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.