Shalom christian education_resource_guide_-_working_document[1]

Shalom Ministries
Christian Education Resource Guide (Working Document) Oct 2010
1
Shalom Ministries |Christian Education Resource Guide 1
Shalom
Christian
Education
Resource Guide

Shalom Ministries
2
Note from the Director:
From a Christian philosophical perspective of education, thoughts and actions can be derived,
implemented, and defended. The elements to be considered in developing a Christian philosophy
of education range from theological and doctrinal to social and educational. This resource guide
has grasped the most critical step by ensuring that the development is Biblical based. The Bible
becomes the skeleton on which the practical application of our philosophy can be arranged.
The basis of this Resource Guide is to be a working, living document on this Christian Education
philosophy and provides a concise guide to the implications for the teaching-learning process of
this Christian Education Program, the role of the educator, and the role of the learner.
Since this is a living document, this page will be updated frequently to include resource links,
books, handouts, and other documents that will become supplements to this resource guide.
These updates will be listed on this page as they are accrued.
Resource Supplement:
 Shalom Ministries Christian Center, Christian Education Ministry, Teacher’s Training
Handbook, February 2010, handbook and training dvd
Tanya Pelcher-Herring, Ph.D.
Tanya Pelcher-Herring, Ph.D.
Resource Supplement list Last updated: October 2010

Shalom Ministries
3
Table of Contents
Page
The Basic Guidelines for Shalom Christian Education Teachers 4
Biblical Foundations for Christian Education 5
The Teaching-Learning process 7
The Role of the Educator 8
The Role of the Learner 9
Teaching Principles and Application 10
Shalom Christian Education Learning Design 11
Application 12
Sample – Lesson Plan Template 13
Fill-in-the-Blank Lesson Plan Template 17
Curriculum Plan 21
Communication Plan 22
Closing Notes 24

Shalom Ministries
4
The Basic Guidelines for Shalom’s Christian Education
Teachers
PECC…
Preparation
 Study the written Word of God
 Prepare your lesson plan
 Review and practice what you are going to present and how you are going to present it
 Participate in the Christian Education Ministry Instructional & Team Communication
Sessions
Execution
 Pray
 Arrive earlier than the participants (10-15 minutes)
 Set up the learning environment to ensure it is conducive to the instruction and return it
back to its original configuration by leaving the area in order
 Follow your lesson plan
 Maintain a Christian environment in your class
Coordination
 Communicate and coordinate any planned or unplanned absences
 Maintain communication with the instructional team
Commitment
 Honor God‟s call upon your life

Shalom Ministries
5
Biblical Foundations for Christian Education
1. God's revelation is the basis for all truth (Luke 11:52; Proverbs 1:7)
2. Parental responsibility is the priority control (Deut. 6; Ephesians 6; Genesis 18:17-19)
3. The example of early Christians (Acts)
4. Significance of the Holy Spirit in the life of the teacher (John 16:13; 1 John 5:19-21)
5. Christian Education is education for the whole man (Proverbs 22:6)
6. God's education is always in contrast to man's education (Colossians 2:8)
7. Biblical Education requires a submission of all intellect and will to the Lordship of Christ
(1 Cor. 1:18-31; 2 Cor. 10:5)
1. What is Christian Education? (Acts 8:31:31; Jn. 16:13; 1 Tim. 4:6; Eph. 6:4; Prov. 22:6;
Jn. 1:18; 2 Peter 3:18)
1. Pattern of teaching involves:
1. Introduction: intrigues interest in investigation (Jn. 4-7).
2. Interpretation: defines in framework of known to unknown (Jn. 4:10-14)
3. Interaction: encourages participation deepening impressions (Jn. 4:15)
4. Integration: assimilates new truth into enlarged life (Jn. 4:29)
2. Manner of instruction is:
1. More than telling or showing; engaging in participation (Matt. 22:19)
2. Many times unconscious in effort as well conscious (Matt. 22:16)
3. Multiplied in various activities as worship, camp, play, etc. (Matt. 5:1; 21,
28)
4. Manifested by imparting, counseling, discussing, living! (Matt. 22;16)
2. The Student...
1. Personality with attitudes, desires, knowledge, skills, etc (Jn. 2:23-25)
1. Created in the image of God (Gen. 1:27)
2. Marred by sin (Rom. 3:23)
3. Adorned with mental, physical, spiritual, social interests.
2. Learner, follower, disciple, endowed with: (Matt. 5:1-2)
1. Mind to discover, understand, perceive truth confronted (Rom. 1:14)
2. Heart to appreciate, desire truth made attractive (Phil. 1:8-10)
3. Will to appreciate, respond to truth and opportunity (Jn. 7:17)
3. Through Experiences...Will to do His Will (Eph. 1:17)
1. Education involves a teacher-pupil-subject-relationship
1. Teacher introduces, interests, explains, encourages (Jn. 4:7, 14)
2. Pupil investigates, appreciates, assimilates, acts (Jn. 4-15)
3. Subject is truth around which this interaction revolves (Jn. 4:26)
2. Education takes place only when truth is:
1. Understood in the mind, not mere mental assent or repetition (Acts 8:30-
35)
1. Related to previous experience or fragmentary (Matt. 4:19)
2. Related to life situation or artificial (Matt. 4:20)
2. Believed in the heart (the entire being) (Acts. 8:37; Roman 10:9-10)
3. Actualized into life (adopted by will) (Acts 8:38; Prov. 3:6)

