Loading presentation...
Prezi is an interactive zooming presentation

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Copy of Studying and Teaching the Bible 6.1 Lesson Plan Explained HBLT

Power Point 6.1 Lesson Plan Explained HBLT
by

Christ Like

on 27 April 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Copy of Studying and Teaching the Bible 6.1 Lesson Plan Explained HBLT

The Hook
The Look
Planning Your Lesson

Hook, Book, Look, Took
Answers “Why should I keep listening?”
Commands attention
Surfaces a need
Links a student to the passage
Directs thoughts towards learning
Engages the imagination and the mind

Answers “What does the Bible say?”
Clarifies the meaning of the passage
Involves student in study of the Word
Communicates the pedagogical idea
Gets at the truth
Provides Biblical information and helps students understand it
Often the place in the lesson where the “Cognitive” aim is met

The Book
Answers “What does this part of the Bible mean to us?
Relates truth to life
Builds on or addresses needs
Parallels truth of the Biblical passage
Motivates students to action
Involves students in personalizing Scripture
Often the place in the lesson where the “Affective” aim is met

Answers “What will YOU do about this?
Provides continued out-of-class response opportunity
Allows for meaningful completion of the lesson
Focuses on life change by encouraging specific action
Often the place in the lesson where the “Behavioral” aim is met

The Took
… is a learning activity selected for the purpose of engaging students in the learning process.
A method is a teaching strategy; a systematic orderly way of doing things

A Method
Cognitive methods – activities that stimulate thinking
Affective methods – activities that help students explore emotions, values, and attitudes
Behavioral methods – activities that help the student change a behavior, develop a new desirable behavior, learn a skill or enhance an already existing skill.

Categories of Methods
Video clip
Story
Experiment/Demonstration
Object lesson
Music (w/ or w/out lyrics)
Short game
Short skit
Brainstorming
Circle response

Methods for “Hook” Section
(Cognitive or Affective methods are best)
Lecture
With outline
Fill-in-the blank outline
Supplemented with visuals
Small group work
Inductive study
Guided discussion
Character analysis
Question and answer
Research reports
Learning centers
Storytelling (Bible stories)

Cognitive Methods
for “Book” section
Case studies
Stories
Dramas
Skits
Testimonies
Creative writing
Debates
Discussions
Creative arts
Brainstorming
Role play/reversal role play

Affective Methods
for “Look” section
Service project
Work groups
Accountability partners
Star charts (kids)
Practice sessions
Support Groups
Write Letters
Reconciliation projects
Craft Projects

Behavioral Methods
for “Took” Section
Methods...


- Objective (Aim) of the lesson – What is the lesson aim?
- Learner – Who are my learners?
Age group
Needs
Previous experience
- Lesson content – What part of the lesson? (H, B, L, T)
- Resources available – What resources will I need?
Materials
Space
Time
Teacher abilities

Criteria for Selecting Methods
6 Popular Methods - [See CBT, page 181+]
Lecture = WARNING: are the notes of the teacher going to the notes of the student without passing through the brains of either? If you could tell your lecture-oriented teacher what to do to improve his/her lecture, what would you say?
Discussion – p. 192
Storytelling – p. 189
Small groups or buzz groups – p. 193
Questions – p. 190
Case study – p. 191, p. 192 has steps in using case studies

Storytelling
Useful in “hook” or “look” sections
Pray for guidance in selecting and preparing the story
Choose a story that helps to develop the lesson objectives
Develop an interesting introduction to the story.
Write the story out word for word as you wish to tell it.
Create “Anchor Points” for the story.
Read and re-read the story until you know the story thoroughly. Know the anchor points well.
Locate and decide where spiritual applications will fit in making these brief and to the point.
When it’s a Biblical narrative: use your imagination without over-modernizing or distorting the story.
Save the story for future reference.

Can be used in all parts of the lesson
Actively involves the students
Stimulates creative thinking
Gives students a sense of ownership of the teaching-learning experience
Can provide opportunities to formulate applications of principles
Develops a motivation for further learning
Increases retention and comprehension
Encourages students to think through concepts which have been hazy

Questions
Case studies
Definition: an open-ended story that provides students with an opportunity to consider a truth in light of a real or possible human situation.
Excellent for the “look” section
Read the case at least three times to become familiar with the characters and the problem developed.
Choose a case study that best meets the goals and objectives of the lesson
Master the facts of the case
Consider the specific things your students might want to bring up.
Decide what your specific learning objectives will be
Write questions for the case that will spark discussion.

