1. See the Story Live the Story!
Teaching for Transformation
Story is important – top school stories
Student Story – Van RY Music Class – Grade 6
Kings students story -
Sandstra – Cory and Jeannette – “You had better be worth it.”
Janna H – “My dad is mad at you!”
Story - my story “You had better be good Doug!”
- Cory story first - “I hope not!”
- Jeanette - parents have a dream - and desire for their kids.  Kingdom builder “You had better be worth it!”
* What did she mean? want?
Activity - Spiderweb Graffiti Board”- “Better be worth it!!  - Visualize a good teacher at work.  What do you see!” “Why teach?”
- 7 words (added last) and unlimited illustrations
- Chart paper and markers
- Groups of 3
- “Are there main themes/strands?”
Graffiti Gallery - send 2 off and 1 spokesperson remains

3. What do you do with an idea?
What if (Christian) education is not primarily about the absorption of ideas and information, but about the formation of hearts and desires? What if we began by appreciating how education not only gets into our head but also (and more fundamentally) grabs us by the gut – what the New Testament refers to as kardia, “the heart”? What if (Christian) education was primarily concerned with shaping our hopes and passions – our visions of the ‘good life’ – and not merely about the dissemination of data and information as inputs to our thinking? What if the primary work of (Christian) education was the transforming of our imagination rather than the saturation of our intellect?
James Smith, Desiring the Kingdom, pp

4. See the Story Live the Story!
Learning Target:
I can nourish my conviction that my (our) Christian School(s), and the classrooms within, needs to invite my (our) students to live a better story, the Story.
Story is important – top school stories
Student Story – Van RY Music Class – Grade 6
Kings students story -
Sandstra – Cory and Jeannette – “You had better be worth it.”
Janna H – “My dad is mad at you!”
Story - my story “You had better be good Doug!”
- Cory story first - “I hope not!”
- Jeanette - parents have a dream - and desire for their kids.  Kingdom builder “You had better be worth it!”
* What did she mean? want?
Activity - Spiderweb Graffiti Board”- “Better be worth it!!  - Visualize a good teacher at work.  What do you see!” “Why teach?”
- 7 words (added last) and unlimited illustrations
- Chart paper and markers
- Groups of 3
- “Are there main themes/strands?”
Graffiti Gallery - send 2 off and 1 spokesperson remains

5. See the Story Live the Story!
Learning Target:
I can identify key elements that will enable my (our) Christian School(s), and the classrooms within, to live the better Story and envision the next steps for my Christian school to take.
Story is important – top school stories
Student Story – Van RY Music Class – Grade 6
Kings students story -
Sandstra – Cory and Jeannette – “You had better be worth it.”
Janna H – “My dad is mad at you!”
Story - my story “You had better be good Doug!”
- Cory story first - “I hope not!”
- Jeanette - parents have a dream - and desire for their kids.  Kingdom builder “You had better be worth it!”
* What did she mean? want?
Activity - Spiderweb Graffiti Board”- “Better be worth it!!  - Visualize a good teacher at work.  What do you see!” “Why teach?”
- 7 words (added last) and unlimited illustrations
- Chart paper and markers
- Groups of 3
- “Are there main themes/strands?”
Graffiti Gallery - send 2 off and 1 spokesperson remains

6. See the Story Live the Story!
Learning Target:
I can describe the processes of Teaching for Transformation and recognize the role it plays in inviting our students into the better Story.
Story is important – top school stories
Student Story – Van RY Music Class – Grade 6
Kings students story -
Sandstra – Cory and Jeannette – “You had better be worth it.”
Janna H – “My dad is mad at you!”
Story - my story “You had better be good Doug!”
- Cory story first - “I hope not!”
- Jeanette - parents have a dream - and desire for their kids.  Kingdom builder “You had better be worth it!”
* What did she mean? want?
Activity - Spiderweb Graffiti Board”- “Better be worth it!!  - Visualize a good teacher at work.  What do you see!” “Why teach?”
- 7 words (added last) and unlimited illustrations
- Chart paper and markers
- Groups of 3
- “Are there main themes/strands?”
Graffiti Gallery - send 2 off and 1 spokesperson remains

7. Educational Dance – Who leads?
What?
Why?
Why/Who/How/What – Educational “Dance” – Prove it – with examples/anecdotes
In your experiences as a student, what ruled? 
In your present place of understanding, who do you see the relationship?
Is “Dance” the best description?  Other ideas? 
Visually represent what you would propose to the best representation of what the relationship to each other should be.
Who?
How?
Who would your students say is leading the dance?
Who leads the dance when your teachers plan their lessons?
3. As school leaders, who do you want to lead the dance?

8. What is your “why” of your school?
What is your story?
What is your “why” of your school?
Does your school have a “lived” why or a “stated” why?

