Educaiton lets lecture less. steve mc creaSteve McCrea
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NEW RESOURCE LAUNCH OFFER. Creative Object Lessons. 200 page e-book that explains everything you need to know when planning your very own object lessons. It contains 90 fully developed object lesson ideas and another 200 object lesson starter ideas based on Biblical idioms and Names andDescriptions of God.
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Making converts, gaining decisions, does not equal making disciples. It is essential we look at the right ideas, in the right way to make real disciples of King Jesus.
It is common to refer to the process of maturing as a disciple as spiritual formation. Here, based upon work by Greg Ogden, I give a four stage process for growing into maturity, and fruitfulness, as a follower of King Jesus.
Jesus expected a process of change, growth and development in the life of his followers. Many writers suggest a three or four stage process. A four stage process is outlined here, along with personal challenge / application.
Disciple-Making, according to Greg Ogden requires at least tow major factors: Internalisation and Multiplication. This presentation adds to his ideas with some scripture and illustrative ideas challenging followers of Christ to become, and make, disciples in his image.
Name someone...who has impacted your life.
Disiple-making is a deliberate act requiring discipline and dedication
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Azure Interview Questions and Answers PDF By ScholarHat
Bruce Wilkinson, 7 Laws of the Learner: Law 5a Need
1. The Law of Need
Pages 267-306
Tuesday 9 November 2010
2. The essence of the Law of
Need is these three words:
“Build the need”
The teacher should build the
need before teaching the
content
Tuesday 9 November 2010
3. To catch a fish you must use bait.
As a teacher you need to put the bait on the hook -
we cannot expect students to put their on bait on or
simply be motivated by our good looking hooks.
As a teacher I am responsible for making students
chase after the content
Tuesday 9 November 2010
8. Need Mindset
Sinking feeling in the pit of your
stomach
Weakening of the knees
Reddening of the face
Straining for, stammering with,
words
Walls pressing in
Desperate desire to leave quickly
Each day when a teacher thinks:
“What’s the point of this”
Tuesday 9 November 2010
9. Need Mindset
Sinking feeling in the pit of your
stomach
Weakening of the knees
Reddening of the face
Straining for, stammering with,
words
Walls pressing in
Desperate desire to leave quickly
Each day when a teacher thinks:
“What’s the point of this”
Tuesday 9 November 2010
10. Where do you assign the blame -
weather, low student IQ, late in
the day?
Should you resign, change
occupation - or more?
Is it a students fault if they are
apathetic and bored? Surely it
isn’t the teachers fault?!
Wilkinson says it is the teachers
responsibility to bait the hook
Tuesday 9 November 2010
11. Consider the example of
Jesus - he regularly addressed
the needs of his hearers:
1. When the persons needs
were obvious he sought to
meet them.
2. If the people were out of
touch with their needs, Jesus
brought them to the surface.
Tuesday 9 November 2010
12. Consider the example of
Jesus - he regularly addressed
the needs of his hearers:
1. When the persons needs
were obvious he sought to
meet them.
2. If the people were out of
touch with their needs, Jesus
brought them to the surface.
Jesus taught in
response to his
students’ needs - he
started with his
class, not his
content.
Tuesday 9 November 2010
13. Teachers can meets personal needs privately
and common class needs through appropriate
action in class, slanting discussion in a certain
way, making comments etc.
Most teachers teach in response to the assigned
curriculum - the result is that students are
[predictably] bored etc.
Most teachers are distressed and shocked to
find that students are lacking motivation and
interest in their class. Should they be? The
majority of classes are out of touch with the felt
needs of the students and produce predictable
results
Tuesday 9 November 2010
14. What do we do - follow
the example of Jesus who
faced the same problem.
Jesus used 5 steps - seen
in John 4:5-30
Tuesday 9 November 2010
15. So he came to a town in Samaria called Sychar,
near the plot of ground Jacob had given to his son
Joseph. Jacob’s well was there, and Jesus, tired
as he was from the journey, sat down by the well.
It was about noon. When a Samaritan woman
came to draw water,...
Woman comes to get water - she is hot, thirsty
and totally uninterested in Jesus.
