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Featured Article:
Using Tech to Create Connections, Part 5—Connecting Student to Student

February 2021, Volume 6.6

Every learner is unique. Some are outgoing, some hardly say a word. Some are quick thinkers, others need a little time to process. Some of our learners may be very confident and experienced in the study of the Bible. Some may be attending our Bible study for the very first time. They all have a unique perspective to contribute. How do we ensure that all voices have a chance to be heard in our classrooms?

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Adult Education: Additum ▾

02-2021 How to 'Read' Students During Remote Learning Nina Portugal
12-2020 St. Augustine Taught the Catechumens and So Do We Pastor Daniel Habben
10-2020 Connections: A Fresh Approach To Teaching Jesus Stephen Koelpin, Brian Schmidt, Peter Zaferos
09-2020 Flipped Classroom for Bible Study  
08-2020 Implementing Active Learning in Your Classroom  
07-2020 Watch and Learn: Study Shows How Brain Gains Knowledge Through Observation  
06-2020 Christ on Screen: The Benefits and Drawbacks of Christian-Based Visual Media in Evangelism and Entertainment Tyler Swiderski
02-2020 8 Habits of the Excellent Bible Teacher Andrew Hess
01-2020 Intergenerational Education in the Church: Parental Benefits of Learning Alongside Children Joshua J. Jensen
12-2019 Increase Student Learning in Only 3 Seconds Jennifer Sullivan
11-2019 In Defense of Lecturing Mary Burgan
10-2019 The Big List of Class Discussion Strategies Jennifer Gonzalez
09-2019 Ministering to Millennials  
08-2019 6 Myths About Introverts Carolyn Gregoire
07-2019 Bible Class Attendance Aaron J. Platzer
06-2019 Helping Students Memorize: Tips from Cognitive Science Michelle Miller, PhD
05-2019 Building the Body of Christ Charles Westra
04-2019 What Does This Mean - The Connection Between Debriefing and Spiritual Growth Justin W. Heise
03-2019 Questions that Evoke Wonder Rebecca Zambrano
02-2019 Leading Small Group Discussions? Andrew S. Mason
01-2019 12 Tools for Building Review Activities Richard Byrne
12-2018 Emotions and Learning Reinhard Pekrun
11-2018 The Unique Task of Teaching Adults Roberta Hestenes
10-2018 Strengthen Your Scores With Excercise  
09-2018 Spaced Repetition: The Most Effective Way to Learn Josette Akresh-Gonzales
08-2018 Chunking in Your Course Design Connie Malamed
07-2018 Dialogue Learning's Impact on Teaching - Dialogue Learning pt.5  
06-2018 Dialogue Learning's Impact on Teaching - Dialogue Learning pt.4  
05-2018 Dialogue Learning - Dialogue Learning pt.3  
04-2018 Dialogue Learning - Dialogue Learning pt.2  
03-2018 6 Core Principles for Adult Learning  
02-2018 Polish Your Communication Skills  
01-2018 Avoid Nominalizations  
12-2017 How to Electrify Your Writing with Verbs: A Songwriting Lesson Pat Pattison
11-2017 Designing Developmentally: Simple Strategies to Get Students Thinking Maryellen Weimer, PhD
10-2017 Three Reasons to Ditch Technology in Your Flipped Classroom Barbi Honeycutt, PhD
10-2017 Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work Barbi Honeycutt, PhD
09-2017 Backward Design, Forward Progress Pete Burkholder, PhD
06-2017 How Do Students Learn from Participation in Class Discussion? Elise J. Dallimore, PhD, Julie H. Hertenstein, DBA, and Marjorie B. Platt, PhD
04-2017 How Storytelling Can Enhance Any Learning Experience Saga Briggs
03-2017 25 Question Stems Framed Around Bloom’s Taxonomy TeachThought Staff
02-2017 Ever Wonder…How do I get my audience involved and get them to ask questions? Alaina Frederick
01-2017 Does Discussion Make a Difference? Maryellen Weimer, PhD
12-2016 Connections: A Fresh Approach To Teaching Jesus Stephen Koelpin, Brian Schmidt, Peter Zaferos
11-2016 Tips to Help the Bible Come Alive for Bible Study Groups Mary Jane Oliveri
10-2016 The Unique Task of Teaching Adults Roberta Hestenes
09-2016 Benefits of Using Biblical Narratives to Teach Brian J. Roloff
08-2016 Making the Most of ‘Reporting Out’ after Group Work Bridget Arend PhD
07-2016 Millennials and the Gospel: Ministering to a Discontinuously Different Generation James M. Hein
06-2016 How the Brain Learns David A. Sousa
05-2016 Case Study-Based Learning Mind Tools Editorial Team
04-2016 Nine Ways to Improve Class Discussions Maryellen Weimer
03-2016 Inclusion Means ALL Jane Vella
02-2016 Goldilocks and the 'Just Right' Strategy for Helping Students Acquire New Content Karen S. Buchanan
01-2016 Teaching Like Jesus Donald Patterson
12-2015 New Research on the State of Discipleship Barna Group
11-2015 LNRA - Learning Needs and Resources Assessment Global Learning Parters
10-2015 35 Ways to Choose Breakout Group Leaders Ed Jones Training Services
09-2015 Sample of No Fishing Questions Thomas Zock
08-2015 5 Top Tips to Get Into Your Creative Groove Training Zone
07-2015 Five Factors Changing Women's Relationship with Churches Barna Group
06-2015 24 Expectations of Adult Learners Ed Jones Training Services
05-2015 Takeout Learning: 4 Tips to Encourage Learning Transfer Assoc. for Talent Develop.
05-2015 Is Learning Increasingly Self-Directed in the Digital Era? Huffington Post

