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Modern Parable Retelling
1. Assignment 2
Take one of the parables
Jesus told in Matthew 13
and put it into a modern
context - retell it using
ideas that people would be
familiar with today
100-250 words
Due: September 2nd
3. Memory Verses
Next Test is on
Friday 20th August
at 2pm
It will include all verses learned
to date
4. Knowledge cannot be passed
like a material substance from
one mind to another; for
thoughts are not objects which
maybe held and handled...
Ideas must be rethought,
experience must be re-
experienced
John Milton Gregory
5. Law 3
The Law of Activity
Your job is to impact people not
to impress them;
You are not just to convince
them but to change them
7. Law 3
The Law of Activity
Maximum learning is
always the result of
maximum involvement
8. Law 3
The Law of Activity
As long as the activity
Maximum learning is
in which the result ofis
always learner
maximum involvement
engaged is meaningful
9. The summary sheet can be found
here:
http://rdcltci.wordpress.com/
2010/08/16/summary-sheet-ice-
law-of-activity/
10.
11. Christianity is the most
radical life changing
force on the planet - it
changes people.
12. Christianity is the most
radical life changing
force on the planet - it
changes people.
Christian teaching is
passive and boring!
13. Christianity is the most
radical life changing
force on the planet - it
changes people.
Christian teaching is
passive and boring!
Many teachers /
preachers never change
their style (or content)
14. Romans 8:
And we know that in all things God works for
the good of those who love him, who have been
called according to his purpose. 29For those
God foreknew he also predestined to be
conformed to the likeness of his Son, that he
might be the firstborn among many brothers.
30And those he predestined, he also called;
those he called, he also justified; those he
justified, he also glorified.
How much change should we
expect?
17. Law 3
The Law of Activity
Maximum learning is
always the result of
maximum involvement
18. Law 3
The Law of Activity
As long as the activity
Maximum learning is
in which the result ofis
always learner
maximum involvement
engaged is meaningful
19. If teaching were telling my
children would be brilliant!
The problem is the teaching-
learning process is far more!
Just because students are busy it
does not mean they are learning
anything.
20. Imagine:
You are required to teach a class about
the Holy Land.
You have all the resources that Richard
would usually use in his class - and any
other things that would be available to
you.
How would you do it?
21. The Law of Activity:
Maximum learning
is always the result
of maximum
involvement
22. One Condition:
The Law of Activity:
The activity in
Maximum learning
which the the result
is always learner is
of maximum
involved must be
involvement
meaningful
23. One teaching:
In Condition:
The Law of Activity:
Activity in learning
Maximum learning
The activity in
which thean end in
is never learner is
is always the result
itself;maximum bea
of it’s must
involved always
involvement
means to an end
meaningful
24. Your purpose
One teaching:
In Condition:
The Law of Activity:
Activity in learning
Maximum learning
The activity in
determines your
which thean end in
is always theYou is
is outcome. result
never learner
itself;maximum bea
of it’s must
involvedthat for
achieve always
involvement
means to an end
meaningful
which you aim
28. Practice does not make perfect - it
makes permanent.
1. Practice makes perfect
29. Practice does not make perfect - it
makes permanent.
If you practice the wrong way you
will not improve.
1. Practice makes perfect
30. Practice does not make perfect - it
makes permanent.
If you practice the wrong way you
will not improve.
In sport you use a coach to help you
improve
1. Practice makes perfect
31. Practice does not make perfect - it
makes permanent.
If you practice the wrong way you
will not improve.
In sport you use a coach to help you
improve
1. Practice makes perfect
Well guided practice makes
perfect
34. Experience is a good teacher
2. Experience is
the best teacher
35. Experience is a good teacher
But what if you get addicted to drugs
or alcohol?
2. Experience is
the best teacher
36. Experience is a good teacher
But what if you get addicted to drugs
or alcohol?
2. Experience is
Experience can be a dangerous and
difficult teacher.
the best teacher
37. Experience is a good teacher
But what if you get addicted to drugs
or alcohol?
