Presenters:
• Glynis Bradfield, Director of Students Services &
CIRCLE Director, AU School of Distance Education
• Juliette Horton, RMES Gr 1 teacher
• Deborah Park, RMES Gr 6 teacher
• Philip Giddings III, RMES Junior High teacher
• Andrea Nagy, AU Curriculum PhD Student, SDACC teacher
• Jeremy Hall, Indiana Academy Principal
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NAD Teacher Conference, August 6, 2012
YES
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Seeing how the topic reveals
the character or nature of
o God
o Creation
o Mankind
o Moral Order
o Purpose
Thinking critically about every
aspect of our lives as
connected to the topic
NO
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Including a Bible verse at the top or
bottom of a worksheet.
Diagramming a Bible verse in
grammar class.
Reading one or all the Bible verses
on horses after a horse unit.
Using a science experiment as an
analogy to the Christian life.
Praying once or several times a day
in class.
Having class devotions.
Casually referring to the greatness
of God during a science lesson.
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Without an eternal perspective, life and all its component parts do not make
sense. (p.38)
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Our understanding and practice of God’s truth is very limited compared to the
knowledge we have accumulated. At least part of the problem is a perceived
detachment of biblical truth from almost everything that is not biblical. (p.22)
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Biblical integration is not about finding the "right verse" or "the only“ Christian
way to deal with every class and every subject. It is about fitting everything we
know and teach into the very BIG picture of what God is doing. (p.22)
Klassen, Visual Valet
The Visual Valet framework can assist anyone in organizing and
communicating the essential elements of the Christian faith, from a
great controversy perspective.
God made everything
Sin wrecks everything
Jesus fixes everything
God uses everything
•
•
•
•
The study of non-Biblical material should
reveal reflections of God.
Distortions are to be expected in
everything because of the Fall.
The Bible always takes precedence over
what we think we’ve discovered in the
world, in ourselves, in our relationships
with others and with God.
The Visual Valet suggests applications for
all we learn, so everything will fulfill God’s
ultimate intention that people live in loving
relationship with Him.
Framework
Integration Guide
Creation
Reflections
Fall
Distortions
Redemption
Revelations
Fulfillment
Applications
CREATION
FALL
REDEMPTION
FULFILLMENT
– Reflections
- Distortions
– Revelations
– Applications
What aspect of
God’s character do I
understand better
because of ____?
In what ways has
___ been distorted
by the fall of man?
What has God revealed
in the Bible about ____,
Himself & His
purposes?
How does ___ make me
appreciate God and
desire to worship Him?
What was God’s
original purpose for
____?
In what ways has
___ been spoiled
and misused?
How does the Bible
confirm God’s revelation
in ____?
How can ___ be used for
God’s purposes within
His family and His world?
What is good,
beautiful, true,
valuable?
What is bad, ugly,
false, worthless?
How do we know? How
do we choose? What
are the consequences?
What is the purpose?
99 Questions: closethegapnow.org/resources/christianeducation/index.html
The Visual Valet model can:
 Remind you to implement biblical integration
 Help you organize all God says about Himself and His creation
 Guide you in making the connections that are central to biblically
integrated Christian thinking
 Help you develop critically important thinking skills in your
students
 Help you become a distinctively Christian thinker and teacher
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Identify biblical principles to be integrated.
Move from the big picture to the details.
Plan assignments and discussion questions that cause students
to begin thoughtfully considering biblical principles.
Consider how biblical principles from other subject areas may be
related.
Allow students to apply the principles personally.
Use informal opportunities, as well as more formal situations.
Assess biblical integration.
1. Biblically Integrated Math Lesson Plan
Juliette Horton, RMES Gr 1 Teacher, Michigan
2. Music Lessons
Andrea Nagy, Gr 8 Teacher, Canada
3. Faith Integrated Physics & Literature Lessons
Philip Giddings III, RMES Gr 8 Teacher, Michigan
4. Pangea and Continental Drift Theory Lesson Plans
Deborah Park, RMES Gr 6 Teacher, Michigan
5. Staff Evaluation Using the Visual Valet Model
Jeremy Hall, Indiana Academy Principal
6. Website Development Unit Plan
Samuel Villamizar, VAES Gr 7-10, Michigan
Being transformed
• Unless I am continually developing a more distinctively Christian way of thinking and
teaching, I cannot blame the system in which I teach for hindering me. If I am
personally overflowing with new insights which fill me with gratitude and worship, my
students will notice. If I choose God's ways instead of my own in all areas of life,
students can learn to choose His ways also. Even if they do not understand the
things of God they cannot deny He is making a difference in my life.
Being transforming
• I cannot change others; the Holy Spirit can, and uses us to demonstrate and
articulate truth. I can teach, confident of Christ’s presence as I prepare and interact
with students and colleagues.
Producing transformers
• I am called to disciple students and colleagues, so that what God invests in my life
may be multiplied in the lives and ministry of many others.
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Start with personal Bible study, connecting with the Visual Valet
framework.
Ask the right questions in your study – related to this framework.
Look for answers in the right places – in God’s Word and world.
Cultivate an eternal perspective – without it all the parts of life
don’t make sense.
Choose to be intentional. Prepare the climate for student
transformation.
Work together. Ask questions that prompt students to connect
what is learned at home, church, and school.
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Ask the right big questions e.g. use the Visual Valet framework.
Encourage students to ask the questions of themselves.
Deal with common distortions to remove obstacles to growth and
development.
Share what God has been teaching you and how He has been
changing you.
Clarify that spiritual things are spiritually discerned - nonChristians cannot understand God’s perspective.
Pray before, during and after – continually.
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Expect to be learning forever – the joy of discovery requires
something unknown and unexplored!
Invite your students to join you in discovery learning, led by the
Holy Spirit.
Organize your deepening understanding using the framework,
adding new questions to explore as time allows in future
lessons/years.
Invite colleagues to join you on the journey. Share to save time.
Synergize.
Ask God to lead you to intentionally teach patterns of God’s truth
in every lesson.
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Biblical integration is not about finding the "right verse" or
"the only“ Christian way to deal with every class and every
subject. It is about fitting everything we know and teach
into the very BIG picture of what God is doing.
Klassen (2008), Visual Valet: Complete Book with User’s Guide, p.22
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transformingteachers.com – Visual Valet & many stimulating and practical
faith integration articles
closethegapnow.org – questions to foster biblical integration and other
practical faith integration assessments & other teaching tools
biblicalintegration.com – lesson templates, examples & posters
circle.adventist.org – faith integration sections & much more
CIRCLE is the google of Adventist education, the Curriculum and Instruction
Resource Center Linking Educators anytime, anywhere, as they continue the
teaching ministry of Jesus Christ. Find resources created by and for Adventist
educators at all levels, from all world regions – think outside your region/box. Be
synergized. Join the CIRCLE.
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Glynis Bradfield, CIRCLE Director, glynisb@andrews.edu
Director of Student Services, griggs.edu & andrews.edu/distance
Growing Disciples Inventory researcher, growingfruitfuldisciples.com/gdi/