Students come and are not consciously thirsty -
but a teacher will cause the student to want to
learn, to be interested in seeking the lesson
Tuesday 9 November 2010
18. Step 1: Seize Attention
She is self absorbed - Christ, a
stranger, gets her attention,
“Give me a drink”
The shock is that he spoke with
her at all.
Capture students attention -
joke, one liner, change style -
remember that they are not
focussed on you
Tuesday 9 November 2010
19. Take the attention of your
students away from
whatever is holding it.
Attention is immediately
drawn to the most vivid
stimulus present - so
overpower whatever holds
your students attention
Seize attention, capture
attention - students break
free and ask “what is this?”
Tuesday 9 November 2010
21. Step 2: Stir Curiosity
Attention is fleeting.
Lessen dependence
on external stimuli -
Jesus stirs the
woman’s curiosity
until she desires her
teacher to tell her
more.
Tuesday 9 November 2010
22. Step 2: Stir Curiosity
Attention is fleeting.
Lessen dependence
on external stimuli -
Jesus stirs the
woman’s curiosity
until she desires her
teacher to tell her
more.
Tuesday 9 November 2010
23. The Samaritan woman said to
him, “You are a Jew and I am a
Samaritan woman. How can you
ask me for a drink?” (For Jews do
not associate with Samaritans.)
Jesus answered her, “If you knew
the gift of God and who it is that
asks you for a drink, you would
have asked him and he would
have given you living water.”
Tuesday 9 November 2010
24. Imagine the woman thinking,
“What is he talking about?”
Jesus baited her three times:
1. God’s gift
2. His identity
3. Living water
...and he did it quickly...and she
took the bait
Tuesday 9 November 2010
25. Living water - “Sir,” the woman
said, “you have nothing to draw
with and the well is deep. Where
can you get this living water?
Identity - Are you greater than
our father Jacob,
God’s gift - who gave us the well
and drank from it himself, as did
also his sons and his livestock?”
Do you think it all happened by
chance - or did Jesus build her
curiosity and then move in
deeper?
Tuesday 9 November 2010
27. Step 3: Stimulate felt need
The woman still isn’t quite with
Jesus - so he stimulates her
felt need and led her to
consider the issues more
seriously until she felt, “I want
this”
Steps 1 and 2 have prepared
for this one - curiosity must be
quickly linked to felt needs
Stimulate
felt need
Consider
“I want this”
Tuesday 9 November 2010
28. Jesus answered, “Everyone who
drinks this water will be thirsty
again, but whoever drinks the
water I give them will never thirst.
Indeed, the water I give them will
become in them a spring of
water welling up to eternal life.”
She would not have wanted to
be out in the midday sun - Jesus
picked this up - and teachers
have to ‘pick up’ where their
students are
Tuesday 9 November 2010
29. Effective teachers have threaded
themselves into the fabric of the
students lives and know
intuitively where they are.
Assuming you introduced things
well you now have to involve the
interest you created.
You have uncovered and
cooperated with existing interest.
So how, after all this, do you
lead students to the subject
you have prepared?
Tuesday 9 November 2010
30. The essence of the Law of
Need is these three words:
“Build the need”
The teacher should build the
need before teaching the
content
Tuesday 9 November 2010
31. Step 4: Surface real need
Jesus had intended to share
the gift of salvation with her -
but she is a long way from
seeing her need for it.
Jesus continues building into
her life
Tuesday 9 November 2010
32. “I have no husband,” she
replied.
Jesus said to her, “You are
right when you say you have
no husband. 18 The fact is,
you have had five husbands,
and the man you now have is
not your husband. What you
have just said is quite true.”
Jesus again doesn’t answer
her question - he changes the
subject - and she wants to
know more
Tuesday 9 November 2010
33. Indirectly she asks Jesus for
more content about worship - he
had encouraged her questions
and now had surfaced the real
need, this is the climax of
building and leads the student to
feel “I need this”
Surface real
need
Climax
“I need
this”
Tuesday 9 November 2010
34. Step 5: Satisfy real need
Only when the class is in touch
with their real need do you
satisfy it with the content. At
this stage students are happy
to have gotten what they
wanted.
v. 25-26
Jesus withheld the answer until
she had the right question -
teachers should follow this
pattern - start by creating a
hunger for content.
