Christian Education: In this unit we will study how Christian educators teach for change. It is a change that is to be so thorough and contagious that it is reproducible in the lives of others (see 2 Tim. 2:2). It is the change that transforms the whole person – mind, heart, and hands; or, the know, be, do principle. It is the goal of teaching: to love with a pure heart and a good conscience and a sincere faith (1 Tim. 1:5).
The role of the teacher reflects this goal as they are “admonishing every man and teaching with all wisdom, that we may present every man complete (mature, transformed) in Christ (Col. 1:28). How do we accomplish this goal? What prerequisites must exist in the heart, soul, and mind of the teacher and the student?
This unit will look at practical principles for motivating students to personalize Biblical concepts. Principles from the “Law of the Learner” by Bruce Wilkinson and planning skills for “Teaching and Learning” from our textbook will be explored. Our unit will conclude with the “Teaching and Learning Strategies” used by effective Christian educators to promote “life change.”
We will also look at disciple making teachers. Teachers who begin with the end in mind! We must be able to understand and clearly state our teaching goals – our learning outcomes through our lesson plans and methods of teaching. Do you want to motivate your students? Or perhaps you may want your students to walk with God and spiritually flourish? Do you want to teach for “life change” so that your students actually become different individuals and experience lasting positive and renewed lifestyles?
If we are to be relevant teachers in the lives of our students, we must understand the needs of our students living in this postmodern world. We must rediscover the definition of teaching – to “cause to learn” and we must be “facilitators for change.” We must define the responsibilities of a teacher and better understand the factors that cause meaningful teaching and learning to take place. This unit may challenge you toward a personal renewal in your teaching style as it has mine.
INTRODUCTION AND ALIGNMENT
Choosing and using creative learning methods must take into consideration the classroom conditions, the learning process, the teaching schedule, the criteria to be effective, and the results. The results should evaluate if lesson objectives were accomplished and whether or not learners have been guided, prepared, and encouraged in the learning process.
The learning process consists of the teacher’s approach, exploration, discover, and application of a particular lesson.
According to our textbook (page 197), creative methods must be on the learner’s level, provide variety and choices, provide clear instructions, include planned questions, accommodate different learning abilities, and review, reinforce, and/or apply a Bible lesson.
Therefore, a number of considerations should be given to any teaching method or activity selected for a particular group of students. Often, we must evaluate the effectiveness of our methods in terms of the age, gender, or attention span of our students. Choosing the most creative teaching method is one of the most vital keys to the lesson’s effectiveness.
Upon completion of this assignment you should be able to:
Provide a list of creative activities and teaching methods necessary to "cause students to learn."
Christian Education: Foundations for the Future, chapters 9, 11, and 13.
Provide a description of activities you can use for active learner involvement.
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