all around the world for water purification. The glass on the left is what the water at the top of the filter looks like; the glass on the right was drawn out from the bottom of the filter. The difference? Time. Filtration is a slow, gravity-fed process through sand and gravel. The filter removes up to 100% of helminths (worms), up to 100% of protozoa, up to 98.5% of bacteria, and 70-99% of viruses.[1] The water is present all along, but time produces a clear result in the glass.
 
Time and process can be frustrating, can’t they? We know clarity and purity, or muck and potential toxicity, when we see them. We know what the end result should be. Yet arriving at that result involves getting rid of impurities, removing what’s life-threatening, and even just plain old waiting. You don’t just turn on the tap and “poof,” there’s your pure water!
 
“For I have the desire to do what is good, but I cannot carry it out. For I do not do the good I want to do, but the evil I do not want to do—this I keep on doing.” (Romans 7:18-19)[2]
 
Do you resonate with Paul’s self-disclosure here? It’s the process of removing all the impurities, all that will kill me. This is slow, arduous and possibly even frustrating. “I do not do… what I want to do.”
 
“I’ll never, ever, do that again.”
“This was the last time. For sure. I want to be different now.”
“What’s going on in my head? Why am I thinking this? I don’t even want to. It’s so frustrating!”
 
As members of TeachBeyond, we’re committed to transformation – to seeing everyone become all that God intends. And one of the things God intends is for us to be like him. “Be holy because I, the Lord your God, am holy.” (Lev 19:2) Holiness is one of our core values: “Valuing the moral perfection of God, we pursue a life of purity as He instructs us to in His Word and enables us to live through His indwelling Spirit.”[3]
 
But how is this possible? We know we can’t behaviourally manage someone into life-change. Not in a classroom, and I certainly can’t in my own heart, soul, mind and body. Charles Spurgeon said it well, “Holiness is not the way to Christ; Christ is the way to holiness.”[4] On my own, I can’t produce holiness any more than I could produce clean water.
 
This is the beautiful news of the gospel; holiness is given to us by the One who is eternally holy. The writer of Hebrews lifts our heads and hearts to see that “we have been made holy through the sacrifice of the body of Jesus Christ once for all” (Hebrews 10:10). Look closely at the action of God, through Christ: “we have been made holy.” That’s it! That’s our position in Christ. A position we are given as daughters and sons, not because we’re able to squeeze the impurity out of our lives after enough effort, rather, because his indwelling Spirit is our life.
 
But we know all too well the feeling of being filtered and in-process, don’t we? God knows this too, and has planned this process specifically for you and me to learn to live in him. “For by one sacrifice he has made perfect forever those who are being made holy.” (Hebrews 10:14). Look closely at this verse, “those who are being made holy.” We “have been made” and we “are being made.” This is the powerful dynamic of the sanctifying work of the Holy Spirit in our lives.
 
Here’s one final gospel encouragement for you. Just as the pure water in the glass on the right was latent in the water in the glass on the left, so you are becoming what God has always desired for you to be in the power of his Spirit. Here’s a passage framed pedagogically: “You were taught… to be made new in the attitude of your minds; and to put on the new self, created to be like God in true righteousness and holiness.” (Eph 4:22-24) You are created to be just what God hopes you will be – righteous and holy.

May you be encouraged to allow the Holy Spirit to continue the process he has begun in you. May you be confident in the removal of toxic things from your heart and habits, your being and doing. And may you be inspired to live a holy life where God’s purity shines through you and those you impact for transformation.
 
For further reflection:

  • In what area of your life are you longing for more holiness? How is God prompting you to continue to be made holy?
  • How would you share the concept of holiness with a student so that they could become a holy 4th grader? (or whatever grade you impact)
  • How is God’s holiness the needed good news for your neighbourhood?

Brian Delamont

Director of Global Spiritual Development
TeachBeyond
 

[1] “What is a Biosand Filter?” CAWST, www.cawst.org/services/expertise/biosand-filter/more-information.

[2] Unless otherwise noted, all Scripture quotations are taken from The Holy Bible. New International Version®, NIV® Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc. TM Used by permission. All rights reserved worldwide.

