“The Basics of a BIC Ministry” Prepared by Professor Michael Quandt for

1. “The Basics of a BIC Ministry”Prepared by Professor Michael Quandt for The Asian Ministerial Training Program

2. WHY A “BIC” Ministry?? • We can do more than introduce people to Jesus. • Much better to introduce people to the life and work of the Church. This will be the focus of our discussion now. The Master Plan

3. WHAT WILL WE DISCUSS? • Explain differences between BIC class and BIC ministry. • Describe our goals for a BIC ministry. • Assess the variety of BIC courses available. • Above all, thank our gracious LORD for the noble privilege we have to introduce people to Jesus! The Master Plan

5. WHO? • Why do we want some carefully chosen and trained members to assist our pastor in the teaching of BIC classes? • Why do we want all of our members working hard to participate in our congregation’s BIC ministry? The Basics of BIC Ministry

6. Think of how you became a member... • At first, you had many questions and fears. • You did not know many Christians. • Who helped you become a part of this congregational family? • Why was this helpful to you? The Basics of BIC Ministry

7. How can we help more people come into our ministry?

8. We need all of our members to be part of the BIC program! A few teach BIC classes. We all welcome and encourage BIC students!

9. Also, Consider Class Size • Who attends? • Is enrollment capped to a certain number? • Is a commitment expected? • Is more than one class offered during the same week? Some more WHO issue

10. WHY? • Come up with three goals / objectives for launching this so-called BIC Ministry. • Once you’ve come up with your three goals … share them with your classmates and instructor. The Basics of BIC Ministry

11. We want to “assimilate” BIC students into the BIC course AND into our congregation. Why do we want to make people taking our BIC classes feel like part of our family even before they are part of our spiritual family of believers? Explain. Input Task

12. Some Basic Facts about Assimilation • It does not happen automatically • The entire church is responsible • Primary responsibility for each new person will lie with an individual … question is “with whom?” • Assimilation MUST be a high priority for the church BiC Assimilation

13. Think “Family Member” Immediately

14. Think Family Member immediately! • Why / how can this be extremely challenging? BiC Assimilation

15. Make BIC students feel like spiritual family members. • What are way in which you can include these folks in the life and fellowship of your congregation? BiC Assimilation

16. Introduce them to congregational organizations. Any suggestions how you might accomplish this effectively? BiC Assimilation

17. Be open to creative ideas to couple people with the Word and one another. Any creative ideas available as of this moment? BiC Assimilation

18. Length of session & class periods? • Determined after you are clear on your approach and objectives • Determined to some extent by the make up of the class • Is there a set day / set time that is always reserved? • What about individual courses? • How can you overcome the excuses people give for not taking the BIC course? The Basics of BIC Ministry

19. Finish on time!!! • In regard to the class period time frame. BTW – Begin the class on time as well. • In regard to overall course length. • These are critical issues when you consider the adult learner. The Basics of BIC Ministry

20. WHERE? • Perhaps the easiest “basic” to take for granted … • Think outside the box for a minute … what changes might you suggest for your current “where?” and be ready to share why The Basics of BIC Ministry

21. WHAT? • Your goals and objectives eventually compel you to ask … what content, what learning targets, what enduring understandings do we desire in our “curriculum?” • What is “core” for all peoples? • What is “locally important” for your peoples? The Basics of BIC Ministry

22. Curriculum Consists Of • Rationale • II. Unit • III. Lessons • IV. Activities • V. Learning Targets • VI. Assessments Curriculum Matters

23. Back in the day ...

24. Published BIC curriculum today

25. Take a few minutes to jot down … • a) What have you done in the past (i.e. curriculum)? • b) What are you currently working with (i.e. curriculum)? • Why are you doing what you’re doing right now (i.e. teaching your current curriculum)? • Can you use what others have published? • Does the pastor need to develop a new course? • Can you blend a published course that includes topics of local interest? Curriculum Matters

26. Curriculum Panel… • Let’s devote roughly 20 minutes to asking our fellow classmates about the BIC courses they have taken and are now currently using. Curriculum Matters

27. Do these courses answer these questions: • What skills do you want your BIC graduates (new members!) to have? • What convictions and beliefs and assurances do you want your BIC graduates to hold near and dear? The Basics of BIC Ministry

