This is a class I taught for second graders to provoke them to ask questions regarding heaven. I followed it up with part two where I shared the answers with their help investigating the Bible.
The Scottsbluff High School journalism department earned runner-up in the state Class A2 competition and senior Karin Shedd was named Nebraska Journalist of the Year. Several Scottsbluff FFA teams qualified for the state convention, with the senior livestock judging team placing first and qualifying for nationals. Ethan Hughes and Mariza Pacheco were crowned prom king and queen at the "Hollywood Nights" themed dance.
The document provides information about upcoming events at Cedar Creek church including a leadership summit on August 5-6, a new members class starting August 15, baptism services on August 22, and various volunteer opportunities. It also shares news about campus ministries and groups, and makes announcements about classes, conferences, and mission trips.
- The weekly update discusses events from Grade 5A at CDNIS including the student council speeches, the Grade 6 PYP Exhibition, literature circles wrapping up, and lessons on the human body and solving problems with area and decimals.
- Upcoming events include the Grade 5 assembly, Beach Day where parents can contribute snacks, and the last day of school for students.
La Asociacion de Campamentos Cristianos Internacionales, America Latina (CCIAL), ha publicado materiales sobre el ministerio de campamentos desde los 1970s. Finales del 2016, CCIAL lanza este primer concurso con el fin de animar y desarrollar escritores cuyas raíces y experiencias son del mundo de los campamentos, la recreación o la educación al aire libre.: "Nuevos Senderos." (http://cciamericalatina-publicaciones.com/). Este articulo es uno de los ganadores del concurso. Hay tres categorias: (1) Testimonios, (2) Editoriales, (3) Actividades optimas para campamentos.
El tema global es DK (de Kampamento) y el pasaje biblico es 1 Corintios 12:12-31. Las metas de fe son: Al bendecir Dios este campamento y nosotros hacemos nuestro trabajo con excelencia en fe vemos: A los ministerios coordinando sus esfuerzos y comunicando sus planes para trabajar en equipo. Tambien vemos a la iglesia campamentos en base a grupos pequenos con confidentes previamente capacitados usando la recreacion con proposito.
La Asociacion de Campamentos Cristianos Internacionales, America Latina (CCIAL), ha publicado materiales sobre el ministerio de campamentos desde los 1970s. Finales del 2016, CCIAL lanza este primer concurso con el fin de animar y desarrollar escritores cuyas raíces y experiencias son del mundo de los campamentos, la recreación o la educación al aire libre.: "Nuevos Senderos." (http://cciamericalatina-publicaciones.com/). Este articulo es uno de los ganadores del concurso. Hay tres categorias: (1) Testimonios, (2) Editoriales, (3) Actividades optimas para campamentos.
AN INVESTIGATION INTO LEADERSHIP EMERGENCE,
GROWTH, AND CULTURE AMONG EVANGELICAL
PASTORS OF TEGUCIGALPA, HONDURAS
This study investigated leadership emergence and growth from the perspective of a purposeful criterion sample of Evangelical pastors in Tegucigalpa, Honduras. Their description of their stories regarding how they emerged as leaders and how they grew as leaders was the primary source of data acquired through semi-structured interviews.
There is a need for greater clarify regarding the processes by which a person emerges and comes to embody the virtues and attributes needed for leadership. Leadership is culturally contingent, but there is a lack of specificity in understanding how the Latin American culture influences leadership emergence and growth.
Three research questions guided this study: (1) How do Evangelical pastors describe how they emerged as leaders?; (2) How do Evangelical pastors describe how they grew as leaders?; (3) What Latin American cultural elements can be observed in the Evangelical pastors’ descriptions of how they emerged and grew as leaders?
The literature discussed caudillismo, a prototype of leadership in Latin America, which includes elements of high-power distance, machismo, and paternalism.
Using snowball sampling, twenty-five pastors were chosen and the interview data revealed twelve processes by which these pastors emerged as leaders. For instance, the accompaniment of others was key as was having firsthand experiences in ministry, which moved them to compassionate, on-going action. They emerged because someone saw something in them, named it and opened up spaces (opportunities) for “acts of leadership.” Contrary to expectations, training played almost no role in emergence but did in leadership growth.
Seven processes were identified that promoted their growth, like being self-taught, sharing interdenominationally, and keeping an open mind. Six cultural dimensions were observed as having a direct influence (both positive and negative) on leadership emergence and growth: (1) High tolerance for uncertainty; (2) Diffuse culture; (3) Image of limited good; (4) Caudillismo; (5) Ascribed status; (6) Self-effacing (modesty).
This study meets the need for academic inquiry on leadership in Latin America, in Spanish, in the hope that it stimulates Latin Americans to analyze their own leadership, and informs expatriates who serve Latin Americans how to better participate with God in helping leaders emerge and grow.
La Asociacion de Campamentos Cristianos Internacionales, America Latina (CCIAL), ha publicado materiales sobre el ministerio de campamentos desde los 1970s. Finales del 2016, CCIAL lanza este primer concurso con el fin de animar y desarrollar escritores cuyas raíces y experiencias son del mundo de los campamentos, la recreación o la educación al aire libre.: "Nuevos Senderos." (http://cciamericalatina-publicaciones.com/). Este articulo es uno de los ganadores del concurso. Hay tres categorias: (1) Testimonios, (2) Editoriales, (3) Actividades optimas para campamentos.
The Scottsbluff High School journalism department earned runner-up in the state Class A2 competition and senior Karin Shedd was named Nebraska Journalist of the Year. Several Scottsbluff FFA teams qualified for the state convention, with the senior livestock judging team placing first and qualifying for nationals. Ethan Hughes and Mariza Pacheco were crowned prom king and queen at the "Hollywood Nights" themed dance.
The document provides information about upcoming events at Cedar Creek church including a leadership summit on August 5-6, a new members class starting August 15, baptism services on August 22, and various volunteer opportunities. It also shares news about campus ministries and groups, and makes announcements about classes, conferences, and mission trips.
- The weekly update discusses events from Grade 5A at CDNIS including the student council speeches, the Grade 6 PYP Exhibition, literature circles wrapping up, and lessons on the human body and solving problems with area and decimals.
- Upcoming events include the Grade 5 assembly, Beach Day where parents can contribute snacks, and the last day of school for students.
La Asociacion de Campamentos Cristianos Internacionales, America Latina (CCIAL), ha publicado materiales sobre el ministerio de campamentos desde los 1970s. Finales del 2016, CCIAL lanza este primer concurso con el fin de animar y desarrollar escritores cuyas raíces y experiencias son del mundo de los campamentos, la recreación o la educación al aire libre.: "Nuevos Senderos." (http://cciamericalatina-publicaciones.com/). Este articulo es uno de los ganadores del concurso. Hay tres categorias: (1) Testimonios, (2) Editoriales, (3) Actividades optimas para campamentos.
El tema global es DK (de Kampamento) y el pasaje biblico es 1 Corintios 12:12-31. Las metas de fe son: Al bendecir Dios este campamento y nosotros hacemos nuestro trabajo con excelencia en fe vemos: A los ministerios coordinando sus esfuerzos y comunicando sus planes para trabajar en equipo. Tambien vemos a la iglesia campamentos en base a grupos pequenos con confidentes previamente capacitados usando la recreacion con proposito.
La Asociacion de Campamentos Cristianos Internacionales, America Latina (CCIAL), ha publicado materiales sobre el ministerio de campamentos desde los 1970s. Finales del 2016, CCIAL lanza este primer concurso con el fin de animar y desarrollar escritores cuyas raíces y experiencias son del mundo de los campamentos, la recreación o la educación al aire libre.: "Nuevos Senderos." (http://cciamericalatina-publicaciones.com/). Este articulo es uno de los ganadores del concurso. Hay tres categorias: (1) Testimonios, (2) Editoriales, (3) Actividades optimas para campamentos.
AN INVESTIGATION INTO LEADERSHIP EMERGENCE,
GROWTH, AND CULTURE AMONG EVANGELICAL
PASTORS OF TEGUCIGALPA, HONDURAS
This study investigated leadership emergence and growth from the perspective of a purposeful criterion sample of Evangelical pastors in Tegucigalpa, Honduras. Their description of their stories regarding how they emerged as leaders and how they grew as leaders was the primary source of data acquired through semi-structured interviews.
There is a need for greater clarify regarding the processes by which a person emerges and comes to embody the virtues and attributes needed for leadership. Leadership is culturally contingent, but there is a lack of specificity in understanding how the Latin American culture influences leadership emergence and growth.
Three research questions guided this study: (1) How do Evangelical pastors describe how they emerged as leaders?; (2) How do Evangelical pastors describe how they grew as leaders?; (3) What Latin American cultural elements can be observed in the Evangelical pastors’ descriptions of how they emerged and grew as leaders?
The literature discussed caudillismo, a prototype of leadership in Latin America, which includes elements of high-power distance, machismo, and paternalism.
Using snowball sampling, twenty-five pastors were chosen and the interview data revealed twelve processes by which these pastors emerged as leaders. For instance, the accompaniment of others was key as was having firsthand experiences in ministry, which moved them to compassionate, on-going action. They emerged because someone saw something in them, named it and opened up spaces (opportunities) for “acts of leadership.” Contrary to expectations, training played almost no role in emergence but did in leadership growth.
