Shalom christian education_resource_guide_-_working_document[1]

Shalom Ministries Christian Education Resource Guide (Working Document) Oct 2010

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Shalom Ministries |Christian Education Resource Guide 1

Shalom

Christian

Education

Resource Guide


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Note from the Director:

From a Christian philosophical perspective of education, thoughts and actions can be derived,

implemented, and defended. The elements to be considered in developing a Christian philosophy

of education range from theological and doctrinal to social and educational. This resource guide

has grasped the most critical step by ensuring that the development is Biblical based. The Bible

becomes the skeleton on which the practical application of our philosophy can be arranged.

The basis of this Resource Guide is to be a working, living document on this Christian Education

philosophy and provides a concise guide to the implications for the teaching-learning process of

this Christian Education Program, the role of the educator, and the role of the learner.

Since this is a living document, this page will be updated frequently to include resource links,

books, handouts, and other documents that will become supplements to this resource guide.

These updates will be listed on this page as they are accrued.

Resource Supplement:

Shalom Ministries Christian Center, Christian Education Ministry, Teacher’s Training Handbook, February 2010, handbook and training dvd

Tanya Pelcher-Herring, Ph.D.

Tanya Pelcher-Herring, Ph.D.

Resource Supplement list Last updated: October 2010


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Table of Contents

Page

The Basic Guidelines for Shalom Christian Education Teachers 4

Biblical Foundations for Christian Education 5

The Teaching-Learning process 7

The Role of the Educator 8

The Role of the Learner 9

Teaching Principles and Application 10

Shalom Christian Education Learning Design 11

Application 12

Sample – Lesson Plan Template 13

Fill-in-the-Blank Lesson Plan Template 17

Curriculum Plan 21

Communication Plan 22

Closing Notes 24


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The Basic Guidelines for Shalom’s Christian Education

Teachers

PECC…

Preparation

Study the written Word of God

Prepare your lesson plan

Review and practice what you are going to present and how you are going to present it

Participate in the Christian Education Ministry Instructional & Team Communication

Sessions

Execution

Pray

Arrive earlier than the participants (10-15 minutes)

Set up the learning environment to ensure it is conducive to the instruction and return it

back to its original configuration by leaving the area in order

Follow your lesson plan

Maintain a Christian environment in your class

Coordination

Communicate and coordinate any planned or unplanned absences

Maintain communication with the instructional team

Commitment

Honor God‟s call upon your life


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Biblical Foundations for Christian Education

1. God's revelation is the basis for all truth (Luke 11:52; Proverbs 1:7)

2. Parental responsibility is the priority control (Deut. 6; Ephesians 6; Genesis 18:17-19)

3. The example of early Christians (Acts)

4. Significance of the Holy Spirit in the life of the teacher (John 16:13; 1 John 5:19-21)

5. Christian Education is education for the whole man (Proverbs 22:6)

6. God's education is always in contrast to man's education (Colossians 2:8)

7. Biblical Education requires a submission of all intellect and will to the Lordship of Christ

(1 Cor. 1:18-31; 2 Cor. 10:5)

1. What is Christian Education? (Acts 8:31:31; Jn. 16:13; 1 Tim. 4:6; Eph. 6:4; Prov. 22:6;

Jn. 1:18; 2 Peter 3:18)

1. Pattern of teaching involves:

1. Introduction: intrigues interest in investigation (Jn. 4-7).

2. Interpretation: defines in framework of known to unknown (Jn. 4:10-14)

3. Interaction: encourages participation deepening impressions (Jn. 4:15)

4. Integration: assimilates new truth into enlarged life (Jn. 4:29)

2. Manner of instruction is:

1. More than telling or showing; engaging in participation (Matt. 22:19)

2. Many times unconscious in effort as well conscious (Matt. 22:16)

3. Multiplied in various activities as worship, camp, play, etc. (Matt. 5:1; 21,

28)

