How To Prepare for and Teach a Sabbath

School Class

Sabbath School

Study of the Word Fellowship

Community Outreach World Mission Emphasis

Local Church Religious Education Local Church Religious Education That Builds That Builds Faith Faith

and and PracticePractice

The Sabbath School Logo

Bible and Bible and study study materialsmaterials

Worldwide Worldwide SDA churchSDA church

Four purposesFour purposes

Issues in Teaching a Sabbath School Class

•The material

•The students

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

•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.

The Sabbath School Bible Study Guide

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).

Step 1 - Read the Lesson

Use a code:* = A new concept

= A personal need

+ = Personal help

# = Something the class should understand

•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?

Step 2 - Establish a Main Point

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

Macro-Micro-Macro

Principle

What does that mean?

Macro-Micro-Macro 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.

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 ...Fromknown

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

12

8

7

6

5

4

3

9

10

(11)

12

13

1

910 8 6

5

34

2

11

12

13

With Correlation

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.

•Outline

•Inductive

•Life application

•Outreach

•Additional material

Step 4 - Decide on a Teaching Method

Learning Methods

Methods and Learning Aims

Cognitive or Knowledge AimsAffective or Attitudinal AimsBehavioral or Action Aims

20%

30%

70%

50%

10%

“Triangle of Learning”

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

A child remembers:

•Based on research by the University of Texas

90%

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

Visual

Audio-visual

Bible learning activities

25 Bible Learning Activities

1. Interview Forum 2. Book Report and Forum 3. Question and Answer 4. Panel and Forum 5. Research and Report 6. Lecture and Forum

A. Cognitive or Knowledge Aims

7. Brainstorming

8. Buzz Groups

9. Neighbor Nudging

10. Circle Response

11. Chain Reaction

12. Case Study

13. Paraphrase

14. Role Play

B. Affective or Attitudinal Aims

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. Behavioral or Action Aims

22. “What would you do?”

23. “How would your life be different?

24. In-depth Bible encounter

25. Testing

25 Bible Learning Activities

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

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 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

Fact

Fact

Fact

Fact

Concept

Fact

Fact

FactConcept

Fact

Isolated facts

must be made into

concepts

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)

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.

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.

“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

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.

“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?

Try it yourself!

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: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Try it yourself!

Beatitude # 3 “Blessed are the meek, for they will inherit the earth.”

Varied Application: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Try it yourself!

Beatitude # 3 “Blessed are the meek, for they will inherit the earth.”

Examination of sensitive Area: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Try it yourself!

Beatitude # 3 “Blessed are the meek, for they will inherit the earth.”

Personal Decision: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Generalization - We should forgive as Jesus did.

Varied Application - 1) When we are lied about; 2) When we are ignored; etc...

•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.

Example

Examination of Sensitive Area

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.

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 Value of Discussion

The Key to Good Discussion The Right Questions

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

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 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

“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?”

•(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...”

Four Ways to Use (and Misuse) a Text

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:

Use of flip charts Take-home assignments Word association exercise Discussion questions in advance Paraphrase Write a newspaper headline and

lead paragraph