F22_Transformative Teaching_Syllabus

Transformative Teaching:

The Role of a Christian Educator

ICS Course Code: ICSD 260006 F22

Instructor: Dr. Edith van der Boom

Term and Year: Fall 2022 - online

Course Description

Transformative Teaching is a course for instructional leaders as they consider their roles as Christian educators called to be transformers of society and culture. In this course, we will consider constructivism (a dominant educational theory in the twenty-first century that informs student-centred pedagogies such as Project Based Learning) through the lens of Scripture and investigate the assumptions that it makes. We will explore our calling as Christian educators as we consider Christian practices within our teaching.

This course seeks to help Christian educators find clarity in answers to the following questions:

Context: Who am I called to be as a Christian educator in my particular place and time?
Constructivism: How does constructivism inform my practice?
Culture: How do Christian practices inform our teaching?

Course Format

This course is an online course consisting of six synchronous discussions and 13 weeks of asynchronous online interaction. Specifically, participants will:

Write weekly reflective responses to the assigned readings
Participate in 13 weekly forum discussions
Participate in six 3-hour online, interactive Zoom sessions (Please note that times may change in order to accommodate students in different time zones.)

Zoom 1: Thursday, September 15 from 4:30-7:30 pm, ET
Zoom 2: Thursday, September 22 from 4:30-7:30 pm ET
Zoom 3: Thursday, October 13 from 4:30-7:30 pm, ET
Zoom 4: Thursday, November 3 from 4:30-7:30 pm, ET
Zoom 5: Thursday, November 17 from 4:30-7:30 pm, ET
Zoom 6: Thursday, December 1 from 4:30-7:30 pm, ET

Complete a project that applies their understanding of Transformative Teaching;
Provide feedback on the projects of other course participants;
Share their project with an authentic audience; and
Post their project in an e-portfolio.

Driving Question

How can our teaching practices play a part in transforming culture?

Essential Questions

Context

Who am I called to be as a Christian educator?
What does it mean to be “called to serve God” in a classroom?

Constructivism

How does constructivism line up with my beliefs as a Christian?
How does constructivism inform my practice?

Culture

What role does education play in transforming culture?

Learning Goals

By the end of this course participants will be able to:

Develop critical reflective skills about what it means to be a Christian teacher;
Critique constructivism from a biblical perspective;
Consider how constructivism informs your practice;
Complete a project as a means to apply your learning of constructivist instructional methodology as a Christian practice; and
Present what you have learned as a celebration of learning as a means to share your learning with an authentic audience.

Course Requirements

Participants in Transformative Teaching will:

Participate in six 3-hour Zoom sessions throughout the term;
Read ~650 pages of required readings and participate in 13 forum discussions;
Read ~600 pages in addition to the reading required to inform your project, to a total of 1,250 pages;
Complete a project through one of the following options as described below;
Present your project at a Celebration of Learning to an authentic audience contributing to the communal learning of others;
Showcase your project in an e-portfolio to further share your learning with future educators.

If you are taking this course for credit, the course elements being evaluated are weighted as follows:

Assigned Reading and Written Discussion (30%)
Participation in Zoom Sessions (20%)
Project (40%)
Celebration of Learning (5%)
Portfolio Entry (5%)

Assigned Reading and Written Discussion Points – 30%

Purchase or borrow the following two books:

Lee, H. (Ed.) (2010), Faith-based education that constructs: A creative dialogue

between constructivism and faith-based education. Wipf & Stock.

Palmer, P. J. (1993). To know as we are known: Education as a spiritual journey.

HarperOne.

Other required reading will be made available as PDFs in the Google Classroom for this course.

Each week you are to generate one reading response (250-words) based on the assigned reading. During the weeks we do not meet together over Zoom you will also be required to submit one discussion point (250-words), and one discussion response (100-words). Each writing task will be outlined in the Google classroom. Students will be required to post all written work in the class comment section and submit it to me through the “hand in” feature in our Google classroom. Please follow these three steps:

Make a copy of your work prior to submitting it on Google classroom as once you share it the ownership will transfer to the Academic Registrar.
Copy your written work into the comment section of the task so that it is visible to all participants in the course.
Submit your written work on Google using the “+ Add or create” tab and then click “Hand In.”