4. Manifested by imparting, counseling, discussing, living! (Matt. 22;16)

2. The Student...

1. Personality with attitudes, desires, knowledge, skills, etc (Jn. 2:23-25)

1. Created in the image of God (Gen. 1:27)

2. Marred by sin (Rom. 3:23)

3. Adorned with mental, physical, spiritual, social interests.

2. Learner, follower, disciple, endowed with: (Matt. 5:1-2)

1. Mind to discover, understand, perceive truth confronted (Rom. 1:14)

2. Heart to appreciate, desire truth made attractive (Phil. 1:8-10)

3. Will to appreciate, respond to truth and opportunity (Jn. 7:17)

3. Through Experiences...Will to do His Will (Eph. 1:17)

1. Education involves a teacher-pupil-subject-relationship

1. Teacher introduces, interests, explains, encourages (Jn. 4:7, 14)

2. Pupil investigates, appreciates, assimilates, acts (Jn. 4-15)

3. Subject is truth around which this interaction revolves (Jn. 4:26)

2. Education takes place only when truth is:

1. Understood in the mind, not mere mental assent or repetition (Acts 8:30-

35)

1. Related to previous experience or fragmentary (Matt. 4:19)

2. Related to life situation or artificial (Matt. 4:20)

2. Believed in the heart (the entire being) (Acts. 8:37; Roman 10:9-10)

3. Actualized into life (adopted by will) (Acts 8:38; Prov. 3:6)


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4. Of Truth...(Jn. 14:6; 17:17)

1. All truth is God's truth, but received in portions (Col. 2:3; Heb. 1:1-2)

1. Expressed in nature, providence, Scriptures, Christ (Rom. 1:20; 2:15)

2. Received by intuition, experience, authority, reason, faith (Heb. 11:3)

2. Holy Spirit illuminates, providing super-rational truth (Jn. 16:13)

5. Into a Life... (Jn. 20:31)

1. Purpose of grace and truth is conformity (Jas. 1:22f; 2 Cor. 3:18)

2. Christ is not only truth but life (Jn. 10:10; 14:6)

3. Provision of truth is complete (Rom. 8;32)

1. Standard of measurement of maturity is Christ (Eph. 4:13)

2. Instructions are adequate in Scriptures (2 Tim. 3:16-17)

3. Power is provided in Gospel (Rom. 1:16)

4. Completed only when see Him and become like Him (1 Jn. 3:2)

6. Of Service... (Rom. 12:1-2)

1. Meanwhile, God provides an outlet for love (2 Cor. 5:14)

2. And the world awaits its demonstration (Jn. 13:35)

7. To the Glory of God! (1 Cor. 10:31)

1. That in all things He might have the preeminence (Col. 1:18)

Source: 1975 by American Association of Christian Schools

Throughout the teacher learning and communication sessions, we will highlight and use these

scriptures as the foundation our session.


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The Teaching-Learning Process

The implications of having a sound Biblical base for the educational process are many. The

educative process is the process by which the communication of the foundational truth is

accomplished, in other words, it is the process by which the Christian philosophy of education is

implemented in the classroom. Today, that classroom may look differently. It may be in the

form of a technology based environment, but the purpose, method and result should still be the

same.

The purpose is to put the believer into right relationship with God, man, self, and his

surroundings.

The method is by the Spirit's assistance in the appropriation of Biblical truth to the

believer's life.

The result will be a maturing believer who is able to live a life that is in conformity with

the Word of God.

In essence, Christian education is a process of guided learning where the teacher and the Holy

Spirit combine efforts to help the leaner to spiritually grow and mature, to more and more

conform to the image of Christ.

The scope, or field of Christian education, though guided by Biblical truth, is not limited to

Biblical exposition. Your goal as a Christian Education Teacher is to seek to develop the learner

and enable him or her to understand, appreciate, and live a Christian life in the world in which

God has placed him. Shalom‟s Christian Education Program is structured to help the individual

develop the ability to separate truth from error, not only in Bible doctrine, but also in the facts

and issues of his everyday life.


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The Role of the Educator

The Christian educator or teacher is to be a guide or resource person in the wonderful experience

of learning… a facilitator. Your learners must know that you care about them. The educator must

have experienced the reality of what he or she is attempting to teach or else we have a scenario

of a blind man leading blind men.

This is why we must always sustain a Christ-centered and Biblically grounded program. The

nature of the teaching process gives us some clues as to the function of the teacher.

As a Christian educator the teacher must be both a Christian and an educator. As a Christian he

has experienced the reality of God's truth, and he has god's Spirit to empower him and his

teaching.

As an educator he functions in accordance with the mandate of God to teach in accord with the

educational principles contained in the Word of God. Educate means to change one's behavior.

In the book of 1 Corinthians, Paul exhorts his readers to be followers of him as he is of Christ.

