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Powerpoint to use with NTexas team on 8/16

Powerpoint to use with NTexas team on 8/16

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  • Missional Developer Figure 8 Tool Teaching SessionChapter Buildingby Andrea Thomas and Doug SchauppPreparation needed...Luke 9:1-6 and 10:1-24 manuscripts handed out.   PowerPoint set up. Prezi link in PowerPoint works (will need wifi)Presenter has the presentation script and has it mostly memorized, has practiced manipulating the Prezi, has it properly hooked up.  If possible, someone should manipulate the Prezi and PowerPoint while the presenter speaks.  9 Actors identified for the skit, and scripts handed out.  Each should have a nametag that says...  Jordan: MLLuke: PMC; then another tag to put on later MC; then an ML nametag      PMC #1; then an MC nametag to put on later        PMC #2        PMC #3        Sarah: MLL        Three additional people are cast as Student #1, #2, #3 but do not need nametag(*Note that the skit does take some work. You may, instead, want to do case studies.)Total session time: 75 min15 Min:  (CE/RO) PART 1:  Group Scripture mini-study: Luke 9:1-6 and Luke 10:1-24  10 min:(AC) PART 2: Figure 8 PowerPoint and/or Prezi 5 min:  (RO/CE)  Debrief Figure 8 presentation: generate questions in pairs 15 min:  (AE) PART 3: Role play/Skit OR you can choose to do Case Studies10 min. (CE)  PART 4: Debrief Skit and Figure 8 using the six phases of debrief15 min. (AE/RO) PART 5: Group "next step" activities 5 min.  Closing   *This teaching session is set-up to "Train the Wheel" and reach all four of the learning styles that Kolb outlines - CE, AC, AE, RO.
  • INTRO (Be sure to tailor to your audience and begin with a "felt need" grabber.  For staff, the felt need might be how to do the job of CSM well and how to see the fellowship grow to be more effective evangelistically.) A suggestion for CSM Training intro:  Have you ever sat through a prayer meeting where all you do is pray for sick people and upcoming tests? How about a leadership team meeting where people are all caught up in conflict around “the way we’ve always done it”? Or a discipleship meeting where you’re having one more conversation about members of the opposite sex and who likes whom in the chapter? Why do all these things frustrate us as staff? (pause) Because they lack mission! They lack a focus on the Kingdom of God. In InterVarsity and in the broader church, "Missional" has become the new buzz-word.  Chapter Building Essentials show us that if you want to build a growing, thrivingchapter, we as staff must wear three key hats well:  Visionary Guide, Structure Architect and Missional Developer. This session will focus on the Missional Developer role. HOW exactly do you as a staff member move someone from potential missional Christian to missional leader?  One person in our fellowship to be an MC while others don't seem to "get it?"   Well, by the end of the next 90 minutes, we hope you'll have the following:  A clear understanding of how Jesus developed missional followersA model for how your fellowship can develops missional Christians and missional leaders ANDA practical next step as you lead your fellowship to be more effective in advancing the Kingdom on campus
  • LET'S BEGIN BY LOOKING AT SCRIPTURE TO SEE HOW JESUS DEVELOPED MISSIONAL PEOPLEFirst, let's look just at the passage.  (You might want to add ifyou suspect that your audience will resist the teaching because of their model for manuscript study: “Many of us are used to doing in-depth manuscript study, but we are not doing that in this session.  Rather, we are taking a 15 minute broad-stroke look at Jesus as a missional developer.”)          1. How do we see Jesus developing the 12 in Luke 9:1-6?         2.  From what you know of the Gospels, how else does Jesus develop the 12?  (Since we have such a brief passage for everyone to engage, it's important to take a few minutes to generate a larger framework.)        3.  Back to the passage.  How does Jesus develop the 70 in Luke 10:1-24?  (Be sure you mention: Why 70 and not 72, as some manuscripts say?  NRSV committee believes seventy...NIV committee says "72".  There are differences in translations and for the sake of this study we prefer the NRSV.)