9. 3 Core TfT Practices #1 - Classroom Lifesong
“We are story-formed people. Our lives are first shaped by narrative, not by information. We don’t learn how to live the Christian life by memorizing facts, rules, precepts, morals, imports, exports, governments, and drains. Instead, from our earliest moments we experience the stories of those who have gone before us: stories from the Old and New Testaments; stories from the history of the Church throughout the centuries; stories of our own families and local congregations; stories that are enacted each week in the drama we call worship and in the everyday conversations and practices of the home We begin to see our lives as part of a pattern within the larger story of redemption. We long to live a life worthy of that story.”
Sarah Arthur in “Distinguishing Dragons: The Importance of Story in Faith Formation,”from Shaped by God, Robert J. Keeley, ed.; Faith Alive Christian Resources, 2010

10. 3 Core TfT Practices #2 - Throughlines
“The primary goal of Christian education is the formation of a peculiar people – a people who desire the kingdom of God and thus undertake their life’s expression of that desire.”
James K. Smith

11. # 3 - FLE – Formational Learning Experiences
3 Core TfT Practices
# 3 - FLE – Formational Learning Experiences
“Christian schools must be about formation, rather than information... We are not brains on a stick!”
James K. Smith

12. See the Story – Live the Story!
3 phrases/words
Feeling about things – adverbs
Identify the 3 core practices that Lisa was going after
Story – what did you here?
Who lines –what did you hear?
Formational Learning – what did you observe?

13. Core Practice #1 – Lifesong With a Partner….
What is the classroom story (lifesong) that emerged?
We begin to see our lives as part of a pattern within the larger story of redemption. We long to live a life worthy of that story.”
What story are the students finding themselves part of?

14. TfT Core Practice # 1 – Lifesong
This is The Story in which I’ve have found myself.
Here is how it got started.
Here is how it went wrong.
Here is what Christ came to do and is doing!
Here is what will happen next.
Now this --- this is the role I’ve been given.
If I want to fulfill my calling, this is what I must do.
These are my cues.
And here is how things are going to turn out in the end.
Super Important – if you extend the invitation to a better story you MUST support them in this quest. Language and opportunity to grow. Entice them in this quest – this Epic and Not take them there is wrong!

15. “Living Between the Trees”
Paper – watch and sketch
Interactive – draw and key words/phrases
How might you use this with your students – groups of 3 – share ideas.
Share the true story

16. See the Story – Live the Story!
Seeing the Story! “Welcome to another day in God’s theatre!” “An Invitation to a Better Story!” “Living between the trees” “Here I am Lord” “Faithful Presence” “Join the Mustard Seed conspiracy” “Desire the kingdom“ “See and be seen!” “Wonderstruck” “ESC? ESC!” “See the Story – Live the Story!” “To Change the World”
Samples –
ESC – hand signals

17. What do you do with an idea?
Reflecting….
Which classroom(s) in your school are living a story – a lifesong?
Are there stories being lived out that are in conflict with the lifesong?

18. Core Practice #2 - Throughlines With a partner…
What are the throughlines that emerged? “The overall aim of Christian schools is to help students become citizens of the kingdom of God, responsive disciples of Jesus Christ.” —Harro Van Brummelen, educator

19. Which Throughlines? Image-Reflector Creation-Enjoyer Earth-Keeper
God-Worshipper
Idolatry-Discerner
Servant-Worker
Justice-Seeker
Beauty-Creator
Image-Reflector
Creation-Enjoyer
Earth-Keeper
Order-Discover
Community-Builder
Hand out descriptors – take 5 to Speed-read and then 3 to pick one that most accurately describes you – a passion!!

20. See the Story – Live the Story!
Student
Biblical Story

21. Identifying with throughlines
Questions to think about it…. Which throughlines do you embody? Which throughlines do some of your individual teachers embody? Which students emerge as embodied throughlines? Which throughlines are embodied in subject and learning space areas? Which throughlines does your school embody? Which throughlines does your community embody (or need)?

22. “Living Between the Trees”
How they help wit the Big Story

23. See the Story – Live the Story!
Caution on how you present

24. Classroom Throughlines
Personalize

25. Finding My Place in God’s Story
All subjects and grades and kids

26. Classroom Throughlines

27. Core Practice #3 – Formational Learning Experiences
How did the students practice living and being throughlines?
Practice = learning activities that involve real work (addresses real needs) and real audiences connected with the learning outcomes
Vocation is “ the place where a person’s deep passions and the world’s deepest needs collide.”
Frederick Buechner

28. TfT Core Practice # 3 – Formational Learning Experience
“How will my students practice living these Throughlines in this unit?”
“It is nothing but a pious wish and a grossly unwarranted hope that students trained to be passive and non-creative in school will suddenly, upon graduation, actively contribute to the formation of Christian culture.” Woltersdorff

29. “How Can I make a difference?”
Share selected pages – make a difference at front and then at back! Give them language and opportunity.
Notice what the mentor did!

30. MR. Difference maker caterpillar

31. Caterpillar themes Sharing Personal Service Advocacy
Myth Busting / Informing
Service to our global community
Service to our WRCA community
Encouragement
Caterpillar themes
Service Learning Descriptions From Appendix 6 pg TfT packet

33. the food drive Buddy groups completed the following tasks:
Poster and sign creation
Thermometer display and updating
Intercom announcements
Chapel presentation
PowerPoint for chapel presentation
Food collection and counting
Delivery to food bank

36. Tree planting

37. Microloan project Project Goal:
I can use a loan to make a profit so that I can donate it to an organization that helps Guatemalans get loans.

38. Microloan project Did we make a profit? Can we pay back our loan?
Can we bless someone in Guatemala by giving them a loan?

42. So……….
How do we equip our teachers to be these story tellers?

43. What st ory does you r unit t ell?
Enriching the Story - Ensuring Learning
Assessment and Activities
Living the Story - Formational Learning Experience
Weaving the Story - Learning Outcomes
Immersed in the Story - Throughlines
Framing the Biblical Story
Imagining the Story