This must be true of the teachers too, for as leaders they must exemplify what they are trying to

teach. The American Association of Christian Schools has identified the following six

qualifications of a Spirit-filled teacher:

Six Qualifications for a Spirit-filled Teacher are:

1. The teacher is the communicator of truth, he must be openly and boldly a Christian.

2. Every teacher must know the bible. Because the Word of God is relevant to all subjects.

3. The Christian teacher must be committed in every aspect of his life and work, in all his

being, to the truth.

4. The teacher must seek excellence. This is a seeking after intellectual excellence to the

glory of God, and a Christian teacher should be content with nothing less than superiority

in this area.

5. The Christian teacher must truly love his students, seeking their highest good even when

at times the way may be hard. Not only should he love his students, he should genuinely

like and understand them.

6. Finally, the Christian teacher should exercise complete submission to the one great

teacher. Every teacher must listen to the Lord, and the Holy Spirit, for his lessons and

never should he think that he does not need to be taught of Him.

(Source: American Association of Christian Schools)


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The Role of the Learner

The learner represents the challenge to the Christian educational process. Each believer brings to

class a personal set of needs, wants, and goals. Each is looking for fulfillment and growth in

his/her own personal and spiritual life. Every learner starts with his/her own basic needs, thus the

educator must seek to motivate the learner to discover and apply God's provisions to his/her life.

In Christian education true learning comes as the learner experiences the wonder of God's truth

applied to his life.

The pupil is to be considered as an individual, a person of worth, as God sees us as individuals.

Their personal experiences and knowledge have value. Remember, the pupil is a responsible

member of a learning group, having something to contribute and something to learn.

The truth that is learned must not be finally imposed from without, but rather must be discovered

by the pupil under the guidance and leadership of the teacher and the Holy Spirit.

To summarize the Role of the Learner, LeBar, Lois. Education That Is Christian, 1968, p. 136,

LeBar states:

"A pupil's growth is determined not by what he hears, but by what he does about what he hears.

The important thing is what is happening inside the pupil. He may accept or he may reject

whatever is going on outside. Learning is what the pupil does and what the outer forces do to

him. Teachers can influence the inner factors only by properly using the outer factors. If a

teacher will work with the Spirit of God, He can use him to effect the desired inner changes."2

Therefore, it is the task of the teacher to help his pupils to know and to understand the principles

of Scripture for their lines, and then to lead them to accept these principles as their own. The

motivation would not remain outward, that is because the teacher says so, but rather, the pupil

must be guided to the place where he can think through the issues and apply it to his life. Once

the divine work of the Holy Spirit is accomplished, (John 16) God's pre-determined principles

become self-chosen goals.


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Teaching Principles and Application

The Learning Centered Approach

Very few people in education have not heard of the rumored shift from instructor to learner.

Institutions discuss “learner-centered”, throwing the term around as if it should be implicitly

understood.

Faculty, administrator, and learner interpretations of the concept vary. What does it mean?

Winer, Rushby, and Vazquez-Abad describe learner-centeredness as “…the assumptions that the

students are self-motivated, accountable for their own learning, should be respected, as well as

exercise control over their learning outcomes…” (p. 876). “Independent learning requires that

people take responsibility for their own learning. Individual responsibility stems from the belief

that learning can be affected by effort, and this belief is the critical factor which leads to

individuals' perseverance in the face of obstacles.”

The process of learning has long been debated in realms of religion, and philosophy. The

challenge of creating a comprehensive definition lies in the different interpretations of both

intent and method of learning.

Acknowledging that learning is a process beyond simply processing information requires a

definition that is valuable in both formal and informal learning activities. Learning is not an

isolationist activity without intent or aim.

The key point in all of this text, whether the instruction is for Christian Education or education in

a traditional learning environment, is that certain learning experiences build skills; others build

attitudes, beliefs, or other “soft knowledge”. The ultimate intent of the process is to be able to do

or achieve something.

In this regard, learning can simply be defined as actuated or actionable knowledge. This

definition has two components - knowledge: understanding of an implicit or explicit nature, and

actuation: doing something appropriate (defined as contextually aware) with knowledge. In the

Christian Education learning environment, we want the learner to gain an understanding of

God‟s written Word and the execute actuation by living out the Word.