  • Since we only have 15 minutes, let me quickly do a comparison and contrast of these two passages. Again, since the Luke 9 passage is so brief, we draw from our broader understanding of Jesus and the Twelve to fill in this chart.(Read through the list rather quickly.)5.  So, why not just the 12?  Why does Jesus send out the 70?  Ask for people to share ideas with the large group.NOTE:If you suspect that you won't be able to get through everything in the time you have, you might want to cut this question and the idea. It is very interesting and CSMs will enjoy going a level deeper in engaging the text. However, the answer is not central to the Figure 8 tool.  Also, it requires some speculation and you'll need to build a case using Luke 9:49 and Luke 9:54.  Transition to next slide: “Doug Schaupp, author of the tool we are about to show you, theorized the following about the 12/70.  "Elitism is part of human nature, and Jesus sends out the Seventy to respond to this.”
  • Again, you might choose to hide this slide if you don’t have time to talk about this. Or, you might want to just fly over it and offer to process later with individuals.TRANSITION:  In Luke chapter 9 and 10 we see a picture of Jesus a missional developer.  You've seen the chapter-building essentials... As we transition from looking at how Jesus led the 12 in comparison to how Jesus led the 70, let’s think together about an InterVarsity Fellowship.   How do we develop a core of missional Christians and a team of missional leaders?  We'd like to propose a tool to help us think about this, and we're calling it "The Figure 8."    I am going to give an overview and then we are going to try it on for size in a role play.  But before we look at the tool, let me offer two definitions:
  • Note that the last line of this definition is not currently included in the AFR. The Chapter Building Steering Committee has recommended that word, deed, worldview and prayer are added to clarify what makes a missional Christian.
  • Note that the only line that does not appear in the AFR is “who helps PMCs become MCs”.
  • We suggest that you switch to the Prezi of the Figure 8. If you don’t have wifi access, then you can walk through this diagram.(Authors' note from Doug Schaupp and Andrea Thomas: for the sake of continuity in the tool and how it rolls out nationally, please stay as close to this script at possible. We know this might feel really stale, so practice this until you can make it sound like your own If you do follow the script closely, you will get though the material in about 10 minutes.)Before we start, some of you may be confused by the numbers of "Twelve" and "Seventy".  These are symbolic and analagous to what Jesus did and not numerical goals.(POINT 1, 70 loop: Open Invitation)   The Missional Leader, ML, of the fellowship, a staff or student, makes an open invitation to join the mission.  The ML asks and the missional Christian, MC, or potential missional Christian, PMC, makes a step to join.  This can happen at places like a New Student Outreach booth, a large group meeting, or in a one-on-one conversation. (POINT 2, 70 loop: Missional Activity)  Possibly the most important step for development is that of engaging in a missional activity.  It’s not enough to be a bystander.  In order to grow, action must be taken.  This could be like the activity Jesus sent the 70 on in Luke chapter 10, where he instructed them to go ahead of him into the places where he would go.  Here, students and staff together go into the places where Jesus wants to go on campus, or beyond.  The missional leader sets up the activity and sends, and the developing missional Christian has to take a risk.  (There should be short period of time between sending and activity.)  Activities are things like conversational evangelism, inviting people in the dorm to attend a small group, doing a campus proxe station, or even going on a short-term mission trip.  (POINT 3, 70 loop:  Debrief and Training) Once the risk is taken and God (hopefully!) shows up in the midst of the experience, debriefing and training are crucial for development.  In Luke 10 we see the 70 return with great enthusiasm about the power they saw demonstrated, and how even the demons obeyed them.  Jesus takes this moment to steer their focus in the right direction, away from the immediate power they saw demonstrated to a more eternal focus.  He pushes them to think beyond what they did, to see deeper into their own identities as ones whose names are written in the book of life.   Like Jesus, the ML must do a good job interpreting the missional activity and God’s presence with them.  Taking the experience to a deeper level and allowing the developing core member to learn from it.  “Praxis”, or reflected upon experience, is what enables transformational learning.  Time and attention must be given to this step for true development to occur since un-debriefed activity is merely activity.  