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CW 5.1

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Complete the core reading and one other resource in this column. Be prepared to share on Day 1:
Which activity did you select and why?
How did this contribute to your existing knowledge?

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CSCF CC1 Curriculum Statements and Theological Notes

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Have a discussion with your Principal/ Head of School/ Christian Studies Leader about:
What is the value of Christian Studies? What is most important when teaching CS? What do we want the outcomes of CS to be for our learners?

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CSCF Christian Beliefs Key Idea 1 and rationale for CS.

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CSCF Christian Beliefs Key Idea 1 and rationale for CS.

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We are all theologians

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Using common language enables us to engage in meaningful discussions

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Instructions: What is your concept of God?

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Instructions: What is your concept of God?

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Select one of the following resources. What avenues of inquiry could arise from this resource?

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Images of God for Young Children by Marie-Helene Delval

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What is God's Name by Sandy Eisenberg Sasso

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See, Think, Wonder

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Choose one line of inquiry to investigate in your small group.

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LIFE Developmental Characteristics and implications for teaching

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LIFE Developmental Characteristics and implications for teaching

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Board for Lutheran Schools. (1999) . LIFE. Adelaide: Openbook Publishers

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Multi-culturally sensitive pedagogy is not political correctness

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Multi-culturally sensitive pedagogy is not political correctness

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K Talvacchia

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The deep pedagogical framework: testing theory in practice

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The deep pedagogical framework: testing theory in practice

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White, D. (2004). The deep pedagogical framework: testing theory in practice.
In Journal of Religious Education, 52/3, p31-36

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Broadening approaches to religious education through constructivist pedagogy

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Broadening approaches to religious education through constructivist pedagogy

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Goldburg, P. (2007) Broadening approaches to religious education through
constructivist pedagogy. Journal of Religious Education, 55/2, p8-12

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Teaching Jesus in a world of many religions

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Teaching Jesus in a world of many religions

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Zweck, D. (2009). Teaching Jesus in a world of many religions. In SchooLink, 15/3, p6-7

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Ask before you tell: six ways of getting enquiring minds to enquire

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Ask before you tell: six ways of getting enquiring minds to enquire

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Grove, J. Ask before you tell: Six ways of getting enquiring minds to enquire. In RE Today Autumn 11, p14-15

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Crucial conversations: a teacher’sjourney over 40 years in Lutheranschools

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Crucial conversations: a teacher’sjourney over 40 years in Lutheranschools

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Butler, G. and R. (2017). Crucial conversations: a teacher's journey over 40 years in Lutheran schools. In Lutheran
Theological Journal, 51/1, p16-27

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Catholic Education

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Young people and spirituality: directions for Christian schools

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Young people and spirituality: directions for Christian schools

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Engebretson, K. (2004). Young people and spirituality: directions for Christian schools. Keynote address, Australian Conference on Lutheran Education 2, Adelaide Convention Centre

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Beyond Topics: What's worth inquiring into

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Beyond Topics: What's worth inquiring into

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Murdoch, K. (2015). The Power of Inquiry. Northcote Vic: Seastar Education. p40-52

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James Fowler

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Chart of James Fowler’s Stages of Faith | psychologycharts.com

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See a chart explaining James Fowler’s stages of faith development

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Koszarycz, M. (2004). Religious Literacy and Inquiry. In Curriculum Matters, 3/1

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The important of mission and ministry in early childhood

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The important of mission and ministry in early childhood

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Mayer, L. (2016). The importance of mission and ministry in early childhood. In SchooLink, 22/1, p2-3

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Sharing the gospel message through words and actions

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Sharing the gospel message through words and actions

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Schiller, L. (2016). Sharing the gospel message through words and actions. In SchooLink, 22/1 p 12

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Sharing the love of Jesus with young children

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Sharing the love of Jesus with young children

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Schapel, J. (2016). Sharing the love of Jesus with young children. In SchooLink, 22/1, p 13

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Lutheran schools are richly diverse communities

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Lutheran schools are richly diverse communities

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Rudolph, S. (2015). Lutheran schools are richly diverse communities. In SchooLink, 21/1, p14-15

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Elizabeth Nolan

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‘RESPECTFUL DIALOGUE’: TEACHING CHRISTIAN STUDIES IN THE MULTI-FAITH CONTEXT

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‘RESPECTFUL DIALOGUE’: TEACHING CHRISTIAN STUDIES IN THE MULTI-FAITH CONTEXT

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Bartsch, M. (2004) Respectful Dialogue: Teaching Christian Studies in the multi-faith context
SchooLink, 10(2), 1-2

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Everything is spiritual (1.55 hrs)

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Rob Bell / Everything is Spiritual (2016 Tour Film)

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God's Love

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God loves you. Personally. Powerfully. Passionately! God loves you with an unfailing love. And his love-if you let it-can fill you and leave you with a love worth giving!

