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IFVL
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Predictors of IFVL
and Teacher Integration IFVL
Agustina, Merry
Bella, Isa Nenci
What is Predictor? PREDICTOR (noun)
The noun PREDICTOR has 3 senses:
1. someone who makes predictions of the future (usually on the basis of special knowledge) 2. information that supports a probabilistic estimate of future events 3. a computer for controlling antiaircraft fire that computes the position of an aircraft at the instant of a shell's arrival http://www.audioenglish.org/dictionary/predictor.htm
WIKIPEDIA
A prediction (Latin præ-, "before," and dicere, "to say") or forecast is a statement about the way things will happen in the future, often but not always based on experience or knowledge. While there is much overlap between prediction and forecast, a prediction may be a statement that some outcome is expected, while a forecast is more specific, and may cover a range of possible outcomes
Who is Predictor of IFVL?
Teacher’s Integration
WIKIPEDIA
Integrity is the quality of being honest and having strong moral principles; moral uprightness. It is generally a personal choice to uphold oneself to consistently moral and ethical standards
The greatest want of the world is
the men of men: • Men who will not bought or sold
• Men who in their inmost souls are true and honest
• Men who do not fear to call sin by its right name
• Men whose conscience is as true to duty as the needle to the pole
• Men who will stand for the right though the heavens fall
Ellen G. W, Education 57.3
Chapter 8—Daniel’s Integrity Under Test
The prophet Daniel was an illustrious character. He was a bright example of what men may become when united with the God of wisdom. A brief account of the life of this holy man of God is left on record for the encouragement of those who should afterward be called to endure trial and temptation.
True education does not ignore the values of scientific knowledge or literary acquirements; but above information it values power; above power; goodness; above intellectual acquirements, character. The world does not much need men of great intellect as noble character. It needs men whom ability is controlled by steadfast principle.
Chapter 8—The Teacher Sent From God page 73
• In the Teacher sent from God, heaven gave to men its best and greatest. He who had stood in the councils of the Most High, who had dwelt in the innermost sanctuary of the Eternal, was the One chosen to reveal in person to humanity the knowledge of God.
• Through Christ had been communicated every ray of divine light that had ever reached our fallen world. It was He who had spoken through everyone that throughout the ages had declared God’s word to man. Of Him all the excellences manifest in the earth’s greatest and noblest souls were reflections. The purity and beneficence of Joseph, the faith and meekness and long-suffering of Moses, the steadfastness of Elisha, the noble integrity and firmness of Daniel, the ardor and self-sacrifice of Paul, the mental and spiritual power manifest in all these men, and in all others who had ever dwelt on the earth, were but gleams from the shining of His glory. In Him was found the perfect ideal
Apply IFVL as a Teacher
PERSONALY
STUDENT
Students need to not only learn about God, but also to have a personal relationship with Him.
John Wesley Taylor, Journal of Adventist Education
PERSONALLY
Personal strategies seek to help students experience faith and grow close to God
John Wesley Taylor, Journal of Adventist Education
TEACHER
To accomplish this goal, the teacher must take a personal interest in each student and seek out opportunities to discuss spiritual things.
John Wesley Taylor, Journal of Adventist Education
Subject Integration
As a predictor of IFVL
Subject Integration
The Holy Scriptures are the perfect standard of the truth, and as such should be given the highest place in education –Education, p.17
Ellen White never intended that the
Bible should be just another subject in
the curriculum. It was to predominate
and infuse all other subjects.
What is the curriculum?
Curriculum includes what is taught by any experience that can be influenced by the school.
There are three types of curriculum :
Formal Curriculum
Informal curriculum
Hidden curriculum
Formal Curriculum
what is commonly taught in classes that are normally a part of elementary, secondary, or higher education programs
IFVL in the formal
curriculum
IFVL in mathemathics
• Developing an appreciation of the
order and structure of nature
through observing geometric and
other mathemathical concepts
illustrated in the universe
• Relating simple concepts of
probability to the theory of the origin
of life as taught by evolution
IFVL in Science
• Emphasize that through the
study of Science we learn
about God’s creation and the
laws by which nature is
governed
• Relate principles of science to
health. Help students to
understand the scientific
basis for the Christian’s
healthful life style.
IFVL in the Language Arts
• Help students develop criteria for
selecting good material for reading,
listening, or viewing. Study of the
Bible can greatly aid in this search;
• Select meaningful topics for writing
assignments. Have students write
simple poetry or prose descriptions
of objects that show beauty in nature
or design. They can also write about
events that show how their parents
or other Christian have helped them
IFVL in Art, Music, and Crafts
• Study the historical influence of
religion on art and music
• Make appropriate use of the arts
in formal and informal worship
settings.
Informal and Hidden Curriculum
• Informal curriculum
: What is taught through learning experiences that are not part of formal
courses. • Hidden curriculum :
What is taught unintentionally through either the formal or informal curriculum.
• The difference between the informal and the hidden curriculum is often just a matter of awareness
examples from the informal
or the hidden curriculum
• Methods of grading
• School programs
• Playground activities
• Field trips
• Bulletin boards and pictures
• The library and outside reading
• Dress code
• School rules
examples from the informal or the hidden curriculum
• Methods of grading
Selecting procedure
that does not require
students to compete
with one another, but
rather strive to reach
attainable goal,
positive attitudes
toward the school
education
• School programs
Is the objective of
your school programs
merely to entertain?
Do they have spiritual
objectives, or do they
simply keep the
students occupied?
• Playground activities
Teacher should
investigate and
implement wholesome
activities that
encourage cooperation
and the other positive
attitudes.