But reflection opens the door to true transformation.  Unfortunately, we often neglect this most important of steps. (FORK IN THE ROAD: "Transformed?")  Finally, we round the missional Christian development cycle, with clear question as to whether or not our PMC is ready to be an MC.  The ML, in a one-on-one or public setting, calls the PMC to commit to the mission by taking further steps of investment.  This interaction, while often subtle and unnoticed, is the point at which a person truly owns his/her identity as a missional Christian.   It is a conversion point.  It is like the paradigm shift Jesus calls us to from "fisherman" to "fisher of men" or from "Simon" to "Peter."  If the ML and PMC can answer the "Transformed?" question with a "Yes" then the person has become a missional Christian.  He or she may well be ready to become part of The Twelve (as ML discerns character, gifts, capacity, etc.)  If the ML and/or the PMC discern "No" to joining The Twelve, they go back around the 70 loop again.  In fact, over the course of a school year, PMC and MCs will likely go through this loop of 1)Invitation 2)Missional Activity and 3)Debrief and Training several times.What does it mean to be transformed from PMC to MC?  Here is the InterVarsity definition of an MC is helpful.  The AFR states “A missional Christian is a student (or faculty) who is motivated by their relationship with Jesus to advance the Gospel on campus, willingly devoting time and resources to take risks for Jesus' sake."  Leaders around the movement have amplified this definition by adding "in word, deed, worldview and prayer."  Does this person share his or her faith in word?  Can you list missional deeds done?  Does their worldview revolve around an active and powerful God?  Does this person pray for the advancement of the Gospel on campus?   For some, this point is when they decide to follow Jesus with their whole lives.  For others, they are simply saying, “I am part of this InterVarsity fellowship.  I’m invested fully in this campus mission.” (Point 1, 12 Loop, Leadership Invitation)  Some of the MC's will, in fact, be ready to develop to be MLs.  That's where the leadership invitation comes in.  In the same way that the bottom loop has an “invitation”, the Twelve Loop has the same. This time the invitation is more specific and selective, not for everyone.  At some time in the school year, a growing missional community will select it's formal leaders for the next school year from amongst the core of MCs.  For the MC, this transition is meaningful both logistically and spiritually, and it is the way the community formally recognizing that the MC is ready to be a potential missional leader.  They are people who have demonstrated potential, have gone through the process and have agreed to a role, but they are in a developmental process.  Just as Jesus chose the 12 and set them apart from the 70, the Missional Leader of Leaders will do the same.  The MLL will cast vision for specific things the fellowship is doing to see "students and faculty transformed, the campus renewed, and world changers developed”.  The MLL will cast vision for the PML to understand a specific role in the leadership of the chapter.  This MLL will train the PML, and the PML will respond by owning the vision and this new leadership role.  He or she will carry out this vision by leading PMCs to become MCs; our definition of a missional leader.(POINT 2, 12 loop: Lead Missional Structure).   While the 70 is developed by engaging in missional activity, the 12 are developed by serving as leaders of that missional activity and the structures that enable the activities to happen. If leadership is a sum of task and influence, then a missional leader must be able to do both, execute the task while exerting spiritual influence.  To do so, the MLL must coach him or her in these tasks by framing expectations and helping the PML to discern how to carefully exercise authority.  In Luke 9 & 10, we see Jesus being the MLL.  In our InterVarsity model, it is the staff and mature student leaders who act as the MLLs.  If a PML is willing to exercise spiritual authority and to follow-through on responsibilities, he or she will eventually become a capable ML.  As she takes on more and more scope of influence and gains more followers who trust her, she becomes a Missional Leader of Leaders.  That’s the goal. We are attempting to develop world-changers and people who lead other leaders with vision are those who change the world!  (open out to 70 loop again) Notice that Point 2 is a mini-loop itself.  We use that graphic to show that PML is now helping lead the whole of the Loop of 70.  This is where we must understand the dynamic nature of the Figure 8.  The Loop of 12 and the Loop of 70 happen concurrently.  When a PML leads a missional activity, he or she is acting as the ML in developing MCs, the 70 loop.  Ideally, the whole model involves students leading students.  