If you have not used Google Classroom in the past and would like some assistance in becoming comfortable with navigating through it, please do not hesitate to reach out to me through an email.

Participation in Synchronous Sessions - 20%

Six 3-hour online, interactive Zoom sessions.

Project - 40%

Students will be expected to apply their knowledge of Transformative Teaching to develop a project that applies to their own teaching/leadership practice. Read ~600 pages in addition to the reading required for forum discussions, to a total of 1,250 pages and then choose one of the following options as your project:

Create your own project. Consider what would be a meaningful way to continue to develop your understanding and application of the constructivist instructional methodology. All project proposals must be approved by the instructor in

writing.

Case studies in constructivist instructional methodology: Telling your stories. You are invited to tell a story, or series of stories, describing the way in which reflection stimulated by the course has affected your practice. You might describe changes in teaching strategies, planning processes, policy development, learning activities—indeed, anything in your life as a teacher that demonstrates the impact of applying constructivist instructional methodology with Christian teaching.
Planning for teaching: a curriculum segment in constructivist instructional methodology. Although this task could also be included in either of the other options, you may choose to focus on developing a plan for teaching a segment of one of your current subjects or skill areas. This would demonstrate the application of constructivist instructional methodology that aligns with Christian teaching, including a comprehensive rationale for the approach you adopt.
Write two papers of 1,500 to 2,500 words each and submit for publication at least one in a professional journal and/or your local school newsletter.
Participate in one of the PBL courses offered at The Christian Academy and develop your project in response to your learning in this course. (http://www.teacheracademy.ca/courses.html) The Academy is an intensive, challenging, and rewarding Professional Development opportunity located at Hamilton District Christian High in Ancaster, Ontrio. The one-week Odyssey program runs from July 6 - 8, 2022 (online) or August 22 - 25, 2022 (in-person) for educators and school leaders who desire to further their understanding and development in Project Based Learning through one of five different course options. Each of these courses will include a project.
Participate in one of the PD courses offered at Residency: A Place for Christian Deeper Learning and develop your project in response to your learning in this course. (http://residency.scsbc.net/) Situated on the west coast of beautiful British Columbia, the Residency offers a practical professional learning week for Christian educators. The one-week Residency program runs from August 22 - 26, 2022 at Summit Pacific College in Abbotsford, BC. There are three tracks that a participant can choose: Christian Deeper Learning - Worldview, Project-Based Learning, or Teaching for Transformation, and Christian Deeper Learning Intensive - Improvisation. Through collaboration and protocol, participants will complete a culminating project that can be implemented into this course or serve as a resource for ongoing pedagogical development.

All writing should adhere to standard APA 7 formatting guidelines. All projects are due Friday, January 27, 2023.

Celebration of Learning – 10%

The purpose of the Celebration of Learning is to present your project to an authentic audience. You will make arrangements to present to your staff, board of directors, school community, at a conference or with whoever represents an authentic audience for your project. In addition, please invite the instructor of this course to your Celebration of Learning.

An alternative to presenting a Celebration of Learning would be to present your project or a portion of your project for publication. Students who choose to write two papers for their project are expected to publish at least one of their papers. Publications may be submitted to a professional journal and/or to a school newsletter.

All celebrations of learning or drafts for publication are due Friday, January 27.

e- Portfolio Entry – 5%

Showcase your project in an e-portfolio to further share your learning with future educators. Google Sites is recommended but not required. Due Friday, January 27.

Course Evaluation

All the course elements other than the project will be graded as a zero for non-participation, late participation, or inadequate participation per the instructions, or a full grade for active participation per the detailed instructions in the Google Classroom. Course evaluation will be in line with ICSs grading approach as outlined in the chart below.

