Gordon-Conwell Theological Seminary- Charlotte. Course Syllabus. Teaching the Transforming Word: Facilitating Learning that Changes Lives

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1 Gordon-Conwell Theological Seminary- Charlotte Course Syllabus Teaching the Transforming Word: Facilitating Learning that Changes Lives A BibleJourney Course The Bible is a life-changing book, but people won t experience its dynamic power unless they understand it and apply it faithfully to their lives. This requires effective teaching that changes interested learners into passionate Christ-followers who understand, love and obey His Word. Teaching the Transforming Word is a motivational and practical course that prepares people to teach the Scripture for life change. This is a three-hour credit course presented in two modules. Module One will be taught on Tuesday nights, October 2 November 19. Module Two will be taught on Tuesday nights in the spring of 2013 beginning February 6 and ending April 2. Class will be conducted from 7:00 9:00 p.m. The course will use classroom, online, and project-based learning to improve teaching skills. Professor of Record Dr. Steve Klipowicz (phone) (fax) sklipowicz@gordonconwell.edu Teaching Assistant Deana Nail Deana.nail@mission12-11.org Contact Information Course Text Books Reading is a critical part of the learning experience. All students (audit or credit) should read the following books during the two modules of the course. Halpern, B. and Lubar, K., Leadership Presence. (New York: Gotham Books, 2003).

2 Melick, R. and Melick, S., Teaching That Transforms. (Nashville: Broadman and Holman, 2010). Shafer, C. Excellent in Teaching with the Seven Laws.( Grand Rapids: Baker House, 1985). Yount, W., Called to Teach. (Nashville: B&H Publishing, 1999). Online Learning Components Some of the course content, support and assignments will require that students be able to access the online resources in the SAKAI learning management system created for this course. All students need to have a computer with Internet access. An orientation session will be included to help students become familiar with the SAKAI site and its features. Teaching Support Groups Students will be asked to participate in a small group (4-5) of other students to meet with their instructional coach and provide support and feedback to other students. Groups will be formed the third week of class. Course Learning Outcomes Module One (Preparing to Teach) This course is designed to prepare students to effectively teach the Bible in churches and other ministry or Bible study situations. Module One will focus on developing the knowledge and skills to effectively plan and develop Bible courses and classes that help learners grow in their understanding of the Bible and their relationship with God. The course will utilize concepts and models taught in the BibleJourney. Students who diligently complete all the assignments and attend all learning sessions are expected to obtain the following outcomes: 1. Students should be able to express a theology of biblical transformation that includes key scriptures and core concepts from the Bible plus an appreciation for the spiritual dynamics of teaching. 2. Students should understand their optimal role in the teaching-learning process and how to structure educational situations based upon this self-awareness 3. Students should be able to identify the four elements of a situational audit, conduct one for a proposed teaching project or class and integrate the outcomes into a specific Bible learning situation. 4. Students should be able to determine and express the Big Idea of a biblical book or passage of Scripture

3 5. Students should be able to develop meaningful learning outcomes for a Bible study class and/or course based upon the Big Idea. 6. Students should be able to use various active learning methods to enable learners to achieve the learning outcomes. 7. Students should be able to assess and evaluate learning achieved through a Bible class or program. 8. Students should be able to reproduce one of the proposed models for formatting a class session and structure a Bible class from it. Learning Assignments This course is developed with the assumption that effective learning is active learning. All students, whether they are auditing or taking the course for credit, will be asked to complete the learning assignments in order to maximize their learning. Course instructors will provide support and coaching to help every student complete the assignments. All assignments for Module One will be due on December 10, Students taking the course for credit (1.5 hours) will be graded on the basis of the following assignments. 1. Course Reading (20 points) Read Called to Teach and Teaching that Transforms in their entirety. Students taking course for credit should submit a short reading report (2 pages) for each book providing a short summary of key ideas they have gleaned from each book. Students will receive 10 points for each book completed and reported on for a total of 20 points. 2. Reflection Journal (30 Points) Students should keep a reflective journal throughout the semester. This can be done in a hard copy format or online by writing a blog that will be posted on the SAKAI site. The journal should have at least 15 entries submitted during the semester. These reflections will provide a narrative of each student s reflections upon their course readings and their progress regarding various elements of the Bible Teaching Project (See below). A written guide will be provided to help students in developing their journals or blogs. Students will be encouraged to read the posting of other students and make suitable comments. Written journals will be submitted on December 10, Bible Teaching Project (150 Points) The major emphasis of this module is the development of well-conceived Bible classes that promote learning and life-changing spiritual growth through effective educational design and dependence upon the presence of the Holy Spirit. To practice the various teaching models and principles taught in the class and text books, students will develop plans for teaching a section of the Bible. Students who are taking the class for credit will have to complete plans for three Bible studies (Auditors 2). Written copies of the plans will be submitted on December 10, Students will also give short presentations