Plan key questions to provide lesson structure and direction.
Phrase questions clearly and specifically.
Adapt questions to student ability level.
Ask questions logically and sequentially.
Ask questions at a variety of levels
Follow-up student responses.
Give students time to think when responding
Use questions that encourage wide student participation.
Encourage student questions.

Guidelines to using Questions
You are on a youth pastor search committee. After your first meeting, which frustrated you to no end, you finally feel like the committee has some direction at this second meeting.
Roles:
Person on pastoral staff
Parent of a youth
Adult youth sponsor
Youth in high school
Youth in junior high
Goal: committee agreement to selected statements

Class Exercise
Buzz Groups
Small groups that have been assigned a passage of Scripture and a list of questions to discuss together (Book)
Provide instruction on how to work in groups
Provide worksheets with questions that are clear and specific
Make sure students have all of the materials needed to complete the worksheet
Circulate among groups
Have students report on results/findings
Clarify information; Correct error

Definition: An oral presentation of facts or concepts (Book)
Components of a lecture
Content
Form
Delivery

Lecture
Content of a lecture
Master your subject

Form of a lecture
Present content in logical steps
Use examples
Check for student understanding
Provide a summary

Vary tone and volume
Change rate of speaking
Use body language to reinforce
and give significance

Delivery of
Lecture
Aim for maximum student involvement
Be creative-Take risks. Predictability is the death of small group Bible studies.
Plan time carefully
Seek variety
Remember-”Purpose proceeds method”

Commandments for
Using Methods
Major Lesson Plan Faults
1. Lack of a clear sense of direction (AIMLESS)
Exegetical Idea, Pedagogical Idea, Lesson AIMS
2. Lack of organization and structure
3. Too much content or too little content
4. Not enough support for the information
example, explain, enlarge
story, illustrations, data, cross-references, news accounts, diagrams, etc
5. Excessively teacher-centered

6. Inadequate needs assessment resulting in an inadequate understanding of the class
What will turn this group on?
What are their major concerns?
What problems are they facing?
What would I want to hear if I were in that class?
What issues drive their thinking?
What terms do they understand?

7. Starting with the Bible rather than the student. The purpose of the HOOK is to draw them together to follow the direction where you, the teacher, want to go. It is a bridge to THE BOOK, to the Word of God! If you want to lose your audience, start with the Bible. Starting with Bible is NOT starting with where the students are!

8. Failure to add transitional sentences between each part--hook to book, book to look, and look to took, e.g. of Hook to Book -- “All of us have been aware of the news about . . . So what does the Bible have to say about . . . .”

1. Determine the PASSAGE
2. Work on the BOOK section
Review the team’s IBS
What is the theme?
3. What is the EXEGETICAL idea?
4. What is the PEDAGOGICAL idea?
5. What will be the MAIN points?

6. Work on the LOOK section (think methods)
7. Work on the TOOK section (methods)
8. Work on the HOOK section (methods)
9. Write your COGNITIVE, AFFECTIVE, & BEHAVIORAL aims.
10. Work on TRANSITIONAL SENTENCES
11. Do a TRIAL RUN
12. Submit the team’s LESSON PLAN ! (no late papers, no electronic files, with rubric cover)

Lesson Planning
Guide
HBLT Lesson Plan Overview
Hook – What’s the point of the Hook?
Book – What happens in this section?
Look – What’s the purpose?
Took – What defines this from Look?

Creative Bible Teaching textbook pages 151+; E.G. on pages 162-163, chapter 9

Are the exegetical and pedagogical ideas supported by the biblical passage?
Are the exegetical and pedagogical ideas and lesson aims appropriate for the group?
Which teaching activities and resources will be used?
What choices did the students get to make during the session?
Is there a variety of methods, activities and resources planned for the class?
As teacher, are you introducing something new? If so, do students have a chance to practice or experiment?
How much time will be required for each section and activity planned?

Criteria for Evaluating Lesson Plans
Chapter One: Case study
Chapter Two: Discussion/Q&A 
Chapter Three: Debate
Chapter Four: Skit

Implement Methods –
Philippians
April 1 - Interpretation Project DUE
Select a passage from our text.
Answer questions fully on template (see blackboard)

April 11- Individual Lesson Plan DUE
Use passage selected from Interpretation Project
Must be linked to Needs Assessment Audience
Full transcript