So, the same PML in the Twelve loop is the ML in the bottom loop.  We call the MC a PML, to recognized that even though a person functions in a leadership role, that doesn't mean he or she is a leader yet.  (POINT 3, 12 loop:  Debrief and Mentoring).  For The 70, training and debriefing specific missional activities are key to development as missional Christians.  For The Twelve to be developed from PML to ML, the student needs another level of training.  He needs resources beyond himself and greater personal development.  This third step includes spiritual formation, prayer, personal reflection, one-on-one and group debriefing with the MLL, and additional training using InterVarsity resources.  What this looks like is much less defined than point 3 on the 70 loop because it is more tailored to each individual leader and his/her responsibilities.  It is also a longer process than a one-time debriefing or a one-time training session following the activity.  This is where PMLs learn the long-suffering of life-on-life investment and discipling.  Here the MLL interprets while the PML synthesizes. Our synthesis activity is when we connect the lessons God teaches us into what we already know, creating a new "cohesive whole."  Again, the development is happening in the context of an intimate community of leaders who are together regularly. (FORK IN THE ROAD: Transformed?)   Corresponding to the 4th step of the Missional Christian development cycle of "the 70", there is a point at which a PML becomes an identifiable Missional Leader.   The MLL invites the PML to commit to being an ML.  Again, let's remember our prior definitions.  The fundamental trait of an ML is that he/she is a Missional Christian who helps PMCs become MCs.  They also have a defined leadership position that includes small group Bible study leader, executive committee member, and any student who carries out a defined responsibility within the chapter as a leader.  Just as with the 70 loop, after the second FORK IN THE ROAD comes another step.  If the person isn't yet an ML, he or she may continue as a PML in the Loop of the Twelve again.  Maybe she will serve another year as an SGL, growing in her ability to influence through sending out PMCs to do take risks, and learning from lessons the previous semester or year.  Or, maybe she will try a different role that may better fit her gifts and abilities. It's important to state clearly that there is no shame in honestly finishing the year as a PML only to say, "I need more development.  I need more experience.  I need to try something different before I'm ready to call myself a missional leader."  For some, it's necessary to go back around the Twelve loop NOT because they lack ability, but because they need more confidence -- confidence that can only come from more hands-on experience and more affirmation from MLs and MLLs. The Figure 8 model is not so much about arriving as an MC or ML, but about the process of developing into one! This is important to remember! If the person is an ML, then he or she may be ready to be developed now as a Missional Leader of Leaders.  Here we introduce the loop of the Three.  Again, following Jesus' example as developer, we see that he called out Peter, James and John to be in even more intimate community with him. He saved for them specific leadership lessons that he didn't share as openly with the Twelve.  They spent more time with him, and he was training them to be world-changers!  After Jesus' death, resurrection and ascension, these men were the leader of leaders in the whole early church community. 
  • 5 MINUTE REFLECTION/DEBRIEF.  Before we try this out in a role play, let's process this for a few minutes in pairs. If I could have the actors and actresses for the skit come forward and see me. The rest of you…  Please turn to your neighbor and share, "What do you like about this?"  "What questions do you have?”NOTE: NEXT COMES A 15 MINUTE SKIT. YOU MAY CHOOSE TO SKIP THE SKIT AND COME UP WITH SOME OTHER TEACHING TO BRING HOME THE FIGURE 8. IF YOU CHOOSE TO DO SOMETHING ELSE. THEN HIDE THE SLIDES FOR THE SKIT. Instead of a skit, you might try brief case studies so people can try on the model, try bringing it to life…Here are a few examples based on the skit that follows. Feel free to make up your own case studies.Luke is a freshman PMC at your campus. He comes from a churched background, so he’s already connected to Jesus and eager to grow in his faith. He gets connected to a small group and his leader is Jordan. Thinking about your fellowship right now, and assuming that Luke will go from PMC to ML during his freshman year, as a group walk through what you think should happen over the course of the year. Follow all 8 steps.Case Study example: Sarah is the Small Group Coordinator for next year. Walk through the ways she need to exercise leadership following the Figure 8 model. Think about the kinds of things she needs to do.
