How To Prepare for and Teach a Sabbath School Class

1. How To Prepare for and Teach a Sabbath School Class

2. Study of the Word Fellowship Community Outreach World Mission Emphasis SabbathSchool Local Church Religious Education That Builds Faith and Practice

3. Worldwide SDA church Bible and study materials Four purposes The Sabbath School Logo

4. Issues in Teaching a Sabbath School Class • The material • The students

5. The Material • Content. • Applications. • Controversial issues. • Controversial people. • Hot points in the lesson.

6. The Students • Who are they? • Why are they here? • What are their needs? • How can the class fill those needs?

7. The Sabbath School Bible Study Guide

8. The Sabbath School Bible Study Guide • Sabbath afternoon: Read texts, key thoughts, the introduction to the weeks lesson, and the summary • Weekly assignments, one page per day. • Bottom of the page each day: Practical applications or further information. • Friday: Resource material for further study, discussion questions, summary.

9. Five Steps in Lesson Preparation • Step 1 - Read through the lesson and the teacher’s helps. • Step 2 - Fit the lesson into a correlation chart. • Step 3 - Establish the main point. • Step 4 - Decide on a teaching method. • Step 5 - Develop an attention getter (a “hook).

10. Step 1 - Read the Lesson Use a code: * = A new concept = A personal need + = Personal help # = Something the class should understand

11. Step 2 - Establish a Main Point • What is the purpose of this lesson? • What did the author have in mind? • Why is this lesson here? • What is the one most important thing my students need from this lesson?

12. Step 2 - Establish a Main Point What am I talking about? What am I saying about it? This week my main point is: ____________________________________________________________________________________________________________________________________

13. Teaching/Learning Principle Macro-Micro-Macro Principle

14. What does that mean? Macro-Micro-Macro Principle

15. This is using the central truth or the key point in actual teaching situations. So the key point needs to be clearly stated early in the class discussion in the form of an overview.

16. The lesson is then broken down into its component parts which comprise the detailed discussion of the lesson. • At the end of the lesson, the key point is stated again as a summary and application. • In other words, “Tell ‘em what you’re going to tell ‘em; tell ‘em; then tell ‘em what you told ‘em.”

17. The main point

18. Also known as ... From known to unknown

19. Step 3 - Correlation Chart 1. Look over the lesson titles. Is there an obvious organizational pattern? 2. Study the teacher’s helps. 3. Study carefully the Introduction and the summary. 4. What organizational plan comes to mind?

20. Without Correlation 13 2 5 7 1 3 8 6 10 4 (11) 12 9

21. 13 1 2 12 3 11 4 10 5 9 8 6 With Correlation 7

22. Lesson 1 - What Jesus said about the kingdom of God and its citizens. • Lesson 2-12 - What citizens of the kingdom are like. • Lesson 13 - The decision we all need to make!

23. Step 4 - Decide on a Teaching Method • Development of knowledge. • Problem solving. • First-hand experience. • Attitudes and interest. • Skills. • To gain opinions. • To find biblical truth.

24. Step 4 - Decide on a Teaching Method • Outline • Inductive • Life application • Outreach • Additional material

25. Learning Methods

26. Methods and Learning Aims • Cognitive or Knowledge Aims • Affective or Attitudinal Aims • Behavioral or Action Aims

27. 10% 20% 30% 50% 70% “Triangle of Learning” A child remembers: 10% of what he reads 20% of what he hears 30% of what he sees 50% of what he hears & sees 70% of what he says 90% of what he says & does 90% • Based on research by the University of Texas

28. Visual Audio-visual Bible learning activities Effective “Triangle of Learning” • Visual or verbal symbols • Audio-visual combinations • Bible learning activities • The lower you go on the triangle, the more efficient the learning

29. 25 Bible Learning Activities A. Cognitive or Knowledge Aims • 1. Interview Forum • 2. Book Report and Forum • 3. Question and Answer • 4. Panel and Forum • 5. Research and Report • 6. Lecture and Forum