• Field trips
Sometimes teachers do
not think of field trips
as related to Bible
principles.One very effective field trip is
to take young people
to see an inner-city
mission where drunks
and other types of
individuals come when
they are really down
and out.
• Bulletin boards and pictures
Select pictures to
illustrate an
objective, to convey
a message about
helpfulness, or to
evoke interest in a
doctrine
communicated by
the picture.
• The library and outside reading
Children love to read
stories and
experience vicariously
the victories and
positive deeds of the
person they reading
about.
• Dress code Teacher should discuss openly the way certain people have dressed and how such styles communicate what kinds of people they are.
• School rules The rules must be reasonable and administratively viable, but they must also be spiritual.
LESSON PRESENTATION Planning the first two week • List all types of classroom activities • For each activity, imagine how you would like students to
behave. • Design classroom rules • Design consequences for severe misbehavior • Design a grading system that encourages motivation and
participation • Design routines for assigning and collecting in-class
assignments and homework • Prepare activities for the first day of class.
R.S.Sprick, Disciplline in the Secondary Classroom(West Nyack,N.Y.:The Center for Apllied Research in Education, Inc., 1985)
LESSON PRESENTATION • Cooperative learning
Example : Jesus Christ often worked with groups. He sent the disciples out two-by-two.
Paul also often worked with a team in his missionary endeavours.
• Teaching social skills
Using MegaSkills and Standards to Live By
MegaSkills
• Confidence Feeling able to do it
• Motivates Wanting to do it
• Effort Being willing to work hard
• Responsibility Doing what’s right
• Initiative Moving into action
• Perseverance Completing what you start
• Caring Showing concerns for others
• Teamwork Working with others
• Commonsense Using good judgment
• Problem Solving Putting what you know and what you can do into action
Standards to Live By
• No put downs
• Active Listening
• Trust
• Truth
• Doing your best
ED Chapter 8
• Through christ had been communicated every ray of divine light that had ever reached our fallen world.
• God’s greatest gift was bestowed to meet man’s greatest need.
• Christ came to restore this knowledge. • Christ came to the world with the accumulated
love of eternity. • Christ came to demonstrate the value of the
divine principles by reveling their power the regenerationof humanity.
Applying IFVL through teacher’s Lifestyle
Strategies in applying IFVL:
Figure 2. Classification of IFL strategies
Contextual Tactical
Ornamental
Environmental
Illustrative Analogous
Narrative
Exemplary
Conceptual Textual
Thematic
Valuative
Experiential Personal
Interrelational
Declarative
Contextual
Tactical
Ornamental
Environmental
This is the area of the hidden curriculum, perhaps the most
powerful educational force with which Christian education must deal
(Richards, 1975).
Environmental =
hidden curriculum
The integration wherein biblical principles as
practice in the life of the school administrators,
faculty and staff
Lifestyle is the way a person lives wikipedia
Teacher’s life style
“No part of our conduct escapes observation. We cannot hide our ways
from the Most High. . . . Every act, every word, every thought, is as
distinctly marked as though there were only one
person in the whole world, and the attention of heaven were
centered upon him.” (PP 217, 218.)
IFVL in teacher’s lifestyle:
spiritual
• Only as we daily talk to God in prayer and listen to His voice can we hope to live the life that is “hidden with Christ in God” (Col. 3:3)
• Sabbathkeeping (Eze. 20:12)
DRESS
• the purpose of Christian dress is:“to protect the people of God from the corrupting influence of the world, as well as to promote physical and moral health.”—4T 634.
The dress should be :
• avoid gaudy display and profuse
ornamentation, fads and extreme fashions, particularly those transgressing the laws of modesty, and that our clothing should be, when possible, “of good quality, of becoming colors, and suited for service” “rather than display.” Our attire should be characterized by modesty, “beauty,” “grace,” and “appropriateness of natural simplicity.”—MYP 351, 352.
“To dress plainly,abstaining from display of jewelry and ornaments of
every kind, is in keeping with our faith.” and.....We should avoid the use
of cosmetics not in keeping with good taste and the principles of Christian modesty. (1 Tim. 2:9)./—3T
366.
Health
• Our bodies are the temple of the Holy Spirit (1 Cor. 6:19).
• “Both mental and spiritual vigor are in great degree dependent upon physical strength and activity; whatever promotes physical health promotes the development of a strong mind and a well-balanced character.”—Ed 195.
For this reason, we live intelligently in
accordance with health principles of physical
exercise, respiration, sunshine, pure air, use of
water, sleep and rest. By conviction we choose
to eat healthfully, wear suitable
clothing,practice cleanliness, engage in proper
recreation, and freely choose to follow the
principles of health, self-control, and
wholesome diet.Therefore we abstain from all
forms of alcohol, tobacco, and addictive
drugs. We strive to preserve our physical and
psychological balance by avoiding any
excess.CM.140
Media, recreation and Entertainment
• Like our bodies, our inner beings need wholesome nourishment for renewal and strengthening (2 Cor. 4:6).
Our minds are the measure of our
persons.Food for our minds is of the utmost importance in developing
character and in carrying out our life’s purposes. For this reason we should
carefully evaluate our mental habits. What we choose to read, hear, and
watch, whether by book or magazine, radio or television, the Internet, or
other modern media shapes and impacts
our character.(CM 142)
Philippians 4:8
Finally, brethren, whatsoever things are true, whatsoever things are honest,
whatsoever things are just, whatsoever things are pure, whatsoever things are lovely, whatsoever things are of good
report, if there be any virtue, and if there be any praise, think on these things.