Shalom Ministries
6
4. Of Truth...(Jn. 14:6; 17:17)
1. All truth is God's truth, but received in portions (Col. 2:3; Heb. 1:1-2)
1. Expressed in nature, providence, Scriptures, Christ (Rom. 1:20; 2:15)
2. Received by intuition, experience, authority, reason, faith (Heb. 11:3)
2. Holy Spirit illuminates, providing super-rational truth (Jn. 16:13)
5. Into a Life... (Jn. 20:31)
1. Purpose of grace and truth is conformity (Jas. 1:22f; 2 Cor. 3:18)
2. Christ is not only truth but life (Jn. 10:10; 14:6)
3. Provision of truth is complete (Rom. 8;32)
1. Standard of measurement of maturity is Christ (Eph. 4:13)
2. Instructions are adequate in Scriptures (2 Tim. 3:16-17)
3. Power is provided in Gospel (Rom. 1:16)
4. Completed only when see Him and become like Him (1 Jn. 3:2)
6. Of Service... (Rom. 12:1-2)
1. Meanwhile, God provides an outlet for love (2 Cor. 5:14)
2. And the world awaits its demonstration (Jn. 13:35)
7. To the Glory of God! (1 Cor. 10:31)
1. That in all things He might have the preeminence (Col. 1:18)
Source: 1975 by American Association of Christian Schools
Throughout the teacher learning and communication sessions, we will highlight and use these
scriptures as the foundation our session.

Shalom Ministries
7
The Teaching-Learning Process
The implications of having a sound Biblical base for the educational process are many. The
educative process is the process by which the communication of the foundational truth is
accomplished, in other words, it is the process by which the Christian philosophy of education is
implemented in the classroom. Today, that classroom may look differently. It may be in the
form of a technology based environment, but the purpose, method and result should still be the
same.
 The purpose is to put the believer into right relationship with God, man, self, and his
surroundings.
 The method is by the Spirit's assistance in the appropriation of Biblical truth to the
believer's life.
 The result will be a maturing believer who is able to live a life that is in conformity with
the Word of God.
In essence, Christian education is a process of guided learning where the teacher and the Holy
Spirit combine efforts to help the leaner to spiritually grow and mature, to more and more
conform to the image of Christ.
The scope, or field of Christian education, though guided by Biblical truth, is not limited to
Biblical exposition. Your goal as a Christian Education Teacher is to seek to develop the learner
and enable him or her to understand, appreciate, and live a Christian life in the world in which
God has placed him. Shalom‟s Christian Education Program is structured to help the individual
develop the ability to separate truth from error, not only in Bible doctrine, but also in the facts
and issues of his everyday life.

Shalom Ministries
8
The Role of the Educator
The Christian educator or teacher is to be a guide or resource person in the wonderful experience
of learning… a facilitator. Your learners must know that you care about them. The educator must
have experienced the reality of what he or she is attempting to teach or else we have a scenario
of a blind man leading blind men.
This is why we must always sustain a Christ-centered and Biblically grounded program. The
nature of the teaching process gives us some clues as to the function of the teacher.
As a Christian educator the teacher must be both a Christian and an educator. As a Christian he
has experienced the reality of God's truth, and he has god's Spirit to empower him and his
teaching.
As an educator he functions in accordance with the mandate of God to teach in accord with the
educational principles contained in the Word of God. Educate means to change one's behavior.
In the book of 1 Corinthians, Paul exhorts his readers to be followers of him as he is of Christ.
This must be true of the teachers too, for as leaders they must exemplify what they are trying to
teach. The American Association of Christian Schools has identified the following six
qualifications of a Spirit-filled teacher:
Six Qualifications for a Spirit-filled Teacher are:
1. The teacher is the communicator of truth, he must be openly and boldly a Christian.
2. Every teacher must know the bible. Because the Word of God is relevant to all subjects.
3. The Christian teacher must be committed in every aspect of his life and work, in all his
being, to the truth.
4. The teacher must seek excellence. This is a seeking after intellectual excellence to the
glory of God, and a Christian teacher should be content with nothing less than superiority
in this area.
5. The Christian teacher must truly love his students, seeking their highest good even when
at times the way may be hard. Not only should he love his students, he should genuinely
like and understand them.
6. Finally, the Christian teacher should exercise complete submission to the one great
teacher. Every teacher must listen to the Lord, and the Holy Spirit, for his lessons and
never should he think that he does not need to be taught of Him.
(Source: American Association of Christian Schools)