Curriculum Connection ▾

02-2021 19-Minutes With Luther
Sample Lesson PDF
12-2020 5-Minute Bible Studies: For Families
Sample Lesson PDF
10-2020 In God’s Orchard: Cultivating the Fruit of a Spirit-Filled Life
Sample Lesson PDF
09-2020 Bible Symbols
Sample Lesson PDF
08-2020 Bible Parables and Word Pictures
Sample Lesson PDF
07-2020 Civil Government Small Group Study
Sample Lesson PDF
06-2020 God's Word—The Foundation for Our Family Download
Leader's Guide PDF - Student Lesson PDF
02-2020 5-Minute Bible Studies: For Teens
Sample File PDF
01-2020 My Brother's Keeper
Leader's Guide PDF
12-2019 Politics Is Driving Me Crazy!
Leader's Guide PDF
11-2019 Luther's Large Catechism
Leader's Guide PDF - Student Lesson PDF
10-2019 Growing In Grace: Adult Bible Information Course
Leader's Guide PDF - Student Lesson PDF
09-2019 End Times: Jesus Is Coming Soon
Leader's Guide PDF - Student Lesson PDF
08-2019 Predestination: Chosen in Christ
Leader's Guide PDF - Student Lesson PDF
07-2019 Reformation and Martin Luther
Reformation: Grace, Faith, Scripture
The Word Endures: Lessons From Luther Yesterday and Today
The Word Endures: Lessons From the Lives of Powerful Politicians
A Return to Grace: Luther’s Life and Legacy
06-2019 Pray, Praise, and Give Thanks
Teacher's Guide PDF
05-2019 Training Christians for Ministry
04-2019 Sing to the Lord: A Study of Lutheran Hymnody
Leader's Guide PDF - Student Lesson PDF
03-2019 Lord's Supper: The Lamb's High Feast
Leader's Guide PDF - Student Lesson PDF
02-2019 Growing in the Word
Teacher's Guide PDF - Student Lesson PDF
01-2019 Growing in Grace
Teacher's Guide PDF - Student Lesson PDF
12-2018 From Promise to Glory
Leader's Guide PDF - Student Lesson PDF - Time Line Sample
11-2018 The Lyrics of Love - Solomon's Song of Songs
Leader's Guide PDF - Student Lesson PDF / RTF
10-2018 We Still Believe and Confess
Leader's Guide PDF - Student Lesson PDF / RTF
09-2018 The Glory of Living Under the Cross
Leader's Guide PDF - Student Lesson PDF / RTF
08-2018 Lifestyle Witnessing
Teacher's Guide PDF - Student Lesson PDF / RTF
07-2018 The Narrow Lutheran Middle
Leader's Guide PDF - Student Lesson PDF
06-2018 Great Gospel Events in the Lives of Elijah and Elisha
Leader's Guide PDF - Student Lesson PDF / RTF
05-2018 19 Minutes With the Messiah
Leader's Guide PDF
04-2018 Influencing God's Children
Leader's Guide PDF - Student Lesson PDF / .rtf
03-2018 God's People Discussion Guides
Leader's Guide PDF - Sample Lesson PDF / .rtf
02-2018 How Can They Teach That: And Still Claim to Believe the Bible?
Leader's Guide PDF - Sample Lesson PDF / .rtf
01-2018 The Glory of Jesus' Suffering, Death, and Resurrection
Leader's Guide PDF - Sample Lesson PDF / .rtf
12-2017 19 Minute Bible Studies
Sample Lesson PDF / .rtf
11-2017 364 Days of Thanksgiving
Leader's Guide PDF - Student Lesson: PDF / .rtf
10-2017 End Times - Jesus Is Coming Soon
Leader's Guide PDF - Student Lesson: PDF / .rtf
10-2017 19-Minutes With Luther: Baptism