[3] “Mission & Vision.” TeachBeyond, teachbeyond.org/learn/mission-vision/

[4] This saying is attributed to C.H. Spurgeon in a variety of sermons and articles.
 Photo Credits:
Clean Water. Neverthirst via Instagram/neverthirst_water.
Open Book on wood background by Anelina/Shutterstock.com
Woman Praying by MIA Studio/Shutterstock.com

Transformational Education from a Distance

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Lesson plans shape how your students learn, and while sliced up differently, the approaches to planning are often similar. For years, a favourite approach of mine was this:

  1. Students: Know your learners. Consider previous learning, abilities, disabilities, culture, attitudes, etc.
  2. Outcomes: What are you trying to have the learner know (cognitive), feel (affective), and do (psychomotor)?
  3. Methods: How will you take these learners from where they are to where they need to be (learning outcomes)? Methods are not the end; they are the creative tools to get there.
  4. Assess: Did your learners achieve the outcomes? Use summative assessment, yes, but more important for learning is formative assessment: minute by minute, are they getting it? And how do you adjust?

I encouraged my teachers to use this approach. We built planning around it and had success.

A Missing Part
But something was missing. The essential part for powerful, wholistic transformational education.

The part that makes what you do different than most classes in the world, online

or in person.

You could say that biblical integration is missing. However, if you are weaving biblical truth into these steps it might not be missing. But biblical integration does not equal transformational education. TeachBeyond transformational education goes beyond.

You might say that God is missing. However, you can teach about God in this approach. He does not have to be missing. But just teaching about God is not transformational education.

I have heard teachers say that the piece missing is “heart.” This is a good answer. After all, when we do transformational education, we aim at the inside first, before outside behaviours.

But what brings “heart” into it? What makes transformational education work?
The missing part in this plan: you.

You see, transformational education is about life. It is about changed, transformed lives. It is about bringing together you, the learner, the Holy Spirit, and God’s Word—all alive—and watching God “cause the growth.”

Transformational education is life on life, placing a transformed teacher in touch with a learner. You are the “living curriculum” that God uses. Excellent educational environments, one of our pillars of transformational education, brings this life together. It makes education about life in the subjects and in hearts. You are essential.
 
The Challenge of Online Learning
A teacher who walks into a physical classroom cannot help touching lives, for good or for bad. Students watch hour after hour. The teacher’s life becomes a book read by learners.

Good transformational educators bring themselves into class. Their love for God, lived out, impresses learners. Their unconditional love for students, shown in action, reaches hearts. Their love for their subject, the gift they give, shows in a passion that draws students into learning.

But, in an online class a teacher can hide behind the screen and present a relatively sterile lesson. It is possible to go through the steps, achieve curricular goals, and barely bring yourself into the class.

The challenge of online learning is to bring yourself, your whole self, transformed by the Holy Spirit, into your class. Here are some ideas that I have heard from great online, transformational teachers:

  • See your class as your space, your home. Make it unique and personal as you invite students into “your online home.”
  • Love, above all love. Ask yourself, how will I show love today? For God, for the learners, and for the gift you give them (your subject).
  • Know individuals. Get to know each learner. Have side notes or meetings. Treat each one as a whole, living person with interests and needs. Pray for individuals.
  • Show heart. Show your changed heart. Talk openly with learners about heart. Be real. Show your “inside.”
  • Plan engagement. Make space for active learner engagement. In the online world, everyone is starved for interaction. Use online groups, discussions, art, side chats. Help learners speak and connect.
  • Take care of yourself. “Zoom fatigue” is real. You need to care for your needs and not just keep plowing ahead. Take time to know that God is God and enjoy God’s goodness, even in lockdown.
  • Give yourself permission. Know that you not only have permission to bring “you” into class, but if you want to transform lives, you must.
  • Focus on the big things. Never forget that while students need to know nouns and verbs or equations, the more basic need is to know God and how life is lived with Him. Keep those in front of you.

You are probably thinking of other ways now. Talk with colleagues about what they do and keep the idea of bringing yourself into your class alive.

After I realised that I was missing the key to transformational education, I put this step between “students” and “outcomes” above: Teacher: What flows from your life and heart?

