Griffith University (2014-2017)
Redeemer Lutheran College (2018-Current)
Maddi Jones
Teaching ePortfolio
Connect Induction
Equip One Learning Outcomes
Focus One
Articulate an understanding of key Lutheran theological concepts related to the question "Who is God?"
Focus Two
Demonstrate a critical understanding of the purpose of Christian Studies in a Lutheran school or ECS.
Focus Three
Critically reflect on Christian Studies in their context.
To allow for the CS leaders, Equip facilitators, and others ease of understanding into analysing my collection of evidence - I will use colour coded stars to clearly identify the focus goals being covered in each example. There are two elements in this Equip 1 ePortfolio - a collection of evidence and appropriate commentary to demonstrate the outcomes of the concepts taught. The purposeful and personalised collection of evidence reflects my learning journey through the Equip workshops and provides evidence of achievement of the learning outcomes. The collection of evidence or artefacts presented addresses all unit outcomes and includes reflections, critical analysis of readings, classroom practice, action research, photos, graphics, files etc. The commentaries used explains how my collection of evidence and artefacts demonstrated engagement with the learning outcomes. The commentary provides critical reflection, analysis of the learning and consideration of the implications for my role as a Christian Studies teacher, student learning and future professional learning.
Monday 26 August - Equip Day 1
TASK 1: What is Christian Studies? What images would you choose to represent your ideas?
Image 1: Not Walking Alone
This image represents the understanding that Christian Studies is student-led but also a journey that is taken together.
Image 2: Discovering God through inquiry
This image represents the understanding that Christian Studies uses exploration and questioning to create relationships between teacher, student and God.
Image 1: Not Walking Alone
This image represents the understanding that Christian Studies is student-led but also a journey that is taken together.
Task 2: Inclusive Classroom
Long Article - Words at Work
Short Article - Kath Murdoch - Learning Assets
1. What is the relevance of this reading to your context?
Both readings are relevant to the context of both myself as a primary school teacher and also one who teaches Christian Studies in a Lutheran School. Having strong foundations of building an inclusive language in the classroom begins with me as a teacher modeling correct behaviors and language that is respectful, accurate and relevant to all. In particular, in my classroom, I have a range of students from a wide range of different socio-economical, cultural and religious backgrounds and this makes the need for effective and inclusive language vital in all learning experiences. Each student comes to the room with a variety of pre-conceptualised ideas about the world around them, and particularly during the inquiry-based approach to teaching Christian Studies, I need to be extremely careful in using language that allows students with various belief backgrounds to be heard and respected.
2. What behaviours would you see if there was a growing inclusive culture in your school/classroom?
The key communication behaviours I would expect to see in a growing inclusion culture in my classroom, would be the use of respectful, accurate and relevant to all language. I would expect students to keep and open mind and also have strategies in place to speak directly to others when in doubt or feeling excluded. I would expect that there be a focus on collaboration, self-management, thinking, research and communication to ensure all parties feel included in the classroom.
TASK 3: Theological Notes on CC1 (Christians Believe The Bible Is God's Word)
Questions while listening:
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What is hermeneutic? (How do you read it? How do you interpret texts? What is your interpretive lense?)
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How do we unlock students interpretations of bible verses?
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How do we teach behind the texts (culture and history)? How do we reconstruct the world so that students can see and understand the story?
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How do we create a parable? How do we teach the understanding of how the text (genre) is put together?
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How do we introduce new interpretations of the world in front of the text? Appropriate to younger students? What are some receptive reading strategies?
Reflection after the text:
When using bible verses, you need to prepare this experience just like you prepare to teach a narrative. You need to unlock the behind, how the text and world in front of the text (e.g. beginning, middle, end). I like the term 'hermeneutic' as it gets me thinking as to what preconceptions students may come to the classroom with and how their life experience could influence their interpretation of the text.
TASK 4: Creating a Planning Template for Scripture Lesson
TASK 5: Theological Inquiry for Genesis 1
HOMEWORK TASK 1: Read CSCF Rationale and note what you consider to be significant through your context of vocation
After reading the rationale passage in the CSCF, I believe there are many significant ideas that were explored. In the context of my vocation of a primary school teacher, the four major statements that stood out were...
