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150 Ways to teach the same scripture

2011-04-03T22:53:00.001-07:00

Matthew 9:14-17 (NIV) Questions about fasting

14 Then John’s disciples came and asked him, “How is it that we and the Pharisees fast often, but your disciples do not fast?” 15 Jesus answered, “How can the guests of the bridegroom mourn while he is with them? The time will come when the bridegroom will be taken from them; then they will fast. 16 “No one sews a patch of unshrunk cloth on an old garment, for the patch will pull away from the garment, making the tear worse. 17 Neither do people pour new wine into old wineskins. If they do, the skins will burst; the wine will run out and the wineskins will be ruined. No, they pour new wine into new wineskins, and both are preserved.”

150 ways to teach the same scripture

(INDIVIDUAL) REFLECTION: Read this passage then reflect on why Jesus’ disciples did not fast and spend time seeking if God is calling you to fast for something or someone.

ACCOUNTABILITY PARTNERS: Discuss the relativity of this passage to real life, and how it relates to both lives.

ACRONYMS: After reading the passage each member would ask about questions and try to figure out the meaning of the passage. Then I would give them an acronym to help them remember the meaning, and then ask the group to make their own acronyms individually. Some titles could have to do with fasting, or new way.

ACTING: Act out this scene with your class. Divide the class into Jesus's disciples, John's disciples, and Jesus.

AGREE/DISAGREE STATEMENTS: Write up statements for the students to disagree and agree. For example: everyone should fast, fasting is only abstaining from food, and there are certain times to fast

APPLICATION QUESTIONS: Come with questions that help the students apply the passage to their lives. For example: How often do you fast? Do you think you should make fasting a spiritual discipline in your life? What are some things that you can fast from?

ART: Put up a painting or picture of a wineskin in order to provide a visual to relate to.

ASK PROVOKING QUESTIONS: Start your class by asking: Why is it that some religions, denominations, and individual Christians fast or deprive themselves of certain while other Christians don't?

BIBLE DICTIONARY: Find a word in the passage like bridegroom or fasting, and find where it appears in Scripture elsewhere. This will help to develop a fuller understanding of the passage.

BIBLICAL SIMULATION: have some people be the Pharisees and other people be Jesus disciples. And develop arguments on each side, for the fasting often, and for not fasting at that particular moment.

BOOK DISCUSSION: Find a book about fasting for the whole class to read during the week. This will promote discussion and a better idea of the topic.

BOOK REPORT: Find a book on fasting for the report.

BOOK STUDIES: Find a book about fasting and discuss it in light of Matthew 9:14-17. For example: Celebration of Discipline by: Richard Foster

BRAINSTORMING: We would read the passage as a group, then I would inform the group that I want them to brainstorm together to try and figure out the deeper meaning of the passage. We would use a whiteboard and have someone draw all the thoughts out. Some of the thoughts we would brainstorm would be about the old way of the Pharisees, fasting, and the last example about the wineskins and comparing that to our lives currently with Christ.

BUILDING MODELS: Have people make a wineskin out of fabric.

BUZZ GROUPS: Ask the class to break up into buzz groups and challenge them to brainstorm what Jesus meant in comparing fasting with wineskins.

CASE STUDIES: Present a controversial article, book, scenario, etc. relating to “old and new wineskins.” A good idea: Use Rob Bell’s controversial book Love Wins as a case study to spark discussion on this passage: http://www.christiantoday.com/article/rob.bell.hell.exists/27765.htm

Challenges: Challenge the class to seek to grow closer to Jesus and to follow and celebrate with him when he is near.

CHARTS: Draw up a chart that compares and contrasts the difference between how the Pharisees fasted and how Jesus's disciples fasted.

Christian Novels: Find a book written about the gospel of Matthew and discuss the key points and have discussions on it.

CHURCH CALENDAR: During Lent much focus is put on fasting so the class could do a collective fast on Wednesdays and Fridays.

CIRCLE RESPONSE: Begin discussion by reading this passage and then ask this question: What do you think the importance of fasting is? Why didn’t the Disciples of Jesus fast at the time, but John’s disciples did?

COMMUNION: In communion ask yourselves what are the intentions behind it, like in this passage examine why the disciples didn’t fast all the time, but Jesus call them to fast after an appointed time. Could it be that this appointed time for us would be after we have searched our hearts, to not take communion in an unworthy manner.

CRAFTS: Have the class do a craft where they make their very own wineskin.

CREATIVE WRITING: Give the students some time to try to capture the idea of this passage in an original poem, song, or even a picture or some other form of creativity.

CULTURAL STUDIES: Find the cultural backgrounds on wedding festivities in Jesus day, the Pharisees fasting rituals, and on wineskins, since these can be puzzling cultural concepts.

CURRENT EVENTS: Look up on internet news channels (Fox News, CNN, etc.) where else in the world there is fasting. Researching how other religions fast and comparing it to Christianity may also be interesting and promote healthy discussion.

DEBATES: Have a class debate and discussion about why Jesus’ disciples didn’t fast as much as John’s disciples did, or about fasting in general.

DEVOTIONAL BOOK: Have the class read an encouraging Devotional book while fasting or about fasting.

Dialogue: Talk about the main idea Jesus wanted the disciples to understand.

DIRECT BIBLE STUDY: Type this passage out then write out questions off to the side for the students to answer. For example: Why did Jesus’ disciples not fast like John’s? What does Jesus respond with a question about mourning? What was Jesus saying when he gives the examples of the old and new wineskins?

DISCUSSION: We would read the passage fully and then read it quietly to ourselves for a few minutes. Then have discussion as a group about certain questions that each group member had concerning not living under the old way of the pharisees, but the new way under Jesus Christ.

DOUBLE-TEAM TEACHING: The two people teaching the lesson could teach from the perspective of the Pharisees and Jesus. One could teach about the importance of fasting, and the other could teach about the importance of being with Jesus.

DRAMA: Prepare a drama on people acting out what is going on in this verse (Matthew 9:14-17).

DRAWING: Make a drawing that shows the shrinking cloth on an old garment and how it pulls away from it.

DRESS UP GUEST: I would have a group of friends come to the group dressed up as pharisees, disciples, and Jesus. They would almost role play this passage and then explain the meaning afterwords.

EDUCATIONAL GAMES: Play the newly wed came, and act out that the wedding is sad, to depict the bridegroom mourning.

EXPERIENTIAL LEARNING: The class could try sewing a patch of unshrunk cloth on a garment to see if it does pull away.

FALL OFF THE LOG: Lead a class discussion, asking students to take and defend an opinion on the following issue relating to the old and new wineskins: “What is more important to maintain in the church? Tradition or relevance?”

FIELD TRIPS: As a group, go on a spiritual retreat to practice the spiritual discipline of fasting, and come together again to celebrate Christ’s life.

FLANNEL GRAPH: Use pictures from this scripture to depict what is going on in the scene, so people can get a visual picture of what is going on.

FOOD: I would explain this passage and the teachings in it by having communion to symbolize our celebration of being with the Bridegroom and as a foretaste of the feast to come.

FORUM Q&A: Give the passage to students a week ahead of time, so that they can gather their own insights and questions. Then, on the day of class, open up the floor for questions and discussion.

GAMES: Make up a game that has to do with the scripture verse (i.e. - wedding, fasting, wineskins, etc.)

GEOGRAPHIC STUDY: Where does this passage take place? Find a map to use as a visual and show the group where they are geographically to put a picture in their mind.

GOSPEL PARALLEL: Look at this passage in Mark 2:18-22 and Luke 5:33-39 and discuss the similarities and differences and the importance of the passage and where it is located within each Gospel.

GROUP DISCUSSION: Lead your class in a discussion regarding Jesus’ response to why His disciples didn’t fast like John the Baptist’s disciples fasted.

GUEST SPEAKER: Invite a guest speaker to teach this passage

GUEST SPEAKERS: Invite a guest speaker who actively practices the discipline of fasting and can expound on the purpose, benefits, and Biblical princes of fasting.

GUIDED IMAGERY: have your group close their eyes and imagine the frustration and how ridiculous it would be to be at a wedding where people are mourning and fasting, then imagine your newly fixed clothes tearing because you didn’t do the patch right, and then lead them to imagine and “experience” the frustration of the wine skins breaking because of the wrong move.

HOMEWORK: Introduce the passage a week ahead of time and assign the class homework. Tell the class to use commentaries, books, internet, etc to gain new insight into the passage and bring their findings ready to discuss the following week.

ILLUSTRATION: Find a modern-day story, metaphor, analogy, or symbol to explain a concept in Matthew 9:14-17. For example: A new tube and an old, bald, tire could represent the new wine in old wineskins.

IMAGINATION EXERCISE: Have the class imagine themselves doing the paradoxes present in the passage: mourning at a wedding, pouring new wine into old wine skins, sewing new cloth as a patch; then think of modern day examples like being lazy in classes you pay lots of money for or living sinful while simultaneously proclaiming Jesus. Have the class discuss what they imagined, insights, and then pull it all back together and discuss the passage.

IMAGINING: Lead your class in imagining that they are in the passage Matthew 9:14-17. Have them imagine the faces, reactions, smells and emotions they might experience if Jesus were talking to them.

INTERCESSORY PRAYER: Create a list of prayer needs for other people that the class can focus on while they’re fasting. (Remember: the time will come when the bridegroom will be taken from them; then they will fast).

INTERGENERATIONAL TEACHING: Open up the class reading this passage, then break the class up into small groups to discuss what they think this passage might mean. Make sure that discussion groups have a variety of ages.