Transformational education needs you to be there. As God changes you, may your learners see Him and be transformed by His grace.
  Joe Neff, Th.M.
Coordinating Director of Education Services
TeachBeyond Global

Photo Credits: Missing Piece via PowerPoint. Teacher Connection via Shutterstock.

A Step towards Biblical Integration

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Transformational education – from a Christian perspective. Isn’t that what we’re about in TeachBeyond? Seeing God work through education to transform individuals and societies to be what He designed them to be? Absolutely!

Part of that “Christian perspective” on transformational education is teaching from a biblical worldview and helping our students develop such a worldview. In his book, Beyond Biblical Integration, Roger Erdvig explains that a biblical worldview is one in which a person’s thoughts, desires, and behaviours are aligned with God’s thoughts, desires, and behaviours as shown in His Word.[1] Erdvig shares the biblical framework of Creation – Fall – Redemption – Fulfillment that serves as a foundation for a biblical understanding of God’s world[2] and provides four questions which can serve us in analyzing the many facets of our world in light of that biblical framework:

  1. What is good in our culture that we can cultivate?
  2. What is missing that we can create?
  3. What is broken that we can cure?
  4. What is evil that we can help curb?[3]

In the classroom, when there are so many tasks to be completed and where it is all too easy to “get down to business” and set aside any add-on material or activities (especially in this time of stressful online learning), how can we nurture in our students a biblical understanding of what we are teaching them? How can we engage them in that important skill of reflection so they can build that biblical worldview? Here are a few ideas to get you thinking, ones that can be implemented in either in-person or online settings.

Discussion Questions
Leave some time at the end of a lesson to ask students how the particular topic they’re studying can be used to create/cultivate something good in the world or curb/cure something bad. This doesn’t have to be done each day – but once or twice throughout the week will allow students to get into a habit of seeing how a limited topic has a place in God’s broader world. Ask them as a whole group or split them into smaller groups (if online, use breakout groups) to process these questions with each other.

Journaling
Writing can and should be more than an academic exercise. In their article on using writing to combat traumatic experiences, Goodwin & Jones point out that it has been used as a therapy practice, as it helps individuals process their thoughts and experiences.[4] These authors also note that guided writing, with support from adults, is more effective than freewriting in processing experiences, and one suggestion they offer is using writing to share advice with another person. Response journaling can help students connect their learning with a biblical worldview and encourage thoughtful processing of the questions of how to cultivate, create, cure, or curb within the subject area. Students can also write letters of advice or explanation to help others see the subject matter in view of those questions. For younger learners or for learners who find writing overwhelming, journaling through drawing would work as well – have them draw out their responses or give illustrations for advice regarding the questions of how to use the subject matter to cultivate, create, cure, or curb.

Whiteboards
In our current world of online learning, using an online whiteboard can provide an interactive substitute for in-person activities. (A regular poster board could be used for in-person classes.) Students can collaborate by creating original collages, posters, drawings, or text responses to synthesize their learning and consider how it relates to cultivating, creating, curing, or curbing something in our world.

When students are given the opportunity to develop a habit of reflection that considers how all of learning and all of life fits into God’s purposes, desires, and actions, it is truly transformational. It allows them the chance to focus their attention on the God Who transforms, the God Who cultivates and creates good in our world and Who cures and curbs the evil that taints it.

Esther Burnham

School Services Conference Coordinator
TeachBeyond Global

[1] Erdvig, Roger C. S. Beyond Biblical Integration: Immersing You and Your Students in a Biblical Worldview, Summit Ministries, 2020, p. 10.
[2] Ibid, pp. 10-11, 48-52
[3] Ibid, pp. 59-64. Erdvig adapts these questions from John Stonestreet and Warren Smith’s work in Restoring All Things: God’s Audacious Plan to Change the world through Everyday People, Baker Books, 2015.
[4] Goodwin, Bryan, and Lisa M. Jones. “A ‘Write’ Way to Address Trauma.” Educational Leadership, Oct. 2020, pp. 74-75.
Photo Credits: Collaboration via Shutterstock.

Mind Your Mindset: Cultivating a Growth Mindset in our Students

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F A I L U R E       S E T B A C K S       O B S T A C L E S

When we read these words, feelings of sadness, defeat, and pain may rush to the surface as we recall challenging situations. They aren’t always easy to think about, are they? Let’s consider these words in an educational setting with a few tough questions.