Could it be that the first step of love is not toward them but toward him? Could it be that the secret to loving is receiving? You give love by first receiving it. "We love, because he first loved us" (1John 4:19 NASB). Long to be more loving? Begin by accepting your place as a dearly loved child. "Be imitators of God, therefore, as dearly loved children and live a life of love, just as Christ loved us" (Ephesians 5:1-2 NIV).

We need help from an outside source. A transfusion. Would we love as God loves? Then we start by receiving God's love.

Read more A Love Worth Giving

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Receiving God's love first fills us with a love worth giving.

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We can love others best if we first receive the love God has for us. Receive God's love in Christ first and it empowers our capacity to love.

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Scrooge didn't create the world- God did! Psalm 104 celebrates this lavish creation with twenty-three verses of itemized blessings: the heavens and the earth, the waters and the streams and trees and the oil and bread and the people and the lions. God is the source of "innumerable teeming things," writes the Psalmist, "living things both small and great...These all wait for You, that You may give them their food in due season" (vs. 15, 27). And He does!

God is the great giver. The great provider. The fount of every blessing. God owns everything and gives us all things to enjoy. Move from the fear of scarcity to the comfort of provision. Less hoarding and more sharing. The resounding and recurring message of Scripture is clear. God owns it all. God shares it all. Trust him-not stuff!

Read more Fearless

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Scrooge Didn't Create the World - Max Lucado

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Scrooge didn't create the world-- God did! Psalm 104 celebrates this lavish creation with twenty-three verses of itemized blessings: the heavens and the

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"This is what real love is: it is not our love for God; it is God's love for us. He sent his Son to die in our place to take away our sins" (1 John 4:10).

When it comes to love, be careful. Take a good look around. Don't force what is wrong to be right. Be prayerful. Love is a fruit of the Spirit. Ask God to help you love as he loves. "God has given us the Holy Spirit, who fill our hearts with his love" (Romans 5:5).

Be grateful for those who've encouraged you to do what is right and applauded when you did. And isn't it good to know that even when we don't love with a perfect love, he does? God always nourishes what is right. He has never done wrong, led one person to do wrong, or rejoiced when anyone did wrong. For he IS love!

Read more A Love Worth Giving

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"This is what real love is: it is not our love for God; it is God's love for us. He sent his Son to die in our place to take away our sins" (1 John 4:10).

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A variety of devotions and videos to explore

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Max Lucado Content Latest from Max's sermons, blogs, and podcasts

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Max Lucado content- read, watch or listen to topical content and daily devotionals on comfort compassion grace joy love peace sin trust hope grief

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Bibledex - Expert videos about every book in the Bible

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Bibledex features short and quirky videos on every book of the Bible presented by theology experts.

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An earthly story with a heavenly meaning - raising questions through metaphors within story telling.

Compare with Matt 18: 10-14

For example, Ask: Where are you in this story? What do you wonder about?  Why is Jesus telling this story to these people, at this time? Who were the insiders/outsiders then/now? Who are the lost?

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15 Dishonest tax collectors and other notorious sinners often came to listen to Jesus' sermons; 2 but this caused complaints from the Jewish religious leaders and the experts on Jewish law because he was associating with such despicable people-even eating with them!

7 "Well, in the same way heaven will be happier over one lost sinner who returns to God than over ninety-nine others who haven't strayed away!

11 To further illustrate the point, he told them this story: "A man had two sons. 12 When the younger told his father, 'I want my share of your estate now, instead of waiting until you die!' his father agreed to divide his wealth between his sons.

13 "A few days later this younger son packed all his belongings and took a trip to a distant land, and there wasted all his money on parties and prostitutes. 14 About the time his money was gone a great famine swept over the land, and he began to starve. 15 He persuaded a local farmer to hire him to feed his pigs. 16 The boy became so hungry that even the pods he was feeding the swine looked good to him. And no one gave him anything.

20 "So he returned home to his father. And while he was still a long distance away, his father saw him coming, and was filled with loving pity and ran and embraced him and kissed him.

21 "His son said to him, 'Father, I have sinned against heaven and you, and am not worthy of being called your son-'

25 "Meanwhile, the older son was in the fields working; when he returned home, he heard dance music coming from the house, 26 and he asked one of the servants what was going on.

27 "'Your brother is back,' he was told, 'and your father has killed the calf we were fattening and has prepared a great feast to celebrate his coming home again unharmed.'