INTERVIEWS: Invite a person who is an expert on the New Testament, or the book of Matthew, or the life and ministry of Jesus, and have your class prepare questions to ask them about this passage.

JOURNALING: Have the students spend some time wrestling with this passage, then journal their thoughts as to how it applies to their own lives.

KINESTHETIC ACTIVITIES: For part of the lesson, the students can literally sew new patches on old garments. Over the course of the next few weeks, they will be able to see the effect of the new patch on the old garment.

LECTIO DIVINA LECTURE: Lead the class in a reading of this passage, pray together about what was read, and then meditate on it and what God is trying to teach them through it.

LECTURE: Choose 2 or 3 points in this verse about fasting, such as when the appropriate time to fast is, how to fast appropriately, and why fasting is important. Then give the lecture.

LIFE EXPERIENCES: We could have a few people share their testimonies about their experiences while they were fasting.

LISTENING PRAYER: Have the students read this passage, then spend some time listening for God to reveal to them where their hearts may be aligned more with the Pharisees than with Jesus.

MAPS: Have the class look up where where the Pharisees were geographically during this time. Where was John the Baptist? Have them point out the places on the map.

MEDIA: Find a video clip or make a powerpoint presentation about fasting and show it to the class.

MEDITATION: Have the class meditate in class and think about possible areas in their life that they may want to fast about.

MEMORIZATION: Have the class memorize different scriptures about fasting and when it is good/right.

MOVIES: Find a movie about fasting or the significance of fasting and then present it to the class with discussion or application questions.

MULTIPLE VERSIONS STUDY: read the paraphrase of this verse to discover a meaning that might bridge the cultural concepts easily.

MUSIC: Find a song about old wineskins (there is one!), play it for the class, and then discuss this passage with the class.

NOT-SAYING: Discuss what this passage is not saying in order to increase your understanding of what it is saying. (It’s not saying we shouldn’t fast, it’s not sating the Pharisees shouldn’t fast, it’s not saying that fasting is wrong, etc.)

OBJECT LESSONS: Bring in wine, an old hardened animal skin, or old cloth. Present the object with the lesson to the class.

Observation Questions: Ask questions that dig into the passage deeper. What does it mean to be a bridegroom? How does that apply in this situation?

OTHER LITERATURE: The class could discuss a contemporary book that talks about fasting. They could also read a document on fasting from one of the Church Fathers. (Ex. “A Hunger for God: Desiring God through Fasting and Prayer” by John Piper)

Panel Discussions: Bring in several people who fast. Ask them to discuss the benefits of fasting, how to fast, and the Scriptural basis for fasting.

PARALLEL PASSAGES: Matthew 9:14-17 has two parallel passages in Mark 2:18-22 and Luke 5:33-39. Compare and contrast the passages to see the differences and assess Matthew’s specific meaning and purpose.

PARAPHRASING: Hand out copies of Matthew 9:14-17 and have the class phrase it in their own words.

PERSONAL SHARING: Ask someone in the group to share a personal story about a time when they fasted. Have them share their story and how fasting impacted their life at that moment.

PHYSICAL OBJECTS: Bring in either an old garment with a patch on it or an old wineskin and ask, "how can we as Christians avoid being an unshrunk piece of cloth?"

PICTURES: Bring a picture of a wedding showing obvious joy.

PODCASTS: Find a podcast that relates to the overarching theme of the passage. Search: “the joy of the Lord,” or “walking with Jesus.”

POETRY WRITING: Have class write poems about a wedding party they’ve been to, or a time when they saw something that didn't quite fit make it worse.

PONDER: Have class think about how they would be if Christ were with them now; compare.

POSTERS: Draw clothing that has been patched up on a big poster board, then write the Bible verse reference on there to remind them of the story.

PowerPoint Presentations: Find a description of winemaking, wedding feasts, and garment making in Jesus’ day either online or in a Bible dictionary. Use the PowerPoint to demonstrate how they worked and what Jesus meant by his descriptions of each in this passage.

PRACTICING: Challenge the class to fast on their own.

PRAYER GROUPS: ask, in small groups, how our spiritual lives and disciplines are like the Pharisees or the disciples. Spend time in prayer for each other to become more like the disciples.

PRAYER: ask if your church is more like the Pharisees or Jesus’ disciples. Than pray for God to deliver us from that danger, making us more like how Christ desired us to be.

PRAYING THE BIBLE: break down the scripture into structured prayer. Then lead your group through this before or after you have read through the scripture for your lesson.

PUPPETS: Create sock puppets and act out a wedding and have the mourners and fasting audience be Popsicle sticks or tooth picks. You could also act out this conversation with sock puppets.

PUT YOURSELF IN THE STORY: Imagine that you are one of John’s disciples, or a Pharisee and you’ve been denying yourself and spending increased time in prayer and yet a religious leader of great significance doesn’t seem to be doing the same. How might you have felt?

Q& A APPROACH: make a list of questions concerning the elements of : what is fasting? who is John the Baptist?, what is a bridegroom? what is a wineskin?

QUARTERLY CURRICULUM: Find a curriculum that talks about this verse, and use the teaching tools in this curriculum to help people learn about this verse.

QUIZZING: Ask some basic content questions to help your class members remember the passage. What did the disciples ask Jesus? What two objects did Jesus use as an illustration?

REENACTMENT: You can have people in the class act as John's disciples asking Jesus the question and then act out the bridgegroom being taken.

RESEARCH AND REPORT: Provide commentaries and bible dictionaries for this passage. Look up wineskins and fasting and background information on John and his disciples and even the Pharisees. How does this affect your understanding of the passage?

REVERSE PARAPHRASE: “Think about how the disciples would have been if they were not so joyous.” “Would you have wanted to join them?”

Role Playing: Invite several students to play John’s disciples, and one student to play Jesus. Ask them to act out the story in the passage very dramatically, perhaps even improvising some additional dialogue. Encourage facial expression and vocal inflection to add interest!

SAINTS/CHARACTERS IN THE BIBLE/HISTORY: Study John the Baptist and the Pharisees to understand the context of Matthew 9:14-17.

SCENARIOS: Give a couple of scenarios dealing with fasting and have them decide which is right and which is wrong. For example, a man fasted from eating for two days to become closer to the Lord and spend the time during meals praying and being in the presence of the Lord. Right or Wrong? Another example might be, a man who decides to fast from eating for two days, but only for the sake of telling people he is fasting to get the attention. Right or Wrong?

SERMON STUDIES: Find sermons on Matthew 9:14-17 to study and apply.

SILENCE: Read the passage several times, meditate on it, then spend some time in silence reflecting over the scripture and ask God to speak to you concerning what you’ve just read.

SKIT/IMPROV: Get six class members to be in a skit. Have five students aka John’s disciples walk up to Jesus and ask “How come the Pharisees and us fast all the time, but y’all don’t have to?” Then have Jesus say, “Guys, guys, guys… My disciples get to enjoy my presence while I am here on the earth, but after I leave they will mourn and fast.” Then Jesus should pull out a garment and a piece of unshrunk cloth and explains how it wouldn’t make sense to sew it on. He then pulls out a bottle of new wine and an old wineskin and explains how it wouldn’t make sense to put the new wine in the old wineskin. He puts the stuff away and sums everything up with the fact that “New wine needs new wineskins.” Then use that skit to spark discussion in the class.

SMALL GROUPS: Divide the class into two or three groups and have them discuss Matthew 9:14-17. Then collaborate what they learned.

SMELLS: You can bring in an old smelly garment with a hole and show how even with the new cloth it doesn't change the garment.

Storytelling: Tell the story from the perspective of one of John’s disciples. Dress up in period-appropriate clothing, emphasize your surprise at Jesus’ answer, and tell how your life was changed.

Students Teach: Give a student this passage several weeks in advance of when you would like them to present the lesson along with several helpful Bible reference books. Go over their lesson with them in advance and then allow them to present it.

TAKE HOME QUESTIONS: Give them a sheet of paper with some deeper, take home questions on it. How do wineskins and garments relate to fasting? What is Jesus asking the disciples to do? Use some questions that review discoveries from class and some new questions that make them apply the scripture.

TESTEMONIALS: Ask the class to share any experiences they have had of fasting when it was not good or when it was with the wrong motives.

THEME SNACKS: Matthew 9:14-17 is about fasting. Not having a snack one week when the class has gotten used to it will help them experience fasting.

TOPICAL STUDY: A class using this tool could study the various aspects of fasting or tradition.

Translations: Pick a few versions of the Bible. (ex. NIV & NASB) Discover differences in wording and discuss the significance of it. (ex. The NIV says “no on sews a patch” and the NASB says “no one puts a patch.”

TRIVIA: ask trivia questions that relate to John the Baptist, Pharisees, or fasting to open the class

VERSE-BY-VERSE: A class using this tool could unpack a verse at a time. The class could split up into three groups, one to study the verses before this section, one to study the verses after this section and one to unpack the section itself. When they are done, the “context groups” could teach the other groups about the context, and the passage group could unpack the verses.

VIDEOS: Find a movie clip dealing with the importance of traditions. For example http://www.wingclips.com/movie-clips/meet-the-parents/botched-proposal

VISUAL AIDS: exemplify the cloth idea from verse 16 by washing one piece in hot water and sewing it on another piece which hasn’t been washed and then wash the combination and see how one shrinks/pulls away from the other and show it to the class

VOLUNTEER/PARTICIPATION: After discussing this passage, challenge the class to pick a day or a couple of days, whatever the Lord lays on their heart, to fast from something and spend that time alone with the Lord.