Seven processes were identified that promoted their growth, like being self-taught, sharing interdenominationally, and keeping an open mind. Six cultural dimensions were observed as having a direct influence (both positive and negative) on leadership emergence and growth: (1) High tolerance for uncertainty; (2) Diffuse culture; (3) Image of limited good; (4) Caudillismo; (5) Ascribed status; (6) Self-effacing (modesty).
This study meets the need for academic inquiry on leadership in Latin America, in Spanish, in the hope that it stimulates Latin Americans to analyze their own leadership, and informs expatriates who serve Latin Americans how to better participate with God in helping leaders emerge and grow.
La Asociacion de Campamentos Cristianos Internacionales, America Latina (CCIAL), ha publicado materiales sobre el ministerio de campamentos desde los 1970s. Finales del 2016, CCIAL lanza este primer concurso con el fin de animar y desarrollar escritores cuyas raíces y experiencias son del mundo de los campamentos, la recreación o la educación al aire libre.: "Nuevos Senderos." (http://cciamericalatina-publicaciones.com/). Este articulo es uno de los ganadores del concurso. Hay tres categorias: (1) Testimonios, (2) Editoriales, (3) Actividades optimas para campamentos.
Un niño lloraba en su primer noche en un campamento porque extrañaba a su madre. El director del campamento, José Antonio Navarro, llevó al niño afuera para mostrarle las constelaciones en el cielo nocturno y contarle historias sobre ellas. José Antonio guió al niño a descubrir a Dios como el creador de las estrellas y del universo, y como alguien que los cuida y consuela. La niño terminó encontrando consuelo en Dios y pudo disfrutar del campamento a pesar de extrañar su casa.
La Asociacion de Campamentos Cristianos Internacionales, America Latina (CCIAL), ha publicado materiales sobre el ministerio de campamentos desde los 1970s. Finales del 2016, CCIAL lanza este primer concurso con el fin de animar y desarrollar escritores cuyas raíces y experiencias son del mundo de los campamentos, la recreación o la educación al aire libre.: "Nuevos Senderos." (http://cciamericalatina-publicaciones.com/). Este articulo es uno de los ganadores del concurso. Hay tres categorias: (1) Testimonios, (2) Editoriales, (3) Actividades optimas para campamentos.
A. PROPÓSITO GENERAL DEL CAMPAMENTO:
Discipular (con un enfoque de fomentar el crecimiento de los cristianos)
• ¿Qué entendemos por discipular?
Discipular es propiciar espacios de crecimiento integral, donde se brindan herramientas que se pueden aplicar individualmente o en su comunidad de fe para seguir creciendo.
METAS DE FE
1. En fe vemos a niños y adolescentes soñando, teniendo como base la voluntad de Dios.
2. En fe vemos a niños y adolescentes soñando servir a Dios con sus talentos y lo que les gusta hacer.
3. En fe vemos a niños y adolescentes tomando conciencia de la necesidad de prepararse y esforzarse para alcanzar sus sueños.
Los creadores de este programa son:
Jorge Terol
Víctor Ovelar
Xochitl Terol
La Asociacion de Campamentos Cristianos Internacionales, America Latina (CCIAL), ha publicado materiales sobre el ministerio de campamentos desde los 1970s. Finales del 2016, CCIAL lanza este primer concurso con el fin de animar y desarrollar escritores cuyas raíces y experiencias son del mundo de los campamentos, la recreación o la educación al aire libre.: "Nuevos Senderos." (http://cciamericalatina-publicaciones.com/). Este articulo es uno de los ganadores del concurso. Hay tres categorias: (1) Testimonios, (2) Editoriales, (3) Actividades optimas para campamentos.
La Asociacion de Campamentos Cristianos Internacionales, America Latina (CCIAL), ha publicado materiales sobre el ministerio de campamentos desde los 1970s. Finales del 2016, CCIAL lanza este primer concurso con el fin de animar y desarrollar escritores cuyas raíces y experiencias son del mundo de los campamentos, la recreación o la educación al aire libre.: "Nuevos Senderos." (http://cciamericalatina-publicaciones.com/). Este articulo es uno de los ganadores del concurso. Hay tres categorias: (1) Testimonios, (2) Editoriales, (3) Actividades optimas para campamentos.
Este documento describe una actividad óptima llamada "Caminata viaje a las estrellas" diseñada para niños de 9 a 11 años. Consiste en una caminata nocturna de 5 estaciones que representan etapas en el camino de un creyente hacia el cielo: 1) la salvación, 2) el poder, 3) el crecimiento, 4) el rapto, y 5) la ciudad celestial. En cada estación, un personaje bíblico guía a los niños a través de pasajes y temas bíblicos. Al final, los niños reciben coron
La Asociacion de Campamentos Cristianos Internacionales, America Latina (CCIAL), ha publicado materiales sobre el ministerio de campamentos desde los 1970s. Finales del 2016, CCIAL lanza este primer concurso con el fin de animar y desarrollar escritores cuyas raíces y experiencias son del mundo de los campamentos, la recreación o la educación al aire libre.: "Nuevos Senderos." (http://cciamericalatina-publicaciones.com/). Este articulo es uno de los ganadores del concurso. Hay tres categorias: (1) Testimonios, (2) Editoriales, (3) Actividades optimas para campamentos.
Este serie de estudios biblicos esta hecho para ninos y estudian el pasaje de 1 Cor. 12:1-21. Esta hecho para realizarse en un campamento cristiano pero pueden ser usados en cualquier otro contexto. Este documento contiene las paginas para el alumno (campero/campista) y al final la guia para los faciltadores (o confidentes de campamento).
SUMMARY: This book was originally written and copies circulated privately to churches and communities in both France and England ten years ago. It was well received. Since that time there has been further evidence that infanticide amongst severely disabled newborn babies is still being practiced in Europe (see footnote at the end of the book).
This book looks at the problem of disability, the ethics of non -intervention or even assisted death in the newborn, and meditates on thoughts and questions that most people feel when confronted by disaster and pain. From this meditation, come some conclusions, but certainly not all the answers. The purpose of the book then, is to inform the public about the facts of certain aspects of obstetric and neonatal care. It shares with the reader the journey through a maze of conflicting interpretations of what is ethical, what is right, and what is loving, by describing the life of one such baby. It is the story of a little girl, born with severe spina bifida in 1978; who despite being deprived of food and water after her birth in an attempt by doctors to end her life ‘peacefully,’ grew up in a normal family, attended normal school with her brothers and received her Bachelor’s degree in forensic science eleven years ago.
The religious style of the book might be a stumbling block for some readers. The inspiration for the book came following a long period of meditation on the kind of suffering often seen by the author during her work as a doctor, later experienced by herself and her family following the events surrounding her baby’s birth.
The philosophical question remains: how may one describe and judge these events most effectively? For many this would be through humanist and moral language. The author has chosen to adopt a religious argument as it reflects more truly her thinking. But either way the question remains – what do we think about suffering? How do we deal with this problem? Is it possible to reconcile in religious language the goodness of creation, the love of God that is taught in all major faiths and especially in Christianity, with the presence of suffering amongst the innocent? The subject is dealt with in a personal style, including prayers written by the author during the production of the text. These are in small italics.
This paper articulates the educatoinal implications of my theology, beginning first by clarifying what a number of my beliefs are and then enumerating how that informs my curriculum model, my methodology, my view of the teacher, student, and content.
Este serie de estudios biblicos esta hecho para ninos y estudian el pasaje de 1 Juan. Esta hecho para realizarse en un campamento cristiano pero pueden ser usados en cualquier otro contexto. Este documento contiene las paginas para el alumno (campero/campista) y al final la guia para los faciltadores (o confidentes de campamento).
Este documento presenta un libro titulado "Zonas Privadas" diseñado para prevenir el abuso sexual infantil. El libro usa lenguaje sencillo para educar a niños entre 3 y 12 años sobre sus cuerpos, privacidad y cómo decir que no. El documento proporciona recomendaciones para los adultos sobre cómo usar el libro con los niños y qué hacer si un niño reporta abuso. También incluye señales de abuso y consejos para creer y apoyar al niño. El objetivo general es educar a los niños para que
Este documento contiene información relacionada con un campamento para jóvenes. Incluye secciones sobre datos personales, reglas de la cabaña, un pasaje bíblico sobre un tesoro escondido, preguntas para analizar e interpretar el pasaje, y un plan de acción. El objetivo parece ser enseñar a los jóvenes sobre valores cristianos como obediencia y hacer tesoros en el cielo a través de actividades y reflexiones bíblicas.
Un material, que a nosotros nos ayudó (Eduardo y Ruth Mena) mucho al principio, recién fallecida nuestra hijita. Este articulo puede ayudar a todos los que sufren cuando se le muere a alguien.
Una investigacion sobre como surge y crece lideres en la cultura latinoamerica (Parte 1 de la Disertacion Lisa Anderson de Umana) Es necesario bajar las dos partes para tener la disertacion completa:
Este estudio investigó el surgimiento y crecimiento del liderazgo desde la perspectiva de una muestra de criterio propositivo de pastores Evangélicos en Tegucigalpa, Honduras. La descripción de sus historias sobre cómo surgieron como líderes y cómo crecieron como líderes fue la fuente primaria de los datos obtenidos mediante entrevistas semi-estructuradas.
Existe una necesidad de mayor claridad sobre los procesos por los cuales una persona surge y viene a encarnar las virtudes y los atributos necesarios para el liderazgo. El liderazgo es culturalmente contingente, pero hay una falta de especificidad en la comprensión de cómo la cultura Latinoamericana influencia el surgimiento y crecimiento del liderazgo.
