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Opening the Black Box:

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by Mary Kooy on 4 November 2013

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Transcript of Opening the Black Box:

Breaking the language barrier: How do we develop inclusive language that invites and broadens educational dialogue?
Opening the Black Box:
Questions, Queries, and Conversations on Christian Education

Can the concepts of "Christian" and "Education" be joined in schools and schooling? What is the nature of the partnership?
How does Kuyper's concept of "sphere sovereignty" influence and shape the ways education is understood and practiced in Reformed thinking?
What is the purpose of education and schooling?
What are the goals?
Why are we here?
Why are we doing these things?

This refers to the "Rooted in" aspect of the conference theme.
How do we build a "praxis" of Christian education that reflexively links the visions and practices particular to education? In what ways could this demonstrate the "walk/talk" of the Christian life?
This refers to the "Rooted in" aspect of the conference theme.
This refers to the "Responsive to" aspect of the conference theme.
This refers to the "Reaching out" aspect of the conference theme.
What 21st-century competencies prepare students and teachers for unpredictable future realities?
How do we prepare students and teachers for the unknown (e.g., future technology, careers, thinking)?
How does the concept of "educare" --to draw out-- play out in teaching and learning?
What does it mean to be a Christian community in the school?
What does community look like in the classroom?
How will we know it when we see it?
How is interdependency brought to life in teacher student classroom communities?
What learning models reflect the aims and goals of Christian education?
How do we choose a learning model?
How is learning practiced as active, ongoing, and developmental?

Who is charged with developing curriculum in/for the schools?
Can meaningful curriculum be created by those outside the lived realities of the school?
What view of the professional/teacher does this imply?

What is the role of learning for teaching?
How do teachers develop knowledge for teaching -- from the students, with the students, for the students?
What teacher and student images emerge?
How do teachers authentically assess and evaluate student learning?
How do teachers determine progress and improvement?
What happens to learning that is assessed by standardized tests?
What impact does tracking/streaming have on learning and teaching in schools?
What affect does labeling have on teachers and students?
What is the impact on community building and inclusion?
What values of learning, teaching, knowledge, and access are schools imparting?
When we structure schooling, why place all children of the same age in the same grade?
What possibilities exist for rethinking spaces and contexts for learning that promote collaborative knowledge building?
What is the role of space for effective learning?
How does technology enter and influence these decisions?

"Educare" --drawing out--
as a principle for teaching and learning
The practice of community in school
A Learning Model
Teacher Learning
Curriculum Development
How do assessment and evaluation reflect the nature of the discipline (biology, reading, math)?
Assessment and Evaluation
Tracking and Streaming Students
School/Learning Spaces
Re-thinking Structures
Visioning for the Future
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