Knowledge cannot be passed
like a material substance from
one mind to another; for
thoughts are not objects which
maybe he...
As a teacher:
Your job is to impact people not
to impress them;
You are not just to convince
them but to change them
Law 3
The Law of Activity
Law 3
The Law of Activity
Maximum learning is
always the result of
maximum involvement
Law 3
The Law of Activity
Maximum learning is
always the result of
maximum involvement
As long as the activity
in which th...
Christianity is the most
radical life changing
force on the planet - it
changes people.
Christian teaching is
passive and ...
Romans 8:
And we know that in all things God works for
the good of those who love him, who have been
called according to h...
If teaching were telling my
children would be brilliant!
The problem is the teaching-
learning process is far more!
Just b...
The Law of Activity:
Maximum learning
is always the result
of maximum
involvement
The Law of Activity:
Maximum learning
is always the result
of maximum
involvement
One Condition:
The activity in
which the...
The Law of Activity:
Maximum learning
is always the result
of maximum
involvement
One Condition:
The activity in
which the...
The Law of Activity:
Maximum learning
is always the result
of maximum
involvement
One Condition:
The activity in
which the...
Purposeful activity
implies quality
activity.
How can you
improve each of
the following
statements?
1. Practice makes perfect
1. Practice makes perfect
Practice does not make perfect - it
makes permanent.
1. Practice makes perfect
Practice does not make perfect - it
makes permanent.
If you practice the wrong way you
will not ...
1. Practice makes perfect
Practice does not make perfect - it
makes permanent.
If you practice the wrong way you
will not ...
1. Practice makes perfect
Practice does not make perfect - it
makes permanent.
If you practice the wrong way you
will not ...
2. Experience is
the best teacher
2. Experience is
the best teacher
Experience is a good teacher
2. Experience is
the best teacher
Experience is a good teacher
But what if you get addicted to drugs
or alcohol?
2. Experience is
the best teacher
Experience is a good teacher
But what if you get addicted to drugs
or alcohol?
Experienc...
2. Experience is
the best teacher
Experience is a good teacher
But what if you get addicted to drugs
or alcohol?
Experienc...
3. We learn by doing
3. We learn by doing
3. We learn by doing
Plato is thought to have first said this.
3. We learn by doing
Plato is thought to have first said this.
We do learn many things by doing -
but we have to make sure ...
3. We learn by doing
Plato is thought to have first said this.
We do learn many things by doing -
but we have to make sure ...
3. We learn by doing
Plato is thought to have first said this.
We do learn many things by doing -
but we have to make sure ...
Learning and doing are linked - the
higher a learners involvement the
greater his potential for learning
The best learners...
Imagine:
You are required to teach
a class about the Holy
Land.
You have all the
resources that Richard
would usually use ...
Option 1
Lecture
Person with great historical and
archaeological knowledge
Option 2 Presentation
Great pictures, good background music.
Option 2 Presentation
Great pictures, good background music.
Option 3
Join the Person on a Visit
See it for yourself!
I do - and I Change
Ancient Chinese proverb
I hear, and I forget.
I see, and I remember.
I do, and I understand.
I do - and I Change
Ancient Chinese proverb
I hear, and I forget.
I see, and I remember.
I do, and I understand.
Hendricks...
Psychologists say we
potentially remember
10% of what we hear.
(If you do this you are
in the genius category)
Problem: Mo...
If we add seeing to hearing our
potential to remember goes up to
50%
So, visual aids become important
What type of visual ...
•In the USA:
•66% of infants and toddlers watch a
screen an average of 2 hours a day
•kids under 6 watch an average of abo...
•In the USA:
•66% of infants and toddlers watch a
screen an average of 2 hours a day
•kids under 6 watch an average of abo...
Children who consistently spend more
than 4 hours per day watching TV are
more likely to be overweight.
Kids who view viol...
Doing, seeing and hearing - memory
potential goes up to 90%
Learning by using is an highly
effective tool
Truth and way of life are married in the
Bible.
Titus 1:1
Jesus, “He who has ears to hear...”
According to Hendricks when ...
Truth and way of life are married in the
Bible.
Titus 1:1
Jesus, “He who has ears to hear...”
According to Hendricks when ...
Truth and way of life are married in the
Bible.
Titus 1:1
Jesus, “He who has ears to hear...”
According to Hendricks when ...