Tres preguntas de investigación guiaron este estudio: (1) ¿Cómo describen los pastores Evangélicos su surgimiento como líderes?; 2) ¿Cómo describen los pastores Evangélicos su crecimiento como líderes?; 3) ¿Qué elementos culturales latinoamericanos pueden observarse en los pastores Evangélicos de cómo surgieron y crecieron como líderes?
La literatura analizó el caudillismo, un prototipo de liderazgo en América Latina, que incluye elementos de alta distancia de poder, el machismo y el paternalismo.
Utilizando muestras mediante el método de la bola de nieve, veinticinco pastores fueron escogidos y los datos de la entrevista revelaron 12 procesos por los cuales dichos pastores surgieron como líderes. Por ejemplo, el acompañamiento de los demás fue clave, como también lo fue el tener experiencia en el ministerio, lo cual les llevó a una acción compasiva y continua. Ellos surgieron porque alguien vio algo en ellos, lo nombró y abrió espacios (oportunidades) de "actos de liderazgo." Contrario a las expectativas, la formación escasamente jugó un rol en el surgimiento, pero si en el crecimiento del liderazgo.
Se identificaron siete procesos que promovieron su crecimiento, como ser autodidacta, el compartir inter-denominacionalmente y el mantener una mente abierta. Se observaron seis dimensiones culturales que tienen una influencia directa (tanto positiva como negativa) sobre el surgimiento y crecimiento del liderazgo: (1) Alta tolerancia a la incertidumbre; (2) Una cultura difusa; (3) La imagen del bien limitado; (4) El caudillismo; (5) Una posición adscrita; (6) La modestia.
Este estudio responde a la necesidad de la investigación académica relacionada al liderazgo en América Latina, en español, con la esperanza de que estimule a los latinoamericanos a analizar sus propios líderes, e informa a los expatriados que sirven a los Latinoamericanos de cómo participar mejor con Dios para ayudar al surgimiento y crecimiento de los líderes.
Dra. Lisa Anderson-Umaña, PhD
Este serie de estudios biblicos esta hecho para ninos y estudian el pasaje de Tito 2:11-15. Esta hecho para realizarse en un campamento cristiano pero pueden ser usados en cualquier otro contexto. Este documento contiene las paginas para el alumno (campero/campista) y al final la guía para los facilitadores (o confidentes de campamento).
Realizado en el curso de Programando campamentos de la Primera Iglesia Evangelica Y Reformada (PIER) Y Camapmentos Cristianos Internacionales (CCIAL) en Febrero y Marzo del 2013.
Propositos:
Permaneciendo en Cristo y reflejando un carácter cristiano en un
mundo complicado
• Comprometidos en una relación con Dios de forma continua siendo
persistentes y firmes a pesar de las dificultades
• Participando en las actividades y servicios relacionados con los
distintos ministerios de la iglesia
Pasaje Bíblico Juan 15:1-5
Este serie de estudios biblicos se encuentra en el pasaje de 1 Reyes 17:1-16. Esta hecho para realizarse en un campamento cristiano pero pueden ser usados en cualquier otro contexto. Este documento contiene las paginas para el alumno (campero/campista) y al final la guia para los faciltadores (o confidentes de campamento).
This document is Lisa Anderson-Umana's final assignment submitted for her Doctor of Philosophy degree in Educational Studies at Trinity Evangelical Divinity School. It contains an agenda she used to teach a class on promoting critical thinking in a postmodern world to teachers in Honduras. The agenda includes defining key terms, reviewing a model of how people gain knowledge, and discussing strategies for teachers to use students' experiences and question assumptions in their lessons to develop critical thinking.
The teaching agenda for a 12-hour workshop for teachers being trained to teach young children the Bible (3-9 yrs.). The approach, called Holy Play is based on Sonja Stewart's Young children and worship. It was taught in Honduras.
Un niño lloraba en su primer noche en un campamento porque extrañaba a su madre. El director del campamento, José Antonio Navarro, llevó al niño afuera para mostrarle las constelaciones en el cielo nocturno y contarle historias sobre ellas. José Antonio guió al niño a descubrir a Dios como el creador de las estrellas y del universo, y como alguien que los cuida y consuela. La niño terminó encontrando consuelo en Dios y pudo disfrutar del campamento a pesar de extrañar su casa.
La Asociacion de Campamentos Cristianos Internacionales, America Latina (CCIAL), ha publicado materiales sobre el ministerio de campamentos desde los 1970s. Finales del 2016, CCIAL lanza este primer concurso con el fin de animar y desarrollar escritores cuyas raíces y experiencias son del mundo de los campamentos, la recreación o la educación al aire libre.: "Nuevos Senderos." (http://cciamericalatina-publicaciones.com/). Este articulo es uno de los ganadores del concurso. Hay tres categorias: (1) Testimonios, (2) Editoriales, (3) Actividades optimas para campamentos.
A. PROPÓSITO GENERAL DEL CAMPAMENTO:
Discipular (con un enfoque de fomentar el crecimiento de los cristianos)
• ¿Qué entendemos por discipular?
Discipular es propiciar espacios de crecimiento integral, donde se brindan herramientas que se pueden aplicar individualmente o en su comunidad de fe para seguir creciendo.
METAS DE FE
1. En fe vemos a niños y adolescentes soñando, teniendo como base la voluntad de Dios.
2. En fe vemos a niños y adolescentes soñando servir a Dios con sus talentos y lo que les gusta hacer.
3. En fe vemos a niños y adolescentes tomando conciencia de la necesidad de prepararse y esforzarse para alcanzar sus sueños.
Los creadores de este programa son:
Jorge Terol
Víctor Ovelar
Xochitl Terol
La Asociacion de Campamentos Cristianos Internacionales, America Latina (CCIAL), ha publicado materiales sobre el ministerio de campamentos desde los 1970s. Finales del 2016, CCIAL lanza este primer concurso con el fin de animar y desarrollar escritores cuyas raíces y experiencias son del mundo de los campamentos, la recreación o la educación al aire libre.: "Nuevos Senderos." (http://cciamericalatina-publicaciones.com/). Este articulo es uno de los ganadores del concurso. Hay tres categorias: (1) Testimonios, (2) Editoriales, (3) Actividades optimas para campamentos.
La Asociacion de Campamentos Cristianos Internacionales, America Latina (CCIAL), ha publicado materiales sobre el ministerio de campamentos desde los 1970s. Finales del 2016, CCIAL lanza este primer concurso con el fin de animar y desarrollar escritores cuyas raíces y experiencias son del mundo de los campamentos, la recreación o la educación al aire libre.: "Nuevos Senderos." (http://cciamericalatina-publicaciones.com/). Este articulo es uno de los ganadores del concurso. Hay tres categorias: (1) Testimonios, (2) Editoriales, (3) Actividades optimas para campamentos.
Este documento describe una actividad óptima llamada "Caminata viaje a las estrellas" diseñada para niños de 9 a 11 años. Consiste en una caminata nocturna de 5 estaciones que representan etapas en el camino de un creyente hacia el cielo: 1) la salvación, 2) el poder, 3) el crecimiento, 4) el rapto, y 5) la ciudad celestial. En cada estación, un personaje bíblico guía a los niños a través de pasajes y temas bíblicos. Al final, los niños reciben coron
La Asociacion de Campamentos Cristianos Internacionales, America Latina (CCIAL), ha publicado materiales sobre el ministerio de campamentos desde los 1970s. Finales del 2016, CCIAL lanza este primer concurso con el fin de animar y desarrollar escritores cuyas raíces y experiencias son del mundo de los campamentos, la recreación o la educación al aire libre.: "Nuevos Senderos." (http://cciamericalatina-publicaciones.com/). Este articulo es uno de los ganadores del concurso. Hay tres categorias: (1) Testimonios, (2) Editoriales, (3) Actividades optimas para campamentos.
Este serie de estudios biblicos esta hecho para ninos y estudian el pasaje de 1 Cor. 12:1-21. Esta hecho para realizarse en un campamento cristiano pero pueden ser usados en cualquier otro contexto. Este documento contiene las paginas para el alumno (campero/campista) y al final la guia para los faciltadores (o confidentes de campamento).
SUMMARY: This book was originally written and copies circulated privately to churches and communities in both France and England ten years ago. It was well received. Since that time there has been further evidence that infanticide amongst severely disabled newborn babies is still being practiced in Europe (see footnote at the end of the book).
This book looks at the problem of disability, the ethics of non -intervention or even assisted death in the newborn, and meditates on thoughts and questions that most people feel when confronted by disaster and pain. From this meditation, come some conclusions, but certainly not all the answers. The purpose of the book then, is to inform the public about the facts of certain aspects of obstetric and neonatal care. It shares with the reader the journey through a maze of conflicting interpretations of what is ethical, what is right, and what is loving, by describing the life of one such baby. It is the story of a little girl, born with severe spina bifida in 1978; who despite being deprived of food and water after her birth in an attempt by doctors to end her life ‘peacefully,’ grew up in a normal family, attended normal school with her brothers and received her Bachelor’s degree in forensic science eleven years ago.
The religious style of the book might be a stumbling block for some readers. The inspiration for the book came following a long period of meditation on the kind of suffering often seen by the author during her work as a doctor, later experienced by herself and her family following the events surrounding her baby’s birth.