4 of their projects at the last class session (November 20, 2012). Guidelines for the presentations will be given during class time. Students should develop their projects around an actual class they are teaching or possibly will be teaching. Students who do not have a current opportunity to teach will be asked to develop their project around a simulated scenario of the student s choice. Each project will provide the following features: 1. Description of the class situation or scenario 2. Situational Audit Narrative using the Interpretive Matrix Model that identifies the key instructional factors in the class or course and how each of these factors will influence how the class is developed and taught (3-4 pages) 3. Identification of what will be taught from the Bible and why these sections are chosen 4. Development of the Big Idea of each passage or lesson being taught 5. Development of learning outcomes for the course for specific classes or sessions. These should be holistic in nature identifying cognitive, affective and skill-based outcomes 6. Three sample lesson plans (credit students) should be developed that include: A. Presenting and justifying the Big Idea focus for each class B. Formatting each class around the Star Model movements C. Provide learning goals for each of the movements within the class sessions D. Identify and explain the use of learning activities within each movement E. Explaining how learning will be assessed and evaluated during and after each class session. F. Identify what is discerned as needed spiritual support and direction for each class in terms of transformational elements and challenges The project will be assessed in terms of completeness of the projects, clarity and quality of writing and organization, depth and comprehensiveness of analysis, and the creativity and insight developed into the class plans. Module One Grading Students taking the course for credit will be graded based on the following scale points A-/A+

5 points B-/B points C-/C points D-/D+ Course Schedule Students should complete the pre-assignments before each class. October 2, 2012 Topics: The Ministry of Teaching God s Word, Course introduction, and SAKAI Orientation Pre-Assignments: Read Chapters 1 and 5 in Teaching that Transforms (TTT) and Chapter 1 and 10 in Called to Teach. October 9, 2012 Topic: Doing a Situational Audit Pre-Assignments: Read Called to Teach, Chapter Six. October 16, 2012 Topics: The Big Idea Pre-Assignments: Read TTT, p , complete and bring to class the Situational Audit Exercise. October 23, 2012 Topics: The Learning Triangle and Developing Learning Objectives Pre-Assignments: Read TTT, Chapters 6 and 7. Bring Big Idea work to class. October 30, 2012 Topic: Structuring a Teaching Session (The Star Model, HBLT model) Pre-Assignments: Read Chapters in TTT. November 6, 2012 Topic: Fine Tuning Your Teaching Plan (Learning Activities) Pre-Assignments: Review Appendix G in TTT. Bring Learning Objectives work to class.

6 November 13, 2012 Topic: Do they get it? (Assessment and Accountability) Pre-Assignments: Read Chapter 9 in Called to Teach and Chapter 13 in TTT. Bring one sample lesson to class structured after one of the two structuring models. November 20, 2012 Topics: Course Review and Student Project Presentations Pre-Assignments: Prepare as directed a final 20 minute presentation or report on your course project to share with class. Module Two Facilitating Learning Through Effective Teaching Course Topics Learning Outcomes This course is designed to prepare students to effectively teach the Bible in churches and other ministry or Bible study situations. Module Two will focus on understanding various aspects of how people learn and how to structure and lead effective learning events: Focus on the Learner 1. Learning Theories (How people learn) 2. Motivating learners (Why people want to learn) 3. Fostering Active Learning A. Learning styles B. Active learning principles C. Choosing appropriate learning activities D. Effective Use of Questions and Dialogue Focus on the Teacher 1. Facilitation skills for classes and small groups 2. Understanding Personal Teaching Style (voice and presence) 3. Improving Personal Presentations

7 Learning Outcomes The learning goals for the student who attends all the classes, carefully reads the required materials and completes the learning activities are the following: 1. Students will identify and summarize four major learning theory families and describe how to use each to enhance learning in their specific class projects. 2. Students will be able to explain the expectancy theory model and demonstrate the use of the principles in augmenting learner motivation in their class projects. 3. Students will be able to name the four learning styles in the Kolb or 4Mat models, describe their characteristics and demonstrate use of all four styles in their class projects. 4. Students will be able to locate, evaluate and use appropriate learning activities to promote active learning in their teaching projects. 5. Students will describe the effective framing and use of questions and demonstrate their use in their class projects. 6. Students will be able to describe the life span of a small group and principles of effective facilitation of a learning community or class. 7. Students will be able to state the principles of the PRES model and discuss how these influence their ability to effectively motivate and teach others. 8. Students will state key principles of effective classroom presentation and demonstrate them in a teaching situation. Learning Assignments This course is developed with the assumption that most often effective learning is active learning. All students, whether they are auditing or taking the course for credit, will be asked to complete the following assignments in order to optimize their learning. Course instructors will provide support and coaching to help every student complete the assignments. There will be specific assignments due on each of the class meetings to foster learning and application between meetings. Students taking the course for credit (1.5 hours) will be graded on the basis of the following assignments. Each assignment is worth 50 points. How People Learn (Due February 19) In light of assigned course readings and class lectures, students will focus on specific learning theories and motivational models to complete this assignment. Using the models listed below, students should complete a one paragraph, written summary describing each. In addition, student will evaluate a chosen lesson plan for a Bible class in light of these models indicating specifically: 1) What implications does