  • When we face challenges as educators, do we avoid or embrace them?
  • As students face setbacks and obstacles, do they give up, blame others, or persist to overcome them?
  • When we face criticism, do we ignore it, discount it, or learn from it?

The underlying beliefs that we hold and teach about learning and intelligence have a strong impact on student achievement. We’ve all heard these laments from our students:

  • I’m not smart enough!
  • I’ve tried, but I can’t.
  • Everyone does it better than I can!
  • I. Give. Up.

When students believe that they can improve at something, they will understand that effort, time, and persistence help them excel. It is our privilege to help students believe that they can learn and increase their skill in new areas. Carol Dweck, an educational researcher from Stanford, describes how learners who adopt a growth mindset will come to believe that they can achieve more than they ever thought possible. She contrasts this belief to a fixed mindset where learners are fatalistic, believing that they are born with a certain amount of intelligence and living in fear that they are bound by their insecurities and inadequacies. She writes, “No matter what your ability is, effort is what ignites that ability and turns it into accomplishment”[1] Dweck’s research on mindset has influenced curriculum and instruction globally, guiding educators to create skillful learning environments that help children achieve more rigorous learning outcomes.


Psalm 139:14 assures us that all mankind is fearfully and wonderfully made. The most powerful growth mindset we can cultivate in our students is the belief that each child is made in the image of God and therefore possesses huge potential to do great things. The apostle Paul reminds us to be transformed by the renewing of our minds to experience God’s perfect will. “Putting on” a growth mindset helps us to create a powerful passion for transformative learning. Scripture is full of stories where God brought greatness out of difficulty, challenges, and failure (e.g., consider Joseph, David, and Paul). It is entirely possible to change a fixed mindset to a vibrant growth mindset.

Teacher practices have a huge impact on students’ mindsets. Let’s build students’ confidence by encouraging a growth mindset in our classrooms. Here are some tips to do so:

  1. Challenges
    Encourage learners to…
    • Choose more complex challenges in learning task options
    • Embrace challenges as learning opportunities
    • Realise that their value as students is not at stake
  2. Failures
    Provide safe classrooms for students to fail when learning
    Encourage learners to…
    • View mistakes as necessary, vital steppingstones to learning
    • Understand that their identity and value as students is not in their performance
  3. Obstacles/Setbacks
    Encourage learners to…
    • Persist, to devote more time and effort to overcoming obstacles
    • Avoid blaming others or situations
  4. Effort
    Encourage learners to…
    • Put time and effort into endeavors to achieve mastery
    • Avoid thinking that all effort is futile
    • Not give up
  5. Criticism
    Encourage learners to…
    • Learn from criticism and not be offended by it
    • Not become defensive about, avoid, or ignore criticism
  6. Success of others
    Encourage learners to…
    • Be inspired by the success of others, to enjoy rejoicing with those that succeed
      (This attitude helps them to see the wonderful image of God in others.)
    • Not be threatened by the success of others or be excessively self-critical
  7. Feedback
    • Praise effort and perseverance, and avoid phrases like, “Great job – you’re so smart!”
      Compliments about students’ hard work are more likely to foster a growth mindset where they are encouraged to persist despite failure and setbacks.
    • Provide personalized feedback as much as possible – help students see areas of improvement and next steps in their progress. Encourage their development.

 As educators, it is our privilege to create learning environments where students believe that God created them with the ability to do great things. Fostering an encouraging environment and cultivating a growth mindset that welcomes challenges, anticipates struggle and errors, and provides rich and specific feedback for improvement are empowering for students!

Let’s rise to the growth mindset challenge and encourage effort and perseverance which ignites ability and turns it into accomplishment. Let’s mind our students’ mindsets!

Here’s a quick reference table for you to print, edit, or share with your students:

 

Dorothy Gnanakan
Education Consultant, Teacher Education Services
TeachBeyond Global
 

[1] Dweck, Carol. S. Mindset: The New Psychology of Success. New York: Random House: 2006, p. 41.
Photo Credits: Problem-Solving via Shutterfly. Dream Big via Shutterfly.