5 Examples of
Meaningful Activity
5 Examples of
Meaningful Activity
Maximum learning is always
the result of maximum
involvement - if the activity is
meanin...
In giving
assignments
there should be a
sphere of freedom
- a structure to
help the student
learn which is not
a straightj...
Most students act
as if the aim is to
find out what the
teacher wants.
Good teachers
enable a student
to work for
themselve...
In education you are meant to draw
out - not pour in
[In fact the root of the word education
is “to draw out”]
This means ...
This is activity that immediately lets
the learner put to use everything that
has been taught.
This suggests that at one t...
Jesus didn’t do it this way! In fact he
warned his disciples that he had
much more to teach them, but he
had to leave it t...
What do you aim for in teaching?
Your objective determines your
outcome.
What am I aiming for in wanting a
student to read...
A twin of making students busy is
entertaining them.
How much of a challenge is offered in
your teaching or church - is Su...
4. Activity that is concerned
with the process as well as
the product
Students should not only know what
they believe, but why.
You can limit a student by only
teaching them what you know - th...
Your students can,
in fact, exceed you
and become more
effective than you!
Your students can,
in fact, exceed you
and become more
effective than you!
Do you want
students to do
better than you?
Research has shown there are
surprising similarities between
Christian and no-Christian children
in terms of morals, value...
The actual behaviour of both
groups is the same.
Do we settle for the wrong things
Do we accept words without looking
for ...
5. Realistic activity that includes
problem-solving situations
A student is not looking to answer
your questions about things but their
own.
You need to bring situations into the
classr...
There are many moral
issues facing the
church today - are you
talking about, and
teaching about them?
Are Biblical figures
...
“Do you want the will of God for
your life with peace, satisfaction
and success, or do you want your
own will with poverty...
Learning is a
process - so don’t
just give a
student one
experience and
think they have
learned it and
experienced it.
Goi...
Hendricks tells the story of Peter
walking on the water.
He then asks the, excellent,
question, “How do you think Peter
go...
“Studying the life of the Saviour, the
greatest Teacher, makes it clear that
he didn’t cram a lot of heads full of a
colle...
Law 3
The Law of Activity
Law 3
The Law of Activity
Maximum learning is
always the result of
maximum involvement
Law 3
The Law of Activity
Maximum learning is
always the result of
maximum involvement
As long as the activity
in which th...
Introduction to Christian Education: Section 3
Introduction to Christian Education: Section 3
Introduction to Christian Education: Section 3
Introduction to Christian Education: Section 3
Introduction to Christian Education: Section 3
Introduction to Christian Education: Section 3
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Introduction to Christian Education: Section 3

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Teaching notes used at Life Transforming College international - 501, Introduction to Christian Education.

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Introduction to Christian Education: Section 3

  1. 1. Knowledge cannot be passed like a material substance from one mind to another; for thoughts are not objects which maybe held and handled... Ideas must be rethought, experience must be re- experienced John Milton Gregory
  2. 2. As a teacher: Your job is to impact people not to impress them; You are not just to convince them but to change them
  3. 3. Law 3 The Law of Activity
  4. 4. Law 3 The Law of Activity Maximum learning is always the result of maximum involvement
  5. 5. Law 3 The Law of Activity Maximum learning is always the result of maximum involvement As long as the activity in which the learner is engaged is meaningful
  6. 6. Christianity is the most radical life changing force on the planet - it changes people. Christian teaching is passive and boring! Many teachers / preachers never change their style (or content)
  7. 7. Romans 8: And we know that in all things God works for the good of those who love him, who have been called according to his purpose. 29For those God foreknew he also predestined to be conformed to the likeness of his Son, that he might be the firstborn among many brothers. 30And those he predestined, he also called; those he called, he also justified; those he justified, he also glorified. How much change should we expect?
  8. 8. If teaching were telling my children would be brilliant! The problem is the teaching- learning process is far more! Just because students are busy it does not mean they are learning anything.
  9. 9. The Law of Activity: Maximum learning is always the result of maximum involvement
  10. 10. The Law of Activity: Maximum learning is always the result of maximum involvement One Condition: The activity in which the learner is involved must be meaningful
  11. 11. The Law of Activity: Maximum learning is always the result of maximum involvement One Condition: The activity in which the learner is involved must be meaningful In teaching: Activity in learning is never an end in itself; it’s always a means to an end
  12. 12. The Law of Activity: Maximum learning is always the result of maximum involvement One Condition: The activity in which the learner is involved must be meaningful In teaching: Activity in learning is never an end in itself; it’s always a means to an end Your purpose determines your outcome. You achieve that for which you aim
  13. 13. Purposeful activity implies quality activity. How can you improve each of the following statements?