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it allows for the investigation and critical examination of key Christian beliefs, worldviews, personal beliefs, attitudes, and values.
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it is a national curriculum which provides starting and ending points for teaching Christian Studies.
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is a spiralling framework for schools to create a scope and sequence.
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introduces students to the world of religion and spirituality.
Each of these four statements underpins my role as a primary teacher in a Christian school. Having the CSCF allows me to create and nurture faith in a space of openness by giving them tools such as language, symbols, metaphors and imagery to appreciate the Christian story. It also provides me with a planning tool to know and be able to create units that will broaden and deepen students growing understandings. I also enjoyed how CSCF clearly states that Christian Studies should be done and underpinned through the processes of inquiry, discussion and reflection to successfully acquire the qualities and skills stated in the framework.
HOMEWORK TASK 2: "A Process for Engaging in Theological Inquiry for Christian Studies Teachers
Attached is the "A Process for Engaging in Theological Inquiry for Christian Studies Teachers" template which helped to guide my essential question which stemmed from Task 5: Theological Inquiry for Genesis 1.
My essential question is "What did the Earth and its communities look like during the creation story?".
In this process, I had to complete the template which would guide my planning and implementation of this question in my own classroom. I also had to review the document and what boxes were and were not needed. As you can see from the image on the right, there were two (2) boxes which were not needed at this point of generating ideas. I was confused with the top box of 'how does this question relate to my selected unit work' - as we did not yet have a unit created or had a current unit which aligned to this question. I think this also needed to add 'learners prior knowledge' to address what your students currently know to further inform practice.
Tuesday 27 August - Equip Day 2
TASK 1: Devotional - Critical Reflection of Scholarly Articles and Rationales to Answer "What is CS?" and "What It Means For You to be a Teacher of CS?"
During the reading of 'Good Teaching' (Palmer, P. 1990) I had the overwhelming sense that teaching could not be defined as a play-by-play book into which method allows students to learn best. It, however, is a wide range of opportunities for conversation and truth which allows developing the whole student both internally and externally. I enjoyed the idea of consensual conflict which allows both students who are extroverts and introverts to be able to contribute to discussions which will develop their worldly knowledge as well as their understanding of their inner-self. As a teacher of Christian Studies, I believe it is critical that we guide our practice through the know and known of our students and the opportunities for critical discussion and reflection. This will allow for a more whole understanding of our Christian faith and its values.
After reading the EQUIP, CSCF and in particular LEQ 'Christian Studies in Lutheran Schools' rationales, I understood that for me as a Christian studies teacher, I had the responsibility of providing a safe and supportive context in which students can reflect on their experiences of the world and on their own beliefs, spirituality, and identity. As a Christian Studies teacher, I also need to provide the opportunity for students to grow in their Christian faith and in the expression of that faith in their lives.
TASK 2: Brainstorming an Inquiry Through the Umbrella of Questioning
Step 1) KWL
Step 2) Alignment to CSCF
Step 3) Explore "God is..." and Big Concepts
Step 4) Collaborative building of an Umbrella of Questioning to create an essential question and guiding questions to answer "Who is God"
Step 5) Reflection of work using "A Model for Designing a Journey of Inquiry"
TASK 3: Using the Essential Question Above - Identify a Bible Verse That Will Build Upon That Understanding and Complete a Three Worlds of the Text Analysis
TASK 4: Reflection of Day 1 Task 2 3L's (Learning, Learner and Learning Environment)
HOMEWORK: Essential Question Linked to Chosen Unit of Work & Core Texts to Investigate Throughout Unit
Tuesday 22 October - Equip Day 3
TASK 1: Devotion - Engaging in Scripture, Theological Notes and Journal Response
(2 Timothy 3:15-17)
TASK 2: Individual Map & Group Share on "Christian Studies is..." and "God is..."
Task 3: Creating an Essential Question with accompanying Macro and Micro concepts to develop the understanding of "Who is God?"
Task 4: Using the Essential Question Above - Identify a Bible Verse That Will Build Upon That Understanding and Complete a Three Worlds of the Text Analysis
Additional Materials (after Equip) that provide evidence into the engagement into the learning outcomes for EQUIP 1
CS Unit - The Image of God (Year 3) - Under review for 2021