Shalom Ministries
9
The Role of the Learner
The learner represents the challenge to the Christian educational process. Each believer brings to
class a personal set of needs, wants, and goals. Each is looking for fulfillment and growth in
his/her own personal and spiritual life. Every learner starts with his/her own basic needs, thus the
educator must seek to motivate the learner to discover and apply God's provisions to his/her life.
In Christian education true learning comes as the learner experiences the wonder of God's truth
applied to his life.
The pupil is to be considered as an individual, a person of worth, as God sees us as individuals.
Their personal experiences and knowledge have value. Remember, the pupil is a responsible
member of a learning group, having something to contribute and something to learn.
The truth that is learned must not be finally imposed from without, but rather must be discovered
by the pupil under the guidance and leadership of the teacher and the Holy Spirit.
To summarize the Role of the Learner, LeBar, Lois. Education That Is Christian, 1968, p. 136,
LeBar states:
"A pupil's growth is determined not by what he hears, but by what he does about what he hears.
The important thing is what is happening inside the pupil. He may accept or he may reject
whatever is going on outside. Learning is what the pupil does and what the outer forces do to
him. Teachers can influence the inner factors only by properly using the outer factors. If a
teacher will work with the Spirit of God, He can use him to effect the desired inner changes."2
Therefore, it is the task of the teacher to help his pupils to know and to understand the principles
of Scripture for their lines, and then to lead them to accept these principles as their own. The
motivation would not remain outward, that is because the teacher says so, but rather, the pupil
must be guided to the place where he can think through the issues and apply it to his life. Once
the divine work of the Holy Spirit is accomplished, (John 16) God's pre-determined principles
become self-chosen goals.

Shalom Ministries
10
Teaching Principles and Application
The Learning Centered Approach
Very few people in education have not heard of the rumored shift from instructor to learner.
Institutions discuss “learner-centered”, throwing the term around as if it should be implicitly
understood.
Faculty, administrator, and learner interpretations of the concept vary. What does it mean?
Winer, Rushby, and Vazquez-Abad describe learner-centeredness as “…the assumptions that the
students are self-motivated, accountable for their own learning, should be respected, as well as
exercise control over their learning outcomes…” (p. 876). “Independent learning requires that
people take responsibility for their own learning. Individual responsibility stems from the belief
that learning can be affected by effort, and this belief is the critical factor which leads to
individuals' perseverance in the face of obstacles.”
The process of learning has long been debated in realms of religion, and philosophy. The
challenge of creating a comprehensive definition lies in the different interpretations of both
intent and method of learning.
Acknowledging that learning is a process beyond simply processing information requires a
definition that is valuable in both formal and informal learning activities. Learning is not an
isolationist activity without intent or aim.
The key point in all of this text, whether the instruction is for Christian Education or education in
a traditional learning environment, is that certain learning experiences build skills; others build
attitudes, beliefs, or other “soft knowledge”. The ultimate intent of the process is to be able to do
or achieve something.
In this regard, learning can simply be defined as actuated or actionable knowledge. This
definition has two components - knowledge: understanding of an implicit or explicit nature, and
actuation: doing something appropriate (defined as contextually aware) with knowledge. In the
Christian Education learning environment, we want the learner to gain an understanding of
God‟s written Word and the execute actuation by living out the Word.