Long Term Curriculum Planning

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11 November 2020


Planning is very important to learners’ developing and growing in the knowledge and skills they need. An effective teacher thoughtfully plans lessons ahead of instruction, defining goals and objectives, and developing engaging learning activities. Yet lesson plans only are one type of planning. They look at the short-term. Let’s not forget about the long-term view for curriculum over a whole school year or term. Is there a way to plan for how all your daily and weekly plans fit together? A long-term curriculum plan is a great tool to help you plan your school terms with the end in mind and set the route for how learning will take place. 
 
The Value of Long-Term Curriculum Planning
A long-term plan is a general outline of how to accomplish major curriculum goals of the school year. It gives a big picture view, with the beginning of the school year or term as your “starting location” and the end of the school year or term as your “destination.” Think of it as a navigation plan that you might use to get to a store. A long-term plan, with major curriculum goals placed along the path, allows you to know where you are going and how you will get there. It is helpful in that you do not have to have every detail of the plan or pathway figured out for it to keep you focused and on-track towards your destination. It is not limited to one type of educator, and it becomes a reference tool for the remainder of the school term for which you planned.
 
Making a Long-term Curriculum Plan
To begin, you will need to gather supplies and make initial decisions. Be prepared for spending an hour or more developing your long-term plan. First, decide on the time frame of your plan. Will you plan for the whole year, a semester, or a few months? Second, gather supplies needed. Locate your school’s curriculum documents (e.g., scope and sequence, unit or chapter titles) that guide what you are expected to teach during this time frame. If you do not know where to find these, ask your school leadership or a fellow teacher. You’ll also want access to a regular calendar, your school calendar, a way to record your plan, and a writing utensil, if using paper. I suggest using a format that is easily changeable. My favorite way to make my long-term plan was using small, colored sticky notes and my lesson planning book. Find what works best for you; it may take some time. The focus is on making a plan that is practical and available for use throughout the time period you’ve decided on. You will come back to your long-term plan multiple times.
 
After gathering supplies, mark off on your calendar all school holidays, days off, days with special events, and end of term days. This allows you to know the number of instructional days available as well as disruptions to the flow of your teaching times. Next, look at your curriculum documents and identify topics or units of study to cover. You may need to decide the length of time to spend on each, or perhaps there is guidance from school documents. Either way, begin placing these topics in your plan, keeping in mind available instructional days. Remember, you are only looking at the topics or units you will be teaching. You are not considering individual lessons or your daily lessons. This is an overview, so you can focus on those aspects later. If you have multiple subjects or disciplines, repeat this process for each respective unit. Now, take a deep breath and do a little celebration dance or something to recognize this hard work!
 
Using a Long-Term Curriculum Plan
Remember, a long-term plan is a guide, meaning it is flexible. It provides the structure you need but allows you to create daily lesson plans based on your students’ needs and other needs that arise. In her article, Kristen Moreland emphasizes the benefits and use of a long-term plan when she says, “A mentor of mine long ago once told me, ‘You can’t be spontaneous unless you are expertly planned.’ When you know where you are going, you have the freedom and flexibility to respond to students’ needs and interests and not be frustrated by the unexpected.”[1] This is key in the life of a transformational teacher because it allows room for the Holy Spirit to guide you. Invite the indwelling Holy Spirit to be your guide as you implement your long-term plan into daily lessons. He knows the needs of your students more than you do. He gives you the freedom, flexibility, and strength to carry out the daily tasks of instructing and guiding learners’ hearts towards God. Together with God, a long-term curriculum plan is a powerful tool in the hands of educators focused on bringing transformation to the lives of their students.
 
Amanda Ferris, M.Ed. Curriculum Services Coordinator, School Services
TeachBeyond Global
  [1] Moreland, Kristen. “The Purpose, Planning, and Personal Connections That Will Sustain You All Year.” ASCD Express. ASCD, 23 Aug. 2018, www.ascd.org/ascd-express/vol13/The-Purpose-Planning-and-Personal-Connections-That-Will-Sustain-You-All-Year.aspx.
Photo Credits: MAPS.ME App via Wikipedia. Planning/Creating via Shutterstock.