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Thinking Routines

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(2007). A "critical" reflection framework. Retrieved from https://www.education.vic.gov.au/Documents/childhood/professionals/support/reffram.pdf

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The role of critical reflection in teacher education

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The role of critical reflection in teacher education

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Shandomo, H.M. (n.d.). The role of critical reflection in teacher education. School-University Partnerships 4(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ915885.pdf

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The State of Queensland (Queensland Studies Authority) (2006). Reflecting on my teaching practices.Retrieved from https://www.qcaa.qld.edu.au/downloads/p_10/ey_lt_reflect_teaching_prac.pdf

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The ignatian method. (n.d.). Retrieved from https://www.biblegateway.com/resources/scripture-engagement/ignatian-method/home

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BibleGateway.com- Audio Bibles, commentaries, dictionaries, and Bible study tools.

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For less than $5/mo. gain access to 50+ premium resources to enhance your study of Scripture. Start your free trial today!

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S.o.a.p.s. Bible study method. (n.d.). Retrieved from https://growinggodlygenerations.com/2018/10/18/s-o-a-p-s-bible-study-method/

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Reading the Bible can be challenging . The Bible books sometimes have funny names. Holding the most sacred book of all history can be intimidating. While the Bible is profound enough for scholarly commentary and academics to debate, it is also simple enough for a child to read and understand the love of Jesus.

A simple method for reading and studying the Bible is called the S.O.A.P.S. method. This acronym can help you in your faith journey for growing closer to God through Scripture.
S: Scripture.
Read the Bible passage. Typically, this is a few verses or paragraph, sometimes a full chapter. Sometimes you may read the passage multiple times for it to sink in meaningfully. You may consider writing in a journal or underlining a key verse that stands out to you.

If you are skeptic or just starting out in faith, start with one of the Gospels (Matthew, Mark, Luke, John). These books tell the true narration of the birth, life, death, and resurrection of Jesus Christ. You'll come face to face with the teachings of Jesus and see how His life is unique and can make a difference becoming one of His followers.

In reading a Bible passage, you'll also want to have a good translation. There are many good versions and multiple translation theories, but in short a translation should be both accurate to the original language and clear in readability. Personally, I recommend the English Standard Version (ESV).

The observations are what stands out to understand the meaning of the passage. There may be key words or actions that stand out to you. You might ask all the questions of: who, what, when, where, why, how? What do you learn about God - His nature, character, actions? What do you learn about humanity, life, and faith? The observations can be as simple and straightforward, or as deep as you need. The goal is to be able to paraphrase in your own words the meaning of the passage.

Further, your observations may lead to questions. You can continue learning about the passage by exploring answers to your questions through study of the passage context, Bible study notes and commentaries, or discussion with other Christian believers.
A: Application.
This step is personalizing your observations. Think through the beliefs and behaviors that are to be formed in your life. Are there acts of commission or omission that need changed in your life? Again, you may consider writing this down in a journal.

Praying is conversation with God. Our prayers are further responses to God, asking for His grace to forgive and fuel you toward faith and obedience.
S: Share.
The last step is often neglected but is an important piece to spiritual growth. As you finish observations, personal application, and prayer to God, ask the Holy Spirit for who else you can share what you are learning. Sharing your insights and even questions becomes an opportunity not only for greater learning, but for greater impact. Each faith conversation is like a seed that grows, and the more it is shared the more fruit it blooms. You may never know how your faith conversations can encourage and change the lives of others.

The S.O.A.P.S. Bible Study method can take anywhere between 10-30+ minutes depending on your time investment. The aim is not to rush through a checklist but to grow in your relationship with God.

SOAPS Bible Study template

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S.O.A.P.S. Bible Study Method Reading the Bible can be challenging. The Bible books sometimes have funny names. Holding the most sacred book of all history can be intimidating. While the Bible is profound enough for scholarly commentary and academics to debate, it is also simple enough for a child to read and understand the love...

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Masonheimer, P. (2017). How to use a Bible commentary. Retrieved from https://www.projectinspired.com/how-to-use-a-bible-commentary/

Also
Lawrenz, M. (2016). How to use Bible commentaries - Bible gateway blog. Retrieved from https://www.biblegateway.com/blog/2016/02/how-to-use-bible-commentaries/

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The Inductive method of Bible study:the basics

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The Inductive method of Bible study:the basics

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The inductive method of Bible study: The basics - Bible study tips. (n.d.). Retrieved from https://www.biblestudytools.com/bible-study/tips/the-inductive-method-of-bible-study-the-basics-11628183.html

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The Inductive Method of Bible Study: Know The Basics - Bible Study Tips

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Inductive Bible study consists of three component parts, which we will look at separately but frequently overlap in practice. These three parts are observation, interpretation, and application.…