Tuesday 9 November 2010
35. Many teachers view this building
up stage as a waste of class time -
yet Jesus spent more time
building the need than teaching
the lesson.
(In modern preaching this is
considered a disposable add on)
Jesus met her where she was,
then he took responsibility for
getting her attention and
discussing her needs - Jesus
took the responsibility in all of it.
Tuesday 9 November 2010
36. Finally Jesus did not
crush her (no
comments about
husbands etc.) he
dealt with her
graciously and
sensitively.
Real needs do not
surface easily - they
are often tender and
need gentleness.
Tuesday 9 November 2010
39. Maxim 1: Need building is the
responsibility of the teacher
“A great teacher is not
simply one who imparts
knowledge to his students,
but one who awakens their
interest and makes them
eager to pursue
knowledge for themselves.
He is a spark plug, not a
fuel line”
Tuesday 9 November 2010
40. Great teachers realise they have to
awaken interest before teaching
content. They inspire and entice
their students until the are fully
absorbed in the lesson.
Most teachers ignore this and
lecture their content regardless of
the student need or attention.
Do you accept your
responsibility to bait the hook
every time?
Tuesday 9 November 2010
41. Maxim 2: Need meeting is the
teachers primary calling
Maxim 1 dealt with building
need before you teach -
Number 2 deals with meeting
needs which are already there.
Does your pastor preach what
he is interested in, or what he
dreams of preaching, or what
the people need?
Tuesday 9 November 2010
42. Maxim 2: Need meeting is the
teachers primary calling
Maxim 1 dealt with building
need before you teach -
Number 2 deals with meeting
needs which are already there.
Does your pastor preach what
he is interested in, or what he
dreams of preaching, or what
the people need?
“Teachers and preachers feel that their
primary calling is to explain the truth.
The only fallacy is that the truth does
not have any needs! The Bible does not
have a need to be preached or taught.
Only our people have needs. The call of
the shepherd is to meet the needs of his
sheep; the calling of the pastor to meet
the needs of his class”
Tuesday 9 November 2010
43. Imagine a person in tears phoning
and asking you for help regarding
their marriage. You agree. They
come over. You have studied the
tabernacle all week and gladly
start to share this with them. They
look puzzled. Then after making
comments about “how is this
meant to save my marriage” they
walk out.
You are amazed at such stupid
people - they don’t want proper
food only milk
Tuesday 9 November 2010
44. A ridiculous story - but one
repeated in many church classes
each week.
“We have separated the
message from those we are
called to minister to. We think if
we have taught the Bible then
we have fulfilled our calling.
But the only time we fulfill our
calling is when we teach the
Bible to the needs of our
people”
Tuesday 9 November 2010
45. If our content is to meant to help
our audience, then should not our
focus always be on what the
students need and enable them to
walk in obedience to the Lord?
All the Bible is inspired but some
parts are less important or
relevant, to people we teach.
We do not teach Romans 9-11 to
5 year olds, or Ezekiel 40-48 to
new believers - they are wrong
passages for those audiences.
Tuesday 9 November 2010
46. If our content is to meant to help
our audience, then should not our
focus always be on what the
students need and enable them to
walk in obedience to the Lord?
All the Bible is inspired but some
parts are less important or
relevant, to people we teach.
We do not teach Romans 9-11 to
5 year olds, or Ezekiel 40-48 to
new believers - they are wrong
passages for those audiences.
“Believe it or not the Bible
does not have a need to
be taught. Only our
people have a need to be
taught, and it is their real
need that should
determine our teaching
and preaching calendar”
Tuesday 9 November 2010
47. Jesus told Peter to feed his
sheep - do this and sheep grow
and reproduce.
Paul did not write letters merely
because he had something
interesting to say - he wrote in
response to needs - need then
letter; problem then
proclamation
This pattern is shown through
the NT
Be wise and discerning in
choosing your subject
Tuesday 9 November 2010
48. Maxim 3: Need building is the teachers
main method to motivate students
Motivation is a continual problem in class - what
is the secret?
Provide a need
If it is an appropriate on the students respond.
Is this hard - Jesus took 116 words with the
woman at the well - 100 of them motivating her
to seek her saviour.
Bait the hook.
