W21_Transforming the World_Syllabus

Transforming the World:

The Role of a Christian Educator

ICS Course Code: TBD

Instructor: Dr. Edith van der Boom

Term and Year: Winter 2021 - online

Course Description:

Transforming the World is a course for instructional leaders as they consider their roles as Christian educators. We will consider our context as Christians as we are called to be transformers of society and culture by seeking justice and righteousness for those who are marginalized and disenfranchised. 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 to transform culture in our schools, local community, and the world.

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: What role does education play in creating culture?

Course Format:

This course will for the most part be completed asynchronously. Participants in Transforming the World will:

Write reflective responses to the the assigned readings;
Participate in weekly forum discussions;
Complete a project that applies their understanding of their role as an educator;
Respond to the projects of other course participants;
Share their project with an authentic audience; and
Post their project in an e-portfolio.

In addition, three 3-hour online, interactive Zoom sessions will be scheduled by the instructor based on students’ time zones and availability.

Session 1 will take place between weeks 1-4 and focus on context.
Session 2 will take place between weeks 5-9 and focus on constructivism.
Session 3 will take place between weeks 10-13 and focus on culture.

Biblical Perspectives:

God has called us to our work as Christian Educators: “See, I have called by name Bezalel the son of Uri, the son of Hur, of the tribe of Judah. And I have filled him with the Spirit of God, in wisdom, in understanding, in knowledge, and in all manner of workmanship.” Exodus 31:2-3 (NKJV)

We have been called to live out our faith in our vocation: “He has shown you, O mortal, what is good. And what does the Lord require of you? To act justly and to love mercy and to walk humbly with your God.” Micah 6:8 (NIV)

God has called us to live out our faith in our work but it is the Lord who establishes the work of our hands: “May the favor of the Lord our God rest on us; establish the work of our hands for us---Yes, establish the work of our hands.” Psalm 90:17 (TNIV)

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:

a. Develop critical reflective skills about what it means to be a Christian teacher;

b. Critique constructivism from a biblical perspective;

c. Consider how constructivism informs your practice;

d. Gain an understanding of culture and seek to transform culture as a response

to loving God and loving your neighbour;

e. Complete a project as a means to apply your learning of constructivist

instructional methodology as a Christian practice; and,

f. 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 Transforming the World will:

Join live conversations in three 3-hour online Zoom sessions during Winter 2021;
Write reflective responses (as detailed in the course schedule below) to the 543 pages of assigned reading;
Participate in ten weekly forum discussions;
Complete a project that demonstrates your learning and can be applied to your practice in an authentic way. Additional reading is required (and for this paper read 707 pages in addition to the reading required for the reflective responses, to a total of 1,250 pages of reading for the course);
Provide feedback on the projects of other course participants; and
Post your project in an e-portfolio.

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

Assigned Reading and Written Discussion Points (40%)

Project (39%)

Celebration of Learning (16%)

e-Portfolio (5%)

Session participation, responses to reading, and forum participation 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 instructions in the Google Classroom.

Project - 40%

Students will be expected to apply their knowledge of Transforming the World to develop a project that they can use in their own teaching/leadership practice. All writing should adhere to standard APA formatting guidelines.

Choose one of the following options to demonstrate your learning:

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.

A biblical view of constructivist instructional methodology: Implications for policy and practice: You might like to write a more formal statement of your understanding of a biblical perspective on constructivist instructional methodology. In line with the reflections encouraged by the course, however, this should not be merely an abstract theoretical statement but will demonstrate how your imaginings may be translated into practice.

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 subject 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.

Participate in one of the PBL courses offered at The Christian Academy (http://www.teacheracademy.ca/courses.html): Each of these courses will include a project. (Students who choose this project option will not receive their final grade until the end of August. Please note that it is not necessary to apply for an extension as outlined in the Junior Handbook.)

Participate in one of the Residency: A Place for Christian Deeper Learning courses. Situated on the west coast of beautiful British Columbia, the Residency offers a practical professional learning week for Christian educators. The one-week Residency runs from August 23-27, 2021. There are three tracks that a participant can choose: Foundations in Christian Deeper Learning, Project-Based Learning, or Teaching for Transformation. Through collaboration and protocol, participants will complete a culminating project that can be implemented in their fall course load or serve as a resource for ongoing pedagogical development. Ongoing support and training may be offered throughout the year to further develop each participant's pedagogy. (Students who choose this project option will not receive their final grade until the end of August. Please note that it is not necessary to apply for an extension as outlined in the Junior Handbook.)

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.

