Transcript How To Teach a Sabbath School Class

How To Prepare for
and Teach a Sabbath
School Class
Sabbath School
Local Church Religious
Education That Builds Faith
and Practice
 Study
of the Word
 Fellowship
 Community Outreach
 World Mission Emphasis
The Sabbath School Logo
Worldwide
SDA church
Bible and
study
materials
Four purposes
Issues in Teaching a Sabbath
School Class
•The
material
The Material
•Content.
•Applications.
•Controversial issues.
•Controversial people.
•Hot points in the lesson.
The Students
•Who are they?
•Why are they here?
•What are their needs?
•How can the class fill
those needs?
The Sabbath School Bible
Study Guide
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.
Five Steps in Lesson
Preparation
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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).
Step 1 - Read the Lesson
Use a code:
*
= A new concept
= A personal need
+
= Personal help
#
= Something the
class should
understand
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
Step 2 Establish a Main Point
What am I talking about?
What am I saying about it?
This week my main point is:
_________________________________
_________________________________
_________________________________
_________________________________
Teaching/Learning Principle
MacroMicroMacro
Principle
What does
that mean?
MacroMicroMacro
Principle
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.
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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.”
The
main
point
Also known as ...
From
known
to
unknown
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?
Without Correlation
13
1
6
(11)
5
2
7
3
8
10
9
12
4
With Correlation
1
1 3
12
1
9
0 8
12
3
4
5
6
7
•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!
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.
Step 4 Decide on a Teaching Method
•Outline
•Inductive
•Life application
•Outreach
•Additional material
Learning Methods
Methods and Learning
Aims
 Cognitive
or Knowledge Aims
 Affective or Attitudinal Aims
 Behavioral or Action Aims
“Triangle of Learning”
A child remembers:
10%
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
20%
30%
50%
70%
90%
•Based on research by the University of Texas
Effective “Triangle of Learning”
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Visual or verbal
symbols
Audio-visual
combinations
Bible learning activities
The lower you go on the
triangle, the more
efficient the learning
Visual
Audio-visual
Bible learning
activities
25 Bible Learning Activities
A.
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Cognitive or Knowledge Aims
1.
2.
3.
4.
5.
6.
Interview Forum
Book Report and Forum
Question and Answer
Panel and Forum
Research and Report
Lecture and Forum
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
25 Bible Learning Activities
C.
22.
23.
24.
25.
Behavioral or Action Aims
“What would you do?”
“How would your life be different?
In-depth Bible encounter
Testing
Teaching Methods
Four Levels of Learning
1. Rote-Memory Level.
2. Factual Understanding Level.
3. Restatement - Generalization
Level.
4. Implication - Application Level.
1. Rote-Memory Level
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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)
2. Factual Understanding Level
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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.
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.
Fact
Fact
Concept
Fact
Fact
Fact
Fact
Fact
Fact
Isolated
facts
must be
made
into
concepts
Fact
Concept
Fact
3. Restatement-Generalization
Level
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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)
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.
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4. Implication-Application
Level
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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.
“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)
Helping the Learner to
Apply Truth
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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.
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.
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?
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?
Principle of Guided
Self-Application
Generalization
Varied Application
Examination of Sensitive Area
Personal Decision
Try it yourself!
Beatitude # 3 “Blessed are the meek, for they
will inherit the earth.”
Generalization: _______________________
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Try it yourself!
Beatitude # 3 “Blessed are the meek,
for they will inherit the earth.”
Varied Application: __________________
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Try it yourself!
Beatitude # 3 “Blessed are the meek,
for they will inherit the earth.”
Examination of sensitive Area: ______
________________________________________
________________________________________
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________________________________________
________________________________________
Try it yourself!
Beatitude # 3 “Blessed are the meek,
for they will inherit the earth.”
Personal Decision: ___________________
________________________________________
________________________________________
________________________________________
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Example
Generalization - We should forgive as Jesus did.
Varied Application - 1) When we are lied about;
2) When we are ignored; etc...
Examination of
Sensitive Area
•Why is it so painful for
me to be ignored? •Jesus was often snubbed.
Personal Decision - I will try this week to
forgive as Jesus did by praying for those who
persecute me.
Group Response
The Lesson of the Good Samaritan:
 Stating
the principle: Every needy person is our
neighbor.