The philosophical question remains: how may one describe and judge these events most effectively? For many this would be through humanist and moral language. The author has chosen to adopt a religious argument as it reflects more truly her thinking. But either way the question remains – what do we think about suffering? How do we deal with this problem? Is it possible to reconcile in religious language the goodness of creation, the love of God that is taught in all major faiths and especially in Christianity, with the presence of suffering amongst the innocent? The subject is dealt with in a personal style, including prayers written by the author during the production of the text. These are in small italics.
This paper articulates the educatoinal implications of my theology, beginning first by clarifying what a number of my beliefs are and then enumerating how that informs my curriculum model, my methodology, my view of the teacher, student, and content.
Este serie de estudios biblicos esta hecho para ninos y estudian el pasaje de 1 Juan. Esta hecho para realizarse en un campamento cristiano pero pueden ser usados en cualquier otro contexto. Este documento contiene las paginas para el alumno (campero/campista) y al final la guia para los faciltadores (o confidentes de campamento).
Este documento presenta un libro titulado "Zonas Privadas" diseñado para prevenir el abuso sexual infantil. El libro usa lenguaje sencillo para educar a niños entre 3 y 12 años sobre sus cuerpos, privacidad y cómo decir que no. El documento proporciona recomendaciones para los adultos sobre cómo usar el libro con los niños y qué hacer si un niño reporta abuso. También incluye señales de abuso y consejos para creer y apoyar al niño. El objetivo general es educar a los niños para que
Este documento contiene información relacionada con un campamento para jóvenes. Incluye secciones sobre datos personales, reglas de la cabaña, un pasaje bíblico sobre un tesoro escondido, preguntas para analizar e interpretar el pasaje, y un plan de acción. El objetivo parece ser enseñar a los jóvenes sobre valores cristianos como obediencia y hacer tesoros en el cielo a través de actividades y reflexiones bíblicas.
Un material, que a nosotros nos ayudó (Eduardo y Ruth Mena) mucho al principio, recién fallecida nuestra hijita. Este articulo puede ayudar a todos los que sufren cuando se le muere a alguien.
Una investigacion sobre como surge y crece lideres en la cultura latinoamerica (Parte 1 de la Disertacion Lisa Anderson de Umana) Es necesario bajar las dos partes para tener la disertacion completa:
Este estudio investigó el surgimiento y crecimiento del liderazgo desde la perspectiva de una muestra de criterio propositivo de pastores Evangélicos en Tegucigalpa, Honduras. La descripción de sus historias sobre cómo surgieron como líderes y cómo crecieron como líderes fue la fuente primaria de los datos obtenidos mediante entrevistas semi-estructuradas.
Existe una necesidad de mayor claridad sobre los procesos por los cuales una persona surge y viene a encarnar las virtudes y los atributos necesarios para el liderazgo. El liderazgo es culturalmente contingente, pero hay una falta de especificidad en la comprensión de cómo la cultura Latinoamericana influencia el surgimiento y crecimiento del liderazgo.
Tres preguntas de investigación guiaron este estudio: (1) ¿Cómo describen los pastores Evangélicos su surgimiento como líderes?; 2) ¿Cómo describen los pastores Evangélicos su crecimiento como líderes?; 3) ¿Qué elementos culturales latinoamericanos pueden observarse en los pastores Evangélicos de cómo surgieron y crecieron como líderes?
La literatura analizó el caudillismo, un prototipo de liderazgo en América Latina, que incluye elementos de alta distancia de poder, el machismo y el paternalismo.
Utilizando muestras mediante el método de la bola de nieve, veinticinco pastores fueron escogidos y los datos de la entrevista revelaron 12 procesos por los cuales dichos pastores surgieron como líderes. Por ejemplo, el acompañamiento de los demás fue clave, como también lo fue el tener experiencia en el ministerio, lo cual les llevó a una acción compasiva y continua. Ellos surgieron porque alguien vio algo en ellos, lo nombró y abrió espacios (oportunidades) de "actos de liderazgo." Contrario a las expectativas, la formación escasamente jugó un rol en el surgimiento, pero si en el crecimiento del liderazgo.
Se identificaron siete procesos que promovieron su crecimiento, como ser autodidacta, el compartir inter-denominacionalmente y el mantener una mente abierta. Se observaron seis dimensiones culturales que tienen una influencia directa (tanto positiva como negativa) sobre el surgimiento y crecimiento del liderazgo: (1) Alta tolerancia a la incertidumbre; (2) Una cultura difusa; (3) La imagen del bien limitado; (4) El caudillismo; (5) Una posición adscrita; (6) La modestia.
Este estudio responde a la necesidad de la investigación académica relacionada al liderazgo en América Latina, en español, con la esperanza de que estimule a los latinoamericanos a analizar sus propios líderes, e informa a los expatriados que sirven a los Latinoamericanos de cómo participar mejor con Dios para ayudar al surgimiento y crecimiento de los líderes.
Dra. Lisa Anderson-Umaña, PhD
Este serie de estudios biblicos esta hecho para ninos y estudian el pasaje de Tito 2:11-15. Esta hecho para realizarse en un campamento cristiano pero pueden ser usados en cualquier otro contexto. Este documento contiene las paginas para el alumno (campero/campista) y al final la guía para los facilitadores (o confidentes de campamento).
Realizado en el curso de Programando campamentos de la Primera Iglesia Evangelica Y Reformada (PIER) Y Camapmentos Cristianos Internacionales (CCIAL) en Febrero y Marzo del 2013.
Propositos:
Permaneciendo en Cristo y reflejando un carácter cristiano en un
mundo complicado
• Comprometidos en una relación con Dios de forma continua siendo
persistentes y firmes a pesar de las dificultades
• Participando en las actividades y servicios relacionados con los
distintos ministerios de la iglesia
Pasaje Bíblico Juan 15:1-5
Este serie de estudios biblicos se encuentra en el pasaje de 1 Reyes 17:1-16. Esta hecho para realizarse en un campamento cristiano pero pueden ser usados en cualquier otro contexto. Este documento contiene las paginas para el alumno (campero/campista) y al final la guia para los faciltadores (o confidentes de campamento).
This document is Lisa Anderson-Umana's final assignment submitted for her Doctor of Philosophy degree in Educational Studies at Trinity Evangelical Divinity School. It contains an agenda she used to teach a class on promoting critical thinking in a postmodern world to teachers in Honduras. The agenda includes defining key terms, reviewing a model of how people gain knowledge, and discussing strategies for teachers to use students' experiences and question assumptions in their lessons to develop critical thinking.
The teaching agenda for a 12-hour workshop for teachers being trained to teach young children the Bible (3-9 yrs.). The approach, called Holy Play is based on Sonja Stewart's Young children and worship. It was taught in Honduras.
This daily lesson log outlines the lesson plan for a Grade 2 class taught by Melody C. Chavez. The lesson covers several subjects: Edukasyon sa Pagpapakatao, Mother Tongue Filipino, English, Mathematics, Araling Panlipunan, and MAPEH.
For Edukasyon sa Pagpapakatao, the lesson objectives are for students to demonstrate awareness of childrens' human rights and identify the rights a family can provide like name and nationality. In Mother Tongue Filipino, students will analyze information to understand, interpret, and appreciate texts they have listened to and respond appropriately.
Several learning activities are outlined including reviewing concepts from past lessons, establishing the purpose
The document discusses strategies for using read-alouds to build vocabulary and comprehension in primary students. It emphasizes using high-quality children's literature and engaging students in discussions to teach Tier 2 words in context. Planning is important, with goals set before, during, and after reading. Fiction and nonfiction require different focuses - fiction on individual words, nonfiction on related word clusters and text structure. Multiple exposures and review are also recommended.
Here are 3 appropriate responses using comparatives:
1. Taking part in charity actions and making donations is more rewarding than riding motorbikes.
2. Watching films is as enjoyable as listening to music.
3. Reading stories is less entertaining than playing video games.
- Effective teaching methods vary based on the age group. For early elementary students, short periods of instruction are needed along with reassurance. Upper elementary students want to be actively involved in lessons rather than just told information.
- There are different learning styles - visual, auditory, and tactile/kinesthetic - and lessons should engage students in ways that match their preferred style. Getting students involved by relating new knowledge to what they already know makes lessons more interesting.
- Jesus was an effective teacher because he told memorable stories and parables that drew people in and made them think without realizing they were learning. He related lessons to people's lives and used examples they could understand.
Xls0000 22 feb 2013 curriculum interpretationayanda hlope
The document discusses curriculum development and interpretation by teachers. It references different models of curriculum including the Tyler model which involves determining educational purposes, experiences, organization, and evaluation. The Saber-Tooth curriculum satire is described, highlighting how curricula need to change to meet the needs of learners and society. Views of key thinkers like Tyler, Stenhouse and Freire on curriculum are also mentioned. The curriculum in South Africa was discussed in relation to apartheid and the need for the new curriculum to address past wrongs and prepare all learners.
Jefferson Elementary School serves students in pre-kindergarten through 2nd grade in Jefferson, Georgia. The document describes the school and learners, available resources, and focuses on the kindergarten curriculum standards for teaching about space. It reviews the media center's collection on space and plans to purchase new books and videos to improve the collection, focusing on titles recommended by review journals. It provides a link to additional web resources on the topic of space for students.