2. Experience is
Experience can be a dangerous and
difficult teacher.
the best teacher
Properly evaluated
experience is the best
teacher
42. Plato is thought to have first said this.
We do learn many things by doing -
but we have to make sure we are not
learning wrong things
3. We learn by doing
43. Plato is thought to have first said this.
We do learn many things by doing -
but we have to make sure we are not
learning wrong things
3. learnt learn things it can be
If we We he wrong by doing
destructive
44. Plato is thought to have first said this.
We do learn many things by doing -
but we have to make sure we are not
learning wrong things
3. learnt learn things it can be
If we We he wrong by doing
destructive
We learn by doing the right
things
45. Plato is thought to have first said this.
We do learn many things by doing -
but we have to make sure we are not
learning wrong things
3. learnt learn things it can be
If we We he wrong by doing
destructive
We learn by doing the right
things
46. Learning and doing are linked - the
higher a learners involvement the
greater his potential for learning
The best learners are participators -
and they enjoy learning more than
those who aren’t involved
47. Imagine:
You are required to teach a class about
the Holy Land.
How would you do it?
Hendricks suggest three options...
57. I do - and I Change
Ancient Chinese proverb
I hear, and I forget.
I see, and I remember.
I do, and I understand.
58. I do - and I Change
Ancient Chinese proverb
Hendricks adds;
When you do , the result is
I hear, and I forget.
more than understanding;
I see, and I remember.
You also change
I do, and I understand.
59. Psychologists say we
potentially remember
10% of what we hear.
(If you do this you are
in the genius category)
Problem: Most of
Christian Education
is hearing orientated
- hence it is often so
inefficient
60. If we add seeing to hearing our
potential to remember goes up to
50%
So, visual aids become important
What type of visual aids could
you use in teaching? (only ones
that would be available to you)
61. Most kids plug into the world of television
long before they enter school. According
to the Kaiser Family Foundation (KFF):
•66% of infants and toddlers watch a
screen an average of 2 hours a day
•kids under 6 watch an average of about
2 hours of screen media a day
•8 to 18 year olds spend nearly 4 hours a
day in front of a TV screen and almost 2
additional hours on the computer
62. Most kids plug into the world of television
long before they enter school. According
to the Kaiser Family Foundation (KFF):
•66% of infants and toddlers watch a
screen an average of 2 hours a day
•kids under 6 watch an average of about
2 hours of screen media a day
•8 to 18 year olds spend nearly 4 hours a
day in front of a TV screen and almost 2
additional hours on the computer
63. As kids get older, too much screen time
can interfere with activities such as being
physically active, reading, doing
homework, playing with friends, and
spending time with family.
Children who consistently spend more
than 4 hours per day watching TV are
more likely to be overweight.
64. Kids who view violent acts are more
likely to show aggressive behavior but
also fear that the world is scary and that
something bad will happen to them.
TV characters often depict risky
behaviors, such as smoking and drinking,
and also reinforce gender-role and racial
stereotypes.
65. Doing, seeing and hearing -
memory potential goes up to 90%
Learning by using is an highly
effective tool
66. Doing, seeing and hearing -
memory potential goes up to 90%
Learning by using is an highly
effective tool
68. Law 3
The Law of Activity
Maximum learning is
always the result of
maximum involvement
69. Law 3
The Law of Activity
As long as the activity
Maximum learning is
in which the result ofis
always learner
maximum involvement
engaged is meaningful
70. Truth and way of life are married in the
Bible.
Titus 1:1
Jesus, “He who has ears to hear...”
According to Hendricks when you read
hear in the NT you can read it as do
Luke 6:46
The name of the game in Christian
education is not knowledge - it’s active
obedience
71. Truth and way of life are married in the
Bible.
The name of the game
Titus 1:1
Jesus, “He who has ears to hear...”
in Christian education
According to Hendricks when you read
is not knowledge - it’s
hear in the NT you can read it as do
Luke 6:46
active obedience
The name of the game in Christian
education is not knowledge - it’s active
obedience
72. Truth and way of life are married in the
In the spiritual realm, the
Bible.
opposite of ignorance is
The name of the game
Titus 1:1
Jesus, not knowledge, it’s
“He who has ears to hear...”
in Christian education
According to Hendricks when you read
obedience. InitNT
is not knowledge - it’s
hear in the NT you can read as do
understanding, to know
Luke 6:46
active obedience
The and of the game in Christian to
name not to do is not
education is not knowledge - it’s active
obedience know at all.