8 each theory or model have in the design of the learning session or class. 2) How can aspects of the class be tailored to enhance learning in light of each model. (Total assignment should be 4-5 pages) Behavioral Change Model Social Learning Model Cognitive Learning Model Adult Learning Model Learning Styles and Active Learning (Due March 5) Students should chose either the Kolb or 4Mat model for learning styles and write a two paragraph summary of the model including a description of the four learning styles in the model. Using the chosen model, students should evaluate a lesson plan for a bible class or group in terms of how the lesson can incorporate activities that address each particular learning style. Students should research and suggest the use in their lesson plan of at least two learning activities or experiences that would best fit each of the four learning styles (total of 8 activities). Students should explain and defend their choices in the paper. (Total assignment should be 4 pages long) What s Going On And What Would You Do? (Due March 26) A set of five vignettes will be posted on the SAKAI site for your use in this reflection exercise. See the SAKAI Resource File: Exploring Group Dynamics. You are the group leader or teacher in each of the following situations. In light of class readings and lectures, describe in writing: How you would appraise the group situations (what is really happening)? What you would do to facilitate an educationally and spiritually sensitive outcome to each of the situations. Write a one page analysis of the situation and description of how you respond. Please include some justification for your response in light of our class readings and lectures. (4-5 pages total) Class Presentations (April 2) Student will prepare and deliver a 20 minute presentation in which they demonstrate their ability to lead a Bible study through a particular lesson plan. Students will not conduct a complete class, but will choose a suitable segment that can be done in the time allowed. This presentation should include at least 10 minutes of lecturing or other types of direct teaching such as question and answer. Students will also need to demonstrate effective use of questions as a means to elicit responses and promote thinking in the class presentation. A written outline of the presentation should be submitted at the beginning of the event.

9 Students should pay particular attention to their presentation style, communication skills, and facilitation methods to engage their learners effectively. The above projects and assignments will be assessed in terms of completeness of the projects, clarity and quality of writing, speaking and organization. Also, the depth and completeness of analysis, and the support of stated positions and opinions from outside sources and class materials will be evaluated. Course Grading Students taking the course for credit will be graded based on the following scale. This grade will be averaged in with their grade from the first module for a final composite grade points A-/A points B-/B points C-/C points D-/D+ Final course grade for Modules One and Two will be based upon the total points earned from both sections factored over a 400 point scale. Course Schedule Students should complete the pre-assignments before each class. February 5, 2013 Topic: How People Learn, Part One (Behavioral, Social Learning and Cognitive Models) Pre-assignments: Read Excellence in Teaching with the Seven Laws in its entirety. February 12, 2013 Topic: How People Learn, Part Two (Adult Learning and Development) Pre-assignment: Read Chapter 6 in Teaching that Transforms (TTT) February 19, 2013 Topic: Why People Want to Learn (Motivating Learners) Pre-assignments: Read Called to Teach, Chapter 4. Submit Learning Theories Paper.

10 February 26, 2013 Topic: Fitting Your Teaching to Learners (Learning Styles) Pre-assignments: Read Chapter 8, TTT. March 5, 2013 Topic: Promoting Active Learning Pre-assignment: Review Appendix G in TTT and the article on Active Learning posted on the SAKAI sight. Submit the learning Styles Project. March 12, 2013 Topic: The Person of the Teacher Pre-assignment: Read Chapter 1-5 in Leadership Presence March 19, 2013 Topic: The Role of the Teacher Pre-assignment: Read Chapters 6 9 in Leadership Presence and Chapters 3 and 5 in Called to Teach. March 26, 2013 Topic: Group Dynamics and Leadership Pre-Assignments: Read Chapters 2, 4, and 7 in Called to Teach. Complete and submit Assignment # 3, What s Going On and What Would You Do? April 2, 2013 Topic: Teaching Presentations Pre-assignment: Student should prepare to teach a 20 minute sample lesson for the class. See Assignment #4 above. Selected Bibliography Eavey, C. B., Principles of Teaching for Christian Teachers. Grand Rapids: Zondervan, Fink, L. D., Creating Significant Learning Experiences. San Francisco: Jossey-Bass, Hendricks, H. and Hendricks, W., Living by the Book. Chicago: Moody Press, 1991.

11 Huba, M. and Freed, J., Learner-Centered Assessment on College Campuses. Boston: Allyn and Bacon, Lowman, J., Mastering the Techniques of Teaching. San Francisco, Jossey-Bass, Melick, R. and Melick, S., Teaching That Transforms. Nashville: Broadman and Holman, Rancace, M. and Gray, P., Teaching the Bible: Practical Strategies for Classroom Instruction. Atlanta: SBL, Richards, L., O., Creative Bible Teaching. Chicago: Moody Press, Schultz, T and J. Why Nobody Learns Much of Anything in Church. Group Publishing, Shafer, C. Excellent in Teaching with the Seven Laws. Baker House, Stott, J., Between Two Worlds: The Art of Preaching in the Twentieth Century. Grand Rapids: Eerdmans, Wiggins, G. and McTighe, J., Understanding by Design. Columbus, Ohio: Pearson, Wilhot, J. and Ryken, L., Effective Bible Teaching. Grand Rapids: Baker House books, Yount, W., Called to Teach., Nashville: B&H Publishing, 1999.