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Refer Equip Unit 1

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Lectio divina. (2014). Retrieved from https://www.biblegateway.com/resources/scripture-engagement/lectio-divina/home

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How split screen helps students learn what, why and how they learn

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How split screen helps students learn what, why and how they learn

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How split screen helps students learn what, why and how they learn. (n.d.). Retrieved from https://inquiryintolearningblog.wordpress.com/2017/04/01/how-split-screen-helps-students-learn-what-why-and-how-they-learn/

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Claxton, G.(2006). Expanding the capacity to learn: a new end for education? Retrieved from http://www.buildinglearningpower.com/wp-content/uploads/2015/09/19.pdf

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(2010).Fowler's stages of faith development. Retrieved from https://rcdow.org.uk/att/files/faith/aff/fowlers stages of faith development.pdf

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John Mark Ministries(2003). Fowler's stages of faith in profile. Retrieved from http://www.jmm.org.au/articles/2219.htm

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true transformation includes human development and stages of faith - Velocity Culture

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James Fowler’s Stages of Faith in Profile James Fowler, Ph.D. is a developmental psychologist, a United Methodist layperson, and Director of the Center for Faith Development at Emory Universi…

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In preparation for Day 3 and conclusion of Equip

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In preparation for Day 3 and conclusion of Equip

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Facilitator note: The padlet includes a copy of the LEA website document, which also includes the evaluation rubric

Continuing to develop your ePortfolio:

·        Where do activities from these two days contribute to the continuing development of your ePortfolio?

·        Is the format you originally chose working for you?

o  Communication: Clear communication of learning outcomes

o  Accessibility:  for varied audiences, on multiple occasions

·        Review possibilities for inclusion in ePortfolio  – it will not be possible to work on any specific tasks at this stage

Reflection:

Are there questions that have arisen during these two days?

·        What do you need to know?

·        What do you need to do?

·        Participants plan for the continuing development of their ePortfolios before Day 3.

In the time between day two and day three participants…….

Must:

·        Clarify question for independent inquiry on day three based on these findings

·        Conduct data gathering for site-based inquiry

·        Identify at least one biblical text for unpacking that relates to your question.

Should:

·        Begin / continue collection of artefacts for ePortfolio and reflect on how it will address the outcomes.

·        Identify a teaching unit that allows you to draw on Equip learning to critically reflect on the theology and pedagogy that has been included. This is then included in your ePortfolio as a demonstration of your understanding of the learner, learning and learning environments of Christian Studies.

Could:

·         Professional reading (theological and pedagogical)

·        Implement strategies for further building your inclusive classroom (physical space, relational space, questioning and responding, respectful dialogue, knowing students)

·        Begin Making connections / mind map / professional learning plan

·        Seek other opportunities to transfer your learning in Equip 1 and 2 into your teaching of Christian Studies

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James Fowler – Stages of Faith Development (Stages of Faith: The Psychology of Human Development)

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James Fowler – Stages of Faith Development (Stages of Faith: The Psychology of Human Development)

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Herzer, J. (2009). James Fowler – Stages of Faith Development Stages of Faith: The Psychology of Human Development Retrieved from http://leaderresources.org/assets/images/Youth/Fowler_FaithDev_chart.pdf

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For example:

o    Casting Crowns: Who am I?

https://youtu.be/C53GgUJ6y-Y

o    Still

https://youtu.be/z3wwWFsSlNQ

o    Susan Boyle ‘How great thou art’

https://www.google.com.au/search?q=susan+boyle+my+god&oq=susan+boyle+my+god&aqs=chrome..69i57j0l2.13589j0j8&sourceid=chrome&ie=UTF-8

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Murdoch, K. (2015) Power of inquiry. Seastar Education, Northcote.
page 80 / chapter five / Finding our way: What role can frameworks and models play in scaffolding inquiry learning?

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1. LISTEN: don't speak - allow your partner the chance to share and provide the context for the issue.
2. ASK: clarifying questions to help you understand the situation or help them to clarify it for themselves.
3. SHARPEN: assist them to sharpen their thinking. You are not there to give advice on solutions, but rather help them to further understand their issue and help them refine their plan.