The daily lesson log summarizes an English lesson conducted at Canda National High School on November 26, 2019. The lesson focused on celebrating diversity through world literature by exploring the song "Paraiso" by Smokey Mountain. The objectives were for students to express their point of view on the topic, explain embedded meanings in the song, determine the tone and purpose of the author, identify sensory images, and create a commitment to protect nature. Students analyzed the song lyrics, discussed sensory imagery, and presented differentiated tasks - such as a rap song, poster, dance or skit - applying the lesson concepts. Their performance was evaluated based on prepared rubrics.
This weekly update from Grade 5A@CDNIS provides information about the students' activities and learning. It discusses their work on historical fiction narratives, clay models for an archaeological dig, and constructing central ideas. In math, the students are learning about triangles and geometry. It also notes updates to the class blog and upcoming dates, and strongly advises parents to attend a session on online social networking strategies.
Effectiveteachingtechniques ppfromtraining11-29-10-101203132523-phpapp02Aravindharamanan S
Good teaching is about caring, nurturing and developing minds and talents. It's about devoting time, often invisible, to every student. It's also about the thankless hours of grading, designing or redesigning courses and preparing materials to still further enhance instruction.
The newsletter provides information for parents on the 6th grade curriculum for the 2nd quarter. It outlines the key topics and expectations for each subject:
1) In reading, students will focus on functional and persuasive texts and literary elements, and study a new vocabulary list.
2) Social studies will cover Ancient Civilizations in China, Greece and Rome through projects.
3) Math will focus on data analysis, probability, and interpreting data sets.
4) Science will study weather and have students make monthly graphs, as well as complete individual science fair projects.
5) Writing classes will extensively cover the writing process and traits, and have students write functional, persuasive, and narrative texts.
The document outlines expectations for a learning engagement on subordinating conjunctions. Students will define and discuss subordinating conjunctions, demonstrate their understanding through various activities, and complete a worksheet identifying conjunctions in sentences. The lesson aims to help students comprehend the purpose and proper use of subordinating conjunctions in the English language.
Connecting Astronomy Content with Interactive Videoconferencing in Kindergart...Debra C Burkey Piecka
This interactive session explains research results from a study about how kindergartners form meaning while learning with interactive videoconferencing in kindergarten. The presentation will move quickly through the study's research questions and methodology to a discussion about the happenings of an international partnership between Pennsylvania kindergartners and a rural British primary classroom while learning about astronomy. Topics included the Sun, planets, galaxies, stars, and Earth and its moon. Participants will view several photos that depict artifacts from the collaboration. Attendees will have the opportunity to discuss how they can design similar activities for their own classrooms.
This document outlines a unit plan for teaching 6th and 7th grade students about Earth's systems. It includes an introduction describing the unit's big idea and goals for students. It then provides details on the student population, key concepts, Next Generation Science Standards, crosscutting concepts, science practices, and nature of science concepts addressed. Finally, it outlines two lesson plans, assessments, and a two-week schedule for the unit. The goal is for students to understand Earth's spheres and their interactions by developing models and applying concepts.
The document provides a coursebook analysis of the English textbook "Travelers" used in Chilean public schools. It includes a factual summary of the textbook's components, target skills, and target learners. An assessment rates different aspects of the textbook such as rationale, availability, layout/graphics, and cultural bias. Examples of authentic dialogues from the textbook are analyzed and compared to real spoken dialogues based on lexical density and discourse features. The analysis also evaluates lessons from the textbook based on the Communicative Methodological Framework.
The document provides updates from a third grade classroom in February 2013. It discusses the Valentine's Day party, current units in writing, reading, social studies, and math. It also outlines upcoming dates and events, including an agriculture field trip and a first grade musical. The student challenge involves solving a packet of brain teasers and puzzles independently.
The document provides a weekly update from a Grade 5 teacher at CDNIS. It discusses several events from the past week, including watching an adaptation of Oliver Twist, continuing work on personal inquiries and drafting stories, and holding student-led learning reflections. It also announces upcoming dates like the beginning of the Festival of the Arts and notes for parents.
The document outlines the agenda and activities for a capacity building workshop for chief trainers on implementing the National Learning Camp. The workshop includes sessions on lecture demonstrations in English and collaborative expertise, as well as a workshop to prepare for returning demonstrations. The document provides details on the lesson plan format, including short reviews, establishing lesson purpose, language practice, lesson activities, and conclusions. It also includes an example Grade 8 English lesson on narratives, with the text "Juan Gathers Guavas," accompanying questions, and explanations of the different lesson components.
Similar to Helping Children Understand Heaven Final Project Addressing A Particular Concern From Scripture (20)
Es. un programa con las siguientes metas de fe:
• Vemos que reconstruyan y fortalezcan su fe en Cristo en medio de las circunstancias.
• Vemos que reconozcan que Dios continuará la obra que comenzó en sus vidas.
Funciona para diferentes edades que tienen necesidades especiales.
Es un programa para campamentos diurno y se ha usado para una variedad de poblaciones especiales (autista, ciegos, mudos, MS)
Fueron disenados estos 3 estudios biblicos para un Campamento para Preadolescentes de 11 a 14 años: “LA ESCALADA”. Se estudia la vida de Daniel.
Propósito de los estudios biblicos para Todos deben conocer que Dios nos entrena, muchas veces sacándonos de nuestro confort para ser luz en nuestros estudios y/o entorno donde nos desenvolvemos.
Contiene 3 estudios biblicos sobre Col. 3 junto con las 3 guias para los facilitadores.
Se espera que todos puedan reconocer si están obedeciendo al mandato de Dios de tener sus mentes centradas en El, y así puedan tomar un plan de acción para cambiar de dirección su enfoque.
Este documento presenta los detalles de un campamento para personas con discapacidad organizado por el Ministerio Pasos en Honduras. Incluye la introducción del equipo organizador, agradecimientos, organigrama del personal, diagnóstico y metas del campamento, horarios, descripciones de actividades como registro de participantes y apertura, y anexos con canciones, enseñanzas y formularios. El campamento busca evangelizar y fortalecer las relaciones interpersonales de los participantes a través de actividades recreativas y enseñanzas b
Mision 4:10 Creciendo como líder en Cristo, un campamento cristiano dirigido a una población de 18 a 40 años. El equipo programador es: Esther Masis Narváez, Jasdyg Valverde Vargas, Aillyn Valverde Vargas, Aillyn Valverde Vargas
Hemos creado una serie de 8 lecciones en profundidad para niños de 7-12 años de edad, inspiradas por este artículo: The Dragon Slayer (El Mata Dragones) https://www.desiringgod.org/articles/enter-the-dragon-slayer. El punto central es cómo Dios, en su soberanía, utiliza hasta el mal para lograr sus propósitos. Empezamos con una introducción del libro de Apocalipsis, capítulo 12, luego estudiamos una porción de Ezequiel, luego Génesis 3, luego de Jesús: su nacimiento, su crucifixión, su resurrección y su ascensión de Cristo, hasta Efesios 6 (La Armadura de Cristo) y finalmente a Apocalipsis 19-21. Trazamos los intentos del dragón para frustrar los propósitos redentores de Dios, sólo para ser derrotado por el Vencedor de Dragon en cada vuelta.
El documento presenta un manual para un campamento bíblico. Brinda la bienvenida a los participantes y explica que el objetivo es conocerse unos a otros y adentrarse más en el amor de Dios para compartirlo. El campamento busca glorificar a Dios y capacitar líderes. Se espera que sea una semana de convivencia en comunidad y hermandad, donde los encuentros bíblicos los inspiren y fortalezcan en su peregrinaje.
Es una serie de 4 estudios biblicos, originalmente el material escrito por Bob Sebean pero posteriormente fue Editado por:
Blanca Reyes Suazo
Nora Barraza
Yadira Ayala
Melba Argueta
Panamá, septiembre 2018
El tema principal de colosenses es la persona y obra de Jesucristo, su postura y acción y redención. Él es el supremo Señor, sobre todo, nos muestra a Jesucristo en su relación con la creación y su subsistencia con el cosmos y sus poderes, y con la Iglesia como su cuerpo. Nos describe los resultados de la Cruz y la resurrección como una obra multifacética.
Este serie contiene 4 estudios biblicos, todos en base al libro de Filipenses para adultos o jovenes: El gozo de portar el evangelio "JAÍRO: una forma de ser". El creador original fue Roberto Sabean, un miembro del personal ejecutivo de la Asociacion de Campamentos Cristianos Internacionales.
Es una serie de estudios biblicos para adolescentes o jovenes y se enfoca en la vida de Jose.
Ideas Principales: José era descendiente de hombres de mucha fe, y había aprendido de su padre, a confiar en Dios y a ser fiel. Desde sus 17 años él mostraba virtudes como la obediencia a su padre, el servicio y trataba de sobrellevar el odio que sus hermanos le tenían.
Muchas veces su trabajo era irse a cientos de kilómetros lejos y solo, para poder llevar a su padre noticias de sus hermanos.
Cuando tiene que pasar la prueba cuando sus hermanos lo echan al pozo y luego, cuando es vendido como esclavo, José llevaba en su corazón esa fe que le fue transmitida, para así sobrellevar pruebas tan duras.
Este documento presenta instrucciones para un manual de campamento. Incluye secciones para crear comunidad, enfocarse en experiencias vividas y contexto histórico. También contiene pasajes bíblicos sobre Josué y observaciones sobre estos pasajes. El propósito general es guiar a un grupo en un campamento mediante el estudio bíblico, discusión y aplicación práctica.