28. In view of your answers to these two questions... • What course materials can be purchased? • What course materials must be developed? • What is the title of your course? • How will you recruitment and invite? • What teaching methods will you use? The Basics of BIC Ministry

29. Teaching Methods Switching Gears

30. Adult Learners

31. VAC & SETPI Qualities of an Adult Learner

32. Adults are Visual • 75 – 84 % learn visually • 7 billion bits per second (eye) vs. 10,000 bits per second (ear) • Is it time we retire the back-handed jokes / slights about “pictures in books”? Qualities of an Adult Learner

33. Adults are Active • “I’d rather do it myself than listen to you” • The brain can only learn as much as the butt can endure (approx. 77 minutes) • Attention Span ??? • Might we be a little defensive about these “facts”? Qualities of an Adult Learner

34. Adults are Creative • Closely related to their desire to be active in their learning. • Why is it stifled? Up to age six, we use 90% of our creativity; from age 6, drops until only 10% used. Why do we shelve it? Qualities of an Adult Learner

35. Use VIVID illustrations and visuals • Work hard at developing and building resources. • Remember the VAC of the adult learner!!! • Maps, pictures, powerpoint, overheads, computer assisted resources • People are bombarded visually today; the BiC (or any Bible hour for that matter) cannot be a barren “wasteland” Teaching the Class

36. Adults are SETPI • Self-directed • Experienced • Task Oriented • Problem solving • Immediate Application Qualities of an Adult Learner

37. Is there anything you’d like to add to our understanding of adult learners? Teaching Methods

38. Teaching Style Variety

39. Teaching Variety The following slides will offer a variety of ways to teach a lesson. Teaching the Class

40. Teaching Variety • Examples are: • Buzz Sessions • Brain Storming • Circle Conversation • Debate • Forum • Listening Teams • Panel • Research Assignment • Story Illustration • Symposium • Case Study • Role Play Teaching the Class

41. Teaching Style Variety • Buzz Sessions • Brain Storming • Circle Conversation • Debate • Forum • Listening Teams • Panel • Research Assignment • Story Illustration • Symposium • Case Study • Role Play Work with a partner … Pick a style above that you think would work well for your audience and one that you don’t think would work at all. Be prepared to offer up your reasons. Teaching the Class

42. Evaluate this BUZZ or Circle Conversation What’s C.S. Lewis saying here: “I didn’t go to religion to make me happy. I always knew a bottle of Port would do that. If you want a religion to make you feel really comfortable, I certainly don’t recommend Christianity.” Teaching Style Variety

43. Evaluate this PANEL Panel Discussion At one point in their lives each of our panelists were on a path other than the path of Christ i.e. Christianity. Your assignment … to ask these panelists questions to determine what those former paths offered them. Teaching Style Variety

44. Evaluate this Story Illustration Story Illustration “Art often imitates life” … watch the introductory video clip with all your powers of observation. List all the losses you observed in the clip. Then … Make it Personal List some of the losses you have experienced in this, your life. Teaching Style Variety

45. Evaluate this Debate Getting Started Each group (table) is to “elect” a leader who will be responsible to make the following happen: 1) Read the section of Scripture assigned their group. You may choose one reader or have each read a verse or two in succession. 2) When done reading the section as a group divide yourselves into two camps. One side will be the “beholders and defenders” of the amazing grace of God. One side will be the skeptics or opponents on the grounds “it’s just too easy.” Conduct a “point-counterpoint” discussion intended to understand one another’s group’s positions. Please record “points” made by either side of the topic. 3) Keep in mind your section of Scripture as a possible basis for the discussion tho’ you are certainly free to go elsewhere based on Scripture. Teaching Style Variety

46. More possibilities… • Bring in guest speakers • Team Teach if / when possible • On site / Off site workshops • Intergenerational “pods” … not as much a BIC issue as other Bible study approaches • “Road Trips” • The real deal … “coffin,” “communion ware,” “baptismal font” Teaching Style Variety

47. How do we move BIC graduates on to the “next level” of Bible study, growth, and service? • How do we help them to develop closer bonds with other members? • How do we offer to them and equip them for service roles in their homes, community, and church? • Is this the place to discuss possibilities for designing small group Bible study program? Miscellaneous Issues