WORD ASSOCIATION: Ask the class to say what word comes to mind when the following words are said: fasting, wineskins, unshrunk cloth.

WORD STUDIES: to fast comes from the word νηστεύω in Greek (Strong's # G3522), track this word throughout the Bible through blueletterbible.org: http://www.blueletterbible.org/lang/lexicon/lexicon.cfm?Strongs=G3522&t=NIV and walk the class through the passages that immediately apply

WORKBOOKS: This model could be used by the church staff writing a curriculum with the same topics, but written for different age groups. In this, they could include a workbook that has weekly assignments dealing with issues of fasting or tradition.

WORKSHEETS: In this model, the teacher could create a worksheet that has people list both what they value in a worship service and what distracts from worship.

YOUTUBE: find a YouTube video on fasting to play in class as an interest-grabber. For example: http://www.youtube.com/watch?v=IVawgv8gA3o

Teaching Tools

2011-04-03T22:28:00.000-07:00

Teaching Tools: here is a compiled list of the many teaching that we can use to engage the class and challenge them

YouTube Videos
What it is: Showing a YouTube video in class as a discussion starter on the day’s topic.
Don’t use a video just for the sake of using a video, make sure it is relevant/appropriate
Use the search engine on http://www.youtube.com/ for your topic
Select a clip 5 min. or less and introduce it
Give slips of paper so students can jot down notes
Always have at least one discussion question at the end—watching is not learning; discussion is.

Trivia
What it is: Opening or finishing class with trivia questions
Trivia (that is general knowledge) may function as a good icebreaker for a new group
Trivia that relates to the material (i.e. Bible trivia) is useful because “competition” encourages learning and participation
But, keep in mind that a person who doesn’t know the answer may feel dumb/humiliated and some people may become overly competitive and miss the point
So make it a fun atmosphere that people will look forward to (like a game show) rather than a serious one
Consider buying one of the trivia games (Bible Trivia, Trivial Pursuit, etc.)

Visiting speaker
What it is: a guest speaker who visits your class to give their testimony, teach on a certain subject, etc.
Ask at least two weeks in advance if the person will speak to your class
Give the guest speaker a “heads-up” about your group (i.e. the predominant culture, spiritual maturity)
Bringing in a guest speaker may be a good change if the people are used to listening to you every week; people may pay more attention to someone new
But, people may trust a new person less…
So, it is important that you make sure to introduce him/her, showing to the class that the speaker has your respect.

Visual aids
What it is: using visuals to aid in teaching
May include videos, using the white board, handouts, object lessons, pictures, etc.
Make sure it connects well with the message so that when the people remember the visual aid, they can also recall the message.
Consider combining visual aids with things that also stimulate the other senses (i.e. touch, smells). One example would be passing something around the class so that people can see and touch it.
Teaching that includes visual aids connects well with visual learners
Lessons that use visual aids are easier to remember

Word studies
What is it: digging deeper into the meaning of a word by looking at its original language and tracking it throughout the Bible
To start, study a passage (using IBS skills) and choose a word that seems the most significant/meaningful to the context
Then look up the passage on www.blueletterbible.org, click “c” for concordance and Hebrew/Greek lexicon, then click the strong’s number to bring up an outline of Biblical usage and a list of the passages the word is used in
When preparing your lesson, be especially careful of word fallacies
Don’t be afraid of using commentaries…they are your friend.
Make sure that when you actually bring the word study into your lesson, you present all of your conclusions in layman’s terms. You don’t want your class to have to work hard at understanding- the point of a word study is to illuminate, shed new light on, and clarify the meaning of a particular passage.

Memorization
What it is: A tool for remembering important information.
People commit information to memory using different methods
Write out words/definitions/concepts
Repeat concepts out loud to oneself or others
Flashcards/worksheets/charts
We need to commit Scripture to memory

Metaphors/Analogy
What it is: A way of communicating a concept in a figurative way.
Pictures which communicate a message
Relatable to the audience
Engages the audience to respond
Jesus uses analogies in his parables
Paul learns the culture he is in and then formulates analogies to explain his point

Mind Maps
What it is: A tool used to organize various types of material.

Can do on the computer/paper/board
Centralized around one idea
Information organized from general to particular
A type of outline that show connections to main idea
A class can use this to dissect a passage in the Bible

Mnemonic Devices
What it is: A word or phrase that someone uses to remember points about a lesson.
Memorization tool
Word/Phrase
Song
Used to remember important places or dates
Acronyms/Rhymes

Outline
What it is: An organized way of presenting information in a logical structure.

Break down main points into different sections
Form subheadings
Focus chronologically /theme/characters
Logical
A great tool for surveying a book of the Bible or specific story in the Bible

· Atlas, Maps, Artifacts

· :use historical and geographical relics to increase contextual understanding of bible story/character

· • collect useful and clear information to use for this method

· • be sure that the material is understandable for your target group/age bracket (i.e. children, youth, adults, etc.)

· • have a clear and direct purpose for using the atlas(es), maps, and/or artifacts (i.e. placing biblical characters or stories in a specific setting in order to understand their cultural context, etc.)

· • people may be tempted to coast, so be prepared with questions and/or activities (depending on the age group) that will engage the class

· Investigate a Life

o studying an individuals life in order to gain inspiration, enlightenment, and wisdom from their own spiritual journey

· • prepare materials or bring information that you already have on an individual and study their life (I.e. Augustine, John Wesley, Paul, C.S. Lewis)

· • collect work done by the individual and make it accessible to the class

· • be sure not to idolize the person or the life, but uncover their humanity

· • avoid making the study all about the person you are studying... this can make it really dull.

· Use of media

§ :use of media (video, song, lyric, movie clip, etc.) to further illustrate a point in a lesson

· • Select a form of media (i.e. YouTube, a song, a movie clip, etc.)

· • Be sure not to choose the media and then create a message that fits nicely around it

· • Develop the message and then find media that fits well with it

· • “Try out” the media a few times on your own to make sure that it operates without glitches/inappropriate pop-up ads, etc.

· • Avoid saying: “I chose this video, song, etc. because...”. This makes it seem cheesy and contrived

· Exegesis

§ :exploration of Scripture (seeking original meaning, and absolute understanding of a text)

· • Make use of various concordances (i.e. Strong's, Greek, and Hebrew Concordances, Theological Lexicons and Dictionaries, etc.)

· • Study together in order to identify the best definition of the word used in the specific context

· • Make the primary focus of the exegesis to be understanding of the word or passage being studied

· • Avoid making hasty application, as this can fog what it actually being said

· • Be alert to individual biases and have an eye out for fallacies

· Cross Reference

· : taking a look at all the verses that a passage alludes or refers to.

· • Use a Study Bible (A common study bible would be helpful in a group)

· • Read the passage you are studying

· • Check on the side of the page or at the bottom for referenced passages

· • Go to those passages and see how they relate to the main passage of your study

· • Study the passage in more depth

Cultural Studies
What it is: Finding historical / cultural background on a topic
Search and checkout cultural information on the context as well as people in the Bible passages being studied.
Bring pictures of what that culture encompassed “artifacts, models, people, places, family”.
Bridge the cultures -connect that culture study with your culture today.
Bring cultural objects- ex. food, artifacts
Make them act like they are part of that culture, ex. accents, etiquette, worship norms

Communion
What it is: A sacrament reenacting of the Last Supper; the words of Jesus — “This is my body” and “This is my blood” are spoken over bread and wine (the elements of Communion), which are then shared by the worshipers. Communion, also known as the Eucharist, commemorates the death of Jesus.
Always have an ordained minister administering communion or presenting it before the class, or supervising you as you administer it (if you aren’t an ordained minister)
This is a sacrament -understand the significance and meaning of communion thoroughly
Create a great sense of intimacy and unity with one another by going through the book of Acts and reenacting how they took communion
Get the class involved in passing the elements around to one another
Before taking communion think of one attribute of Christ that you want to take in as a whole hearted symbol of devotion to him

Multiple Versions Study

What it is: Examine different versions of the Bible at the same time. Ex. NIV-The Message-NLT
Great for picking out common wording between all the translations
Good time to explain the difference between the more literal translation and the more paraphrased translations .
List the differences in word choice between the in translations.
You can use cross-reference tools.
Don’t be afraid to explore why they are so different. Ask questions. Use this tool to intrigue further study.

Q & A Approach
What it is: Asking a series of well thought out questions challenging the class to think
Think before you ask the questions.
Ask questions from different vantage points. Ex. from the opposite side of the discussion, by a side that takes it to the extreme, questions from a non-believer…
Have a list of questions prepared for discussion.
Allow time for class to answer and begin engagement-outwait them!
Ask what was learned as a whole at the end of a message.

Biblical Simulation
What it is: It is very similar to improv drama. Acting out a scene of scripture but the audience really takes on the different personas and characters and there judgments
Tell your class to really embrace the character and tell them to fill in the blanks on how a person might have acted (emotions, phrases, attitude) that the Bible might not make as clear.
Allow room for creativity on how the class portrays the scene.
Don’t let them get too off topic or be too funny because they might miss the main point.
Label each character and place in the room by taping a big paper label on each person or side of the room.
Let them read and study the passage for 15 minutes and then break out into there different groups and reenact it.

Interviews
Asking questions of another person who has much knowledge or expertise on a specific subject.

• It is often very helpful to get another person’s opinion on a topic
• People who have a lot of knowledge can teach others
• This can help students to take initiative in their learning process, by asking questions
• People get the opportunity to learn from another source besides their normal teacher
• The Process: Schedule the interview, prepare questions to ask the person to be interviewed, and then on the day of, ask your prepared questions and any others that you may think of on the spot.