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Costa, A.L. & Kellick, B. (1993). Through the lens of a critical friend - educational leadership. Retrieved from http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Through-the-Lens-of-a-Critical-Friend.aspx

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Ascd. (2002.). Critical friends - educational leadership. Retrieved from http://www.ascd.org/publications/educational-leadership/mar02/vol59/num06/Critical-Friends.aspx

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Critical friends: A process built on reflection

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Critical friends: A process built on reflection

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(n.d.). Retrieved from https://depts.washington.edu/ccph/pdf_files/CriticalFriends.pdf

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Kath Murdoch explanation of Inquiry process

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Intended outcomes for Equip units 1 and 2

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Intended outcomes for Equip units 1 and 2

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Equip 1

At the completion of the unit, the participant will be able to:

1.       Articulate an understanding of key Lutheran theological concepts related to the question “Who is God?”

2.       Demonstrate a critical understanding of the purpose of Christian Studies in a Lutheran school or ECS.

3.       Critically reflect on Christian Studies in their context.

Equip 2

At the completion of the unit, the participant will be able to:

1.       Articulate an understanding of key Lutheran theological concepts related to the notion of being human.

2.       Critically reflect on the use of inquiry processes in their Christian Studies context.

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Critical thinking about scripture

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This table may also have been used during Connect.

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Optional scaffold

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Use S.W.O.T. to think through your planning and to guide your "critical friend" discussion

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SWOT analysis for schools -a tool that can provide prompts to governors, management, involved in analysis of problems in education & colleges

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Planning scaffold, including S.W.O.T.

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Copyright Kath Murdoch 2019. Used with permission.
(Conference June 4)

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Thinking about Easter: Using some artefacts. (2019). REToday, 36(2), 24.

This article provides a model for the Gallery walk on Day One of Equip 1

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Discussion and assessment rubric
(LEA website)

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Queensland discussion applicable to all learners

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Queensland Curriculum and Assessment Authority

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Young Queenslanders in the 21 st century need to be:

innovators

entrepreneurs

lifelong learners

responsible global citizens.

QCAA General syllabuses are underpinned by the skills students need in the 21 st century:

critical thinking

creative thinking

communication

collaboration and teamwork

personal and social skills

ICT skills.

Resources

The following written resources are provided to strengthen understanding about the skills students require in the 21st century:

The following videos explore the idea of the skills students require in the 21st century:

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Young Queenslanders in the 21 st century need to be: innovators entrepreneurs lifelong learners responsible global citizens. QCAA General syllabuses are underpinned by the skills students need in the 21 st century: critical thinking creative thinking communication collaboration and teamwork personal and social skills ICT skills.

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"The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century.

In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school."

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Introduction

The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century.

In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school.

General Capabilities in the Australian Curriculum

In the Australian Curriculum, the general capabilities are addressed through the content of the learning areas. General capabilities are identified where they are developed or applied in the content descriptions. They are also identified where they offer opportunities to add depth and richness to student learning via the content elaborations, which are provided to give teachers ideas about how they might teach the content. Icons are used to indicate where general capabilities have been identified in learning area content descriptions and elaborations.

Teachers are expected to teach and assess general capabilities to the extent that they are incorporated within learning area content. State and territory education authorities will determine if and how student learning of the general capabilities is to be further assessed or reported.

General capabilities materials are presented to help teachers develop a shared understanding of the nature, scope and sequence of the general capabilities in the Australian Curriculum and to help teachers plan for students' development of the general capabilities in school and classroom learning programs.

The materials for each general capability include:

an introduction that describes the nature and scope of the capability, its place in the learning areas and its evidence base

organising elements and sub-elements that underpin a learning continuum

a learning continuum.

Learning continua have been developed for each capability to describe the relevant knowledge, skills, behaviours and dispositions at particular points of schooling. Within each of the capabilities, specific behaviours and dispositions have been identified and incorporated into each learning continuum as appropriate.
Using the learning continua Personalising learning
Students need opportunities to develop capabilities over time and across learning areas. What is learnt in the early years supports all subsequent learning. The learning continua map common paths for general capability development while recognising that each student's pace of development may be influenced by factors such as their prior experience, sense of self in the world and cognitive capacity.

Learning continua typically, but not exclusively, align with years of schooling. Stages in each learning continuum are labelled from Levels 1 to 6 to emphasise that the continuum presents a sequence of learning independent of student age.

For Literacy, Level 1 is divided into five sub-levels: 1a, 1b, 1c, 1d and 1e. Levels 1a-1d represent the development of early literacy skills with a particular emphasis on communication. For Numeracy, Level 1 is divided into two sub-levels: 1a and 1b; to represent the progression from early numeracy to numeracy skills. For Personal and Social capability, Level 1 is divided into two sub-levels: 1a and 1b. Level 1a describes the development of awareness of self and others and Level 1b describes the skills or actions to accompany those understandings about self and others.

For more information on using the general capabilities continua to personalise learning for students for whom English is an additional language or dialect, students with disability and gifted and talented students see Student Diversity.
Viewing on the website
Each general capability learning continuum is available online in two views:

expected learning across the levels in a table format

expected learning for each level in turn, in text format .

Users can also see which general capability elements and sub-elements are addressed in the content description by selecting the capability icon.

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Rob Bell "Rain" (Nooma)