31 "'Look, dear son,' his father said to him, 'you and I are very close, and everything I have is yours. 32 But it is right to celebrate. For he is your brother; and he was dead and has come back to life! He was lost and is found!'"

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Bible Gateway passage: Luke 15 - Living Bible

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Dishonest tax collectors and other notorious sinners often came to listen to Jesus' sermons; but this caused complaints from the Jewish religious leaders and the experts on Jewish law because he was associating with such despicable people-even eating with them!

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DVD series - links to Youtubes here

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In The Christ Files Group Bible Study, John Dickson investigates who Jesus ... sources that reveal the real Jesus—a search for the Christ Files.

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A process for engaging in theological inquiry

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A process for engaging in theological inquiry

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Reflecting during your investigation

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Multiple strategies explained

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http://pz.harvard.edu/sites/default/files/VT_ExplanationGame.pdf

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Implementation of The Good Project Lesson Plans

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Band C

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Band A CC 2.1 (Year 1)

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Band A: CB 2.1, 2.3 (Year 2)

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Griffith university

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A basic introduction

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What Critical Reflection?

Critical reflection means regularly identifying and exploring our own thoughts, feelings, and experiences and then making a decision about how they fit in with the ideas, concepts, and theories that you are aware of, learning more about or others have been discussing and sharing.

The idea is that you are not only exploring your own thoughts, events and experiences that have occurred, but you are also examining them from different perspectives and considering whether this might in fact change your approach or own perspective. It is a way to consistently evaluate your actions and approaches to early learning and an early childhood educator role. Critical reflection is a common practice in many professions to help workers improve, change or reexamine current practice, perspectives, thinking and skills. It is something I have had to do in my work as an educator over the years but also in my family services and project manager roles. The basic premise is the same so it's not just something that the early years learning framework made up just to give educators like you more paperwork to do (there were other ways they achieved this 😉 ).

Reflection shouldn't (or doesn't need to!) be about always looking for something you or others might have done wrong though- think about it as being prepared to identify your current values and biases and at least consider and explore a colleagues view that might differ to your own. Discuss with others about how their view influences their own practice in this area and perhaps how you could try a different way of doing something to see what happens. When you are looking more closely at the viewpoints of others your aim is to engage in constructive debate and discussion that allows everyone to see some different perspectives - not to try and change someone's mind by belittling their views, actions or emotions or put your own point across aggressively without being open to the possibility of some change.

Why is Critical Reflection important?

To put it simply - because it helps you as a professional early years educator to make changes and improvements to your practice, knowledge, interactions, actions and learning environments.

Critical reflection can highlight for you areas you might like to learn more about, understand better or find different ways to approach that practice. You might use some of the information to add goals and changes that you need to make to your quality improvement plan.

You can also use critical reflection regularly to analyse and identify children's learning and development (as individuals and in groups)to better inform your ongoing planning.

We must always try and keep in mind that our reflections and discussions should ultimately lead to the best possible outcomes for the children in our care. Don't get hung up on just what it means for you - try and keep an eye on the bigger picture and why you are reflecting in the first place!

How is it different to my general daily or weekly reflections?

I like to think of critical reflection as going one or two steps further on from your regular weekly reflective practice that you do when you look back on how last week's program went or make quick notes about an activity or child.

The aim of critical reflection is actually to use it as an ongoing tool to build on your current practice and ask important questions not only of those actions, environment and activities - but also of why you choose to do those things that way that you do, how theories and perspectives might have informed your approach, how your actions might have impacted on others and what others viewpoints on this approach or action might be.

How often do Educators have to 'critically reflect?

As critical reflection is an ongoing process there are no set rules for how often you should set aside time to document your reflections.

To get started taking regular action though you might like to consider 1 or 2 of the questions from my list further down below and then add your answers and thoughts to the end of each week's planning. I've made this easier for my Empowered Educator Academy Ed's by adding a critical reflection prompt section to complete in the done for you planners and program templates.

It can take a little time to learn the skill of critical reflection so by adding a few notes at the end of each weekly program it should help you get in the habit of exploring and learning more about how to use this practice effectively as everyday practice without it becoming time consuming or overwhelming. Some of the questions also help you to involve other people in your reflections and therefore expand and challenge your own thinking.

How can I get started with ongoing critical reflection?

If you are still a little confused about the process of critical reflection or struggling to begin, try setting aside some time to think about how you might answer 1 or 2 of the following questions at the end of a week before you begin next week's planning. Think about how your answers to these questions and the discussions surrounding those answers might regularly encourage further learning, help you to gain clarity and inform your future decisions about the children's learning.