He aqui una serie de 4 estudios biblicos, originalmente creados por Roberto Sabean, misionero que colabora con la Asociacion de Campamentos Cristianos Internacionales, America Latina. El hermano Roberto crea estos estudios biblicos con el fin de dar un entendimiento basico sobre toda la carta de Galatas.
Había otros cristianos como Pablo que habían sido fariseos. Cuando Pablo y Bernabé regresaron del primer viaje misionero, encontraron a algunos de éstos en Antioquia que decían a los creyentes que la circuncisión era indispensable para la salvación (Hch. 15:1). Esta situación condujo a que se celebrara un concilio en Jerusalén, donde comprobaron de nuevo, que los fariseos que habían creído exhortaban a todos a obedecer la ley de Moisés (Hch. 15:5). El concilio, bajo la dirección de Santiago y Pedro, decidió que los gentiles que creyeran no tenían por qué someterse a la ley judía. La carta que escribieron sobre el tema daba a entender que los judaizantes habían proclamado la obediencia a la ley, no sólo en Antioquia, sino a través de Siria y Cilicia (Hch. 15:23,24).
La mayoría de los gálatas que habían creído eran gentiles y no tenían antecedentes en el judaísmo. Ellos encontraron en Cristo la salvación y la libertad; pero, cuando Pablo salió de esta región, sus oponentes, los judaizantes, estaban preparados para entrar en acción. Rápidamente los gálatas fueron confundidos pues, como todo nuevo convertido, estaban ansiosos de actuar bien y demostrar su fidelidad. Entonces, cuando llegaron estos nuevos maestros diciendo tener autoridad de los apóstoles de Jerusalén, deslumbraron a los gálatas y de inmediato estuvieron dispuestos a agregar la circuncisión y la ley a su fe en Cristo.
Lo que es menester entender aquí es lo siguiente: el judío pensaba que su capacidad de cumplir la Ley era lo que le permitía ser justificado (aceptado) por Dios. Dios había escogido a Israel. La clave era pertenecer a Israel, a los judíos. Ser judío es el distintivo para pertenecer al Pueblo de Dios y para estar, entonces, justificado por Dios. Era, entonces, significativo practicar los “signos” (circuncisión, etc.) que decían: “Yo soy judío, yo soy del Pueblo de Dios, yo pertenezco al grupo; no soy gentil, no soy pecador, no soy de los de afuera.” La palabra “pecador”, en este contexto, es usada simplemente para indicar la diferencia entre los de adentro, y los de afuera. Estar fuera del Pueblo de Dios significa ser “pecador”. Es un término, entonces, étnico o social. Por eso, el judeocristiano creía que para ser un cristiano “completo”, había que practicar la Ley.
Es una serie de 4 estudios biblicos sobre la vida de Daniel. La carta de introduccion se lee asi: Es muy grato tenerte conectado a nuestra red para descubrir juntos las respuestas a tus inquietudes e impulsarte a nuevos retos.
Deseamos conectarte y logres estar siempre disponible en la “Gran Red Divina”.
Durante este tiempo permaneceremos online descargando nuevos archivos que anhelamos te transformen desde el disco rígido hasta cada aplicación.
Estamos a tu servicio, todo ha sido diseñado para ti.
Atentamente: Equipo de creadores-editores de estos EBC.
El ministerio de PASOS (Campamento Converge) elaboro y uso este programa de campamento para personas con diferentes discapacidades, como no videntes, sindrome de down, mudo, entre otras. Propósito general del campamento: Evangelizar/Fortalecer la familia y relaciones interpersonales. Nuestro criterio sobre cómo evangelizar en nuestros campamentos:
· Buscar modos sencillos para comunicar el evangelio
· Reforzar las enseñanzas con otras actividades
· Reconocer que el Espíritu Santo tiene que hablar al espíritu de ellos (que no tiene discapacidad) para comprender y responder al evangelio.
Sus meta de fe son
· Veremos que aprenden a valorarse y que desarrollan una actitud de “si puedo”, que sepan que tienen propósito en la vida
· Veremos que tienen un buen concepto de quien es Dios y de su amor para con ellos
· Veremos que crecen en sus relaciones interpersonales y trabajan en equipo—respetándose, aceptándose, animándose, perdonándose mutuamente
Los miembros de su Equipo de Programacion con Michelle Crotts, Rene Chavez, Carolina Gutierrez.
Este documento presenta el plan de un campamento diurno para niños de 5 a 7 años de edad y sus padres en la Comunidad Cristiana El Hatillo en Tegucigalpa, Honduras. El campamento se llevará a cabo el 2 de junio de 2018 y contará con actividades como juegos, charlas para padres, tiempo en familia y estudios bíblicos. El objetivo es fortalecer la unidad familiar al brindar oportunidades para que padres e hijos compartan y crezcan juntos en su fe.
Este documento presenta un programa de campamento de 3 días para jóvenes de 13 a 17 años. El propósito es disipular a los jóvenes y ayudarlos a desarrollar un estilo de vida basado en las enseñanzas bíblicas. El programa incluye actividades como juegos, deportes, tiempo de oración y testimonios para fomentar la comunión con Dios, establecer convicciones bíblicas y comprometerse a seguir a Cristo. El documento proporciona detalles sobre el personal, horarios, alojam
Metas de FE
1. Por fe vemos a nuestros jóvenes universitarios aceptando a Jesús como su único Salvador e iniciando una relación con él.
2. Por fe vemos a un grupo de jóvenes reconociendo la necesidad de Dios en todas sus decisiones.
3. Por fe vemos una parte de los jóvenes universitarios que asistirán al campamento, congregándose en la iglesia regularmente.
Necesidades Reales
a. Los Jóvenes buscan a otras personas para ser aceptados, sentirse en confianza y no ser juzgados.
b. Buscan llenar sus vacíos o tiempos de soledad con las diferentes actividades para que sean aceptados y tengan una identidad.
c. Buscan demostrar que son capaces y suficientes para hacer las cosas por su propia cuenta.
d. Los jóvenes carecen de una relación con Dios que los lleve a dar el fruto que solo el Espíritu Santo puede producir en ellos.
e. Tratan de llenar un vacío Espiritual con el placer físico.
Con el Diagnóstico, se decidio crear las siguientes Metas de Fe:
1.Por fe vemos a los niños creyendo en la promesa de la salvación
2.Por fe vemos a los niños entendiendo que su relación con Dios es importante para vivir confiadamente
3.Por fe vemos a los niños creciendo en su vida devocional
Propósito General del evento: Se dirigirá a niños y niñas de la iglesia, por tal razón, será un campamento de discipulado.
Las metas de fe son cambios que que el señor quiere hacer en la vida de
los acampantes. Estos cambios responden a las necesidades detectadas en el diagnostico y se alinean al propósito general del campamento. Por tal razón, consideramos que:
"Al bendecir Dios abundantemente este campamento, y nosotros hacer
nuestro mejor esfuerzo, esperamos que los camperos:
• Entiendan el poder de Dios para actuar en sus vidas cuando los padres y su familia fallan o se equivocan.
• Entiendan el poder de Dios al buscarle en oración creyéndole de todo
corazón.
• Entiendan el poder de Dios al enfrentarse en su vida diaria a peligros y dificultades".
El documento presenta un programa de campamento para mujeres de 25 a 45 años de la Iglesia Bautista Vida Nueva en El Salvador. El propósito general es el discipulado, enfocado en fomentar el crecimiento espiritual de las participantes. Se realizó un diagnóstico para identificar las necesidades reales, como carecer de herramientas para enfrentar la tentación sexual y pobreza espiritual. El programa incluye actividades, horarios, alojamiento y otros detalles para cumplir las metas durante el campamento de tres días en novi
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
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Helping Children Understand Heaven Final Project Addressing A Particular Concern From Scripture
1. HELPING CHILDREN UNDERSTAND HEAVEN
by
Lisa Anderson-Umana
B.S. Penn State University
Master’s in Educational Studies, Wheaton College Graduate School
FINAL ASSIGNMENT FOR
INSTRUCTIONAL DESIGN FOR CRITICAL THINKING
Submitted to the faculty
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY
in Educational Studies
at Trinity Evangelical Divinity School
Deerfield, Illinois
October 2007
5. TEACHING AGENDA: HELPING CHILDREN UNDERSTAND HEAVEN
ES 9225 Instructional Design for Critical Thinking Assignment: “Inventing an Instructional Activity”
AGE RANGE OF STUDENTS: NUMBER OF CLASSTIME LEARNERS:
STUDENTS: Aprox. 45 min.
6-8 yrs. (second grade) For the majority Spanish is their mother tongue, and
20
English is something they speak only at school.
EDUCATIONAL PURPOSE: To begin to teach children about heaven. Bible class is one of the many classes they have in their
First class of what might be several more. weekly schedule and it’s taught by their grade teacher.
This is the first class of what may become several
LEARNING GOALS: (AS THE LORD BLESSES THIS CLASS, IN FAITH, I classes about heaven.
SEE THE CHILDREN…
When they were in Kindergarten, they received a class
Asking questions about heaven, demonstrating curiosity about
what heaven will be like. about heaven but most likely it’s not a subject
Wondering out loud to each other about heaven, to their teacher frequently discussed in their home.
and parents in the days following class. Many of the children are Catholic but their family has
Realizing that the choices they make today will impact their enrolled them in an Evangelical School due to the
eternity.
quality of the education and Christian values.