74. 5 Examples of
Meaningful Activity
Maximum learning is always
the result of maximum
involvement - if the activity is
meaningful
75. 1. Activity that provides
direction without dictatorship
In giving
assignments
there should be a
sphere of freedom
- a structure to
help the student
learn which is not
a straightjacket.
76. Most students act
as if the aim is to
find out what the
teacher wants.
Good teachers
enable a student
to work for
themselves not
for the teacher
77. Most students act
as if the aim is to
find out what the
teacher wants.
Good teachers
enable a student
to work for
themselves not
for the teacher
78. Most students act
as if the aim is to
find out what the
teacher wants.
Good teachers
enable a student
to work for
themselves not
for the teacher
79. In education you are meant to draw
out - not pour in
[In fact the root of the word education
is “to draw out”]
This means you also have to let the
students learn from their own
mistakes (the lack of applying what
you have taught them)
80. 2. Activity that stresses function
and application
This is activity that immediately lets
the learner put to use everything that
has been taught.
This suggests that at one time you need
to only teach what can be taken in.
Teachers treat the students like
storage tanks that need to be filled up.
81. Jesus didn’t do it this way! In fact
he warned his disciples that he had
much more to teach them, but he
had to leave it to the Spirit of Truth
to do that.
82. 3. Activity with a planned
purpose
What do you aim for in teaching?
Your objective determines your
outcome.
What am I aiming for in wanting a
student to read that book or paper?
Why do I want that paper written?
Do you do it simply because it is the
way it has always been done?
83. A twin of making students busy is
entertaining them.
How much of a challenge is offered in
your teaching or church - is Sunday
merely a part of the programme?
Is anything ‘demanded’ of the students?
85. Law 3
The Law of Activity
Maximum learning is
always the result of
maximum involvement
86. Law 3
The Law of Activity
As long as the activity
Maximum learning is
in which the result ofis
always learner
maximum involvement
engaged is meaningful
87. 4. Activity that is concerned with
the process as well as the product
88. Students should not only know what
they believe, but why.
You can limit a student by only
teaching them what you know - the
product.
Give the student the process and
you launch them on a path with no
limitations.
91. Your students can,
Do you want
in fact, exceed you
students to do
and become more
better than you?
effective than you!
92. Research has shown there are
surprising similarities between
Christian and no-Christian children
in terms of morals, values and
behaviour.
The only major difference is a verbal
one - the Christians answer no when
asked if they would lie, cheat or go
to bed with someone. The non-
Christians say, “Of course, if it is to
my advantage”.
93. The actual behaviour of both
groups is the same.
Do we settle for the wrong things
Do we accept words without looking
for the process to be right?
95. A student is not looking to answer
your questions about things but their
own.
You need to bring situations into the
classroom which are real in the life of
the students.
Ask: Where are the students ‘at’?
What are they struggling with?
What temptations are they facing?
96. There are many moral issues facing
the church today - are you
[prepared to be] talking about it,
and teaching about it?
Do you deal with Biblical figures as if
they are unreal - or as real with the
same problems or temptations we
face?
Activities need to be lifelike - and
realistic for the student to benefit.
97. Sin can appear fun to people - it has great
appeal to our heart;
“Do you want the will of God for
your life with peace, satisfaction
and success, or do you want your
own will with poverty, emptiness
and misery?”
Is this a good question?
98. Going On...
Learning is a
process - so don’t
just give a
student one
experience and
think they have
learned it and
experienced it.
99. Hendricks tells the story of Peter
walking on the water.
He then asks the, excellent,
question, “How do you think Peter
got back into the boat?”
Didi Jesus carry him, did the
disciples dive in and rescue him, or,
did he walk back on the water
(watching Jesus all the time)?
100. “Studying the life of the Saviour, the
greatest Teacher, makes it clear
that he didn’t cram a lot of heads
full of a collection of theological
facts. No, he involved his disciples in
the process so that later the pagan
world was compelled to testify,
“These are they who have turned
the world upside down.”
Hendricks (p. 67)
102. Law 3
The Law of Activity
Maximum learning is
always the result of
maximum involvement
103. Law 3
The Law of Activity
As long as the activity
Maximum learning is
in which the result ofis
always learner
maximum involvement
engaged is meaningful
