TEACHING IN TIMES OF TRANSITION. Session 1 “Teachers: Making a Difference”

TEACHING IN TEACHING IN TIMES OF TIMES OF

TRANSITIONTRANSITION

Session 1 Session 1

“Teachers: Making a “Teachers: Making a Difference”Difference”

We live in times of rapid We live in times of rapid change.change.

TELEPHONE took __ years to reach TELEPHONE took __ years to reach

1 million homes1 million homes

TELEVISION took __ years to reach TELEVISION took __ years to reach


CELL PHONE took _______ to reach CELL PHONE took _______ to reach


How is rapid change How is rapid change impacting Christian impacting Christian

education in our education in our churches?churches?

Paradigm shifts in Paradigm shifts in Christian educationChristian education

Teacher-centeredTeacher-centered Student-Student-centeredcentered

Bible knowledgeBible knowledge Life skillsLife skills

UniformityUniformity Options, Options, flexibilityflexibility

Top-DownTop-Down Bottom-UpBottom-Up

Observations concerning Observations concerning the unchurched generationthe unchurched generation

(Inside the Mind of Unchurched Harry and (Inside the Mind of Unchurched Harry and Mary, Mary,

Lee Strobel, Zondervan)Lee Strobel, Zondervan)

1.1. They have rejected the They have rejected the church, but not necessarily church, but not necessarily God.God.

2.2. They have legitimate spiritual They have legitimate spiritual questions, but don’t think the questions, but don’t think the church has the answers.church has the answers.

Observations concerning Observations concerning the unchurched generationthe unchurched generation

(Inside the Mind of Unchurched Harry and (Inside the Mind of Unchurched Harry and Mary, Mary,

Lee Strobel, Zondervan)Lee Strobel, Zondervan)

3. They have little or no 3. They have little or no denominational loyalty.denominational loyalty.

4. They want their children to 4. They want their children to receive good moral training.receive good moral training.

5. They are very tolerant of all 5. They are very tolerant of all religions, but see Christians as religions, but see Christians as narrow-mindednarrow-minded

3 constants in the midst of 3 constants in the midst of changechange

Love for GodLove for God

Love for peopleLove for people

Love for His WordLove for His Word

How a teacher can How a teacher can live out these 3 constantslive out these 3 constants

Session 2Session 2

“Students: Appreciating “Students: Appreciating the Difference”the Difference”

You’ve Got Personality!!You’ve Got Personality!!1.1. A good delegatorA good delegator

2.2. A good encouragerA good encourager

3.3. A good listenerA good listener

4.4. A good workerA good worker

1.1. Risk takerRisk taker

2.2. EmotionalEmotional

3.3. SteadySteady

4.4. SystematicSystematic

1.1. Bold and daringBold and daring

2.2. Happy and carefreeHappy and carefree

3.3. Pleasing and kindPleasing and kind

4.4. Cool and distantCool and distant

1.1. InnovatorInnovator

2.2. PeacemakerPeacemaker

3.3. PatientPatient

4.4. ThoroughThorough

1.1. ““I will lead them”I will lead them”

2.2. ““I will persuade them”I will persuade them”

3.3. ““I will follow through”I will follow through”

4.4. ““I will get the facts”I will get the facts”

1.1. DirectDirect

2.2. TalkativeTalkative

3.3. PredictablePredictable

4.4. PrecisePrecise

1.1. DecisiveDecisive

2.2. EnthusiasticEnthusiastic

3.3. Team PlayerTeam Player

4.4. AnalyticalAnalytical

1.1. Strong-willedStrong-willed

2.2. TrustingTrusting

3.3. LoyalLoyal

4.4. CautiousCautious

1.1. CompetitiveCompetitive

2.2. OptimisticOptimistic

3.3. Non-emotionalNon-emotional

4.4. ConscientiousConscientious

1.1. DomineeringDomineering

2.2. GullibleGullible

3.3. Too lenientToo lenient

4.4. CriticalCritical

Lion (Dominant)Lion (Dominant)