Games
Playing a game or doing an activity that can help people learn and have fun at the same time.

• When people are having fun, they can sometimes be more open to learning
• Games can help a group come together and have more group unity
• Helps people get to know each other on a different level than just conversation
• Physical activity can hep people stay in shape and get some exercise
• The Process: Find a game that would be fun and that relates to the topic, establish the rules and space to play the game, make sure you have all necessary supplies, explain the rules, and play the game with good sportsmanship.

Debates
Discussion on a certain topic by at least two different people who have different viewpoints.

• Gets more people to get involved in the class
• Allows people to hear multiple opinions and reasons to back up those opinions
• Debates are a fun way to learn, and they do not take much preparation by the teacher
• Be careful that things do not get too heated in the argument
• The Process: Pick a topic that has at least two clear sides to it, find people who will argue for each side of the argument, and make sure that there is a mediator so that things do not get too out of hand or turn into chaos.

Media
Using one of the many kinds of media as a teaching tool for the class.

• Using powerpoint or other computer presentations can help people learn visually
• Youtube and other videos are fun and do not take much preparation
• Music can be used to communicate important messages and help people learn
• There are many other forms of media as well, and they can all be used as teaching tools
• The Process: Find a form of media that you want to use, pick a topic and find something that can be shown to the class and that they can access at a later time.

Posters
Putting information onto a visual presentation that can hang in the classroom.

• Hanging posters is good decoration for the classroom
• When the decorations in the room can teach something, it is always good
• They can serve as good reminders about what they have learned in the past
• Make sure that the writing and graphics on the posters are big enough to read from a distance
• The Process: Get a poster board, write information and graphics for the lesson onto the poster board, make sure it looks neat, easy to read and presentable.

Parallel Passages
What it is: Comparing parallel passages from the gospels in order to see the differences and assess a specific writer’s purpose.
Get a Bible that provides the parallel passages for you
Notice what was left out or added in each gospel account
Look for themes in the additions or in what is left out
Do your research, have a direction or specific things you want to point out
Ask them why, help them discover an author’s unique purpose

Quizzing
What it is: Asking questions about previous teachings or passages studied.
Ask both general and specific questions, a range of obvious and hard questions
Don’t ask questions that aren’t relevant to your teaching
Explain to your class the point to your quizzes
Finish and review them quickly, don’t make your Bible study just like school
Don’t use them for every meeting, your goal is not to just gain knowledge

Research
What it is: Looking up information on the cultural, historical, literary, or linguistic context of a passage of scripture.
Incorporate research slowly- teachers should teach some of these aspects in the beginning from their own research, then maybe give out things to research to the students
Give each student one thing to research, don’t overwhelm them
Focus on the relevant research, you won’t have time to go through every type of research for every passage of scripture you study
Assess your class’s ability, don’t let a bunch of stuff go over their heads
Move on to application quickly

Skit/Improv.
What it is: Acting out a short, dramatic performance of scripture, sometimes without any preparation
If your class is less outgoing, give them some lines to read from at first
Give them some props
Laugh, don’t be boring and dry all the time
Don’t lose control of your class, reel them in if you have to
Encourage them throughout the skit, interject a couple times and suggest ways to act it out in a more lively way if they are not getting into it

Take Home Questions
What it is: Handing out questions that review or preview a teaching
Don’t do it every week, it will become meaningless and monotonous
Share the purpose of the take home questions with the class
Ask the class what would make take home questions more beneficial to them
Switch it up between knowledge-based questions and application-based questions
Encourage them to set aside 15 minutes at the same time each week just to work on the questions if you give them often, so that reflection will become a normal thing in their lives

· Accountability Partners

· What it is: Splitting into pairs, these people can be motivators to help others cope with problems and/or addictions.

· Might be a good idea for the pair to be going through a similar situation so they may be able to encourage each other

· If they do have the same problem, however make sure they are not enabling each other

· Have them try to meet once a month outside of class for coffee or in a different environment

· Have them keep a journal to monitor progress

· Periodically have volunteers explain what they are doing in their pairs.

· Bible Dictionary

· What it is: A reference used to better understand the terms used in Scripture

· Able to compare the same term used in different parts of Scripture

· Discover what the term means in the original Greek and Hebrew

· If used in class, use the same dictionary so everyone is on the same “page”

· Caution using it too much, because there is a fear in taking terms out of context

· Make a discussion out of word finds

· Book Discussion

· What it is: One book read by the entire class to discuss a particular theme

· Use a book that has a message behind it that the whole class can relate to

· Allow for discussion during class time, but be careful that the class doesn’t “step on each other’s toes”.

· Be careful to note that the book contains no heretical teachings

· Something that has controversial topics may be good to stir discussion

· Have the class journal on the book so they may be able to get their thoughts down

· Current Events

· What it is: Looking at events that are going on in today’s world, and comparing and relating them to the Bible.

· Helps to see how Jesus would live out these problems

· Gives a Scriptural basis on how we should live our lives

· Have each person in the class bring a current event to class that was in the news the last week

· Journal this event and have a discussion relating it to Scripture

· Can tie this in with the Bible dictionary so it is easier to come across relating terms in different sections of Scripture

· Devotional Book

· What it is: A small prayer book that usually includes a short story that relates to a Scripture passage or lesson.

· Use this book as fuel for discussion

· Encourage discussion

· This way, students may take away lessons from Sunday school, and not just be studying Scripture during class time.

· Have them read this and journal each day at a specific time

· Unless made a habit, many will stray away and say they just don’t have the time for devotions.

Lecture
What it is: The teacher providing an exposition on a subject or topic in class with the purpose of providing information; “one-way talking.”
Prepare the topic you are going to speak about and make sure to prepare it well.
Start the lecture with a story or something interesting and fun to capture attention.
Maintain eye contact and interest from the audience by moving around the room.
End the lecture with a bang! Do NOT allow the class to leave with a weak ending!
If time permits, discussion can engage the audience members.

Movies
What it is: A film or motion picture used for instruction purposes in a classroom.
Choose the topic or theme of your lesson and then choose an appropriate movie to show.
Watch and review the movie yourself to find the points where it connects to the lesson.
Write up discussion questions to go along with the movie and the theme of the lesson.
Show the movie to the class and provide paper for note-taking.
End class with the discussion questions that you created earlier.

Music
What it is: Appropriate lyrical or instrumental compositions that the teacher uses to supplement a lesson.
Choose the theme or topic of your lesson and then choose an appropriate musical composition.
Listen to the musical composition yourself and discern how it connects to the lesson.
Create a set of discussion questions or creative activities for the class to do.
Present the lesson and the musical composition to your class.
End class with the discussion questions or creative activity related to the musical composition and lesson.

Object Lessons
What it is: The teacher uses specific objects to teach a lesson.
Choose the theme or topic of your lesson, and then choose an object relating to the lesson.
Introduce the lesson to the class while keeping the object in sight.
Explain how the object relates to the lesson and don’t stretch it.
Give the object to the students.
In lessons to come, use the object as a review.

Paraphrasing
What it is: The students rephrase Scripture into their own words.
Choose a Bible passage for paraphrasing (should be related to the theme of the lesson).
Print off the Bible passage and hand it out to the students.
Allow time for the students to paraphrase the passage.
Have the students pass around their paraphrases for others to read or read aloud.
Allow time for discussion about paraphrasing and about what they learned from this experience.

Ask Provoking Question
What it is: Asking questions that will provoke discussion or even debate
Find a topic.
Figure out questions that will push people off the fence
Ask the questions.
Allow people to respond to the questions.
Weigh both sides of the question and determine as a group which is more accurate.

Drawing
What it is: Using art, good or bad, to help remember a lesson or objectify a point.
Teach on your topic.
Draw a diagram, figure or mind map as a visual aid
Explain the connection.
Be careful not to lose the class in the drawing itself but use it to amplify the lesson.
Be careful with your drawings.

Physical Objects
What it is: Using some sort of physical object to objectify a lesson.
Figure out your topic.
Pick an object that would apply to the topic and would help with memorization.
Explain the connection.
Be careful not to lose the class in the object itself but use it to amplify the lesson.
Getting the object for each individual could work as a good reminder.

Reenactment
What it is: Reenacting a scene from the lesson.
Figure out your topic.
Write out a basic setting and character list.
Select people to act out the roles.
Warning: reenactment can get carried away because of the loose guidelines.
Warning: try to keep the reenactment as close to the lesson as possible but allow some flexibility ex; humor but not having spaceships involved in the sermon on the mount.

Smells
What it is: Using the sense of smell to enhance a lesson.
Figure out your topic.
Find a smell that can be used to amplify the lesson.
Bring the smell for the lesson.
Warning: do not use obnoxious or bad smells too often or expose the class to them for too long.
example would be bringing in rich food to amplify a lesson on the Babylonian captivity.

Panel Discussions
What it is: Inviting a panel of guests to discuss a specific topic.
It is important to plan your panel several weeks in advance to ensure availability of speakers.
A panel may be useful for ending a class series on a topic.
Keep the panel reasonably sized (2-4) to allow everyone ample time to speak.
Encourage the class to research the topic in advance in order to have questions to ask, or create questions of your own as starter material.
Panel members do not have to be “experts” per se—they should be experienced in the topic.