09-2017 Reformation: Grace, Faith, Scripture
Leader's Guide PDF - Student Lesson: PDF / .doc
Leader's Guide Full Study: PDF - Student Lesson: .doc - Video Segment: Video Segment
06-2017 Timely Topics, Timeless Truths, Set 2
Leader's Guide PDF - Student Lesson: PDF / .doc
04-2017 The Word Endures
Leader's Guide PDF - Student Lesson: PDF / .doc
03-2017 A Study of World Religions
Leader's Guide PDF - Student Lesson: PDF / .doc
02-2017 Conversion
Leader's Guide PDF - Student Lesson: PDF / .doc
01-2017 Civil Government
Leader's Guide PDF - Student Lesson: PDF / .doc
12-2016 The People in David’s Life and in Yours
Leader's Guide PDF - Student Lesson: PDF / .doc
11-2016 Our Christian Response to Blessings and Challenges, Part 1
Table of Contents and Lesson 4 of Leader's Guide PDF
10-2016 The Word Endures: Lessons From the Lives of Powerful Politicians
Table of Contents and Lesson 1 of Leader's Guide PDF
09-2016 The Word Endures: Lessons From Luther Yesterday and Today
Leader's Guide Sample PDF
08-2016 Flowers in the Desert
Lesson One (before class) PDF - Lesson One (during class) PDF
07-2016 Idols We Never Knew We Had
Student Lesson PDF / .doc - Leader's Guide PDF / .doc
06-2016 Timely Topics, Timeless Truths (Set 1)
Student Lesson PDF / .docx - Leader's Guide PDF / .docx
05-2016 God's People Discussion Guides - David
Student Lesson PDF - Leader's Guide PDF
04-2016 Families of the Bible
Student Lesson PDF / .rtf - Leader's Guide PDF / .rtf
Devotional Readings PDF / .rtf
03-2016 My Vocation in Christ - Kenneth Cherney
Lesson 1 - My Vocation Is the Role in Life to Which God Has Called Me
Student Lesson PDF / .rtf - Leader's Guide PDF
02-2016 The Bloodstained Path to God - Daniel Habben
Lesson 6 - The Sabbath, the Spring Festivals
Student Lesson PDF / .rtf - Leader's Guide PDF
Torah Symmetry Chart
01-2016 The Glory of Jesus' Suffering, Death, and Resurrection - Richard Gurgel
Lesson 1 - Jesus and His Disciples in the Upper Room
Student Lesson PDF / .rtf - Leader's Guide PDF / .rtf
12-2015 Families Under God - Kenneth Kramer
Set 3, Lesson 4 - Be Patient with Members of Your Family
Student Lesson PDF - Leader's Guide PDF
11-2015 Prayer - Kenneth Cherney
Lesson 3 - Elements of a Well-Rounded Prayer Life
Student Lesson PDF / .doc - Leader's Guide PDF / .doc
10-2015 The Gospel to Share - Robert Koester
Lesson 1 - The Good News We Have to Share: Heaven
Student Lesson PDF / .doc - Leader's Guide PDF / .doc
09-2015 Hard Sayings of Jesus - Joel Siefert
Lesson 3 - The Upside-Down Kingdom
Student Lesson PDF / .doc - Leader's Guide PDF / .doc - Promotional Toolkit Samples PDF
08-2015 Baptism - John Koelpin
Lesson 2 - The Baptismal Service
Student Lesson PDF / .rtf - Leader's Guide PDF
07-2015 Fruit of the Spirit - James Aderman
Lesson 9 - Seof Control
Student Leson .doc - Leader's Guide & Promotional Material PDF
06-2015 Teaching Christian Values to Our Children - Mark Zarling
Lesson 1 - Esteemed in Christ
Leader's Guide PDF