Tuesday 9 November 2010
49. Maxim 3: Need building is the teachers
main method to motivate students
Motivation is a continual problem in class - what
is the secret?
Provide a need
If it is an appropriate on the students respond.
Is this hard - Jesus took 116 words with the
woman at the well - 100 of them motivating her
to seek her saviour.
Bait the hook.
Tuesday 9 November 2010
50. Maxim 3: Need building is the teachers
main method to motivate students
Motivation is a continual problem in class - what
is the secret?
Provide a need
If it is an appropriate on the students respond.
Is this hard - Jesus took 116 words with the
woman at the well - 100 of them motivating her
to seek her saviour.
Bait the hook.
Tuesday 9 November 2010
51. The essence of the Law of
Need is these three words:
“Build the need”
The teacher should build the
need before teaching the
content
Tuesday 9 November 2010
52. Maxim 4: Need motivates to the
degree it is felt by the student
How deeply does the student
feel the need?
Touch their feelings - provide
the need in such a way that it is
felt - the deeper the feeling, the
greater the response - light a
fire in the heart of your student
Tuesday 9 November 2010
53. Wilkinson suggests that
there are 7 universal
motivators - listed in the
next section of maximisers.
Don’t think motivation
happens by chance - or that
you don’t have the charisma
to do it. Everyone can learn
it.
Tuesday 9 November 2010
54. Maxim 5: need building always
precedes new units of content
When was the last time your
students wanted the answer
you were giving them?
In witnessing - when did peope
sense their need for christ so
much that they knew they were
going to hell - and you had the
answer.
Unless your class is
dying for the answer,
don’t give it to them.
Tuesday 9 November 2010
55. Maxim 5: need building always
precedes new units of content
When was the last time your
students wanted the answer
you were giving them?
In witnessing - when did peope
sense their need for christ so
much that they knew they were
going to hell - and you had the
answer.
Tuesday 9 November 2010
56. 4 Situations where you should
build the need:
1. At the beginning of each new
series - meaningfully explain the
benefits of the classes.
2. At the beginning of each new
lesson - refocus the student, they
don’t remember the last class
anyway!
3. During class for the next class -
anticipation is powerful
4. Resurface the need if interest is
waning, motivation sagging etc.
Tuesday 9 November 2010
57. Maxim 6: need should be built
according to the audience’s
characteristics and circumstances
As a teacher you need to
know your students
characteristics and
circumstances well.
Age, interests etc. determine
appropriate methods for a
group.
Tuesday 9 November 2010
58. Maxim 7: need building may be
hindered by factors beyond the
teachers control
Be sensitive to other factors which affect
students.
External factors - high temp. Baby crying
- keep trying though
Internal factors - such as an
incompatibility between the need you are
suggesting and their lifestyle
Tuesday 9 November 2010
59. Maxim 7: need building may be
hindered by factors beyond the
teachers control
Be sensitive to other factors which affect
students.
External factors - high temp. Baby crying
- keep trying though
Internal factors - such as an
incompatibility between the need you are
suggesting and their lifestyle
Tuesday 9 November 2010
60. Internal factor might be intense or
mild depending upon:
1. How far apart the need you are
building is from their present
conviction
2. How intensely and emotionally
you are building the need
3. How rapidly you transitioned
through the 5 stages of need
building (to be discussed in the
next section)
Tuesday 9 November 2010
61. How do you deal with
this?
Raise the intensity?
Don’t worry about it - it is
their problem.
Stop, meet the pressing
need and return to your
lesson
Stop and acknowledge the
tension - then either go on
or stop and meet their
need.
Tuesday 9 November 2010
62. Conclusion
The teacher should
surface the students’
real need before
teaching the content.
This law is like the role
of advertising in
marketing - adverts
are aimed at making
you buy a product but
they cost a lot of
money to produce.
Tuesday 9 November 2010
63. Conclusion
The teacher should
surface the students’
real need before
teaching the content.
This law is like the role
of advertising in
marketing - adverts
are aimed at making
you buy a product but
they cost a lot of
money to produce.
Will you pay the price
in your class - in order
to meet the needs of
your students?
Tuesday 9 November 2010
64. The essence of the Law of
Need is these three words:
“Build the need”
The teacher should build the
need before teaching the
content
Tuesday 9 November 2010