For a change in framework to be plausible and effective, examples, stories, and illustrations need to come into line—thus, math examples should move from getting to giving. And stories can move from focusing on individuals to communities in history when the framework is changed from studying individual reformers to studying campaigning communities. If an environment topic is changed from “our world” to “God’s world,” images of the world from a “God’s-eye” perspective might be appropriate.

  • Teachers can change from using cartoon characters to using photographs or images of real people if teaching languages is put in a personal context. Teachers can use different examples of how transportation serves the community to provide a service context.
  • Teachers can use stories in math that show the impact of percentages paid for growing coffee. Real stories can be used in geography when looking at migration patterns so that these lessons reflect a relational framework and do not reduce people to lines on a map or numbers.

These examples show how stories, examples, and illustrations can be brought into line with a new framework to create a new way of seeing a lesson.