  14. 14. 1. Practice makes perfect
  15. 15. 1. Practice makes perfect Practice does not make perfect - it makes permanent.
  16. 16. 1. Practice makes perfect Practice does not make perfect - it makes permanent. If you practice the wrong way you will not improve.
  17. 17. 1. Practice makes perfect Practice does not make perfect - it makes permanent. If you practice the wrong way you will not improve. In sport you use a coach to help you improve
  18. 18. 1. Practice makes perfect Practice does not make perfect - it makes permanent. If you practice the wrong way you will not improve. In sport you use a coach to help you improve Well guided practice makes perfect
  19. 19. 2. Experience is the best teacher
  20. 20. 2. Experience is the best teacher Experience is a good teacher
  21. 21. 2. Experience is the best teacher Experience is a good teacher But what if you get addicted to drugs or alcohol?
  22. 22. 2. Experience is the best teacher Experience is a good teacher But what if you get addicted to drugs or alcohol? Experience can be a dangerous and difficult teacher.
  23. 23. 2. Experience is the best teacher Experience is a good teacher But what if you get addicted to drugs or alcohol? Experience can be a dangerous and difficult teacher. Properly evaluated experience is the best teacher
  24. 24. 3. We learn by doing
  25. 25. 3. We learn by doing
  26. 26. 3. We learn by doing Plato is thought to have first said this.
  27. 27. 3. We learn by doing Plato is thought to have first said this. We do learn many things by doing - but we have to make sure we are not learning wrong things
  28. 28. 3. We learn by doing Plato is thought to have first said this. We do learn many things by doing - but we have to make sure we are not learning wrong things If we learnt he wrong things it can be destructive
  29. 29. 3. We learn by doing Plato is thought to have first said this. We do learn many things by doing - but we have to make sure we are not learning wrong things If we learnt he wrong things it can be destructive We learn by doing the right things
  30. 30. Learning and doing are linked - the higher a learners involvement the greater his potential for learning The best learners are participators - and they enjoy learning more than those who aren’t involved
  31. 31. Imagine: You are required to teach a class about the Holy Land. You have all the resources that Richard would usually use in his class - and any other things that would be available to you. How would you do it? Hendricks suggest three options...
  32. 32. Option 1 Lecture Person with great historical and archaeological knowledge
  33. 33. Option 2 Presentation Great pictures, good background music.
  34. 34. Option 2 Presentation Great pictures, good background music.
  35. 35. Option 3 Join the Person on a Visit See it for yourself!
  36. 36. I do - and I Change Ancient Chinese proverb I hear, and I forget. I see, and I remember. I do, and I understand.
  37. 37. I do - and I Change Ancient Chinese proverb I hear, and I forget. I see, and I remember. I do, and I understand. Hendricks adds; When you do, the result is more than understanding; You also change
  38. 38. Psychologists say we potentially remember 10% of what we hear. (If you do this you are in the genius category) Problem: Most of Christian Education is hearing orientated - hence it is often so inefficient
  39. 39. If we add seeing to hearing our potential to remember goes up to 50% So, visual aids become important What type of visual aids could you use in teaching? (only ones that would be available to you)
  40. 40. •In the USA: •66% of infants and toddlers watch a screen an average of 2 hours a day •kids under 6 watch an average of about 2 hours of screen media a day •8 to 18 year olds spend nearly 4 hours a day in front of a TV screen and almost 2 additional hours on the computer
  41. 41. •In the USA: •66% of infants and toddlers watch a screen an average of 2 hours a day •kids under 6 watch an average of about 2 hours of screen media a day •8 to 18 year olds spend nearly 4 hours a day in front of a TV screen and almost 2 additional hours on the computer
  42. 42. Children who consistently spend more than 4 hours per day watching TV are more likely to be overweight. Kids who view violent acts are more likely to show aggressive behavior but also fear that the world is scary and that something bad will happen to them.