PowerPoint Presentations
What it is: Using a presentation to add a visual media component to your lesson.
Young adults connect especially well with these, but they are useful with people of any age.
Presentations can be used for lesson notes, games, presentations of class activities, showing maps, and more.
Be sure to test your presentation before the class to ensure everything is in working order.
A well-designed presentation is infinitely more effective than a poorly designed one.
Have some way to advance your slides yourself instead of having to rely on someone else to do it for you.
Role Playing
What it is: Having students act out roles in a story.
This is much like storytelling, but instead of the teacher doing all the talking, you recruit students to help out.
It allows for you to act out more “involved” stories—like Joseph and his 12 brothers.
It involves people not only emotionally, but physically as well because they’re doing the story.
Stories can either be pre-scripted by the teacher, or written on the spot by asking the students to use their imaginations to make up dialogue.
This can become very time consuming, so be sure to limit the size of the story you’ll be acting out.

Storytelling
What it is: A dramatic one-person portrayal of a Bible event.
Be expressive! Use your hands, voice, and movement to capture the action of the story.
Some stories work better than others. For instance, David and Goliath may play better than Paul writing a letter to the Philippians.
Be sure to make an application at the end of class—don’t just leave it as a story.
Young adults live in a story-dominated culture. This is a great way to connect with them.
Run through the story in your head in advance, much like a movie. It’s a great way to prepare.

Students Teach
What it is: Allowing the student to become the class teacher for a week.
It gives the students more ownership of the class—they’re not just listeners.
You must be wise in choosing the student to teach so that you know their teaching will be Biblically sound. You may also want to review their lesson in advance.
This method shakes up the class environment and provides a different experience.
Having a different teacher can provide a different perspective on Scripture other than the main teacher’s.
It can be helpful to allow a student to teach a week or two of a series on a topic, so a general framework is already in place.

Book Studies
What is it: Studying a Book as a group through guided discussions.
Leader needs to have read the section of the book and be adequately prepared to lead discussion.
Create open-ended questions that generate dialogue. Don’t be afraid of silence, eventually someone will answer the question.
Bring extra material to the discussion (i.e. opposing views, current news related to subject, etc.)
If the book is not written from a Christian perspective, make sure to make the connections between the subject and the Scriptures.
Move from general discussion about the topic, to more personal and practical topics.

Illustrations
What is it: Using an object, story, metaphor, analogy, symbol, etc, to explain an abstract thought found in the Scriptures.
Determine which passage of Scripture you want to explain.
Think of an object, story, metaphor, analogy, symbol, etc, that would explain the concept from Scripture.
Make sure your illustration is theologically sound, by presenting it to another person.
If you are sharing a story, be very descriptive using details that will later connect to the idea you are trying to explain.
Don’t make your illustration so long that it detracts from the actual passage you are trying to illumine.

Prayer Stations
What is it: An organized method of prayer in which a group prays for different burdens.
Think of several burdens to pray about as a group (i.e. persecuted church, those who don’t know Christ, the oppressed, etc.)
Set up and label different locations in a sanctuary, or building, for each station.
Provide writing utensils and paper to write out prayers.
Encourage people to pray together in groups to avoid the individualization of such a corporate worship activity.
Use chairs or pillows for people to feel comfortable to sit or kneel during prayer.

Saints/Characters in the Bible/History
What is it: Study a character in the Bible or a saint from church history, and learn from their life.
Choose a character from Scripture or Church history, and research their life.
Extract stories, interesting quotes, major accomplishments, etc.
Prepare a brief practical lesson based on the life of the character.
Emphasize the significance of this character for our lives today.
Create group discussion questions about this character’s life.

Sermon Application Group
What is it: A group designed around the weekly sermon to flesh out more practical application.
Avoid turning this group into a “bash the sermon” group.
Ask “So what?”
Look at related Scripture passages.
Start with general questions, and move to more personal questions.
Make sure to leave with some practical ways to respond to the sermon.

Pictures
What it is: Photolanguage: Bring various pictures of very different scenes.
Bring peaceful scenes, war scenes, scenes of failure, scenes of triumph, etc... Lay them out in a random order.
Have people go pick out pictures that represent their relationship with God, discuss why they picked them.
Have people go pick out pictures that represent their relationship with their father, discuss why they picked them.
Have people think about how their relationships with their fathers compare with how they view God. Why?
Be prepared for crying, hurt feelings, not all relationships are good. But this is a powerful exercise.

Podcasts
What it is: Show clips, or short podcasts and discuss.
Short clips, no more than 5 minutes.
A lot of these will be the same as YouTube.
If from an entire podcast, have it cued before start time.
Make it relevant to your group. This was meant for another audience, you can compare, but it is not cookie-cutter.
Move to personal stories in group that relates, that way people see connection to their lives.

Poetry Writing
What it is: Have people write a 10 line poem (or less).
Bring paper and pencils.
Have people write about what they think of when they hear the word (love, joy, hope, etc…)
Write your own and share it.
Make this a lighthearted, fun exercise, unless a lot of trust is in the group and willing to be vulnerable.
Don’t force people to share; it will encourage creativity.

Ponder
What it is: Have group think on their own of what certain words mean.
Use “powerful” words of scripture. (i.e. perfect, hope, joy, etc…)
Use figures of speech, like “the Armor of God”
Spend time in silence while people think (possibly have background noise)
Break up into small groups to compare. Then share with whole group.
Don’t go too long, people’s minds may wander.

Reverse Paraphrasing
What it is: Summarize in the opposite way of what the passage says.
Be clear. If the passage is in the positive, have group say what the passage is saying not to do. If it is in the negative, what the passage is saying to do.
Don’t use too large of chunks of scripture.
Some stuff will be easier (think Pauline letters).
Have the passage typed up, in a way that allows writing directly on the paper.
Use smaller groups to work together instead of individually.

· Foot Washing

· What is it: Doing foot washing is an extreme act of service to another person, it is following the example of Jesus Christ in John 13.

· Having some type of explanation is necessary.

· Helpful to do a lesson on passage before.

· Most useful in an intimate setting (ex: last night of short term missions trip, service team, leadership team).

· Use Warm water and towels when possible it decreases the distraction.

· Helpful to have music playing during this time.

· Lectio Divina Lecture

· What is it: Historical Christian practice that guides a group or an individual through a passage, by slow contemplative prayers which enables the Word of God to speak into their life.

· Has a few requirements, 1. Quiet place to prayer/read 2.Bible(or printed our passage) 3. Follow the steps/motions of lectio divina 4. Time (this cannot be done quickly)

· Begin with Prayer for God to speak through this passage, then read the passage several times both silently and out loud.

· Find a passage or word that is sticking out to you in a personal way, and begin meditating on it, viewing its context, usage, chew on the on the passage and let it speak to you.

· Pray once again with that phrase in your mind, thinking through what God has taught you through it.

· Finally end in contemplation, simply resting in the truth that you have discovered through this time.

· Memorization

· What is it: Memorization is allowing scripture to become a part of both the individual’s heart and the heart of the community.

· Memorizing verses as a community brings the community together and gives them something to rally behind.

· When something is memorized word for word it is better than when someone knows just the basic idea.

· Memorizing Scripture helps every person defend themselves from the attacks of Satan, and helps them know the truth for themselves.

· When something is memorized it sticks with the individual for years, and can be recalled at any moment.

· Memorizing scripture prepares the Christian to respond to others needs.

· Testimonials

· What is it: Testimonials are telling ones own spiritual or personal journey for the point that others can gain an understanding or insight.

· Be careful who you ask, if you are short on time it might be helpful to ask them to write it out as testimonials have a tendency to be longwinded.

· Testimonials help people understand that life is a journey, it takes time and experiences to grow.

· Encourage all Christians to prepare their testimonial.

· All Christians have a story to tell. THERE IS NO SUCH THING AS A BORING TESTIMONY. If God has saved and transformed you, you have a story to tell.

· Great opportunity to bring people together, telling your story bonds people together.

· Practicing-Doing it now

· What is it: Taking a lesson that is learned and discussed on a cognitive level and putting that lesson into action.

· This is very helpful at the end of a series/sermon that focuses on a specific action, then to actually do it.

· Example: Series On Spiritual Disciplines, after every service focusing on each disciple actually do it as a community.

· Helps people to know that Christianity is active instead of passive.

· Give opportunities for the community to “Practice it” instead of encouraging the individual to do it themselves.

· Be careful to not focus to much simply on the action, but also explain why it is important.

Forum Q&A
What it is: It is a time in which students can ask the teacher any questions that they may have in regard to a specific passion or issue, or it can be a theological/biblical question and answer session.

Inform the class ahead of time that there will be a question and answer forum.
Encourage students to submit question early, so you can have a starting point.
Give an opportunity to discreetly submit questions, for those who are shy, or for heavier issues.
Do your homework, so that you are prepared to adequately answer questions.
Be honest when you do not know the answer.

Homework
What it is: Homework is using the basic principle of assigning tasks between class times to encourage learning outside of class.

Have the class sign a covenant committing to complete their homework.
Do your own homework, so that your assignments are well thought out and prepared.
Have very specific assignments, with very specific instructions.
Do not have extensive homework assignments.
Do the homework that you assign, so that you can be in on the discussions

Intergenerational Teaching
What it is: This teaching method is having a class that contains a variety of ages, so that you have multiple perspectives from different generations.

Avoid teaching topically, because its hard to find topics that multiple generations can relate to.
Be sure to mix up the age groups so that everyone is getting the full benefit of an intergenerational class.
Open up times for discussion.
Make sure that representatives of each age group has a chance to speak.
Model and encourage a teachable attitude for the class, in order to discourage negative attitudes to the opinion of people from other generations.

Imagination Exercise
What it is: This tool gives people an opportunity to use their imagination in studying the Word, in order to bring a fuller more affective understanding to Biblical stories.