Teaching Toolbox ▾

02-2021 JiTT (Just-in-Time Teaching) Cynthia Brame
12-2020 Ten Tips for Hosting an Online Bible Study David Walker
10-2020 Facilitation for Real Ownership Jeanette Romkema
09-2020 Google Updates and Simplifies Finding Creative Commons Licensed Images Richard Byrne
08-2020 10 Steps to Getting Started With Active Learning  
07-2020 25 Ways for Teaching Without Talking: Presenting Students With New Material in Theory Lessons Geoff Petty
06-2020 Ideas to Make Your Synchronous Online Classes More Fun Siva priya Santhanam, PhD
02-2020 Making Learning Relevant With Case Studies  
01-2020 Tips for Entering and Staying With Tough Dialogue Jeanette Romkema
12-2019 10 Practical Approaches to Teaching Scott Rios
11-2019 Let’s Make Better Slideshows Jennifer Gonzalez
10-2019 A Think-Pair-Share on Think-Pair-Share David Ginsburg
09-2019 Questions That Bring Contemporary Context to Past Personalities Perry Shaw, EdD
08-2019 17 Tips to Motivate Adult Learners Christopher Pappas
07-2019 Meaningful and Measurable Outcomes Vicki Caruana PhD
06-2019 Training Small Group Leaders Judy Washburn
05-2019 Communal Reading of Scripture  
04-2019 Avoiding Filler Words like "Um" Whitson Gordon
03-2019 12 Tips for Teaching Adult Learners  
02-2019 Catechism Options  
01-2019 10 Ways to Get People Talking  
12-2018 Successful Teachers Never Stop Learning  
11-2018 Asking Meaningful Questions  
10-2018 Oxygen; Glucose; Movement  
09-2018 Incorporating Repetition Into Your Classes  
08-2018 Interactive Faith  
07-2018 Interactive Faith  
06-2018 Web Meetings as a Bible Study Option  
05-2018 Heirs Together: Revised Bible Study  
04-2018 Learning Tasks Are Worth the Effort  
03-2018 Taking Learning to Task  
02-2018 Women's Bible Studies  
01-2018 Nouns that Kill  
12-2017 False Starts  
11-2017 The Flipped Classroom Can Work Very Well  
10-2017 Putting the Flipped Classroom to Work  
10-2017 The Flipped Classroom  
09-2017 Women's Bible Studies  
06-2017 Confirming Learning  
04-2017 Volume 2 of Teach the Word Daniel Schroeder
04-2017 Questions that Elevate the Discussion  
03-2017 Reformation Encouragement: Study the Word  
02-2017 Real-World Benefits  
01-2017 If Discussion Fosters Learning, Then Extend the Discussion  
12-2016 Responding to Questions  
11-2016 10 Good Question Strategies  
10-2016 6 Common Questioning Errors  
09-2016 8 Tips for Balancing Dialogue With Content Jeanette Romkema, Kathy Hickman, Elaine Wiersma
08-2016 Open Questions Global Learning Partners
07-2016 25 Things Successful Teachers Do Differently Julie DuNeen
06-2016 Think-Pair-Share Jennifer Gonzalez
05-2016 66 Alternatives to Lecture  
04-2016 Volume 1 of Teach the Word Daniel Schroeder
03-2016 8 Tips for Handling Questions Daniel Schroeder
02-2016 6 Tips for Using PowerPoint to Engage People in Dialogue Christine Little
01-2016 Kahoot (Create multiple choice web-based games for review, quiz, and discussion)  
12-2015 The GeaCron Project (View and create historical maps and timelines)  
11-2015 Wheel Decide (Customize a spinning virtual wheel)  
10-2015 35 Ways to Choose Breakout Group Leaders Ed Jones Training Services
10-2015 Bloom's Taxonomy Action Verbs Fresno State University
07-2015 What Type of Learner Are You? Gallatin College - Montana State Univ.
05-2015 Course Evaluation Sheet Daniel Schroeder

