CED 522
Teacher as Facilitator of Learning
Timothy W. Brock
An Introduction to Teaching Methods
Introduction
Once the teacher has determined the learning objectives associated with a passage of scripture or with the topic of the lesson, then she or he must determine the specific learning/teaching activities and resources that will be used during the course of the class session to accomplish these objectives.
Definitions
· Teaching activities are those strategies which teachers devise to create a setting for the students’ involvement with the subject of the lesson.
· Resources, also called materials, are those objects that teachers and students use in order to implement the activities included in the teaching plan.
Things to Keep in Mind in Selecting Teaching Activities
· The teacher should keep in mind the six aspects of learning identified in the previous chapter: remembering, comparing, interpreting, creating, applying, and deciding.
· The teacher should keep in mind all the information associated with the learning styles of the students in the class.
· The teacher should keep in mind all the information associated with multiple intelligences (developed in the previous class session.
· The teacher should also keep in mind the interactivity of the learning process as described in Dale’s Cole of Learning (as depicted on the following page). The more parts of the brain that we engage, the more types of interactive processes in which the students participate, the more effective the learning and teaching.
Each of these aspects of the learning/teaching process suggests that we should use a number of carefully chosen teaching methods during each class session.
Instructions for the Class Period
As you read the material included in this chapter and as you review these notes, please keep track of how many of these teaching activities and resources that you have used in teaching the congregational context. Also, note any of these methods that you would definitely not use in your teaching.
You were also asked to select and read one chapter from the textbook, Creative Teaching Methods, by Marlene LeFever. Be prepared to share a summary of that chapter in our class discussion.
Types of Teaching Activities and Resources
Verbal Activities and Resources
· Brainstorming—a process that involves a quick listing of ideas without comment or evaluation.
· Asking questions that encourage (open-ended) analytical thinking…
· Asking questions that encourage personal application (also open-ended)…
· Interviewing…
· Skimming…
· Storytelling…
· Reading…
Comparing and Analyzing Activities
· Comparing two or more biblical passages, concepts, events, or persons.
· Students are led to identify both similarities and differences in the comparisons…
Voting and Ranking Activities
· These activities invite the students to interpret and apply information to their own situation as they indicate to what extent they agree or disagree with a statement or action in response to a situation.
· This type of activity often uses some form of a Likert scale.
· In ranking, students are invited to prioritize a number of statements, concepts, or activities. The teacher can then lead the class to explore the reasons behind why the students made these rankings.
Creative Writing Activities
· Write an acrostic (i.e. Psalm 119)…
· Write a telegram, diary entry, memo, news report, letter, job description, or a letter of agreement…
· Write a script or a dialogue…
Dramatization Activities
· Puppets…
· Informal dramatizations (including dramatic reading of a text)…
· Role-playing…
Activities and Resources Relating to
Personal Experiences
One important aspect of teaching the Bible is to bridge the gap between the intent of the original writer of the biblical text and the application to the life of the contemporary student of the scripture. A number of activities may be used to build a bridge between these two moments in time.
· Questions can be asked to begin the intentional process of making connections between biblical truth and personal experience.
· Sharing personal experiences around the theme of the biblical material can be encouraged.
· Exploring current events that illustrate the truth of the biblical passage can also be a powerful tool in teaching.
· Using movies, TV shows, and popular music that resonate with the truth of the biblical passage can also be an effective teaching strategy.
Ten Criteria for Selecting Teaching Activities and Resources
The teaching activities and resources should:
1. Help the teacher communicate clearly the main idea determined at the beginning of the planning process.
2. Help the class participants accomplish what was intended.
3. Be presented with clear, concise directions followed by encouragement from the teacher.
4. Involve the learners in active and purposeful ways.
5. Be those who are familiar and in whom the teacher has confidence.
6. Allow for maximum creative expression on the part of the participants.
7. Represent a variety of skills, interests, and intelligences so that all students will feel included.
8. Lead students to ask questions, seek answers, and state affirmations.
9. Be appropriate for the time available and the space in which the class meets.
10. Be appropriate to the developmental stage of the participants as well as to the number present.
CED 522
Teacher as Facilitator of Learning
Timothy W. Brock
An Introduction to Teaching Methods
Introduction
Once the teacher has determined the learning objectives associated with a passage of scripture or with the topic of the lesson, then she or he must determine the specific learning/teaching activities and resources that will be used during the course of the class session to accomplish these objectives.