  • Facilitator:  "Let's here if for the "Days of our Chapter" Players!  Thanks so much everyone!  Now, we need to debrief what we all just experienced.DEBRIEF 10 Minutes"People don't learn from experience; they learn from reflecting on their experience.from Thiagi (aka SivasailamThiagarajan, Ph. D.) http://thiagi.comAs the trainer, you will need to choose which questions you'd like to ask.  Depending on the size of the room, the group you are leading, etc.  Below are suggested questions to help with debrief.  Putting up a PowerPoint slide with these major categories will introduce a teaching within the broader teaching about how to debrief well.  Since this is part of the Figure 8 tool, it's helpful to do the debrief well.  However, 10 minutes goes quickly.  You may not be able to do all 5 phases in the ten minutes, especially if the group is large.  You might want to pass out debrief questions and have people do them around tables if the group is large, calling "time" when the 10 minutes are up. How do you feel/What happened?What do you like about how Jordan was developing PMCs to MCs?How about Sarah developing PML to ML? Which part of the skit was the most memorable and why?What did you learn?Think about the loop of the 70. As you watched the ski, what were some new insights you had about developing missional Christians?How does this relate to the real world?As you think about your own development, what missional activity really helped you grow? Which of the 8 steps does your fellowship do well?What needs improvement?What if?Imagine that the skit would have been like if Luke hadn’t immediately been willing to take the risk. What would Jordan need to have done differently?What if it had gone smoothly, BUT Luke decided that the didn’t have the capacity the following year to lead a small group? 
  • Give each group 10 minutes to work on this. Then have each group share “One great idea that came out of what you did” with the whole group. If each group takes 75 seconds, this will take 5 minutes total. CLOSING:  In this session we looked at Jesus as Missional Developer from Luke 9 and 10.   Then we walked through a tool to help us think about how we develop a missional core and missional leaders, the Figure 8.  Next, we watched and participated in a skit.  After that we did walked through a debrief of the skit, following the six phases of debrief.  Finally, we did group activities to apply this teaching.  Now take one minutes to jot down what you will do next with this teaching.  (pause)When we step back and look at what we've done in this session, we have one prayer.  That God will powerfully use InterVarsity to see students and faculty transformed, the campus renewed and develop world-changers!  As we intentionally grow our missional core and missional leaders, our fellowships will grow in size and maturity!  As a result, the Kingdom will expand.  All this to the glory of our King!  Thank you.   
  • Transcript

    • 1. Being a missional developer<br />Chapter Building Essentials Tool<br />
    • 2.
    • 3. How was Jesus a missionaldeveloper? <br />Looking at Luke 9: 1-6 and Luke 10:1-24<br />
    • 4. Compare/ Contrast 12 vs. 70<br />
    • 5. Why the 70, not just the 12?<br />
    • 6. Missional Christian <br />a student (or faculty) <br />who is motivated by their relationship with Jesus <br />to advance the Gospel on campus,<br />willingly devoting time and resources to take risks for Jesus’ sake in word, deed, worldview and prayer <br />
    • 7. Missional Leader<br />A Missional Christian (see previous definition)<br />who helps PMCs become MCs and <br />who has a defined leadership position that includes small group<br /> Bible study leader, executive committee member, and any<br /> student who carries out a defined responsibility within the<br /> chapter as a leader<br />
    • 8.
    • 9. Case Study<br />Luke is a freshman PMC at your campus. He comes from a churched background, so he’s already connected to Jesus and eager to grow in his faith. He gets connected to a small group and his leader is Jordan. Thinking about your fellowship right now, and assuming that Luke will go from PMC to ML during his freshman year, as a group walk through what you think should happen over the course of the year. Follow all 8 steps.<br />
    • 10. Case Study<br />Sarah is the Small Group Coordinator for next year. Walk through the ways she need to exercise leadership following the Figure 8 model. Think about the kinds of things she needs to do as ML/MLL.<br />
    • 11. Missional Activity Planning<br />On your own, design a missional activity that a small group can do<br />Target Audience (will they respond? Like?)<br />Clear “Send”<br />Gospel<br />Follow-up plan<br />
    • 12. Six Phase Debrief<br />How do you feel?<br />What happened?<br />What did you learn?<br />How does this relate to the real world?<br />What if?<br />What’s next? <br /> from Sivasailam Thiagarajan, Ph. D. http://thiagi.com<br />
    • 13. What’s Next Activities<br />Group 1:  Outline a “Figure 8” training session for your fellowship.   <br />Group 2:  .  <br />Group 3:  Look at the loop of the 12 and think through places where people leave the loop.  What might go wrong? Are there ways to remedy this? <br />Group 4:  What additional training or resources are needed to make the Figure 8 more effective as a chapter-building tool? <br />

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