It’s uncertain as to how many of the children have
conscientiously made a personal commitment to Christ.
TEACHERS: DEVELOPMENTAL ISSUES: PHYSICAL
Special guest teacher SETTING
Seven-eight year olds are still at a concrete operations level of cognitive
who is a parent to one
thinking, so heaven is being explained with concrete objects in order to try and Classroom with
of the students.
bridge the gap between the abstract concept of heaven and the choices they tables and chairs,
make in their day to day living. an open hallway
and door.
Special attention will be made to explain the concepts for all three learning
styles: audio, visual and kinesthetic.
Time- Group
Duration / size Educational Activity Notes / Materials
Responsible
PROCESS
1. Reflection questions: If you could take a trip anywhere, where would you go? What would you do to prepare to go?
2. Lay out the strings to graphically show our life timeline.
3. Discuss how we get to heaven and what it will be like.
4. Allow time for wondering and questions.
1
6. 2
PRE-SESSION PREPARATIONS
Lisa
Move the desks to one side of the room so that there’s as much space as possible to lay out the
“timeline” (strings).
Questions previously written on the board or Flipchart #1: If you could take a trip anywhere, where
would you go? What would you do to prepare to go?
Ask teacher for kids to wear nametags during class so I can call on them by name.
Tape my strings on the board just like their strings will be laid on their desk or a sample on the floor.
Prepare one bag for each student and teacher with one short string three inches long, two five foot
long strings, six cards with verses and pictures. See Appendix 1 for photocopy ready illustrations for
all the needed materials.
Have on hand the reference books, Randy Alcorn and Bruce Wilkinson.
. ARRIVAL AT CLASS
Wait until the teacher gives me the word and introduces me to the class.
Smile and make the children feel safe with you.
Introduction
LEARNING GOAL
The children will see the connection between preparing for a trip and preparing for
heaven.
During the Session
10 min. Large If you could take a trip anywhere, where would you go? (Disneyland, Introduction taken
group China, Japan, Roatan Islands, etc.) Point to that question on the board. from Heaven for kids
What would you do to prepare to go? (you might read about those places, (2006, 3).
look them up on the internet to see pictures of them, your parents would
Lisa
plan where you will stay, what you’ll do, etc.). Finding out in advance
about Disneyland or Roatan helps us get excited and look forward to going
there. Visual aid: Scripture
Someone may have said: Heaven, which is your opportunity to introduce on card with picture
the theme. If not, you talk about your own anticipation of going to heaven. of sky
You will have some props or toys in hand to help you understand what
heaven will be like. Hand out the sandwich bags with the props. Point to the chair
Have the children pull out the card with the picture/verse about heaven. you’ve set up as a
Read together: The Bible says, “We are looking forward to the new timeout chair.
heavens and new earth he has promised, a world filled with God’s
righteousness” (2 Peter 3:13). But we won’t look forward to that place Props: one section of
unless we know something about its attractions before we get there. string six inches long,
I’m going to tell you a true story. You will need to brush off the wings of with a knot on each
your imagination that the Lord gave you. I want you to listen and end, two sections of
participate. But you will have to pay close attention and immediately obey string five feet long
all my instructions. If you decide not to follow my instructions, we have a each,, six cards with
place for you to sit and watch us until you decide you are ready to play verses and pictures.
with us.
Can someone repeat for me the instructions so far?
Pull out the short string from your bag. We’re going to pretend that this is
your life. It has a beginning and an end, just like your life.
You can have the children lay or tape the strings to their desk so they are in
a controlled area and space or you can ask some volunteers to help you
tape one set of strings to the classroom floor as you describe the following
journey.
7. 3
Our journey starts with our birth
LEARNING GOAL
The children “scratch the surface” of conceiving of their life like a timeline.
During the session
20 min. Large We are going to pretend that this is your life on earth. It has a beginning Picture cards:
group (look at the knot at one end). God brings you into this world; you are born.
But then your body gets old and dies. (Look at the knot on the other end.) Ps. 139 and Baby.jpg
Do you know some people think that’s it? That is all there is to life. That is
Lisa
a lie from the devil. God says in his word that we will live forever.
What happens when we die?
Your physical body gets old and dies and gets buried in the ground. But
your Spirit lives forever. God gives you a new body. We don’t need to be Hebrews 9:27 and
afraid of dying. Dying is like passing through a door. One moment we are Casket.jpg
on this side of the door and the next moment we are on the other side of the
door. Let’s try it (depending on your classroom setup you can take the kids
outside the door and have them walk into together and then back to their
seats. Now let’s go through the door onto the other side. We will close the
door and now will pretend the classroom is eternity.
You have in your bag a short string, around six inches long like this. How
does your life start? Let’s read the card with the baby picture on it. Place
the figure of the baby at one end of the string and extend your string across
your desk.
Then, let’s read the next card together, the one with the casket. Place that Visual aid: My strings
at the other end of the string. Next to that goes the door. Remember, what are taped on the board
does that door mean? just like their strings
What happens after we die?
Only one of two things can happen now. Pull out your remaining two will be laid on the
strings that are wrapped around the popsicle sticks. Watch me as I extend floor.
them all the way across the desk and they drape down on the other side.
Pretend they’ll go on forever and ever, infinity. One popsicle stick reads
heaven and the other one reads hell (point to visual aid on board).
How do you know which way you will go? Which string will you follow?
It all depends on what you believed when you were living on earth. Verse on card: Rom
Remember that short string that represents your life on earth. 10:9-10 and Bible.jpg
Let’s read the card with the Bible on it and verse. Romans 10:9-10 ”That if
you confess with your mouth, quot;Jesus is Lord,quot; and believe in your heart
that God raised him from the dead, you will be saved. For it is with your Hell.jpg (I don’t know
heart that you believe and are justified, and it is with your mouth that you if it would be too
confess and are saved.” strong to show an
Everything you believe and do today matters forever. image to young
If during your life on earth, meaning now, you confessed with your mouth
that Jesus is Lord and believed in your heart the God raised him from the children, but for
dead, you are saved and will spend eternity in heaven. young people I
If, when you were on earth, you did not believe in your heart that Jesus is would)
Lord and God raised him from the dead, then sadly, you will live forever in
a place where there is nothing good, only bad, it’s called Hell and it’s a
very real place.
Where will you spend your eternity?
As the children sit at their desks, looking at their strings. Let them think
about that question. Let them share their answers.
How can you know where you will spend eternity?
8. 4
What will heaven be like?
LEARNING GOAL
The children will begin to wonder out loud what heaven will be like. They will display
curiosity and ask questions regarding what heaven will be like.
During the session
15 min. Large What will heaven be like?
group What questions do you have about heaven?
Wonder out loud with me.
The purpose of this moment is not so much to answer all their questions,
Lisa
but to get them to ask the questions, to wonder about heaven, to think
about it, since heaven plays such an important role in the Scriptures as does Taken from
having it become part of your daily thinking and perspective. Wilkinson, Bruce.
Do you know that one of the very important things that will happen in 2002. A life God
heaven is that there will be an awards ceremony?
Have you ever seen the Olympics when they give the athlete their awards? rewards.
(Wilkinson, 2002) Have any of you ever received an award? Picture and Verse on
Let us look at the card with the Bible verse of 2 Corinthians 5:10 “For we card: 2 Cor 5:10
must all appear before the judgment seat of Christ, that each one may
receive what is due him for the things done while in the body, whether
good or bad.”
Remember how I said: Everything you believe and do today matters
forever. Well, “we shall all stand before the judgment seat of Christ. . . .
Each of us shall give account of himself” Romans 14:10, 12.
What that means is that our good works on earth matter! For those good
things that we have done for God and for others will earn us a reward in
heaven, a prize. But, on the other hand, those wrong things that we have
done and not confessed that are mean, hateful and hurtful will cause us to
lose our rewards.
Remember, you get to heaven by what you believe and you are rewarded
according to what you do.
What kind of questions does this make you ask?
The last card you have has a question mark on it. Your teacher will write
down your questions and in the next class on heaven we will help you to
find out the answers to those questions.
9. EVALUATION OF CHILDREN’S CLASS ON HEAVEN
Oh, the questions children ask… .
Will people sin in heaven? Will there be T.V.?
Will there be war in heaven? Will the streets really be made of gold?
Will we bleed in heaven if we cut ourselves? Where will the animals live? Will animals talk
What will our body be like? there?
What is heaven made of? Will we sleep in heaven?
Will we be kids when we are in heaven? Are we going to wear clothes in heaven?
Can we go to the moon from heaven? Will people from the Bible be in heaven?
Are we going to celebrate birthdays in heaven? Will my pet be in heaven?
Will we cry? Will there be church in heaven?
Will we eat in heaven? What will we eat? Will there be games in heaven?
Will there be cars in heaven? What will my house be like in heaven?
This is just a sample of the questions asked by the more than sixty second grade students
I taught this class to. In order for the children to have the courage and curiosity to ask questions about
heaven, I taught them about heaven attending to the three dominant learning styles: audio, visual and
kinesthetic. This hands-on activity plus telling the story about our God-given wings of imagination my
mother used to use to preface all her creative drama classes created a stimulating environment within
which to ask questions.