Definitions
· Teaching activities are those strategies which teachers devise to create a setting for the students’ involvement with the subject of the lesson.
· Resources, also called materials, are those objects that teachers and students use in order to implement the activities included in the teaching plan.
Things to Keep in Mind in Selecting Teaching Activities
· The teacher should keep in mind the six aspects of learning identified in the previous chapter: remembering, comparing, interpreting, creating, applying, and deciding.
· The teacher should keep in mind all the information associated with the learning styles of the students in the class.
· The teacher should keep in mind all the information associated with multiple intelligences (developed in the previous class session.
· The teacher should also keep in mind the interactivity of the learning process as described in Dale’s Cole of Learning (as depicted on the following page). The more parts of the brain that we engage, the more types of interactive processes in which the students participate, the more effective the learning and teaching.
Each of these aspects of the learning/teaching process suggests that we should use a number of carefully chosen teaching methods during each class session.
Instructions for the Class Period
As you read the material included in this chapter and as you review these notes, please keep track of how many of these teaching activities and resources that you have used in teaching the congregational context. Also, note any of these methods that you would definitely not use in your teaching.
You were also asked to select and read one chapter from the textbook, Creative Teaching Methods, by Marlene LeFever. Be prepared to share a summary of that chapter in our class discussion.
Types of Teaching Activities and Resources
Verbal Activities and Resources
· Brainstorming—a process that involves a quick listing of ideas without comment or evaluation.
· Asking questions that encourage (open-ended) analytical thinking…
· Asking questions that encourage personal application (also open-ended)…
· Interviewing…
· Skimming…
· Storytelling…
· Reading…
Comparing and Analyzing Activities
· Comparing two or more biblical passages, concepts, events, or persons.
· Students are led to identify both similarities and differences in the comparisons…
Voting and Ranking Activities
· These activities invite the students to interpret and apply information to their own situation as they indicate to what extent they agree or disagree with a statement or action in response to a situation.
· This type of activity often uses some form of a Likert scale.
· In ranking, students are invited to prioritize a number of statements, concepts, or activities. The teacher can then lead the class to explore the reasons behind why the students made these rankings.
Creative Writing Activities
· Write an acrostic (i.e. Psalm 119)…
· Write a telegram, diary entry, memo, news report, letter, job description, or a letter of agreement…
· Write a script or a dialogue…
Dramatization Activities
· Puppets…
· Informal dramatizations (including dramatic reading of a text)…
· Role-playing…
Activities and Resources Relating to
Personal Experiences
One important aspect of teaching the Bible is to bridge the gap between the intent of the original writer of the biblical text and the application to the life of the contemporary student of the scripture. A number of activities may be used to build a bridge between these two moments in time.
· Questions can be asked to begin the intentional process of making connections between biblical truth and personal experience.
· Sharing personal experiences around the theme of the biblical material can be encouraged.
· Exploring current events that illustrate the truth of the biblical passage can also be a powerful tool in teaching.
· Using movies, TV shows, and popular music that resonate with the truth of the biblical passage can also be an effective teaching strategy.
Ten Criteria for Selecting Teaching Activities and Resources
The teaching activities and resources should:
1. Help the teacher communicate clearly the main idea determined at the beginning of the planning process.
2. Help the class participants accomplish what was intended.
3. Be presented with clear, concise directions followed by encouragement from the teacher.
4. Involve the learners in active and purposeful ways.
5. Be those who are familiar and in whom the teacher has confidence.
6. Allow for maximum creative expression on the part of the participants.
7. Represent a variety of skills, interests, and intelligences so that all students will feel included.
8. Lead students to ask questions, seek answers, and state affirmations.
9. Be appropriate for the time available and the space in which the class meets.
10. Be appropriate to the developmental stage of the participants as well as to the number present.