When you have identified your answers to a couple of the questions below you could then use them to begin drawing up an action plan you can revisit and update regularly. This creates a simple yet visible system of ongoing critical reflection without it taking a lot of your time each week!

Not sure how to get started on an action plan or even what to reflect on? I've got a FREE step by step guide for you and you can grab one below...

Critical reflection certainly doesn't need to be complicated or become something that takes a lot of time but isn't helpful to you or the children. We just need to keep it simple but do a little bit often! No matter what you might have read online in the groups and forums....it's not easy for everyone to begin doing straight away and learning to initiate and accept critical reflection is a skill that needs to be continually practiced - just like assertive communication skills.

It's not something you are meant to just 'get' overnight or find easy straight away -so instead of pressuring yourself to reflect on absolutely everything to make sure you are doing it 'correctly', break up ongoing critical reflection into smaller more manageable steps and begin with one question at the end of your week, add it to your action plan and then take it from there.

You might decide to put more effort into exploring just one area you identify from your answers for now and then ask some more specific questions regarding this practice as the year progresses.

Questions to prompt deeper critical reflection.

1. How did my own experiences and knowledge influence my understanding and actions of a particular activity or interaction this week?

2. How did I take into account the needs, perspectives and opinions of parents and their children in this situation?

3. Did my personal values and possible biases enter impact on my experiences this week?

4. How do my fellow educators, leader or view this situation or action?

5. What do I need to find out more about?

6. What other theories might provide me with a different viewpoint on this subject?

7. In what way are my choices determined by the expectation of my early learning service or leader?

8. What does this action/environment/observation tell me about?

9. How can I acknowledge, respect and value children's diverse identities?

10. How could my team members/coordinator/leader/friend help me in this area?

11. Were there broader social and/political or emotional issues that influenced my actions?

12. Did my usual assumptions mislead my practice somehow? What assumptions can I challenge next time?

13. What knowledge did I use to reflect upon observations this week?

14. Why do I think that?

15. What did I learn about this?

16. How would I do it differently or better next time?

17. How might the outcome of that activity/experience been different if I ........

18. What do you think? Why is that? How does it work for you? Why do you think your approach works more effectively than mine?

19. What can I do next or differently to further extend the children's (or my own!) learning?

These questions from the Australian Early Years Learning Framework are also very helpful to begin and guide reflection (although obviously more in depth):

1. Who is disadvantaged when I work in this way? Who is advantaged?

2. What are my understandings of each child?

3. What theories, philosophies and understandings shape and assist my work?

4. What aspects of my work are not helped by the theories and guidance that I usually draw on
to make sense of what I do?

5. What questions do I have about my work?

6. What am I challenged by? What am I curious about? What am I confronted by?

7. Are there other theories or knowledge that could help me to understand better what I have observed or experienced? What are they?

Choose one of the simple questions below to get started right now and conquer that critical reflection fear!

1. What are you confident is working well in your day to day practice?

2. What have you identified isn't working well for you?

3. What might you consider changing?

4. How could you find out more about something to make it work better?

5. In what areas would you like to grow more as an educator?

I know it can be confronting and we already have so much paperwork to do that this can just seem like a waste of valuable time but without regular critical reflection processes in any profession it can be difficult to grow, to learn new things, to explore different theories and perspectives and to engage in assertive yet constructive discussions with our colleagues.

Please keep in mind that it can be a very fine line between a conversation that discusses different perspectives and methods to shaming someone for their own viewpoint or continually arguing that your way is the only right way. One of the goals of reflective practice is certainly to help us improve and make changes but it doesn't always mean you have to change what you are already doing - you are simply collecting the information you need to make a decision about what you need as you move forward in your role. Perhaps you will find that you are feeling confident and on track with that particular practice, process or direction and can now move on to explore others areas as you ask more reflective questions of yourself and others around you.

Remember that you can start small by choosing a question or specific practice each week that you would like to explore further and add your thoughts to the reflection section of your weekly planner then at the end of the month use a simple critical reflection action plan to put some goals, action steps and time-frames in place. This not only shows evidence that you are engaging regularly in reflective practice it ideally will help you to increase your knowledge base, skills and above all provide better learning outcomes and experiences for the children's learning journey.
Want to download a free reflective learning action guide to help you start recording your reflective practice and identifying some simple action steps you can take to improve or change your everyday practices? Go ahead and tell me where to send one for you below...
Although you of course don't always need to write your reflections down (who has that sort of time?) I find it helps sometimes to see our thoughts, day to day practices and questions down on paper or on a screen in front of us to help guide us as to whether we need or want to take further action - don't overwhelm yourself though by trying to reflect on everything all of the time!!

