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

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. 17-18

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

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

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

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?

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?

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

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

# 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

See the Story – Live the Story! http://www.youtube.com/watch?feature=player_embedded&v=k1MRGTFfuyU 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?

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?

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!

“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

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

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?

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

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!!

See the Story – Live the Story! Student Biblical Story

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)?

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

See the Story – Live the Story! http://www.youtube.com/watch?v=vWCHj9NPDjI Caution on how you present

Classroom Throughlines Personalize

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

Classroom Throughlines

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

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

“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!

MR. Difference maker caterpillar

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. 75-78 TfT packet

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

Tree planting

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.

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

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

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