 Varied applications: Listing things we can do as a
group.
 Discussion of sensitive areas: Race,
convenience, etc.
Then make a group decision for action.
Using
Discussion in
Sabbath
School
The Counsel of the
Spirit of Prophecy
“It is not the best plan for the teachers
to do all the talking, but they should
draw out the class to tell what they
know. Then let the teacher, with a few
brief, pointed remarks or illustrations,
impress the lesson on their minds.”
Counsels on Sabbath School Work, p. 115
The Value of Discussion
1. Discussion brings together a wide scope of
information, insight, attitudes, and skills.
2. Group solutions are usually superior to that of an
individual working alone.
3. A discussion can serve as a check on the thinking
processes of participants.
4. It teaches the learner to think, listen, weigh evidence,
make sound judgments, and express thoughts.
5. It deepens fellowship and draws us together.
6. It creates interest because it appeals to the natural
desire for self-expression.
The Value of Discussion
7. It tends to informality which is usually the best learning
atmosphere.
8. It presents various viewpoints which help to broaden a
person’s understanding of others.
9. It may help the students to apply the truth of the lesson to
their own lives without the teacher having to point out
how this may be done.
10. It helps the teacher to discover needs and wrong
concepts.
11. It helps to bring the content of the lessons close to the
interest and needs of the students.
The Key to Good Discussion
The Right Questions
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Attract attention.
Break the ice and get discussion going.
Reveal the learner’s knowledge
Get students to participate.
Allow the learner to share the spotlight.
Helpful in reviewing the lesson.
Suggestions for Using
Questions
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Use them to move class toward
learning goal; questions that lead to
positive thinking.
Avoid questions that can be
answered with a simple “yes” or “no.”
Use open-ended questions.
Use rhetorical questions sparingly.
Suggestions for Using
Questions
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Avoid questions that box in the learner like:
“Why should Christians want to be like John?”
Another type of poor question we often hear is,
“God told Abraham to do what?”
Use clarifying questions: “Would you mind
elaborating?”; “Do I understand you to say?”
Use questions that help the student apply Bible
truth to his own life: “How would your life be
different this week if you put this into practice?”
Physical Arrangement for
Discussion
A circle or semi-circle where students
have eye contact is the best.
How to Give
a Good
Lecture
How to
Study and
Teach the
Bible
What the Study of the
Bible Will Do for the Learner
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“The word destroys the natural,
earthly nature,
and imparts a new life in Christ Jesus.” (DA, p. 391)
“Storing the mind with Bible truth ... will build a barrier
about the soul.” (CSW, p. 36)
“Enlarges the mind.” (CT, p. 396)
“Endows the faculties with vigor,
energizes the
mind and strengthens the intellect.” (GW, p. 249)
“Refines and elevates.” (CT, p. 396)
Four Ways to Use (and Misuse)
a Text
•As a basis for teaching the
lesson.
•What does this text mean?
•As a theme for the lesson.
•Acts 22:10 “What shall I do
Lord?”
Four Ways to Use (and Misuse)
a Text
•(Not too good) As a “springboard”
for the discussion of an issue.
•Gen. 7:1 “Come... into the ark.”
•(Misuse) As a starting point for
some topic that has no relationship
to the text.
•Luke 16:5 “How much...”
Best Way to Use a Text
•What did it mean Then?
•What does it mean
now?
Luke 16:5
•What did it mean Then?
•What does it mean
now?
Ways to Encourage
Bible Study
1. Expect your students to study.
2. Use your Bible as you teach.
3. Turn to the Spirit of Prophecy as a divine
commentary upon the Word.
4. The thrill of discovery will be the most powerful
incentive of Bible study.
5. Teach your class members how to study.
6. Encourage daily Bible study.
Teach Your Class Members
How to Study
“Let the Sabbath school lesson be learned, not
by a hasty glance at the lesson scripture on
Sabbath morning, but by careful study for the
next week on Sabbath afternoon, with daily
review or illustration during the week. Thus the
lesson will become fixed in the memory, a
treasure never to be wholly lost.” Counsels on
Sabbath School Work, p. 43.
Encourage Daily Bible Study by:
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Use of flip charts
Take-home assignments
Word association exercise
Discussion questions in advance
Paraphrase
Write a newspaper headline and
lead paragraph