• Take charge leaderTake charge leader• Self-confidentSelf-confident• Task-orientedTask-oriented• Straight-forwardStraight-forward• Don’t care a lot for the Don’t care a lot for the

detailsdetails• ExtrovertExtrovert• Risk takerRisk taker• Can be confrontationalCan be confrontational• OpinionatedOpinionated• Can be impatientCan be impatient• Can be controllingCan be controlling

Personality EquivalentsPersonality Equivalents

• Bible Bible Character: Character: Paul, SarahPaul, Sarah

• Needs to feel Needs to feel respectedrespected

Otter (Influencer)Otter (Influencer)

• SociableSociable• TalkativeTalkative• OutgoingOutgoing• EncouragerEncourager• Team playerTeam player• Peacemaker Peacemaker • PersuasivePersuasive• Not the most organizedNot the most organized• Avoid conflictAvoid conflict• Sensitive to peer Sensitive to peer

pressurepressure• Want to be likedWant to be liked


• Bible Bible character: character: PeterPeter

• Needs to feel Needs to feel likedliked

Golden Retriever Golden Retriever (Steady)(Steady)

• Loves stabilityLoves stability• DependableDependable• RoutinesRoutines• LoyalLoyal• OrderlyOrderly• PredictablePredictable• Controlled Controlled

environmentsenvironments• IntrovertedIntroverted• CarefulCareful• Doesn’t handle change Doesn’t handle change

wellwell• Clams up under Clams up under

pressurepressure


• Bible Bible character: character: Abraham, Abraham, MarthaMartha

• Need to feel Need to feel safesafe

Beaver (Compliant)Beaver (Compliant)

• AccurateAccurate• DetailedDetailed• Follow instructionsFollow instructions• AnalyticalAnalytical• Task-orientedTask-oriented• IntrovertedIntroverted• CautiousCautious• LogicalLogical• PerfectionistPerfectionist• Often miss the big Often miss the big

picturepicture• Stuff emotionsStuff emotions


• Bible Bible character: character: Moses, RuthMoses, Ruth

• Needs to be Needs to be rightright

Some obvious facts about Some obvious facts about personalitypersonality

• God made all of these different God made all of these different personalitiespersonalities

• God can use all of these different God can use all of these different personalitiespersonalities

• Your personality will affect your teachingYour personality will affect your teaching• Your personality will affect your learningYour personality will affect your learning• Your students have different personalities Your students have different personalities

tootoo

3 Major Learning 3 Major Learning StylesStyles

• AuditoryAuditory– Telephone, music, discussion (moves Telephone, music, discussion (moves

lips when reading to self)lips when reading to self)• VisualVisual

– Pictures, charts, object lessons (looks Pictures, charts, object lessons (looks off into space when talking)off into space when talking)

• Kinesthetic/TactileKinesthetic/Tactile– Must move around, touch, taste, take Must move around, touch, taste, take

apart and put back togetherapart and put back together

How Learning Styles How Learning Styles Change with AgeChange with Age

(a study by Price, Dunn, and Dunn, 1992 at the Center for (a study by Price, Dunn, and Dunn, 1992 at the Center for Study of Learning and Teaching Styles)Study of Learning and Teaching Styles)

Learning styles change Learning styles change with agewith age

• Most preschoolers are Most preschoolers are kinesthetic/tactile learnerskinesthetic/tactile learners

• Most elementary children are visual Most elementary children are visual learnerslearners

• Most teenagers are auditory Most teenagers are auditory learnerslearners

Adult Learning StylesAdult Learning Styles

• 40% of all adults are visual learners40% of all adults are visual learners• 40% of all learners are 40% of all learners are

kinesthetic/tactile learners (more kinesthetic/tactile learners (more men than women)men than women)

• 20% of all learners are auditory 20% of all learners are auditory learners (of this number, there are learners (of this number, there are more women than men)more women than men)

1 John 1:11 John 1:1

• That which was from the beginning, That which was from the beginning, which we have heard, which we have which we have heard, which we have seen with our eyes, which we have seen with our eyes, which we have looked at and touched – this we looked at and touched – this we proclaim concerning the Word of proclaim concerning the Word of life.life.

