Copyright © 2004, C. Michael Patton Principles in Biblical Teaching

Copyright © 2004, C. Michael Patton

Principles in Biblical TeachingPrinciples in Biblical Teaching


Deuteronomy 6:6-7“And these words that I

command you today shall be on your heart. You shall teach

them diligently to your children, and shall talk of them when you sit in your

house, and when you walk by the way, and when you lie down, and when you rise.”

Copyright © 2004The Theology Program, Stonebriar Community Church

OutlineOutline

Session 1: Developing a teaching philosophy

Session 2: Homiletical Process

Session 3: DeliverySession 4: Lessons


Session 1: Session 1:

Developing a Philosophy of Teaching


OutlineOutline

I. What constitutes excellence in teaching?

II. Developing your own teaching philosophy

III. Holy Spirit in teachingIV. Role of man in teachingV. Different teaching methods


What constitutes excellence in What constitutes excellence in teaching?teaching?

• Think of the teachers who have most influenced your life in a positive way. What was it that made them excellent teachers?

• Likewise, think of all of the poor teachers you have had. What is it that made them poor?


What is an Effective Teacher?What is an Effective Teacher?

• He has clearly-defined goals.

• He is open and transparent.• He creatively handles

conflict and problems.• He encourages openness

and freedom in others.


What is an Effective Teacher?What is an Effective Teacher?

• He is committed to students as individuals.

• He is excited about teaching.• He is excited about the

subject.• He is open to diverse values

and beliefs of others.• He is graciously persuasive.


What is an Ineffective Teacher?What is an Ineffective Teacher?

• Lack of preparation.• Lack of patience.• No clearly defined goals.• Lack of structure and

organization.• Dominates with closed

lecture.


What is an Ineffective Teacher?What is an Ineffective Teacher?

• Lack of creativity.• No personal motivation and

passion concerning subject.• Teaching doesn’t let you

think.• Rambling answers for

questions asked.


Developing your own teaching Developing your own teaching philosophyphilosophy

ValueTaken from the old French Valoir, “to be strong, to be worth.”

American Heritage Dictionary

•To determine or estimate the worth or value of; appraise.

•To regard highly; esteem. •To rate according to relative estimate of worth or desirability; evaluate: valued health above money.

•To assign a value to (a unit of currency, for example).

ValueTaken from the old French Valoir, “to be strong, to be worth.”

American Heritage Dictionary

•To determine or estimate the worth or value of; appraise.

•To regard highly; esteem. •To rate according to relative estimate of worth or desirability; evaluate: valued health above money.

•To assign a value to (a unit of currency, for example).


What do you value?What do you value?


Break TimeBreak Time

10 minutes


The Role of the Holy Spirit in The Role of the Holy Spirit in TeachingTeaching

1. Holy Spirit as Revealer2. Holy Spirit as Gift Giver


Holy Spirit as persuaderHoly Spirit as persuader

The Holy Spirit is the only persuader of spiritual truth (1 Cor 2:1-16)


Holy Spirit as persuaderHoly Spirit as persuader“Christian education is a cooperative process, a venture involving both the human and the divine. Human teachers communicate and exemplify truth; the Holy Spirit seeks to provide guidance, power, illumination, and insight to the teachers.”

-Roy Zuck

“Christian education is a cooperative process, a venture involving both the human and the divine. Human teachers communicate and exemplify truth; the Holy Spirit seeks to provide guidance, power, illumination, and insight to the teachers.”

-Roy Zuck


Holy Spirit as Gift GiverHoly Spirit as Gift Giver

Although all people are commanded to teach, certain people are spiritually gifted to teach.



Write a definition of the Spiritual gift of teaching:



Definition of the gift of teaching: The supernatural ability to lead people to Christ-likeness through the transmission of spiritual truth through the power of the Holy Spirit.

Definition of the gift of teaching: The supernatural ability to lead people to Christ-likeness through the transmission of spiritual truth through the power of the Holy Spirit.



What does the “gift of teaching” look like? In other words, what is the difference between natural ability and the gift of teaching?



Natural Ability Gift of Teaching1. Effectively

transfer information

2. Assimilate information

3. Imparts Knowledge

4. Intellectual5. Changed minds

1. Effectively transfer spiritual truth

2. Applies information

3. Imparts Wisdom4. Spiritual5. Changed lives



Natural Ability Gift of TeachingEffectively educates, persuades, and changes lives outside the Church.