Letter Grade	Numerical Equivalents	Grade Point	Grasp of Subject Matter	Other Qualities Expected of Students
A RANGE: Excellent: Student shows original thinking, analytic and synthetic ability, critical evaluations, broad knowledge base
A+	90-100	4.0	Profound and Creative	Strong evidence of original thought, of analytic and synthetic ability; sound and penetrating critical evaluations which identify assumptions of those they study as well as their own; mastery of an extensive knowledge base
A	85-89	4.0	Outstanding
A-	80-84	3.7	Excellent	Clear evidence of original thinking, of analytic and synthetic ability; sound critical evaluations; broad knowledge base
B RANGE: Good: Student shows critical capacity and analytic ability, understanding of relevant issues, familiarity with the literature
B+	77-79	3.3	Very Good	Good critical capacity and analytic ability; reasonable understanding of relevant issues; good familiarity with the literature
B	73-76	3.0	Good
B-	70-72	2.7	Satisfactory at a post-baccalaureate level	Adequate critical capacity and analytic ability; some understanding of relevant issues; some familiarity with the literature
F	0-69	0	Failure	Failure to meet the above criteria

Course Schedule

Week 1

47 pages

To Know As We Are Known - Part 1

Palmer, P. J. (1993). Preface for the Paperback Edition. In To know as we are known: Education as a spiritual journey (pp. ix-xix). HarperOne. [11 pages]

Palmer, P. J. (1993). Introduction. In To know as we are known: Education as a spiritual journey (pp. xxiii-xxvi). HarperOne. [4 pages]

Palmer, P. J. (1993). Knowing is loving. In To know as we are known: Education as a spiritual journey (pp. 1-16). HarperOne. [16 pages]

Palmer, P. J. (1993). Education as Spiritual Formation. In To know as we are known: Education as a spiritual journey (pp. 17-32). HarperOne. [16 pages]

Week 2

55 pages

To Know As We Are Known - Part 2

Palmer, P. J. (1993). The teaching behind the teaching. In To know as we are known: Education as a spiritual journey (pp. 33-46). HarperOne. [14 pages]

Palmer, P. J. (1993). What is truth? In To know as we are known: Education as a spiritual journey (pp. 47-68). HarperOne. [22 pages]

Palmer, P. J. (1993). To teach is to create a space…. In To know as we are known: Education as a spiritual journey (pp. 69-87). HarperOne. [19 pages]

Week 3

47 pages

To Know As We Are Known - Part 3

Palmer, P. J. (1993). …In which obedience to truth is practiced. In To know as we are known: Education as a spiritual journey (pp. 88-105). HarperOne. [18 pages]

Palmer, P. J. (1993). The spiritual formation of teachers. In To know as we are known:Education as a spiritual journey (pp. 105-125). HarperOne. [20 pages]

Farber, K. (2017). Learning by doing: Service learning as a means of personal growth in the middle grades. Current Issues in Middle Level Education 22(1), 1-9. [9 pages]

Week 4

43 pages

Service Learning

Farber, K. & Bishop, P. (2018). Service learning in the middle grades: Learning by doing and caring, Research in Middle Level Education Online, 41:2, 1-15, DOI: 10.1080/19404476.2017.1415600 [16 pages]

Barab, S. A., & Plucker, J. A. (2002). Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning. Educational Psychologist, 37(3), 165-182. [17 pages]

Kidson, P. (2000). Towards a Christian praxis education: some possibilities for Christian schools. Journal of Education & Christian Belief, 4(2), 151-161. [10 pages]

Week 5

46 pages

On Critical Pedagogy

Giroux, H. A. (2020). Schooling and the culture of positivism: Notes on the death of history. In On critical pedagogy, 2nd edition (pp. 19-47). Bloomsbury Academic. [28 pages]

Giroux, H. A. (2020). The promise of critical pedagogy in the age of globalization: Towards a pedagogy of democratization. In On critical pedagogy, 2nd edition (pp. 79-96). Bloomsbury Academic. [18 pages]

Week 6

53 pages

Trends and Issues of Constructivism - Part 1

Fernhout, H. (1997). Christian schooling: telling a worldview story. In I. Lambert & L. J. Mitchell (Eds.), The crumbling walls of certainty: towards a Christian critique of postmodernity and education (pp. 75-98). The Centre for the Study of Australian Christianity. [23 pages]