  43. 43. Doing, seeing and hearing - memory potential goes up to 90% Learning by using is an highly effective tool
  44. 44. Truth and way of life are married in the Bible. Titus 1:1 Jesus, “He who has ears to hear...” According to Hendricks when you read hear in the NT you can read it as do Luke 6:46
  45. 45. Truth and way of life are married in the Bible. Titus 1:1 Jesus, “He who has ears to hear...” According to Hendricks when you read hear in the NT you can read it as do Luke 6:46 The name of the game in Christian education is not knowledge - it’s active obedience
  46. 46. Truth and way of life are married in the Bible. Titus 1:1 Jesus, “He who has ears to hear...” According to Hendricks when you read hear in the NT you can read it as do Luke 6:46 The name of the game in Christian education is not knowledge - it’s active obedience In the spiritual realm, the opposite of ignorance is not knowledge, it’s obedience. In NT understanding, to know and not to do is not to know at all.
  47. 47. 5 Examples of Meaningful Activity
  48. 48. 5 Examples of Meaningful Activity Maximum learning is always the result of maximum involvement - if the activity is meaningful
  49. 49. In giving assignments there should be a sphere of freedom - a structure to help the student learn which is not a straightjacket. 1. Activity that provides direction without dictatorship
  50. 50. Most students act as if the aim is to find out what the teacher wants. Good teachers enable a student to work for themselves not for the teacher
  51. 51. In education you are meant to draw out - not pour in [In fact the root of the word education is “to draw out”] This means you also have to let the students learn from their own mistakes (the lack of applying what you have taught them)
  52. 52. This is activity that immediately lets the learner put to use everything that has been taught. This suggests that at one time you need to only teach what can be taken in. Teachers treat the students like storage tanks that need to be filled up. 2. Activity that stresses function and application
  53. 53. Jesus didn’t do it this way! In fact he warned his disciples that he had much more to teach them, but he had to leave it to the Spirit of Truth to do that.
  54. 54. What do you aim for in teaching? Your objective determines your outcome. What am I aiming for in wanting a student to read that book or paper? Why do I want that paper written? Do you do it simply because it is the way it has always been done? 3. Activity with a planned purpose
  55. 55. A twin of making students busy is entertaining them. How much of a challenge is offered in your teaching or church - is Sunday merely a part of the programme? Is anything ‘demanded’ of the students?
  56. 56. 4. Activity that is concerned with the process as well as the product
  57. 57. Students should not only know what they believe, but why. You can limit a student by only teaching them what you know - the product. Give the student the process and you launch them on a path with no limitations.
  58. 58. Your students can, in fact, exceed you and become more effective than you!
  59. 59. Your students can, in fact, exceed you and become more effective than you! Do you want students to do better than you?
  60. 60. Research has shown there are surprising similarities between Christian and no-Christian children in terms of morals, values and behaviour. The only major difference is a verbal one - the Christians answer no when asked if they would lie, cheat or go to bed with someone. The non- Christians say, “Of course, if it is to my advantage”.
  61. 61. The actual behaviour of both groups is the same. Do we settle for the wrong things Do we accept words without looking for the process to be right?
  62. 62. 5. Realistic activity that includes problem-solving situations
  63. 63. A student is not looking to answer your questions about things but their own. You need to bring situations into the classroom which are real in the life of the students. Ask: Where are the students ‘at’? What are they struggling with? What temptations are they facing?
  64. 64. There are many moral issues facing the church today - are you talking about, and teaching about them? Are Biblical figures real with the same problems or temptations we face? Are your activities lifelike - and realistic.
  65. 65. “Do you want the will of God for your life with peace, satisfaction and success, or do you want your own will with poverty, emptiness and misery?” Is this a good question?
  66. 66. Learning is a process - so don’t just give a student one experience and think they have learned it and experienced it. Going On...
  67. 67. Hendricks tells the story of Peter walking on the water. He then asks the, excellent, question, “How do you think Peter got back into the boat?” Did Jesus carry him, did the disciples dive in and rescue him, or, did he walk back on the water (watching Jesus all the time)?
  68. 68. “Studying the life of the Saviour, the greatest Teacher, makes it clear that he didn’t cram a lot of heads full of a collection of theological facts. No, he involved his disciples in the process so that later the pagan world was compelled to testify, “These are they who have turned the world upside down.” Hendricks (p. 67)
  69. 69. Law 3 The Law of Activity
  70. 70. Law 3 The Law of Activity Maximum learning is always the result of maximum involvement
  71. 71. Law 3 The Law of Activity Maximum learning is always the result of maximum involvement As long as the activity in which the learner is engaged is meaningful

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