Archive ▾

12-2020 Volume 6.5
10-2020 Volume 6.4
09-2020 Volume 6.3
08-2020 Volume 6.2
07-2020 Volume 6.1
06-2020 Volume 5.11
04-2020 Volume 5.10
02-2020 Volume 5.9
01-2020 Volume 5.8
12-2019 Volume 5.7
11-2019 Volume 5.6
10-2019 Volume 5.5
09-2019 Volume 5.4
08-2019 Volume 5.3
07-2019 Volume 5.2
06-2019 Volume 5.1
05-2019 Volume 4.12
04-2019 Volume 4.11
03-2019 Volume 4.10
02-2019 Volume 4.9
01-2019 Volume 4.8
12-2018 Volume 4.7
11-2018 Volume 4.6
10-2018 Volume 4.5
09-2018 Volume 4.4
08-2018 Volume 4.3
07-2018 Volume 4.2
06-2018 Volume 4.1
05-2018 Volume 3.11
04-2018 Volume 3.10
03-2018 Volume 3.9
02-2018 Volume 3.8
01-2018 Volume 3.7
12-2017 Volume 3.6
11-2017 Volume 3.5
10-2017 Volume 3.4
10-2017 Volume 3.3
09-2017 Volume 3.2
04-2017 Volume 3.1
03-2017 Volume 2.12
02-2017 Volume 2.11
01-2017 Volume 2.10
12-2016 Volume 2.9
11-2016 Volume 2.8
10-2016 Volume 2.7
09-2016 Volume 2.6
08-2016 Volume 2.5
07-2016 Volume 2.4
06-2016 Volume 2.3
05-2016 Volume 2.2
04-2016 Volume 2.1
03-2016 Volume 1.12
02-2016 Volume 1.11
01-2016 Volume 1.10
12-2015 Volume 1.9
11-2015 Volume 1.8
10-2015 Volume 1.7
09-2015 Volume 1.6
08-2015 Volume 1.5
07-2015 Volume 1.4
06-2015 Volume 1.3
05-2015 Volume 1.2
04-2015 Volume 1.1