Espinor, D. (2010). Overview of Learning Theories. In Lee, H., (Ed.), Faith-based education that constructs: A creative dialogue between constructivism and faith-based education (pp. 5-20). Wipf & Stock. [17 pages]

Fennema, J. (2010). Constructivism: A critique from a biblical worldview. In Lee, H., (Ed.), Faith-based education that constructs: A creative dialogue between constructivism and faith-based education (pp. 23-35). Wipf & Stock. [13 pages]

Week 7

40 pages

Trends and Issues of Constructivism - Part 2

Roso, C. G. (2010). Constructivism in the classroom: Is it biblical?. In Lee, H., (Ed.), Faith-based education that constructs: A creative dialogue between constructivism and faith-based education (pp. 37-43). Wipf & Stock. [7 pages]

Lee, H. (2010). Three faces of constructivism. In Lee, H., (Ed.), Faith-based education that constructs: A creative dialogue between constructivism and faith-based education (pp. 45-61). Wipf & Stock. [21 pages]

Lee, H. (2010). Jesus’ teaching model and its embedded constructivist principles. In Lee, H., (Ed.), Faith-based education that constructs: A creative dialogue between constructivism and faith-based education (pp. 71-82). Wipf & Stock. [12 pages]

Week 8

46 pages

Trends and Issues of Constructivism - Part 3

Hall, H. (2010). Constructivist curriculum design. In Lee, H., (Ed.), Faith-based education that constructs: A creative dialogue between constructivism and faith-based education (pp. 84-102). Wipf & Stock. [18 pages]

Belcher, E. C. (2010). Beyond constructivism: Exploring grand narratives and story constructively. In Lee, H., (Ed.), Faith-based education that constructs: A creative dialogue between constructivism and faith-based education (pp. 139-155). Wipf & Stock. [16 pages]

Lederhouse, J. N. (2010). Constructivism in an era of accountability: A case study of three Christian public school teachers. In Lee, H., (Ed.), Faith-based education that constructs: A creative dialogue between constructivism and faith-based education (pp. 156-168). Wipf & Stock. [12 pages]

Week 9

46 pages

Trends and Issues of Constructivism - Part 4

MacCullough, M. E. (2010). A constructive, interactive approach to learning. In Lee, H., (Ed.), Faith-based education that constructs: A creative dialogue between constructivism and faith-based education (pp. 183-201). Wipf & Stock. [18 pages]

Osborne, D. (2010). Fostering online communities of faith. In Lee, H., (Ed.), Faith-based education that constructs: A creative dialogue between constructivism and faith-based education (pp. 208-226). Wipf & Stock. [18 pages]

Owen, P. M. (2010). Project-based learning in faith-based multicultural education. In Lee, H., (Ed.), Faith-based education that constructs: A creative dialogue between constructivism and faith-based education (pp. 227-235). Wipf & Stock. [8 pages]

Week 10

41 pages

Constructivism in Faith-Based Education

Metcalfe, S. P. (2010). Constructivism and faith-based education: Children separated at birth? In Lee, H., (Ed.), Faith-based education that constructs: A creative dialogue between constructivism and faith-based education (pp. 261-273). Wipf & Stock. [13 pages]

Wolterstorff, N. (1980). Teaching responsibly. In Educating for responsible action (pp. 7-15). CSI Publications/Wm. B. Eerdmans. [8 pages]

Wolterstorff, N. (2002). Task and invitation. In Goris Stronks, G. & Joldersma, C. W. (Eds.), Educating for life: Reflections on Christian teaching and learning (pp. 253-264 ). Baker Academic. [11 pages]

Wolterstorff, N. (2002).Teaching for gratitude. In Goris Stronks, G. & Joldersma, C. W. (Eds.), Educating for life: Reflections on Christian teaching and learning (pp. 265-273). Baker Academic. [9 pages]

Week 11

43 pages

Loving the World

Wolterstorff, N. (2002). Teaching for justice. In Goris Stronks, G. & Joldersma, C. W. (Eds.), Educating for life: Reflections on Christian teaching and learning (pp. 274-283). Baker Academic. [10 pages]

Smith, J. K. A. (2016). Teach your children well: Learning by heart. In You are what you love: The spiritual power of habit (pp. 137-170). Brazos Press. [33 pages]

