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Copy of Studying and Teaching the Bible 6.1 Lesson Plan Explained HBLT
Transcript of Copy of Studying and Teaching the Bible 6.1 Lesson Plan Explained HBLT
Planning Your Lesson
Hook, Book, Look, Took
Answers “Why should I keep listening?”
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
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
… 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
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
Music (w/ or w/out lyrics)
Methods for “Hook” Section
(Cognitive or Affective methods are best)
Fill-in-the blank outline
Supplemented with visuals
Small group work
Question and answer
Storytelling (Bible stories)
for “Book” section
Role play/reversal role play
for “Look” section
Star charts (kids)
for “Took” Section
- Objective (Aim) of the lesson – What is the lesson aim?
- Learner – Who are my learners?
- Lesson content – What part of the lesson? (H, B, L, T)
- Resources available – What resources will I need?
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
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
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.
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
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 of a lecture
Master your subject
Form of a lecture
Present content in logical steps
Check for student understanding
Provide a summary
Vary tone and volume
Change rate of speaking
Use body language to reinforce
and give significance
Aim for maximum student involvement
Be creative-Take risks. Predictability is the death of small group Bible studies.
Plan time carefully
Remember-”Purpose proceeds method”
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)
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 –
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