Choose a Bible story
Be specific about what you would like people to imagine. (Ex: imagine you are the woman at the well. What are you thinking? feeling? etc?)
Give enough time for people to really think and imagine.
Allow people to share what they imagined and to share their insights.
Teach the story after people have had time to imagine and share.

Maps
What is it: Using maps of the Biblical world to bring light to the Biblical passage.

Use good maps!
Explain the maps and what the area is in Jesus’s time and present day.
Refer back to the maps as you are teaching a passage.
Study and know what you are talking about.
Maps are very useful in incorporating your visual learners.

Book Report
What it is: Someone reads a book and then gives a report on what they learned.
Find a book for someone to read.
Have the person read the book and take notes.
Have the person write their report including their thoughts on the book.
Have the person give the report on the book.
Apply what the person learned to the class.

Church Calendar
What it is: Using the church calendar to learn about the life of Christ and the church.
Find a church calendar. Searching for one online can usually do this.
Be sure all church seasons are represented on the calendar.
Use the lectionary for Scripture passages that go with the season.
Start the class when Advent begins since that is the beginning of the church calendar.
Carry this practice all the way through to the next Advent.

Experiential Learning
What it is: Putting a lesson into practice
In the class teach the lesson about the subject being studied.
Then plan a way to go and put that lesson into practice.
If the class is learning about being a servant then have them go serve in a soup kitchen.
If the class is learning about prayer then during the class time have them go off and pray on their own.
If the class is learning about charity then have them put together a donation drive and deliver the goods personally.

Sermon Studies
What it is: Reading and studying sermons to gain truth from them.
Find some sermons that have good lessons for the class to learn.
The sermons can be historical sermons from church history or contemporary sermons from pastors.
This can be more beneficial than hearing a sermon since the class has more time to study the sermon.
If using a sermon from church history it can be easy to get confused due to the language used. Try to help that class understand as best you can.
This could also be used for the sermons that the pastor preaches in the class’ local church.

Word Association
What it is: Asking the class to say the first word that comes to mind when a subject is said.
This can help get the class thinking about associations with the subject being studied.
The class can help the teacher put together points for the lesson.
This can also be used as an “ice-breaker” to get the class started.
This can help gauge one’s knowledge about certain Bible stories.
Some of the more “smart aleck” students will think of funny words to liven up the class.

Field Trips
What it is: Excursions to observe firsthand the people, places, or practices that are being taught
Learning is experienced, rather than taught
Facilitate visual, auditory and tactile learning
Bring life to a topic or lesson
The boredom of the classroom may lead some to lose interest in a particular subject.
A good field trip should also have the effect of stimulating further study.

Films
What it is: To use discernment and a Christian worldview to engage in the most powerful media of our time.
Movies are a powerful force in shaping one’s worldview.
Watching movies in Bible study should never be a replacement to reading the Bible.
Films are entertaining and engaging.
Although they may teach or inspire, some movies are not appropriate for all audiences.
Challenge the group to make connections between the film, their faith, and their lives

Group Discussion
What it is: A collaborative conversation dealing with a particular topic of discussion
The teacher’s role is that of a facilitator, organizer, and resource person.
Learner-centered and subject-centered
Allows everyone to participate
Fosters positive peer support and feelings of belonging
Can reinforce previous learning

Guest Speakers
What it is: A person who has been invited to address an issue on which they can speak from training or experience
Offer additional viewpoints within a discipline
Can provide current research and practical applications
A great option for times of teacher’s absence; yields a change of pace
Caution: Some guest speakers may not be good
Inform the speaker regarding his role, the subject, and the time frame of the class

Hymnal Study
What it is: To review common traditional hymns and their biblical roots, background, and application to daily life
Music in the church is an ongoing issue
Hymns are packed with Biblical doctrine and references.
Can teach the way in which musical praise can express our relationship to God.
Do not exclude the many Spiritually-moving and powerful contemporary songs.
Caution: This method of study may be unappealing to those who prefer contemporary forms of worship

(Individual) Reflection
What it is: Reflection over a passage/message through journaling, artistic expression, or inner thinking.
Allow at the end of a lesson for individuals to reflect on what they just heard.
Encourage them to spend some of the time just listening and being silent and not just jotting down thoughts.
Encourage them to go somewhere outside the room.
After the time bring them together and open it up for anyone to share about their reflections.
End the time in prayer.

Gospel Parallel
What is it: Looking at a passage in one Gospel and comparing the passage to the story in other Gospels.
Ask, if possible, for every one to bring the same version. If not find and have some extras of the certain version you choose.
Come prepared for answers that are encouraging since it may become discouraging to read Scriptures that are different.
Let them know a little background on the Gospels and the Synoptic Gospels.
Have a compare and contrast sheet that they can fill in.
Have them read the passages out loud as a group.

Direct Bible Study
What is it: Answering questions over a passage of Scripture individually then discussing one’s answers with a partner.
Have them go off on their own and work on the Bible study.
After a certain time have them pair up (with one they might not typically pair up with) and share their answers.
Do the Bible study questions in your own handwriting to make it more personal.
Work on tying this into how they can apply it to their lives.
Have them write out their answers, adults remember better when they write it down.

Agree/Disagree Statements
What is it: Having statements after/before a lesson in which the students verbally agree or disagree.
Can do as a whole group or split up into small groups or pairs.
Have discussion on why they agree or disagree.
Use this as a beginning or ending to your main lesson. Make your statements accordingly.
Be careful not to put too much of your own opinion in the questions.
Keep the class under control as it may start a debate.

Application Questions
What is it: Discussion questions that pertain to how students can apply the lesson to their lives.
Either have a hand out of these questions for them to look over or discuss these in a group
Make sure to have a couple prepared depending on where the discussion could go.
Think about how one can apply it individually and how it can apply to the Church as a whole.
Follow up the next week or the weeks ahead on whether they are applying their learning.
Practice what you preach- what you challenge make sure you are doing it yourself.

Intercessory Prayer
What it is: Use scriptures to guide and encourage prayer for the sake of others.
Come prepared with a list of prayer needs
Think globally, locally, and individually
Light candles, burn incense, use creativity
Make sure everyone participates
Discuss the importance of praying for others

Not-Saying
What it is: Choose a passage of scripture and discuss what it is not saying
Remember, there are wrong answers.
Don’t allow the class to become too narrow minded.
Spiritual interpretations aren’t “wrong” interpretations but they may want to be avoided here.
Study the passage yourself ahead of time.
Come prepared with guiding questions.

Put Yourself in the Story
What it is: Choose a narrative passage of scripture and have the class replace their name with one of the main characters.
Choose a passage with limited characters so as to avoid confusion and complexity.
Have an idea of what you want the class to gain from being “in the story.”
Ask the class how “being in the story” changed their view of the passage.
Ask the class how they may have responded differently if it were actually them.
Pro: This can be more subjective; there are more “right” answers than wrong answers.

Research and Report
What it is: Have the class research a passage and report their findings
Bring concordances, commentaries and bible dictionaries so the class is well prepared for the task.
Find commentaries that are theologically sound.
Choose your passage wisely; some passages may lack the extra-biblical references needed to gain an accurate and positive result.
Don’t hesitate to guide the class to the right answer and help them to stay on course.
Dividing the class into small groups may make this study more fun.

Silence
What it is: Choose passages of scripture that support and encourage the spiritual discipline of silence and then respond accordingly or read a passage and sit in silence reflecting over it.
Be sure there are no outside distractions
Have the class turn off their electronic devices that may cause interruption.
Put a gentle sign on the door to “ward off intruders”
Encourage the class to expect to hear from God.
When it is over, reassure the class that if they didn’t feel it was effective, God was still at work and all things take some practice.

Volunteer/Participation
What it is: Providing opportunities within the church as well as the community to get involved in other’s lives.
This may include; children’s ministry, divorce care, youth group, soup kitchen, etc.
Allow time in class to share these experiences with one another.
Could cause some individuals to step out of their comfort zone doing this.
Support an organization as a class and volunteer together.
Many people become more comfortable as they work alongside each other.

Circle Response
What it is: Have the group sit in a circle or arrange their chairs in a circle, so everyone is facing each other in order to have a group discussion and hear everyone’s responses.
More personal as everyone can see each other as they respond.
May be a little uncomfortable for some people.
Will give the group a variety of ideas relating to the topic.
Takes the pressure off of the teacher as everyone becomes engaged.
An easy way to get to know each individual in the class and how they respond.

Geographic Study
What it is: Using maps and geographical sites to emphasize the topic.
A great tool for visual learners in the class.
Emphasizes location during different Bible stories in the many different towns.
Could cause some individuals to lose focus as maps aren’t too exciting all the time.
Make a PowerPoint of pictures, print out maps for everyone or use an overhead projector.
Might peak an interest in history of the Bible and bring deeper conversation to class.

Personal Sharing
What it is: Have one or two people share what’s on their heart or an experience they’ve had that is relatable to the topic during your class.
Could help other individuals in the class who are struggling with a similar issue.
Helps some individuals get over their fear of speaking in front of the class.
Very engaging for the whole class as they listen to someone’s personal life.
Be careful they don’t get off on a tangent or take up to much time though.
Allow debriefing time for everyone to take in what was said; this may include journaling.

Scenarios
What it is: To introduce a topic to the class, use different life scenarios that would relate to the age group of the class.
Could be very helpful to connect the lesson with a life situation.
Open the eyes of each individual as they put the lesson into perspective.
Read two different scenarios and have them choose which is best according to the topic.
Don’t focus as much on the scenario as you should on the topic itself.
Be age appropriate when sharing a scenario with the group.