Video Extras ▾

Teaching Tips ▾

02-2021 Whether they know it or not, students come to you because they’ve hit the limit of what they can learn in their comfort zone. This leads me to conclude that, in order to maximize student learning, teachers must make students uncomfortable. Your job is to create a thoughtful, supportive environment that invites (or forces) students to attempt new challenges and learn from them. . . . Get students into the discomfort zone as much as possible. That’s where learning lives. Dan Spalding
12-2020 Your lessons should include visual, kinesthetic and auditory elements to make sure all types of learners are included. Handouts and graphs, in-depth classroom discussions, and role-playing should all form a part of your lesson planning in order to achieve this. Basically, you need to get adult students involved in the process of learning on as many levels as you can.  
10-2020 Adults, even more than children, need to be in an environment that is conducive to learning. That means good lighting, good line of sight for all students to the whiteboard or teacher, and appropriate use of technology. Even comfortable chairs will make a difference.  
09-2020 Regarding the flipped classroom: Reviewing materials beforehand and turning a lecture into an interactive working session yields statistically significant improvements in engagement, test scores, and overall long-term learning. Vanderbilt University Center for Teaching
08-2020 As you begin to incorporate active learning practices, it’s a good idea to explain to your students why you’re doing so. Talking to your students about their learning not only helps build a supportive classroom environment, but can also help them develop their metacognitive skills (and thus their ability to become independent learners). adapted from a quote by Cynthia J. Brame – Vanderbilt University Center for Teaching
07-2020 When beginning a new study or new topic, solicit feedback from learners to find out what they already know or need to know to understand what you want them to learn. Distribute a brief questionnaire about the upcoming topic, or ask for a show of hands or thumbs-up to gauge what’s already known.  
06-2020 To serve today’s students well, it is incumbent upon teachers to understand if, when, and how to incorporate technology into the classroom. While some measure of technology is not only beneficial but necessary for optimizing the education of today’s digital natives, it must be used with care, deliberation, and strategy if the reality is to live up to the promise. Sam Bowman
02-2020 Stand when presenting new content, sit when facilitating dialogue. One should probably be sitting more than standing if this guideline is followed. Sit down with your students when possible and become a learner among learners. Although with large groups this may not be possible (as you need to be able to see everyone), the desired shift in power can still be communicated by inviting learners to engage with the learning rather than only the teacher, and encouraging dialogue with each other and themselves rather than only with you. Jeanette Romkema and Dan Haase from Global Learning Partners
01-2020 Learners need to know when they will need to use the new content. If you can highlight that they will need it this week when they are at work, in their home, or out with their friends, engagement will be higher. You help this by: 1) always being specific about the time and place something can be used i.e. “This week when you are at work, you could…” 2) making final decisions at the end of a session specific to their day-to-day life. i.e. “Think of decision you need to make at the end of this week, …”  
12-2019 Remember what it is like to learn something for the first time. Give students time to process information and answer questions. Know that it is fine for students to make mistakes if they can learn from them. Realize that learning can be hard work, even for the most motivated students.  
11-2019 When the blahs strike, I try to look for a way to completely—albeit temporarily—abandon correctness, coverage, consistency, or control in favor of getting students engaged. Besides all the good learning that results, I feel a pedagogical rush when my students turn on their brains and produce new knowledge. We all get engaged, and we all move a bit closer to learning “happily ever after.” E. Shelly Reid, Assoc. Prof. and Dir. of Composition George Mason University
10-2019 “Find out what your group knows about a topic before you begin a new lesson. Divide them into teams of four and present the topic. Ask them to brainstorm and list as many ideas or questions as they can come up with in a given amount of time.” Catherine Rasmussen, Extension Professor University of Minnesota
09-2019 “To promote effective retrieval, at the end of class ask students to put their notes away and force themselves to remember what was covered.” James Lang, Director of the Center for Teaching Excellence at Assumption College
08-2019 When advertising and promoting an upcoming Bible study, present specific benefits the learners will get through the course. Growing in faith and knowledge of the Word are obvious gains of a Bible study, but naming some blessings might help. For example, when promoting a study of 1 Corinthians, you might list what kind of problems can exist within a Christian congregation and note that the study will teach how God handles them.  
07-2019 Moving around the room in three-dimensional space is something that a flat image on a screen can never achieve. The enthusiasm and energy of a teacher who is moving around to be close to the students send a clear message: “This is great material that is worth learning.”  
06-2019 If you don’t have a suitable answer to a learner’s question, don’t try to stumble through an inaccurate response. Simply say, “I don’t know—let me get back to you.” Then, after class, you can take the time you need to determine the proper answer and return with it for the next study. Trying to fake that you know an answer when you truly do not causes your credibility to crumble, and you can end up making a big mess of things. Being honest about not knowing shows that you are human, and coming back with a solid answer shows that you care. Modified from an article at Teaching for Learning at McGill University
05-2019 To tap into people’s experiences and to encourage them to more thoroughly explore a text and how it applies, ask questions that have multiple correct answers.

For example, “Which verses from 1 Corinthians 15 give you the most encouragement?” will generate more discussion than “What does 1 Corinthians 15:58 say?”
04-2019 In order to avoid becoming a stuck and stubborn teacher, a successful educator takes time to reflect on their methods, their delivery, and the way they connect with their students. Reflection is necessary to uncover those weaknesses that can be strengthened with a bit of resolve and understanding.  
03-2019 When teaching adults, youth, and older children, try to ask “open-ended” questions: questions that may not have a single answer. Stay away from “closed-ended” questions: questions that can be answered with a simple, regurgitated answer, or a “yes” or “no.”

For example, instead of asking, ‘How many loaves of bread and how many fish did Jesus have when he fed the 5000’ (a closed question), ask, ‘Jesus had only 5 loaves of bread and 2 fish when he fed the 5000. For what reasons might God have told us the exact amount of food he had at the beginning?’ (an open question).