30. 25 Bible Learning Activities B. Affective or Attitudinal Aims 7. Brainstorming 8. Buzz Groups 9. Neighbor Nudging 10. Circle Response 11. Chain Reaction 12. Case Study 13. Paraphrase 14. Role Play 15. Field Trip 16. Inductive Bible Study 17. Creative Drawing 18. Listening Teams 19. Agree-Disagree 20. Reaction Panel 21. Film Talk-back

31. 25 Bible Learning Activities C. Behavioral or Action Aims 22. “What would you do?” 23. “How would your life be different? 24. In-depth Bible encounter 25. Testing

32. Teaching Methods

33. Four Levels of Learning 1. Rote-Memory Level. 2. Factual Understanding Level. 3. Restatement - Generalization Level. 4. Implication - Application Level.

34. 1. Rote-Memory Level • Means the repetition of words without thought or meaning - only memory. • But Jesus said, “Use not vain repetitions as the heathen do: for they think that they shall be heard for their much speaking.” (Matthew 6:7)

35. 2. Factual Understanding Level • Means the learning of facts and the comprehension of their meaning. • Factual understanding is a higher level of learning than the rote level. • Memorization of Bible facts concerning the Sabbath, salvation, baptism, and the law is the beginning of learning.

36. 2. Factual Understanding Level • But learning must go beyond factual understanding to be meaningful. Bible facts, like bricks in a building, must be organized in a meaningful way to convey ideas and concepts.

37. Fact Fact Fact Fact Concept Fact Fact

38. Concept Fact Fact Fact Fact Isolated facts must be made into concepts

39. 3. Restatement-Generalization Level • It means restating the truths of the lesson, giving the meaning of the facts. • “Teachers should lead students to think, and clearly to understand the truth for themselves. It is not enough for the teacher to explain, or for the student to believe; inquiry must be awakened, and the student must be drawn out to state the truth in his own language, thus making it evident that he sees its forces and makes the application.” (Testimonies for the Church, Vol. 6, p. 154)

40. 4. Implication-Application Level • This level aims at a still higher level of learning. • This focus is on leading the learners to perceive the implications for their lives. • By trying to help the students to see themselves in the picture, and recognize the implications for their own experience.

41. 4. Implication-Application Level • On this level, the teacher selects an appropriate response as his aim and works toward it. His emphasis is on relational truth. Change in the lives of learners becomes the goal. • When the teacher focuses on this level--helping the learner see himself and his need--then the truth is internalized more easily.

42. “Teachers should lead students to think, and clearly to understand the truth for themselves. It is not enough for the teacher to explain, or for the student to believe; inquiry must be awakened, and the student must be drawn out to state the truth in his own language, thus making it evident that he sees its force and makes the application.” (Testimonies for the Church, Vol. 6, p. 154)

43. Helping the Learner to Apply Truth • We must lead our pupils into the Word to search for answers to life’s problems. • Teach the old, old story in contemporary terms. • Illustrations and generalization are valuable aids in application. • Focus all efforts in bringing change about. • Lead the members through simulation.

44. Try it yourself! • Analyze the focus of Jesus by asking students to answer each of these statements by checking the correct answers. • Have the questions prepared ahead of time.

45. Try it yourself! “Have you never read what David did, when he was in need and hungry . . . ?”(Mark 2:25)  Factual understanding?  Restatement-generalization?  Implication-application?

46. Try it yourself! “. . . Have you not read in the law that on the Sabbath the priests in the temple profane the Sabbath, and are blameless?”(Matthew 12:5)  Factual understanding?  Restatement-generalization?  Implication-application?

47. Principle of Guided Self-Application Generalization Varied Application Examination of Sensitive Area Personal Decision

48. Try it yourself! Beatitude # 3 “Blessed are the meek, for they will inherit the earth.” Generalization: _______________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

49. Try it yourself! Beatitude # 3 “Blessed are the meek, for they will inherit the earth.” Varied Application: __________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________

50. Try it yourself! Beatitude # 3 “Blessed are the meek, for they will inherit the earth.” Examination of sensitive Area: ______ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________