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Shalom Christian Education Learning Design

Effective learning design must recognize different domains of learning that Shalom‟s Christian

Education curriculum has followed. Learning Development Cycle attends to four broad learning

domains:

transmission

emergence

acquisition

accretion

Shalom Christian education focuses on different objects, in order to meet the intended learning

goals. Design objects include: instruction, fostering reflection and critical thinking, creating

access to resources. Each time the teacher provides instruction, it is critical that he/she

remembers that their role is more than imparting information. At Shalom, the curriculum design

is strategically aligned with the different domains of learning and focused on different objects to

achieve the intended learning goals. Let‟s examine the domains further as shown in the graph

below: (Source: Bridging Learning Designs, Siemens, 2005)


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Application

The span of instruction time is usually restricted to one hour. In some instances, there may be an

additional five to ten minutes, which is customarily applied to posturing the learners and or the learning

environment. The following diagram illustrates the “One-Hour-Block” instructional design and its

application:

This illustration depicts the ¼ hour presentation segments of the one-hour instruction. The hour is

divided by the learning domain and drives the different objects to achieve the intended learning goal.

This resource guide is developed in a methodology that the contents can be used as the lesson plan. Using

what you‟ve learned about the learners, follow the Lesson Plan template and apply these skills.

Shalom Ministries, Christian Education Lesson Plan Template - Sample


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Date: Any Day Learning Event: Church School

Teacher Name: Jane Doe Theme: Follow the Commandments

1. Topic- The Ten Commandments, Exodus 20:17; Deuteronomy 5:6-21

2. Content- Discussion of the origin of the ten commandment, context, and their purpose

3. Goals: Aims/Outcomes-

1. Student will learn the history of the Origin

2. Student will learn the purpose of the Ten Commandments

3. Student will learn the Ten commandments and be able to recite them

4. Objectives-

1. Teach students the history of the Ten Commandments, origin, book of the bible, author

2. Teach the students the purpose of the Ten Commandments

3. Teach the students the Ten Commandments

5. Materials and Aids-

Video, Pictures of Moses with the Ten Commandments, the Bible

6. Procedures/Methods-

Read from the Bible the Ten Commandments (rotate among students each commandment) Ask students questions about their interpretation of the commandment once read Show pictures of the Ten Commandments, show 5 minute video

Shalom Christian Education Lesson Plan Template – Page 1 of 4

Shalom Ministries, Christian Education Lesson Plan Template


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A. Introduction- (Transmission Domain) 5-10 min.

1. Introduce topic – Ten Commandments

2. Select scriptures for reading (rotate among students)

3. Reiterate the topic and its importance

B. Development- (Emergence Domain) 15-20 min.

1. Engage participants in the highlights of Moses and his ventures

2. Drive home the nucleus of the discussion: The Ten Commandments (repeat and repeat)

3.Show video, 5 minutes or bring out enlarged pictures of Moses w/Ten Commandments

C. Practice- (Acquisition Domain) – (included w/Section C, D, E) 15 – 20 min.

1. Divide students in small groups and give split up Ten Commandments

2. Give each group provide a task about the Ten Commandments w/everyday life 5-8 min

3. Allow 3-5 minutes for group feedback

D. Independent Practice- (included w/Section C, D, E) 15-20 min. (Use w/mixed age groups)

1.Follow Section “C” Plan - Split participants into closer age groups

2. Depending upon age, increase or decrease complexity of task in section C

3. For younger children, provide crayons, drawing, or do a puppet skit

E. Accommodations (Differentiated Instruction)- (included w/Section C, D, E) 15-20 min

1. Follow Section “C” plan

2. Diverse (age groups vast) – older children learn as they assist

3. Allow older children to pair-up with younger ones – partner teach

F. Checking for understanding (Accretion) 10 min. (Reemphasize the Constant)

1. Check with students on key highlights: Who is Moses?

2. Check with students on key highlights: Who can say the Ten Commandments?

3. Check with students on key highlights: What Books of the Bible did we discuss?




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G. Closure- (Accretion) 3-5 min (Reemphasize the Constant)

1. Ask for recitation of scriptures, text, or materials learned as the memory text

2. Ask again for recitation of the 10 Commandments

7. Evaluation- (always ask the participant for feedback)

1. Ask students how do they think the session went to day?

2. Ask students if they could do something different today, what would they do?

8. Teacher Reflection- (Lessons learned; tips for future sessions)

Make notes to yourself on lessons learned by you and the learner



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Use this diagram as your guide - Follow Outline on 2 and 3:

Domain Focus Timeline – Approximately 1 hour Transmissions: Section A 5-10 min Emergence: Section B 10-15 min Acquisition: Section C, D, E 15-20 min Accretion: Section F, G 10-15 min



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Date: Learning Event:

Teacher Name: Theme:

1. Topic-

2. Content-

3. Goals: Aims/Outcomes-

1.