Week 12

32 pages

Work and Worship

Kaemingk, M. & Willson, C. B. (2020). Worship that forms workers. In Work and worship: Reconnecting our labor and liturgy [eBook edition]. Baker Academic. https://ebookcentral-proquest-com.myaccess.library.utoronto.ca/lib/utoronto/detail.action?docID=6395636 [8 pages]

Kaemingk, M. & Willson, C. B. (2020).Worship that fails workers. In Work and worship: Reconnecting our labor and liturgy [eBook edition]. Baker Academic. https://ebookcentral-proquest-com.myaccess.library.utoronto.ca/lib/utoronto/detail.action?docID=6395636 [6 pages]

Kaemingk, M. & Willson, C. B. (2020). Workers in the pews. In Work and worship: Reconnecting our labor and liturgy [eBook edition]. Baker Academic. https://ebookcentral-proquest-com.myaccess.library.utoronto.ca/lib/utoronto/detail.action?docID=6395636 [18 pages]

Week 13

46 pages

Teaching and Christian Practices

Kaemingk, M. & Willson, C. B. (2020). The Pentateuch: Bring work into worship. In Work and worship: Reconnecting our labor and liturgy [eBook edition]. Baker Academic. https://ebookcentral-proquest-com.myaccess.library.utoronto.ca/lib/utoronto/detail.action?docID=6395636 [15 pages]

Smith, D. I. (2017). Teaching Bonhoeffer: Pedagogy and peripheral practices. International Journal of Christianity & Education, 21(2), 146-159. [13 pages]

Call, C. (2011). The rough trail to authentic pedagogy: Incorporating hospitality, fellowship, and testimony into the classroom. In Smith, D. I. & Smith, J. K. A. (Eds.), Teaching and Christian practices: Reshaping faith & learning (pp. 61-79). William B. Eerdmans Publishing Company. [18 pages]

Recommended Resources

Adichie, Chimamanda Ngozi (2009). The danger of a single story. TEDGlobal.

Edutopia project-based learning resources, www.edutopia.org/project-based-learning. Buck

Institute for education website, packed with project-based learning resources, www.bie.org.

EL Education. Models of Excellence: The Centre for High Quality Work. Retrieved January

5, 2021 from https://modelsofexcellence.eleducation.org/

Next Generation Learning Challenges (n.d.). Transforming learning for equity: Navigating

the change with transformation design. Retrieved June 22, 2022 from www.transformation-design.org

Next Generation Learning Challenges (NGLC). (n.d.). Retrieved November 26, 2020 from

https://www.nextgenlearning.org/

Schwartz, B. (2013). Our loss of wisdom TED-Ed

Smith, D. I. & Smith, J. K. A. (Eds.) (2011). Teaching and Christian practices: Reshaping

faith & learning. William B. Eerdmans Publishing Company.

Teaching for Transformation. (n.d.). Retrieved October 27, 2020, from

https://www.teachingfortransformation.org/

Teaching for Transformation (n.d.). Elementary TfT Stories. Retrieved November 30, 2020 from

https://www.youtube.com/watch?v=9c0hee2Mj0M&feature=youtu.be&utm_source=newsletter&utm_medium=email&utm_content=Watch&utm_campaign=TfT-Fall-2020-Recap

Teaching for Transformation (n.d.). Secondary TfT Stories. Retrieved November 30, 2020 from https://www.youtube.com/watch?v=Fg0AcLqUXSg&feature=youtu.be&utm_source=newsletter&utm_medium=email&utm_content=Watch&utm_campaign=TfT-Fall-2020-Recap

Transformation Design (n.d.) Retrieved November 26, 2020, from https://www.transformation-design.org/home

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Students with diverse learning styles and needs are welcome in this course. In particular, if you have a disability or health consideration that may require accommodations, please feel free to approach Edith van der Boom (course instructor: evanderboom@icscanada.edu), Gideon Struass (Academic Dean: academic-dean@icscanada.edu) and/or Elizabet Aras (Academic Registrar and Students Services coordinator: academic-registrar@icscanada.edu) as soon as possible.