Celebration of Learning/Publication – 25%

The purpose of the Celebration 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 teacher’s conference or with whoever represents an authentic audience for your project.

An alternative to presenting a Celebration of Learning would be to present your project or a portion of your project for publication. This may be to a professional journal or to a school newsletter.

All celebrations of learning or drafts for publications must be completed by the end of the course (DATE??).

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.

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.

Project

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

Date

Topic & Readings

Week 1

To Know As We Are Known - Part 1

Palmer, P. J. (1983/1993). To know as we are known: a spirituality of education (pp. 1-46). San Francisco: Harper & Row. [Knox College Caven Library and Regis College Library: LB885 .P34 T6 1983] [46 pages]

Week 2

To Know As We Are Known - Part 2

Palmer, P. J. (1983/1993). To know as we are known: a spirituality of education (pp. 47-105). San Francisco: Harper & Row. [Knox College Caven Library and Regis College Library: LB885 .P34 T6 1983] [59 pages]

Week 3

Service Learning

Palmer, P. J. (1983/1993). To know as we are known: a spirituality of education (pp. 106-125). San Francisco: Harper & Row. [Knox College Caven Library and Regis College Library: LB885 .P34 T6 1983] [19 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]

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]

Week 4

The Context of the Classroom

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. [available electronically through University of Toronto Libraries] [17 pages]

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). Sydney, NSW: The Centre for the Study of Australian Christianity. [23 pages]

Kidson, P. (2000). Towards a Christian praxis education: some possibilities for Christian schools. Journal of Education & Christian Belief, 4(2), 151-161. [ICS Periodical Collection and available electronically through University of Toronto Libraries] [10 pages]

Week 5

Trends and Issues of Constructivism

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]

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]

Week 6

There are no readings for discussion assigned this week.

Please join us at the Deeper Learning “Celebrating the Learner” Virtual Gathering on Friday, February 19, 2021 from 10 am - 4 pm ET. Registration is required with the cost covered by the ICS. so please let Edith know if you plan to attend.

Week 7

There are no readings for discussion assigned this week.

Project Response:

Write a response of 500-750 words to the project proposal of each of the students in your project response group. Refer to Levy’s (2019) four comparison charts (curriculum, instruction, assessment, spiritual and community formation) in your response.

Your response to the project proposals are due on Monday, March 1, 2021. Given the learning flow of the course, no extensions will be granted beyond this due date.

Zoom Session 2: Constructivism

Thursday, February 25 from 6 - 9 pm Eastern Time

Week 8

There are no readings for discussion assigned this week.

Project Response:

Your response to the project proposals are due on Monday, March 1, 2021. Given the learning flow of the course, no extensions will be granted beyond this due date.

Week 9

Constructivism in Faith-Based Education (CHOOSE 4 ARTICLES)

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]

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]

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]

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. 156-168). Wipf & Stock. [13 pages]

Week 10

Loving the World

Walsh, P. (1993). Basing values on love of the world. Education and meaning: philosophy in practice (pp. 102-117). London: Cassell Educational. [OISE Library Stacks: 370.10941 W226E] [15 pages]

Wolterstorff, N. (1980). Educating for responsible action (pp. 3-15). Grand Rapids, MI: CSI Publications/Wm. B. Eerdmans. [ICS Library Reserve Shelf: LC268 .W68; OISE Library Stacks: 370.114 W868E] [12 pages]

Week 11

Being a Christian Teacher

Sockett, H. (1993). Professional expertise as a virtue. In The moral base for teacher professionalism (pp. 62-88). New York: Teachers College Press. [OISE Library Stacks: 174.93711 S678M] [26 pages]

Middleton, R. J. & Walsh, B. (1998) Truth is stranger than it use to be: Biblical faith in a postmodern age (pp.143-171). IVP Academic.[28 pages]

Week 12

Work and Worship

Kaemingk, M. & Willson, C. B. (2020). Work and worship: Reconnecting our labor and liturgy (pp. 17-59, 69-88). Grand Rapids: Baker Academic. [61 pages]

Week 13

What can I do?

Next Generation Learning Challenges (2020). Transforming learning for equity: Navigating the change with transformation design. Retrieved from www.transformation-design.org [29 pages]

Required Reading

Texts to be purchased:

Lee, H. (Ed.) (2020), Faith-based education that constructs: A creative dialogue between

constructivism and faith-based education. Wipf & Stock.

Palmer, P. J. (1993/1983). To know as we are known: A spirituality of education. San

Francisco: Harper & Row. [Knox College Caven Library and Regis College Library:

LB885 .P34T6 1983]