Effectively educates, persuades, and changes lives inside the Church, through the power of the Holy Spirit.



How does one know if he or she has been given the gift of teaching?

1.Is there an unusual thirst to learn spiritual things?

2.Is there and unusual ability to understand spiritual things?

3.Is there an unusual desire to teach (Jer 20:9)?

4.Is there a natural ability to teach?5.Do people benefit spiritually from your

teaching?


• Teaching is a joint venture

1 Corinthians 3:6“I planted the seed, Apollos watered it,

but God made it grow.”

1 Corinthians 3:6“I planted the seed, Apollos watered it,

but God made it grow.”

General PrinciplesGeneral Principles


• Just because you have the gift of teaching does not mean that you do not need to be diligent in your preparation.

2 Timothy 2:15

“Do your best to present yourself to God as one

approved, a workman who does not need to be

ashamed and who correctly handles the word

of truth.”

2 Timothy 2:15

“Do your best to present yourself to God as one

approved, a workman who does not need to be

ashamed and who correctly handles the word

of truth.”




• How to develop the gift of teaching (Roy Zuck):– Exercise the gift (1 Tim 4:14).– Observe others who are effective.– Get training in the principles of

teaching.– Have someone observe your

teaching and make helpful suggestions.


Role of Man in TeachingRole of Man in Teaching

• Discipline2 Tim 2:15

• CreativityChrist’s Example: Conflict, parables, sermons, dilemma, illustrative, and expository.


Role of Man in TeachingRole of Man in Teaching

• PassionThis is the “sacrifice-it-all” attitude that you bring with you to a lesson that tells your students that you believe what you are stating. This is evident in the way you stand, speak, move, what you say, and how you live. While passion is difficult to define and impossible to imitate, it will never be missed.



10 minutes


Different Teaching MethodsDifferent Teaching Methods

What are the different methods people use in teaching?



Passive ActiveSermonLectureRadioBooks

Group discussionsDebatesInteractive lessonsInteractive books



Least Effective

Most Effective



People Remember:People Remember:

10% of what they 10% of what they hearhear

10% of what they 10% of what they hearhear

50% of what the 50% of what the hear and see.hear and see.

50% of what the 50% of what the hear and see.hear and see.

90% of what 90% of what they hear, see, they hear, see, and do.and do.

90% of what 90% of what they hear, see, they hear, see, and do.and do.



“There is no such thing as a bad method, except one you use all the time.”

–Gregory Carlson

“There is no such thing as a bad method, except one you use all the time.”

–Gregory CarlsonNever, never, never lecture, unless there is no other way to help persons learn . . . The lecture is the easiest way for the teacher, but the most difficult one for the student.

–Martha Leypoldt

Never, never, never lecture, unless there is no other way to help persons learn . . . The lecture is the easiest way for the teacher, but the most difficult one for the student.

–Martha Leypoldt



Venues:• Sermon• Lecture• Sunday School/Fellowship• Small Groups• Interactive Classroom



What is the difference What is the difference between teaching and between teaching and

preaching?preaching?


SermonFellowship/

Sunday SchoolSmall GroupsInteractive Classroom


Lecture

Low Commitment High Commitment


SermonFellowship/



Lecture

Low Expectations High Expectations

AttendanceAssigned readingsBooksPapersCase studiesMemorization of ScriptureEtc.


Devotional(Brings encouragement for the week)

SermonFellowship/


Foundational(Builds theology for a lifetime)


Lecture


Short-term life change

SermonFellowship/


Long-term life change


Lecture


SermonFellowship/



Lecture

Exhortation Education


SermonFellowship/

Sunday School Interactive Classroom


Exhortation Education

The education program of the The education program of the Church needs to include Church needs to include allall of of

these these in balancein balance..


SermonFellowship/

Sunday School Interactive Classroom


Sunday Sermon The Theology Program

The educational The educational program of Stonebriar program of Stonebriar

Community ChurchCommunity Church

Adult Fellowships



METHODS OF

HEAR HEAR SEESEE

DO DO



Hear:1. Sermon2. Lecture3. Mini-Lecture/sermon4. Role playing5. Radio6. Devils advocate



See:1. Use visual illustrations2. Body language3. Give handouts and

outlines4. Use PowerPoint5. Use white board



Do:1. Large group discussion2. Small groups discussion3. Have the students give

illustration to a point4. Homework activity5. Case studies



6. Continually ask questions and wait for the answers.

7. Neighbor nudge.8. Create dilemmas.9. Have student debates. 10.Field trips.



Principles for Do:1. Challenge their creativity.2. Be patient.3. Explain instructions clearly.4. Supervise the activity.5. Encourage students in their participation.6. Bring focus back to the goal of the lesson.7. Take into account circumstances-time and resources.