· Translations

· What it is: Comparing different versions of the Bible to gain additional perspective and insight.

· • Acquire several different versions of the Bible: ESV, NIV, NASB, NRSV and NLT are examples.

· • Have the verse read in each of the versions you have.

· • Note interesting differences of wording.

· • Discuss the different perspectives that certain translations bring out.

· • Present any knowledge or insight you may have.

· Christian Novels

· What it is: These are books that may describe what the Christian life looks like and they can help people in their walk with God.

· • Come up with a theme to do your bible study on.

· • Find a book that relates to that theme.

· • Base your bible study and conversations off of it.

· • Study the book and present to the class or buy the book for the whole class to read.

· • Challenge the class by the ideas presented in the book.

· Challenges

· What it is: This is a call to go deeper in your faith or to do something that is beneficial to a Christian’s walk.

· • Discover a theme to base your lesson on.

· • Find the “aha moment” that you want the class to get out of it.

· • Think of the challenge that would be beneficial for the class to do.

· • Tell a personal story of this particular change in your life or in someone else’s life.

· • Challenge the class to carry out this lesson in their faith.

· Dialogue

· What it is: A conversation that is on a certain topic or theme.

· • Present a thought-provoking idea to the class.

· • Open the lecture into a class discussion.

· • Challenge un-backed opinions and viewpoints lovingly.

· • Ask for other views and perspectives on the conversation.

· • Bring it to an end at a reasonable time.

· Observation Questions

· What it is: Questions that describe thoughts on a certain passage.

· • Pick a certain passage to look at.

· • Read the selected verses together as a class.

· • Ask a question about what the Scriptures said that may be confusing.

· • Discuss and bring up other questions that people have in the class.

· • Come to a deeper understanding of the real meaning of the passage.

· ¬

Drama
What it is: People acting out plays and skits.

o • Find a skit that is appropriate to the topic you are focusing on.

o • Take enough time to prepare for the drama, so that the message can be well conveyed.

o • Although you want to have enough preparation, don't worry about every detail being "perfect," as long as the message is conveyed, it will impact people.

o • Find people who art gifted in acting.

o • Introduce a drama that would be able to relate to the people in the class.

o • During/after the drama, have students write out what stood out the most to them during the drama.

o • Discuss what the drama was about.

Educational Games
What it is: Playing games that help students learn the fundamental ideas of what you are trying to teach.

o • Pick games that will help students learn the idea that you are trying to teach.

o • Be careful to pick a game that distracts from the point of the lesson.

o • Be sure to pick a game that is more educational than "fun," you want people to have fun, but you still want to get the point across.

o • Pick a game that is age/group appropriate.

o • Pick a game that everyone would be able to participate in.

o • Be careful that the game does not get out of control.

o • At the end of the game discuss what they learned through playing that game.

Flannel Graph
What it is: A storytelling board that helps people see the story played out by using different scenes and characters.

o • Find pictures (or you can draw them) of people/scenes and put them on felt.

o • While you are telling the story, put the different pictures that correlate with the story on to the board.

o • Allow people to get involved with the story by putting the different scenes/characters on the flannel graph

o • Be careful to have people not get caught up on the board, and not focus any attention on the story and the main point of the story.

Building Models
What it is: Rebuilding a scene; i.e. Solomons Temple

o • Don't get caught up on the details, it doesn't have to be 'perfect.'

o • Give people to build a "model" of what was told in story.

o • Allow people to use their creativity when building these "models."

o • Pick what you want them to build

o • Give them materials

o • Give them a time limit.

o Quarterly curriculum

What it is: Lessons planned in sets that comes out every quarter

o • Make sure you set aside time to take the time to look over curriculum

o • Make sure the material suits the age group

o • When picking your curriculum, be slow to pick. (Not all is the same, and that great of material.)

o • Have a list of criteria when picking a curriculum.

o • Look for curriculum that is Bible based and helps people to learn about a certain story or passage.

o • Make sure there is enough material for everyone in the class

· Acting

· What it is: Students get up and act out or role-play a scene or story.

· This method works best with groups that are comfortable with each other.

· Skits should not take up more than half of class time.

· Acting must be interactive and interesting for it to be effective.

· Acting works best in medium sized groups.

· Acting must have a point or else the lesson will be lost on the students.

· Art

· What it is: Art can be used to creatively express the points being conveyed.

· Art gives the students a visual to which they can relate.

· It is easier to remember than an actual lesson, especially if it is made by the students.

· Cautions must be taken when dealing with auditory learners.

· Art is great for visual learners.

· Sometimes participating in art can be undesirable to those who are not confident in their abilities.

· Buzz Groups

· What it is: Students break up into smaller discussion groups.

· Buzz groups are great for shy members of a class.

· Sometimes students can come to conclusions in a buzz group that they can't reach in a larger group.

· Buzz groups give all students a chance to talk and give input.

· Sometimes students can come to wrong conclusions in buzz groups.

· Students can often be in danger of going off on rabbit trails.

· Charts

· What it is: Charts are diagrams that can put information in a visual, measurable form.

· Like art, charts are great for visual people.

· Charts work for those students who want the facts.

· Sometimes it can be hard to find a lesson that is compatible with a chart.

· Charts are not as interactive for the kinesthetic learners.

· Charts can put complicated information into an easier, more compact form.

· Crafts

· What it is: Crafts are hands-on projects made by the student to go along with the lesson.

· Crafts are important to students because what they create is a product that they make themselves.

· Crafts can be a constant reminder that students can take home and keep.

· Crafts especially appeal to kinesthetic learners.

· Crafts can take a lot from a budget as they require supplies.

· Crafts may take a longer time to complete than other activiti

· Fall Off the Log

· What it is: Presenting two ends of a spectrum and making the students in the class “fall off the log” on one side or the other.

· • Example: “We all know that God is all-loving and all-powerful, but everyone typically allows one to take precedence over the other in their understanding of who God is. So which is he? Is he loving first? Or powerful first? You have to fall off the log on this. Raise your hand if you think of God as loving first, powerful second. Now raise your hand if you would say, ‘no, I know that God is loving, but if he no power at all, he’s not really worth worshiping is he? He’s not the nice grandpa in the sky, but he is the holy, omnipotent master of the universe.’ He’s first of all powerful, and loving second.”

· • This works well with controversial issues, but would not work at all with “no brainer” questions, like “Does God love us? Raise your hand if you think yes.”

· • In order for this to work, both sides of an issue need to be fairly presented. As the teacher, argue both sides as best as you can.

· • Following up with debate is a great idea for challenging students to really think deeply about the issue, but be careful not to let the debate turn into an opportunity for personal attacks.

· • One more thing to consider: you need to establish a sense of urgency with the topic at hand. If you are trying to get people to “fall off the log” on an issue that no one cares about, this will be a pointless exercise. Make them see the practical implications of whatever side they “fall off” on.

· Listening Prayer

· What it is: Having the students spend some time in prayer, listening for the voice of God.

· • Prayer is meant to be like a conversation between us and God. If a guy and a girl were dating and the guy always did all the talking, even if he said kind things, don’t you think the girl would feel kind of bad? Listening prayer is setting aside some space in prayer for God to speak to us.

· • The biggest challenge for this is that when we are not doing the talking, it is easy for our minds to wander. A good prayer to resist this is, “Lord, silence my own thoughts, the distractions of the world, and the voice of the enemy, and allow me to hear you voice clearly.”

· • Another “centering” technique to avoid wandering thoughts is to breathe Jesus’ name over and over again.

· • Caution: even if you pray that God will speak clearly to you, it is still possible to mishear or misunderstand God. The teacher needs to be careful to correct any falsehoods gently, without crushing their spirits.

· • It’s always a good idea to leave some time at the end of class to debrief the experience, so that we can hear what God is sharing with others and share what he has revealed to ourselves.

· Creative Writing

· What it is: Giving the students time to express their thoughts and feelings about a given subject through creative writing.

· • Since we are created in the image of God, we have within our DNA the desire to be creative. This gives us all an opportunity to put our creative capacities into practice

· • Teachers should not force students to share their work. If someone wants to share what he/she wrote, that would be great! But if you force people to share, it will make some people feel awkward, uncomfortable, and incompetent.

· • This teaching method would be best used for teens and young adults, as they are intensely introspective at these stages, while they also have the ability to think abstractly and write proficiently

· • The teacher should make sure that the students have something specific to write about that relates to the lesson, otherwise it will degenerate into a time of just writing in your diary.

· • Set a specific timeline for completing pieces, otherwise it would be easy for some creative people to spend an entire hour working on a poem.

· Journaling

· What it is: Having students record their thoughts, questions, feelings, and doubts regarding their spiritual lives, paying special attention to thoughts triggered by class material.

· • Give everyone in the class a journal to write in on the first day of the class.

· • Encourage (or require) journaling outside of the class to internalize the subject matter.

· • Some classes actually have a journal that they pass around and everyone writes in it. Then they can pass around the journal the following week and see what everyone wrote.

· • Encourage people to be free with their own personal journals to write whatever they honestly think. It does not do any good to write down thoughts that you do not actually think.

· • At the end of the class, encourage the students to re-read their journal entries so that they can see how they have progressed throughout the course of the class.

· Case Studies

· What it is: Taking a look as a class at a particular case in real life that has to do with the topic at hand.

· • Teachers might try to pull from recent events. This creates a sense of realness and urgency about the topic, since it is present in our everyday lives.

· • It is usually a good idea to use a case study that people can have pretty strong opinions about. Pick a controversial article, Youtube clip, etc.