Session 3Session 3

Curriculum: Curriculum: “Knowing the “Knowing the Difference”Difference”

Natural Learning CycleNatural Learning Cycle

• Dr Bernice McCarthy (NW Univ.) Dr Bernice McCarthy (NW Univ.) developed the developed the 4-MAT Learning 4-MAT Learning SystemSystem in 1981 in 1981

• 4-MAT model explains learning in 4-MAT model explains learning in terms of the ways people perceive terms of the ways people perceive and process informationand process information

Adapted by Christian EducatorsAdapted by Christian Educators

The Learning CycleThe Learning Cycle• Step 1 – The learner must to be Step 1 – The learner must to be

motivated to learnmotivated to learn• Step 2 – The learner must be Step 2 – The learner must be

presented with new informationpresented with new information• Step 3 – The learner must practice Step 3 – The learner must practice

the new learningthe new learning• Step 4 – The learner must use what Step 4 – The learner must use what

has been learned and apply it to lifehas been learned and apply it to life

Step One: All StudentsStep One: All Students Need to Be Motivated Need to Be Motivated

• PurposePurpose: Link your : Link your students’ life students’ life experiences (home, experiences (home, friends, school) to friends, school) to the lesson Focus and the lesson Focus and to interest them in to interest them in the topicthe topic

• TeacherTeacher: Motivator: Motivator• StudentStudent: Imaginative : Imaginative

Learner – Learner – “Why is this “Why is this important to me?” important to me?”

• OttersOtters• Attention GrabberAttention Grabber

Step OneStep One

Step Two: All Students Need Step Two: All Students Need to Learn the Factsto Learn the Facts

• PurposePurpose: Present the : Present the Bible information to Bible information to your studentsyour students

• TeacherTeacher: : Information-giverInformation-giver

• StudentStudent: Analytical : Analytical Learner – Learner – “What does the “What does the Bible say?”Bible say?”

• BeaversBeavers• Study the WordStudy the Word

Step TwoStep Two

Step Three: All Students Need Step Three: All Students Need to Practice to Practice

• PurposePurpose: Provide a : Provide a variety of variety of opportunities to opportunities to practice info. they practice info. they have just acquiredhave just acquired

• TeacherTeacher: Coach: Coach

• StudentStudent: Common : Common Sense Learners – “How Sense Learners – “How does this Bible does this Bible passage work today?”passage work today?”

• Golden RetrieversGolden Retrievers • Try It OutTry It Out

Step ThreeStep Three

Step 4: All Students Need to Apply Step 4: All Students Need to Apply the the Bible to Their LivesBible to Their Lives

• PurposePurpose: Encourage : Encourage your students to apply your students to apply what they’ve learned to what they’ve learned to their everyday their everyday experiencesexperiences

• TeacherTeacher: Encourager: Encourager

• StudentStudent: Dynamic : Dynamic Learners – Learners –

“What am I willing to do “What am I willing to do with what I’ve learned?”with what I’ve learned?”

• LionsLions• Live It OutLive It Out

Step 4Step 4

Hands-onHands-on

• Find an activity that would fit a Find an activity that would fit a particular personality type.particular personality type.

• Find an activity that would appeal to a Find an activity that would appeal to a specific learning style.specific learning style.

• How has this seminar been designed How has this seminar been designed to reach all learners and to reach all learners and personalities?personalities?

• What qualities do you find interesting What qualities do you find interesting or unique in this curriculum?or unique in this curriculum?

Documents

TEACHING IN TIMES OF TRANSITION. Session 1 “Teachers: Making a Difference”