5
10. 6
The first time I taught this class I made the mistake of inviting all the children to stretch
out their long strings representing heaven and hell across the floor. This led to confusion and some
bickering as they argued over whose string was whose. Thus my decision to use shorter strings and have
the students just lay them across their own desk as we discussed the meaning of each picture card/verse.
Then, the students placed the cards on the appropriate string. I have taught this class three times, each
time improving the mechanics but never ceasing to marvel at how wonderful God’s plan for heaven is
and how children love to wonder about it.
I will do a follow up class designed to prompt and guide the children to answer their own
questions. I plan on combining all three sections, sixty children total, and assigning the three classrooms
teachers a role in guiding the children to seek God’s Word for the answers. Randy Alcorn’s book (2006)
will provide vital guidance.
Heaven is a very abstract concept, but through this class, I perceive that children are
beginning to grasp what heaven is about and will therefore give themselves permission to talk and
anticipate heaven as they discuss their discoveries with their friends and family members.
Not one to waste a good class, I used this class on teaching children about heaven to
illustrate how to attend to each learning style. I taught this workshop during the Association of Christian
School International’s Convention in Tegucigalpa, Honduras Sept. 29, 2007. Over twenty English-
speaking teachers attended this workshop. I have taken the liberty to include my teaching agenda for this
class in Appendix 2.
6
11. APPENDIX 1
COLLECTION OF PICTURE/SCRIPTURE CARDS USING
DURING CLASS TAUGHT ON HEAVEN
The following nine pages are designed to be photocopied in such a way that each student
will have a small bag containing one of each of these nine items.
1. Card containing Picture and verse: 2 Peter 3:13
2. Card containing Picture and verse: Psalm 139:13-16
3. Card containing Picture and verse: Romans 10:9-10
4. Card containing Picture and verse: Hebrews 9:27
5. Card containing Picture and verse: Matthew 15:31-41, 46 (only with children eleven years and
older)
6. Card containing Picture and verse: 2 Corinthians 5:10
7. Card containing question marks
8. Popsicle stick entitled HEAVEN
9. Popsicle stick entitled HELL
7
12. 8
Figure 1 Card containing Picture and verse: 2 Peter 3:13
8
21. APPENDIX 2
TEACHING AGENDAWORKSHOP: PROMOTING A FULLER UNDERSTANDING OF
WHAT YOU ARE TEACHING ON THE BASIS OF LEARNING STYLES
Honduran Convention of the Association of Christian Schools International Sept. 28-29, 2007
AGE RANGE OF STUDENTS: NUMBER OF CLASSTIME LEARNERS:
STUDENTS: Aprox. 50 min.
Teachers Adult teachers engaged full time in teaching
20-50
at private Christian schools.
EDUCATIONAL PURPOSE: To teach teachers to attend to all three learning styles,
audio, visual and kinesthetic learners.
LEARNING GOALS: (AS THE LORD BLESSES THIS CLASS, IN FAITH, I SEE THE
TEACHERS…
Appreciating God’s diversity in having created three main types of learning
styles.
Struggling with how to teach their subject matter so as to explain it for
auditive, visual and kinesthetic learners.
Realizing the inadequacy of teaching only for one or two styles, usually their
own.
TEACHER: DEVELOPMENTAL ISSUES: PHYSICAL
Workshop teacher SETTING
Seven-eight year olds are still at a concrete operations level of cognitive
thinking, so heaven is being explained with concrete objects in order to try and Classroom with
bridge the gap between the abstract concept of heaven and the choices they tables and chairs.
make in their day to day living.
Special attention will be made to explain the concepts for all three learning
styles: audio, visual and kinesthetic.
Time- Group
Duration / size Educational Activity Notes / Materials
Responsible
PROCESS
1. Opening reflection questions
2. Demonstration and timing of teaching a brief portion of the children’s class on heaven only for auditive learners.
3. Demonstration and timing of teaching a brief portion of the children’s class on heaven only for audio and visual learners.
4. Demonstration and timing of teaching a brief portion of the children’s class on heaven for all three learning styles.
5. Brief attempts at teaching to meet the needs of all three learning styles
6. Conclusions
17
22. 18
PRE-SESSION PREPARATIONS
Lisa
Questions previously written on the board or Flipchart #1: How do people learn?
Flipchart #2: What did you observe in my teaching? How did it make you feel?
Flipchart #3: What did you observe in my teaching? What felt different in my teaching this time?
Flipchart #4: What did you observe in my teaching? What difference did it make for me to get
you physically engaged? How did your own understanding of heaven vary after each
demonstration?
Flipchart #5: What’s the hardest part of teaching this way? What would be the fruit of your
efforts if you taught this way?
Flipchart #6: In light of this class, what will you do differently the next time you teach?
Stopwatch
Whiteboard markers and eraser
Bag of props: Each object will be in its own paper bag: One tennis ball, a jump rope, wooden
letters, wooden numbers, flash cards, a Bible verse on a 4x6 card (Mark 9:41)
Introduction to the class
LEARNING GOAL
To awaken in the teachers a desire to address the needs of each learning style as they teach.
During the Session
5 min. Large Opening reflection question: How do people learn?
group Give folks the opportunity to answer. Observe who answers and try to gauge
Lisa their depth of understanding on this subject.
There is a large body of research that has been done on the learning cycle,
both for children and adults. What we are going to explore today is a very
small piece of the pie, there’s an entire bakery available, which to me as a
teacher who loves to teach is like eating your favorite pastry! The backdrop
of what we’re going to explore together today comes from a David Kolb’s
(1985) research on Experiential Learning.
The concepts of the three major learning styles (audio, visual and
kinesthetic) form a part of how we learn. To show you what I mean by these
three learning styles, I’m going to do three demonstrations of teaching a
portion of a class I taught to children on heaven. I would like you to observe
the differences between them.
Demonstration of teaching just for auditive learners
LEARNING GOAL
The teachers will experience for themselves the inadequacy of teaching just to one style of learner.
During the Session
5 min. Large Teach a portion of the children’s class on heaven just speaking. Read the
group scriptures from the Bible.
Give someone in the class a stopwatch to time you. Ask him or her to make
note on a piece of paper how long each demonstration took. After all three
Lisa
demonstrations, you’ll write the times on the board.
Reflection questions:
What did you observe in my teaching?
What did you feel?
Demonstration of teaching just for auditive and visual learners
23. 19
LEARNING GOAL
The teachers will question the adequacy of teaching to just two styles of learners.
During the Session
5 min. Large Teach the same portion of the children’s class on heaven but Visual aid: Draw the timeline on
group this time both speaking and visualizing. the board.
Lisa Draw on the board the timeline.
Give them the scripture on handouts and read them together.
Give someone in the class a stopwatch to time you. When you
are done, ask the person to go to the board and write the time
down.
Reflection questions:
What did you observe in my teaching?
What felt different in my teaching this time?
Demonstration of teaching just for auditive and visual and kinesthetic learners
LEARNING GOAL
The teachers will experience for themselves a greater level of comprehension of the
subject matter because all three learning styles were attended to.
During the Session
Large Teach the same portion of the children’s class on heaven both Visual aid:
group speaking and visualizing and engaging them in the activity
15 min. with props. Tape the strings on the board to
Do a portion of the class on heaven like you did it with the serve as a visual reference to
children. what they’re doing.
Lisa Hand each student a bag of props and exit the classroom.
Give them the scripture on handouts and read them together.
Give someone in the class a stopwatch to time you.
Write the times of each demonstration on the board.
Reflection questions:
What did you observe in my teaching?
What difference did it make for me to get you physically
engaged?
How did your own understanding of heaven vary after each
demonstration?
Attempts at teaching for all three learning styles
LEARNING GOAL
The teachers will try their hand at briefly teaching so as to meet the needs of all three
learning styles.
During the Session
Individual Try it! I need several volunteers who are willing to give this a Prop bag
practices try (choose three).
15 min. Put your hand into the prop bag and pull out an object. Each object will be in its own
You have sixty seconds to prepare a three minute class based paper bag: One tennis ball, a
Lisa
on the object you’ve chosen. Remember: Explain it to us so jump rope, wooden letters,
all three types of learners understands. wooden numbers, flash cards, a
Use a stopwatch to give each of them equally three minutes. Bible verse on a 4x6 card (Mark
Reflection questions: 9:41)
What’s the hardest part of teaching this way?
24. 20
What would be the fruit of your efforts if you taught this
way?
Reflection time on how to teach your subject mattes for all three learning styles
LEARNING GOAL
The teachers will struggle with how to teach their own subject matter to meet the needs of
all three learning styles, which will in turn deepen their comprehension of the content.
During the Session
5 min. Individual Individual learning task: Visual aid:
writing and In light of this class, what will you do differently the next
conclusion time you teach? Write the learning task on the
Write down one thing that you as a teacher can do differently board for each individual to
Lisa
in order to meet the needs of all three learning styles and work on.
deepen your students’ grasp of your subject matter.
Provide paper in the handouts
I don’t know if that question is worth it: Reflection question: I for people to journal their
n light of this class, what insights have you gained as to how answers.
people learn?
25. REFERENCES
Alcorn, Randy. 2006. Heaven for kids. Carol Stream, Ill.: Tyndale House Publishers.
Kolb, David. 1984. Experiential Learning: Experience as the source of learning and development.
Englewoods Cliffs, N.J.: Prentice Hall.
Wilkinson, Bruce. 2002. A life God rewards: Why everything you do today matters forever. Sisters,
Oreg.: Multnomah Publishers, Inc.