2.

3.

4. Objectives-

1.

2.

3.

5. Materials and Aids-

6. Procedures/Methods-



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A. Introduction- (Transmission Domain) 5-10 min.

1.

2.

3.

B. Development- (Emergence Domain) 15-20 min.

1.

2.

3.

C. Practice- (Acquisition Domain) – (included w/Section C, D, E) 15 – 20 min.

1.

2.

3.

D. Independent Practice- (included w/Section C, D, E) 15-20 min.

1.

2.

3.

E. Accommodations (Differentiated Instruction)- (included w/Section C, D, E) 15-20 min

1.

2.

3.

F. Checking for understanding (Accretion) 10-15 min.

1.

2.

3.



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G. Closure-

1.

2.

7. Evaluation- (always ask the participant for feedback)

1.

2.

8. Teacher Reflection- (Lessons learned; tips for future sessions)



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Use this diagram as your guide - Follow Outline on 2 and 3:

Domain Focus Timeline – Approximately 1 hour

Transmissions: Section A 5-10 min

Emergence: Section B 10-15 min

Acquisition: Section C, D, E 15-20 min

Accretion: Section F, G 10-15 min



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Curriculum Plan

Each month, teachers will receive a curriculum plan, which outlines the month, week of the

month, the theme and scripture, the Christian Learning Event, e.g. Sunday Church School, Bible,

Study, etc., the teacher who is providing coverage, and the topic of the lesson for that week. The

last column indicates resource materials, which is designed to assist to ensure „every‟ teacher has

knowledge of additional resources on hand for that week‟s instruction. Please ensure that you

attend the monthly team communications, listen to the podcasts, and review your weekly

electronic messages.

Shalom Christian Education Ministry - Monthly Curriculum Plan (October 2010)

Week 1 Week 2 Week 3 Week 4 Week 5

Theme

Scripture

Basis

TBA TBA TBA TBA TBA

Sunday

Church

School

(Teacher)

Sunday

Youth

Church

(Teacher)

Wed

Bible

Study

(Teacher)

Resource

Material:

Source

Template – Distributed monthly


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Communications Plan

We plan to enhance the communication flow and training events through a couple of unique

methodologies that maximize the use of technology. The mode and frequency of communication

with the learners and the instructional team is shown in the illustration above and includes:

1) Webinars - everyone on the teaching team either has a computer or access to a

computer. With hectic scheduling and limited access to actually conducting a

face-to-face seminar or c-learning (classroom learning), the e-Learning modality

is an excellent alternative. Monthly, the plan is to provide an e-Learning webinar

that can be broadcast live and recorded for later viewing. The training events will

be dual purposed. They will not only serve as a venue for training, but an

opportunity for participants to communicate on teaching formats, concepts, ideas,

and scheduling.


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2) Podcast - this is a unique and innovative methodology that will also be

multipurpose. The first purpose would be to provide a convenient and effective

methodology to communicate messaging. Expansion of the messaging topics and

the deliverer of the messaging is the exciting part where we have an opportunity

for the teaching team to be participatory. The podcast are planned to be 10-15

minutes in duration. The speaker will be rotated among the Adult Volunteer

Teaching Team and the Youth Teaching Team. Completed podcast will be

included in the Christian Education technology library and/or posted on the

website.

There will be standard messaging platform that is presented for each session.

However, the uniqueness will be who will be delivering the message, as well as

the content. For example, a teen may be the key note speaker for the podcast.

He/she will be given an opportunity to actually research the scripture, compile

elements of the message and present the message. Also, included in that podcast,

will be the platform information that reiterates the mission, purpose, objective of

our ministry.

It is essential that the instructional team stay connected. If you miss a meeting, review any

broadcast material and connect either with the Director or a team member.


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Closing Notes

This Resource Guide is more than just a comprehensive collection of information on Christian

education. It is a working tool written to provide both a clear understanding of basic principles of

Christian education and a practical guide for day-to-day administration of the Shalom Christian

Education Programs.

This Resource Guide does not supersede any policies or procedures outlined by Shalom

Ministries.