Be patient when waiting for answers. Count to five or ten slowly to yourself. If you answer your own question, then learners will learn to let you do so always! Give your learners time to think before they answer the question.
02-2019 Make a list of favorite practices of your past teachers that helped you to learn. Make another list of your least favorite practices of your past teachers. Incorporate the former ideas and avoid the latter, unless it would help the teaching process to bring in some of the unpleasant practices.  
01-2019 Don’t fear silence! Learners will eventually talk. While we may think the silence is long, learners need time to process your questions and come up with answers. Give them a chance to think and they will eventually talk. In fact, you may want to silently count slowly to 10 or 15 to force yourself to wait long enough for students to think and respond.  
12-2018 One of the principles of learning is that immediate application improves learning. As soon as possible after you teach new content, have the students think about and verbalize how they can apply the new and relevant information to their lives.  
11-2018 Most adults have job and family responsibilities that keep their schedules full. Though you want the class to be comfortable and conversational, don’t waste a lot of time on small talk. Be prepared to move the class along so students won’t feel that you are wasting their time.  
10-2018 Many of the people you will teach may not have been in school for many years. They might be hesitant to ask questions. Experienced teachers have found that asking, “What questions do you have?” elicits many more questions than asking, “Do you have any questions?” That slight change in wording implies you are expecting questions. Then pause for seven seconds to give people the opportunity to construct their questions.  
09-2018 Take five minutes at the end of each class to ask students to summarize the ideas presented, to apply information to a new situation, or to write their reactions to the day's class. Doing so throughout the course can help you know what you can do to strengthen your teaching.  
08-2018 Consider using e-mail or text messages between class sessions to generate comments or questions for discussion. Out-of-class discussions can increase the interest level and class participation.  
07-2018 Take advantage of the pre-class lull by posting a thought-provoking question or statement for students to see as they're filing in. This helps get them ready to learn, so that when the class starts, you're off and running.  
06-2018 Many television series start each week's episode with a recap of what happened the previous week. It's a good strategy for faculty as well, and it can help refocus students' attention and get them ready to learn.  
05-2018 Be well organized. A lesson that flows logically will be easier to follow. Hand out a list of ideas for topics that you plan to cover so that students can see where you have been and where you are going.  
04-2018 Respect the fact that the members of your class will have differing learning styles. Learn about the various styles, and try to include questions and activities that will appeal to people with a variety of learning styles.  
03-2018 When you are concluding your presentation of a section of Scripture, ask real questions that guide the students to dig into the content of the section. Use "Does anyone have any questions?" only occasionally.  
02-2018 Consider using e-mail to encourage class participation. Send one question for class participants to consider during the week and to whet their appetites for the next session.  
01-2018 In class discussion, when no amount of rephrasing a question or waiting for a student response elicits any, say, "Help me understand what makes that a difficult question to answer."  
11-2017 Good teachers take time to learn. It not only broadens the pool of knowledge they can share and thus makes their classes more interesting, but it inspires enthusiasm for the topic. Enthusiasm tends to be contagious.  
10-2017 Shift your focus from "covering" to "uncovering" content. In the process, you'll get students engaged in analysis, application, and problem-solving.  
10-2017 About 75% of what we learn comes through the sense of sight. About 13% comes through the sense of hearing.

When an instructor uses words alone, students will remember some facts. When the instructor uses pictures alone, students remember more than three times as much information. But if the instructor uses both words and pictures, students will retain more than six times as much information.
09-2017 The article accessed in the Additum section discusses the development of lessons by looking first at your goals for the lesson. Today’s teaching tip is that you discuss your goal for each session with the class. Adults will be motivated to study a particular course if they understand how they will benefit from the study. For example: If your goal for a lesson on the Lord’s Supper is that the students will understand and be able to articulate the rationale for the doctrine of close Communion, express that goal. You might do that by giving an example of a time when that knowledge could be important to them.  
06-2017 Remembering Information. At the end of the class, ask class members to summarize key thoughts that you taught or discussed. This activity helps move class content into the long-term memory.  
04-2017 If the class material is weighty and detailed, adults will benefit if you "chunk" the information. Chunking refers to the approach of breaking long strings of information into chunks or smaller units so that the short-term memory is better able to assimilate the information.  
03-2017 To encourage class members to think about the Bible study throughout the week, consider giving a take-home assignment. It may simply be a thoughtful question that will serve as a hook to lead into the next lesson. It could be an assignment to look for applications to what they discussed in class in the news stories of the week. You might want to send the question/assignment home on a small note that participants could put up on their refrigerators.

You may also take it one step further and use this as an impetus for spiritual discussion within the family. Ask the participants to discuss a question with a spouse, friend, or family member.

To make this most effective, you may need to make it a regular practice so the class members get into the habit.