I hope you have found this guide to simplifying and understanding critical reflection helpful!

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What is critical reflection for early childhood educators?

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Stop overthinking critical reflection and just get started using these simple explanations, tips, question prompts and free action guide download!

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Melinda Miller QUT

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Becoming a critically reflective teacher

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Becoming a critically reflective teacher

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WeAnnotate: Why annotate student work samples?

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Palmer, P.J. (n.d.) Good Talk about good teaching. Retrieved 27 November 2018

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Palmer, P.J. (1997, Nov/Dec). The heart of a teacher. Change Magazine, Vol. 29, Issue #6, pp. 14-21. Retrieved 27 November 2018

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Palmer, P.J. (1987 Sept/Oct). Community, Conflict, and Ways of Knowing.  Change Magazine.  Retrieved 27 November

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Palmer, P.J. (n.d.) Good teaching. Retrieved 27 November

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Palmer, P.J.  Biography.  Retrieved 27 November 2018

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He holds a Ph.D. in sociology from the University of California at Berkeley, as well as thirteen honorary doctorates, two Distinguished Achievement Awards from the National Educational Press Association, and an Award of Excellence from the Associated Church Press.

Palmer is the author of ten books-including several award-winning titles-that have sold nearly two million copies and been translated into ten languages: On the Brink of Everything, Healing the Heart of Democracy, The Heart of Higher Education (with Arthur Zajonc), The Courage to Teach, A Hidden Wholeness, Let Your Life Speak, The Active Life, To Know As We Are Known, The Company of Strangers, and The Promise of Paradox.

In 1998, the Leadership Project, a national survey of 10,000 educators, named Dr. Palmer one of the thirty "most influential senior leaders" in higher education and one of the ten key "agenda-setters" of the past decade.

Since 2002, the Accrediting Commission for Graduate Medical Education has given annual Parker J. Palmer "Courage to Teach" and "Courage to Lead" Awards to directors of exemplary medical residency programs.

In 2005, Living the Questions: Essays Inspired by the Work and Life of Parker J. Palmer, was published.

In 2010, Palmer was given the William Rainey Harper Award whose previous recipients include Margaret Mead, Elie Wiesel, Marshall McLuhan, and Paulo Freire.

In 2011, the Utne Reader named him one of 25 Visionaries on its annual list of "People Who are Changing the World."

In 2017, the Shalem Institute in Washington, D.C., gave Palmer its annual Contemplative Voices Award, "created to honor those individuals who have made significant contributions to contemplative understanding, living and leadership and whose witness helps others live from the divine wellspring of compassion, strength, and authentic vision."

In 2021, he received a Lifetime Achievement Award from the Freedom of Spirit Fund, which "honors exemplary individuals and institutions embodying that inner freedom that is the energizing source of human courage, creativity, and love in the world."

A member of the Religious Society of Friends (Quaker), Parker Palmer and his wife, Sharon Palmer, live in Madison, Wisconsin.

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The Center for Courage & Renewal nurtures deep integrity and relational trust, the foundation for a more loving, equitable and healthy world.

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Inquiry learning in the Religion Classroom

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Inquiry learning in the Religion Classroom

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Elliott M 2004 Inquiry learning in the Religion Classroom Curriculum-Matters-Volume-3-No-1-2004-February

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Nolan E The way we talk

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Wano K 2006 We are family

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Lutheran Schools – "Lutheran Schools. Why?" James Winderlich, Principals Voice, Lutheran Principals Australia, August 2015 Issue 4 (Lutheran Education Australia –. (n.d.). Retrieved from http://elibrary.lutheran.edu.au/assets/Uploads/pr/ web/eLibrary/Christian Studies/CS links/Why Lutheran schools.pdf)

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Relevance and Meaning in Christian Studies

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Relevance and Meaning in Christian Studies

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Relevance and Meaning in Christian Studies, Graham Rossiter, SchooLink 2002 8/3 November 6-7

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Ryan, M. 7 Malone, 1996 Fowler’s stages of faith. Exploring religion in the classroom. 68-76 (Mod 2)

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Cook, C. & Hughes, P. 2006. Youth spirituality: How young people change Pointers Vol 16 No 3 Sept.

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Engebretson, K. (2004) Young people and Spirituality: directions for Christian Schools. Keynote address, Australian Conference on Lutheran Education 2, Adelaide Convention Centre

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Can religious education be relevant to the non religious

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Can religious education be relevant to the non religious

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Mason, M. (2006) Can religious education be relevant to the non religious? Kingston Upon Thames Sacre Annual Lecture

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The Work of The People | Film | The Audacity of Vulnerability