Shalom Ministries
11
Shalom Christian Education Learning Design
Effective learning design must recognize different domains of learning that Shalom‟s Christian
Education curriculum has followed. Learning Development Cycle attends to four broad learning
domains:
 transmission
 emergence
 acquisition
 accretion
Shalom Christian education focuses on different objects, in order to meet the intended learning
goals. Design objects include: instruction, fostering reflection and critical thinking, creating
access to resources. Each time the teacher provides instruction, it is critical that he/she
remembers that their role is more than imparting information. At Shalom, the curriculum design
is strategically aligned with the different domains of learning and focused on different objects to
achieve the intended learning goals. Let‟s examine the domains further as shown in the graph
below: (Source: Bridging Learning Designs, Siemens, 2005)

Shalom Ministries
12
Application
The span of instruction time is usually restricted to one hour. In some instances, there may be an
additional five to ten minutes, which is customarily applied to posturing the learners and or the learning
environment. The following diagram illustrates the “One-Hour-Block” instructional design and its
application:
This illustration depicts the ¼ hour presentation segments of the one-hour instruction. The hour is
divided by the learning domain and drives the different objects to achieve the intended learning goal.
This resource guide is developed in a methodology that the contents can be used as the lesson plan. Using
what you‟ve learned about the learners, follow the Lesson Plan template and apply these skills.
Shalom Ministries, Christian Education Lesson Plan Template - Sample

Shalom Ministries
13
Date: Any Day Learning Event: Church School
Teacher Name: Jane Doe Theme: Follow the Commandments
1. Topic- The Ten Commandments, Exodus 20:17; Deuteronomy 5:6-21
2. Content- Discussion of the origin of the ten commandment, context, and their purpose
3. Goals: Aims/Outcomes-
1. Student will learn the history of the Origin
2. Student will learn the purpose of the Ten Commandments
3. Student will learn the Ten commandments and be able to recite them
4. Objectives-
1. Teach students the history of the Ten Commandments, origin, book of the bible, author
2. Teach the students the purpose of the Ten Commandments
3. Teach the students the Ten Commandments
5. Materials and Aids-
Video, Pictures of Moses with the Ten Commandments, the Bible
6. Procedures/Methods-
Read from the Bible the Ten Commandments (rotate among students each commandment)
Ask students questions about their interpretation of the commandment once read
Show pictures of the Ten Commandments, show 5 minute video
Shalom Christian Education Lesson Plan Template – Page 1 of 4
Shalom Ministries, Christian Education Lesson Plan Template

Shalom Ministries
14
A. Introduction- (Transmission Domain) 5-10 min.
1. Introduce topic – Ten Commandments
2. Select scriptures for reading (rotate among students)
3. Reiterate the topic and its importance
B. Development- (Emergence Domain) 15-20 min.
1. Engage participants in the highlights of Moses and his ventures
2. Drive home the nucleus of the discussion: The Ten Commandments (repeat and repeat)
3.Show video, 5 minutes or bring out enlarged pictures of Moses w/Ten Commandments
C. Practice- (Acquisition Domain) – (included w/Section C, D, E) 15 – 20 min.
1. Divide students in small groups and give split up Ten Commandments
2. Give each group provide a task about the Ten Commandments w/everyday life 5-8 min
3. Allow 3-5 minutes for group feedback
D. Independent Practice- (included w/Section C, D, E) 15-20 min. (Use w/mixed age groups)
1.Follow Section “C” Plan - Split participants into closer age groups
2. Depending upon age, increase or decrease complexity of task in section C
3. For younger children, provide crayons, drawing, or do a puppet skit
E. Accommodations (Differentiated Instruction)- (included w/Section C, D, E) 15-20 min
1. Follow Section “C” plan
2. Diverse (age groups vast) – older children learn as they assist
3. Allow older children to pair-up with younger ones – partner teach
F. Checking for understanding (Accretion) 10 min. (Reemphasize the Constant)
1. Check with students on key highlights: Who is Moses?
2. Check with students on key highlights: Who can say the Ten Commandments?
3. Check with students on key highlights: What Books of the Bible did we discuss?

Shalom Ministries
15
G. Closure- (Accretion) 3-5 min (Reemphasize the Constant)
1. Ask for recitation of scriptures, text, or materials learned as the memory text
2. Ask again for recitation of the 10 Commandments
7. Evaluation- (always ask the participant for feedback)
1. Ask students how do they think the session went to day?
2. Ask students if they could do something different today, what would they do?
8. Teacher Reflection- (Lessons learned; tips for future sessions)
Make notes to yourself on lessons learned by you and the learner

Shalom Ministries
16
Use this diagram as your guide - Follow Outline on 2 and 3:
Domain Focus Timeline – Approximately 1 hour
Transmissions: Section A 5-10 min
Emergence: Section B 10-15 min
Acquisition: Section C, D, E 15-20 min
Accretion: Section F, G 10-15 min