02-2017 If the subject of your Bible class is rather complex or requires a lot of context, such as an explanation of the historical setting, avoid cognitive overload. If student pages contain long text sections, try to incorporate numbered or bulleted lists. Or, you may be able to break these sections into smaller units that students can process more easily.  
01-2017 At the end of your class, you might ask the participants to take five minutes to write a summary of what they learned or to write a reaction to the class. An alternative would be to present a hypothetical situation and ask them to apply what they learned to that situation. As they think through the class discussion and write their responses, they will be transferring what they heard into long-term memory.  
12-2016 Vary your daily presentation. One-way communication holds your audience's attention for about 20 minutes. Vary what you do (talk, listen, move about, use materials, etc.) and what your students are asked to do (talk, listen, move about, use materials, etc.). From the U of Nebraska-Lincoln, Office of Graduate Studies
11-2016 Adjust your teaching speed to meet the needs of the older learner. . .be conscious of the rate at which material is presented. Be aware of offering too much information too fast; regulate the flow of information accordingly. Deborah Davis in The Adult Learner's Companion: A Guide for the Adult College Student, 2nd ed.
10-2016 Think/pair/share is always a good standby for engaging students. Take it a step further with think/pair/share/square in which two groups then have to reach agreement with the other groups. Ken Alford in What Works and What Doesn't When Teaching Large Classes
09-2016 In class discussion, when no amount of rephrasing a question or waiting for a student response elicits any, ask, "Help me understand what makes that a difficult question to answer?" Linda Shadiow, Teaching Professor Conference Advisory Board
08-2016 Most television series start each week's episode with a recap of what happened the previous week. It's a good strategy for faculty as well, and it can help refocus students' attention and get them ready to learn. Ike Shibley in 23 Practical Strategies to Help New Teachers Thrive?
07-2016 Take advantage of the pre-class lull by posting a thought-provoking question or statement for students to see as they're filing in. This helps get them ready to learn, so that when the class starts, you're off and running. Tyler Griffin in What Works and What Doesn't When Teaching Large Classes?
06-2016 Lower-level questions need not be simple yes-no questions. For example, if the content describes a four-step process, rather than getting students to simply restate those steps, you can have them select which step is their favorite or state which they think is the most important and why. Online Classroom
05-2016 Doing group work well requires planning, maintenance, closure, and reflection. It also requires problem-solving and conflict resolution skills. Research shows that it can be worth the effort, as it improves outcomes and satisfaction. Claire Howell Major in Choosing and Using Group Work Activities in the College Classroom
04-2016 Shift your focus from "covering" to "uncovering" content. In the process, you'll get students engaged in analysis, application, and problem-solving. Nicki Monahan in Taming the Monster: Rethinking the Role of Content
03-2016 Use your eyes to encourage more student interaction and engagement during discussions. When a student begins talking, if they are only looking at you while making their point, start with eye contact and nodding to them, but then start looking at other students. This has four benefits: (1) It cues them to consider other students as they talk. (2) You can see how well other students are tracking the discussion. (3) The student who's talking receives subtle feedback on when to stop. (4) It encourages other students to reply directly to their peer's comment. Ray Cramer, IslandWood
02-2016 Allow chaos. Students should learn to tolerate some uncertainty and vagueness in the learning process. "Figuring it out" is part of the learning. Berlin Fang in "How to Avoid Being a Helicopter Professor"
01-2016 When it comes to integrating technology into your teaching, don't use the most complex technology available, but rather use the simplest technology to accomplish what you need. Tyler Griffin in "How Can I Use technology to Improve Learning?"
10-2015 Other Guidelines for Writing and Setting a Learning Task Paul Nitz
08-2015 Group work in the classroom: types of small groups Univ. of Waterloo
08-2015 4 Tips for Working With Small Groups Daniel Schroeder

Miscellaneous ▾

05-2016 Revelation 1-3, Lesson 7 Stephen Geiger
05-2016 Revelation 1-3, Lesson 6 Stephen Geiger
04-2016 Revelation 1-3, Lesson 5 Stephen Geiger
03-2016 Revelation 1-3, Lesson 4 Stephen Geiger
02-2016 Revelation 1-3, Lesson 3 Stephen Geiger
02-2016 Revelation 1-3, Lesson 2 Stephen Geiger
01-2016 Revelation 1-3, Lesson 1 Stephen Geiger
07-2015 Same Sex Marriage Bible Study (1 Lesson)
Student Lesson PDF / .doc - Leader's Guide PDF / .doc
William Monday
04-2015 Treasure in Jars of Clay: The Synergy Between the Instrumental
and Ministerial Causes in God's Plan of Salvation
Jonathan Hein