Questions to ask when choosing a Questions to ask when choosing a method:method:

1. What are the goals of my lesson? 2. What method would work best for my goals?3. How much time do I have? One week? Six

months?4. What method would work best in the venue

that I am using?5. What are the expectations/requirements of

the group?6. How many people are in my audience?7. Can I limit my audience according to my

goals?8. Or do my goals have to be changed because

of the size of my audience?



The Homiletical Process


• Historical interpretation• Grammatical interpretation• Contextual interpretation• Literary Interpretation

1. Exegetical Statement“What did it mean then?”

2. Theological Statement“What is the timeless truth taught?”

3. Homiletical Statement“How does it apply to us?”

Ana

logy

A

nalo

gy

of S

crip

ture

of S

crip

ture

TruthTruth

Extract timeless Extract timeless principlesprinciples

Contextualize

Contextualize

Principles for today


Timeless AudienceTimeless Audience

Time bound AudienceTime bound Audience

Conte

mp

ora

ry A

ud

ience

Conte

mp

ora

ry A

ud

ience

Ancie

nt A

udie

nce

Ancie

nt A

udie

nce


The Exegetical ProcessThe Exegetical Process

1. Choose a text that comprises a single unit of thought (pericope).



Testament

Scripture

Section

Book

Pericope



2. Discover the exegetical outline.– Take into account the natural division

markers (but, therefore, and, etc.)– Mark out the natural divisions (each

section should not have many divisions—probably not more than three)

– Give each division an exegetical heading that summarizes and interprets the division from the viewpoint of the original audience.



Do not just summarize, you must interpret. To

insure that you are doing this, do not use any of the

same terms that the Scripture uses.

Do not just summarize, you must interpret. To

insure that you are doing this, do not use any of the

same terms that the Scripture uses.



3. Discover the exegetical proposition from the viewpoint of the original audience. Subject:

– What is the passage talking about?

– Compliment: What does it say about what it is talking about?






10 minutes


The Theological ProcessThe Theological Process

1. Using your exegetical outline, discover the theological outline.

Ask the questions: • “What does this mean for all

people?”• “What does this say about God?”• “What does this say about man?”



2. Using your exegetical proposition, discover the theological proposition.

– Subject: What is the passage talking about?

– Compliment: What does it say about what it is talking about?




The Homiletical ProcessThe Homiletical Process

1. From your theological outline, discover the homiletical outline.

2. From the theological proposition, discover the homiletical proposition.


Illustration

Illustration

Conclusion

Conclusion

ApplicationsApplications

Outline PointsOutline Points

IntroductionIntroduction

Scripture References

Scripture References

ReviewReviewPreviewPreview



The biggest mistake that The biggest mistake that teachers make is being teachers make is being

unclear. The reason why most unclear. The reason why most are unclear is because either are unclear is because either they do not have a “bid idea” they do not have a “bid idea” or they have to many “little or they have to many “little

ideas.”ideas.”

The biggest mistake that The biggest mistake that teachers make is being teachers make is being

unclear. The reason why most unclear. The reason why most are unclear is because either are unclear is because either they do not have a “bid idea” they do not have a “bid idea” or they have to many “little or they have to many “little

ideas.”ideas.”



Example: Matt. 18:20



Delivery



DeliveryDelivery

Gen. 25:27-34


StructureStructure

ExamplesExamples


StructureStructure

Tell them what you said

Say it

Tell them what you are going to say


StructureStructure

HookIntroduces the lesson.

HookIntroduces the lesson.

BookExposition of the text.

BookExposition of the text.

LookIllustrates the “Big Idea.”

LookIllustrates the “Big Idea.”

TookApplies the lesson.

TookApplies the lesson.


StructureStructure

1. Life Need2. Bible Learning3. Bible Application4. Life Response


StructureStructure

• Into the lesson• Into the Word• Into life


StructureStructure

Receiving Information Exploring and

Discovering Appropriating Assuming Responsibility


StructureStructure

1. Stating the Aim2. Securing purposeful Bible Study3. Developing the lesson4. Making the lesson personal5. Securing the carryover

1. Stating the Aim2. Securing purposeful Bible Study3. Developing the lesson4. Making the lesson personal5. Securing the carryover


StructureStructure

FOCUS: Turning heart to hear God’s Word.