Shalom Ministries
17
Date: Learning Event:
Teacher Name: Theme:
1. Topic-
2. Content-
3. Goals: Aims/Outcomes-
1.
2.
3.
4. Objectives-
1.
2.
3.
5. Materials and Aids-
6. Procedures/Methods-

Shalom Ministries
18
A. Introduction- (Transmission Domain) 5-10 min.
1.
2.
3.
B. Development- (Emergence Domain) 15-20 min.
1.
2.
3.
C. Practice- (Acquisition Domain) – (included w/Section C, D, E) 15 – 20 min.
1.
2.
3.
D. Independent Practice- (included w/Section C, D, E) 15-20 min.
1.
2.
3.
E. Accommodations (Differentiated Instruction)- (included w/Section C, D, E) 15-20 min
1.
2.
3.
F. Checking for understanding (Accretion) 10-15 min.
1.
2.
3.

Shalom Ministries
19
G. Closure-
1.
2.
7. Evaluation- (always ask the participant for feedback)
1.
2.
8. Teacher Reflection- (Lessons learned; tips for future sessions)

Shalom Ministries
20
Use this diagram as your guide - Follow Outline on 2 and 3:
Domain Focus Timeline – Approximately 1 hour
Transmissions: Section A 5-10 min
Emergence: Section B 10-15 min
Acquisition: Section C, D, E 15-20 min
Accretion: Section F, G 10-15 min

Shalom Ministries
21
Curriculum Plan
Each month, teachers will receive a curriculum plan, which outlines the month, week of the
month, the theme and scripture, the Christian Learning Event, e.g. Sunday Church School, Bible,
Study, etc., the teacher who is providing coverage, and the topic of the lesson for that week. The
last column indicates resource materials, which is designed to assist to ensure „every‟ teacher has
knowledge of additional resources on hand for that week‟s instruction. Please ensure that you
attend the monthly team communications, listen to the podcasts, and review your weekly
electronic messages.
Shalom Christian Education Ministry - Monthly Curriculum Plan (October 2010)
Week 1 Week 2 Week 3 Week 4 Week 5
Theme
Scripture
Basis
TBA TBA TBA TBA TBA
Sunday
Church
School
(Teacher)
Sunday
Youth
Church
(Teacher)
Wed
Bible
Study
(Teacher)
Resource
Material:
Source
Template – Distributed monthly

Shalom Ministries
22
Communications Plan
We plan to enhance the communication flow and training events through a couple of unique
methodologies that maximize the use of technology. The mode and frequency of communication
with the learners and the instructional team is shown in the illustration above and includes:
1) Webinars - everyone on the teaching team either has a computer or access to a
computer. With hectic scheduling and limited access to actually conducting a
face-to-face seminar or c-learning (classroom learning), the e-Learning modality
is an excellent alternative. Monthly, the plan is to provide an e-Learning webinar
that can be broadcast live and recorded for later viewing. The training events will
be dual purposed. They will not only serve as a venue for training, but an
opportunity for participants to communicate on teaching formats, concepts, ideas,
and scheduling.

Shalom Ministries
23
2) Podcast - this is a unique and innovative methodology that will also be
multipurpose. The first purpose would be to provide a convenient and effective
methodology to communicate messaging. Expansion of the messaging topics and
the deliverer of the messaging is the exciting part where we have an opportunity
for the teaching team to be participatory. The podcast are planned to be 10-15
minutes in duration. The speaker will be rotated among the Adult Volunteer
Teaching Team and the Youth Teaching Team. Completed podcast will be
included in the Christian Education technology library and/or posted on the
website.
There will be standard messaging platform that is presented for each session.
However, the uniqueness will be who will be delivering the message, as well as
the content. For example, a teen may be the key note speaker for the podcast.
He/she will be given an opportunity to actually research the scripture, compile
elements of the message and present the message. Also, included in that podcast,
will be the platform information that reiterates the mission, purpose, objective of
our ministry.
It is essential that the instructional team stay connected. If you miss a meeting, review any
broadcast material and connect either with the Director or a team member.

Shalom Ministries
24
Closing Notes
This Resource Guide is more than just a comprehensive collection of information on Christian
education. It is a working tool written to provide both a clear understanding of basic principles of
Christian education and a practical guide for day-to-day administration of the Shalom Christian
Education Programs.
This Resource Guide does not supersede any policies or procedures outlined by Shalom
Ministries.

Shalom christian education_resource_guide_-_working_document[1]

More Related Content

Viewers also liked

Similar to Shalom christian education_resource_guide_-_working_document[1]

More from Shalom Ministries Christian Center

Recently uploaded

Shalom christian education_resource_guide_-_working_document[1]