· • Allow for discussion afterwards so that people can process their own thoughts on the topic.

· • Explicitly tie the case study to a passage in the Bible so that people understand the connection.

· • It is a good idea for teachers to keep a folder on their computer desktop called “Big Ideas” or something like that, so that when they run across great material for case studies, they can save them for a later time.

Gender Separated:
What it is: Splitting males and females up in the classroom.
Separate males and females for the lesson.
Have a male and female group leader to facilitate while you walk around to the groups.
Talk about gender specific themes/issues.
Have the groups go to different areas of the room or different rooms.
Encourage group prayer but also pray with the whole class.

Imagining:
What it is: Reading a passage or story and imagining yourself in the story.
Pick a passage that a reader can put himself or herself into to feel emotion.
Instruct them to close their eyes and clear their mind. Clearing the mind might be difficult for most but encourage it.
Pray for the activity and the ability to concentrate.
Have a moment of silence to help the clearing of the mind. It will not get completely quiet but as much as possible.
Read the passage with emotion and try to get yourself into the passage.

Service Projects:
What it is: A community act done to benefit a group or person in need. It gets people involved in the community.
Find a need or organization to partner with during the planning process.
The group has to be receptive to the idea of a service project before it will be effective.
Teach on the biblical basis of serving others.
Get the approval of the church or necessary people. Create a schedule and give preliminary guidelines to the group.
After the project, have a time of reflection about the time-spent serving.

Small Groups:
What it is: A division of the class into smaller groups to have discussion and discovery to report back as a large group
Divide the class into groups. Separate couples.
Give the groups a set of discussion questions or guidelines for the discussion.
Allow 10-20 minutes for the small groups to talk among themselves.
Bring the class back together and have the groups share about what they learned.
Give a wrap-up thought or idea for application.

Themed Snacks:
What it is: Snacks that fit with the lesson
Choose a lesson that can have a snack.
Do not stretch it too far so that the connection cannot be made.
Depending on the age group, have the group make their own snacks and you just supply the ingredients.
Do not use in excess or the effectiveness will wear off depending on the age group.
Pick a snack that has quick set up and clean up.

Prayer
What it is: praying to God for wisdom in your teaching or for one another’s requests.
Spend time before you meet with your group to pray for the members of your group and for your time together.
Give an opportunity for people to share prayer requests and pray for one another.
Pray for your group and certain members publically and in private.
Educate your audience on prayer; the power, importance, and influence it has in our spiritual walks.
Prayer to the Trinitarian God is key; Father, Son, and Holy Spirit.

Prayer Groups
What it is: Prayer groups allow people in your church to come together and pray for one another. This creates relationships, vulnerability, and intimacy.
Be intentional and put your class into small groups.
Give your group directions whether to pray for each other or other topics.
Give plenty of time for them to share requests and pray for each other and close it out, out loud when the time is over.
Encourage consistent prayer during the time between meetings.
Give opportunities for people to share victories that people have prayed with them for.

Praying the Bible
What it is: Praying Psalms, prayers, benedictions, and other verses from the Bible.
God’s holy inspired word spoken through prayer is very powerful.
After studying the word, you can organize it in a way to read through as a prayer
Make sure the prayer is still personal and not just reading off a page.
Describe and communicate the power there is with reading the word.
Think out the scripture that you are praying through and partner it with your sermon.

Guided Imagery
What it is: Guiding people in imagining a situation and the affect that scenario or scene has on their senses.
Never tell them what they should be seeing, smelling, etc…just ask questions.
Think this process out well before doing it so you can ask the correct questions to portray the scene
Set the scene very well before you give direction to “look” for new things and experiences.
Asked detailed questions that you probably would not know, causing the “students” to truly imagine the images they will see.
If it’s a larger group have them answer the questions in their heads until the end when you all can debrief.

Puppets
What it is: Using puppets to act out scenes, giving energy to a lesson or gaining attention of your audience.
Puppets can be distracting to the actual lesson, acting as more entertainment than an aid to learning.
If you do puppets, do them very well.
Puppets work very well with children; keeping their attention and adding energy to your lessons
Puppets can become very cheesy very quickly so stay organized and focused when making them a part of your lesson.
Make sure the scene you are acting out is appropriate to be acting out with puppets. Intense scenes would not be successful with puppets.

Projects

· Assigning group projects for the class to go along with the lesson.

o • Prepare your lesson and prepare a project for the end of class

o • Make sure you have all the materials needed for the project

o • Teach the lesson, and then explain the project to the class

o • Allow the class fifteen to twenty minutes to complete their project

o • Have the class share with others their project

Emotion Questions
Have the class use only feeling words to describe how a person is feeling within the bible passage.

o • Read a passage and teach the lesson

o • Ask the class to think about how a certain person within the passage is feeling (Ex-how do you think Jesus was feeling when he saw Judas and knew that he was going to betray him?)

o • Have the class respond with only feeling words (Ex- hurt, upset, etc.)

o • Have the class discuss the words with people around them.

o • Have the class share as a group what feeling words they came up with

Handouts/Worksheets
Giving out handouts and worksheets to review what was learned during class.

o • Prepare for your bible class as usual

o • Allow ten (no more than fifteen) minutes at the end of class to work on worksheet

o • Create a handout/worksheet that will help the class review in a fun way (fill in the blank, crossword, etc.)

o • Teach the class and then hand out the worksheet, allowing individuals to work together or alone to review

o • Allow time for individuals/groups to collaborate as a class on questions on the worksheet that may be difficult

Comparing
Reading a passage of Scripture and comparing two specific parts of the Scripture (characters, parables, etc.)

o • Teach the story as usual to the class

o • Explain to the class what they will be comparing

o • Allow the class to work in groups

o • Give the groups ten to fifteen minutes to compare

o • Talk with the whole class what they observed and write them on the board for everyone to see

Listening/Imagining
Listening to a story of the bible and imaging the setting/characters in one's head.

o • Inform the class that today will be a listening/imagining day, and instruct them to close their eyes

o • Read the story out loud to the class

o • Allow many pauses in order for the class to get a full picture of the story in their head

o • Have everyone in the class share with the person next to them what they imagined the story to be like

• Have volunteers share as a whole what they imagined the story to be like

· Double-Team Teaching

What it is: Having two or more teachers teach the class at one time.
Allows for diverse teaching styles
Use both a man and woman in order to properly reach both male and female listeners.
The class may tune out one of the teachers they do not prefer.
Be careful not to interrupt one another while teaching (it may seem competitive).
This helps comfort a teacher who is nervous to teach alone.

Kinesthetic Activities
What it is: Doing some physical activity alongside learning.
It increases the energy of the class.
Spices the class up instead of having the normal lecture.
You can easily lose control of the class.
This may make other teaching tools seem more mundane.
Some adults may not want to get involved.

Life Experiences
What it is: This is when we look at true life stories and take away Biblical principles in order to
learn.
Sometimes, life experiences can cause our emotions to distort Biblical truth.
Truth goes against our human logic sometimes, so we cannot always trust our feelings
and observations.
People learn from stories.
It allows for easy application to our own lives.
Adults have a lot of life experience, so they will want to participate and share their own
stories.

Meditation
What it is: It is a form of prayer in which you do not talk but simply sit still in God’s presence and
listen.
Use relaxing music to help aid the meditation process.
Be careful no one falls asleep!
Other religions practice meditation as well, so make sure this is a Christian meditation.
Try reading the same Scripture passage repetitively while the class meditates.
This is a time where we can listen and possibly hear from God.

Other Literature
What it is: Reading and discussing literature outside of the Bible.
Other books are not the Bible, so do not take them as Biblical truth.
This allows us to see Biblical truth outside of the Bible.
We can see that Scriptural truth is still applicable today.
Use a lot of different sources of other literature (Chronicles of Narnia, Church Fathers,
Rob Bell, etc.)
Adults may have adverse feelings towards a certain author and may not want to
participate.

Topical Study
Definition. Taking a topic present in the Bible (not necessarily in any one particular passage) and studying it as a class.
-The advantage of this is that the class can take ownership in the topics as opposed to just studying whatever is present in the text for that week.
-One caution is for the class to just talk about a topic and never dive into what the Bible has to say about it.

Verse-by-verse Study

§ Definition. Taking a particular passage in the Bible, and studying it exhaustively, one verse at a time.

§ -The advantage here is that people can get a more holistic view of the Bible.

§ -One caution is that it is easy to get bogged down in the details and miss what the Bible is actually trying to say.

Videos

§ Definition. This model uses of videos as a teaching tool in class.

§ -One of the advantages of this method is that culture thinks in terms of media. Media is so pervasive in society that almost everyone has had some regular interaction with it during the week.

§ -One disadvantage is that the video can “outplay” the topic on which it is teaching. This means that sometimes, the video is only used because it is “cool” and not because it is relevant.

Workbooks

§ Definition. This model uses a book with teaching and activities to “do” that go along with the teaching in the class.

§ -One advantage of this is that it gives people ownership of the material they are covering. If you force people to do “work,” they are twice as likely to remember what they are working on.

§ -One caution is to be mindful of the different levels of education in the class. It is possible for someone to be the “class leader” in work taking away from the other’s ability to learn.

Worksheets

§ Definition. Similar to the workbook, this is a sheet, on which people will do activities relating to what is being taught.

§ -One benefit is that this is a hands on activity, which is an aide to memory for people.

§ -A caution to using this is that people can resort to a mindset of “doing homework,” which almost always bypasses the heart. With this model, people may learn a lot, but never be changed.