DISCOVER: Personal or group interaction into God’s Word.

RESPOND: Applying God’s Word to life.


StructureStructure

“What are you going to talk about?”

“What are you going to talk about?”

“What does it mean?”

“What does it mean?” “What

difference does it make?”

“What difference does it make?”

“What do you want us to do?”

“What do you want us to do?”






Ana

logy

A

nalo

gy

of S

crip

ture

of S

crip

ture

TruthTruth


Contextualize

Contextualize





Conte

mp

ora

ry A

ud

ience

Conte

mp

ora

ry A

ud

ience

Ancie

nt A

udie

nce

Ancie

nt A

udie

nce






Ana

logy

A

nalo

gy

of S

crip

ture

of S

crip

ture

TruthTruth


Contextualize

Contextualize





Conte

mp

ora

ry A

ud

ience

Conte

mp

ora

ry A

ud

ience

Ancie

nt A

udie

nce

Ancie

nt A

udie

nce


StructureStructure

I. What are you going to talk about and why should I care (Introduction)? Creates a need or a “hook.”


StructureStructure

“If the preacher does not capture attention in the first thirty seconds, he may never gain it at all.”

—Haddon Robinson

“If the preacher does not capture attention in the first thirty seconds, he may never gain it at all.”

—Haddon Robinson


StructureStructure

Answers the audience’s question, “Why do I need to hear what you are talking about?”

Gives a preview to orient and prepare the audience.

Recognizes that people come to your lesson with much baggage from a hard week.

Illustrates the importance of the forthcoming message.


StructureStructure

Components of an IntroductionComponents of an Introduction1. Introduction

– Illustration (personal if possible)– Current events– Creation of a dilemma

2. Challenge the Audience– Moves from you to them– Creates the “itch” or the need

3. Reveal the Subject (Homiletical Proposition)

4. Preview (Outline)5. Context of the passage


StructureStructure

II. What did it mean (Exposition/Exegetical)?• Moves from 21st century to the

ancient time of the text.• Interprets the text to the

audience.• Communicates in terms the

audience will understand.• Answers the question “What did

it mean then?”

Copyright © 2004The Theology Program, Stonebriar Community ChurchPastor Bergin checks his sources


StructureStructure

III. How does it relate to other Scriptures (Correlation)?• Correlates the lesson with other

Scriptures.• Systematic theology on the topic.• Verifies the “Big Idea.”


StructureStructure

IV. What is the timeless truth (Principlization/ Theological)?• Extract the timeless principles

and communicate them succinctly.

• Use timeless language.• Ask the questions:

1) What does this tell us about God?2) What does this tell us about man?


StructureStructure

V. What does it look like in real life (Illustration)?• Illustrates the lesson.• Shows how this is relevant to the

audience.• Motivates people to action.• Inspires people and prepares

them to apply the lesson.


StructureStructure

VI. What do you want us to do (application)?• Summary of message. • Shows how your audience can

apply. the teaching to their lives.• Specific actions.• Many imperatives.• Brings closure to the lesson.


StructureStructure

Good Conclusion Bad Conclusion

“Let me give you four points of application” (5-10 min)

“And may God apply these truths to our lives. Amen”


StructureStructure

Option One Option Two Option Three

IntroductionI. Point #1 A. Exegetical B. Theological C. HomileticalII. Point #2 A. Exegetical B. Theological C. HomileticalIII. Point #3 A. Exegetical B. Theological C. HomileticalConclusion

IntroductionI. ExegeticalII. TheologicalIII. HomileticalConclusion

Combination of the two.Makes sure that each category is represented somewhere.

Big Picture of a Sermon/Lesson



Odds and EndsOdds and Ends

I. Support Material– Personal Illustrations.– Current event illustration

(newspaper, magazine, etc).– Research polls (www.barna.org;

magazines, Gallup).– Illustrations from an Illustration

Book (www.bible.org, Tardy Oxcart, etc.).




Odds and EndsOdds and Ends

II. Creating an Atmosphere.III. A/V Techniques.IV. Evaluation Sheet.V. Setting a time to teach.

Documents

Copyright © 2004, C. Michael Patton Principles in Biblical Teaching