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CHRISTIANTEACHING
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Basic Components of Teaching
I. Select the Passage/Topic
II. Determine the Objective
III. Teaching to the Objective(T2O)
IV. Keep Learners Attention
V. Teacher-Learner ContinuumVI. Monitor and Adjust
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Explanation of Each Component
I. Select the Passage/Topic
A.
Follow denominational literatureor
Determine the needs or interests
of the audience to be taught.
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B. This will be the platform for
teaching theme/titleC. This will be the context from
which to write the lesson objective.
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II. Determine the Objective
A. Definition: A statement of what it is
you want the learner to learn (a specificlearning outcome).
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Examples of Objectives:
Given paper and pencil the learnerwillwrite the three parts of an
objective with 100% accuracy.
Without using any helps the learner
willrecite the Lords Prayer with80% accuracy.
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When called upon the learner willdescribe the interior of the temple.
(Performance is understood)
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Final thoughts:
1. After the objective is determined it isgood to put it in sentence form takespractice.
2. To check your teaching- turn objective into
a question and answer the question yesor
no.
Remember: You generally want to tell yourstudents what you are trying to accomplish
(objective).
*
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III. Teach to the Objective (T2O)
Definition:
Everything that the teacher does in theclassroom in order to accomplish the
objective both covert and overt...
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Methods/Ways T2O:
A. Explanation1. Modeling (visual)-from abstract to
concrete
2. Telling (non-visual)
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3. Ways to explain
a. Give content/conceptsb. Definitionsc. Examplesd. Steps and processes
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B. Questioning1. Why
a. Assess teaching.b. Allows learner to assess understanding.c. Keeps learners on task.
2. Is an often overlooked, misused, and anassumed skill that is essential tolearning.
3. Learners think at different rates so
they need time in answering questions.
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4. A good questioning method is...Ask, Pause, and Call (APC).
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C. Relating to the learner
1. Giving feedback2. Keeping learner connected
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3. Methods
a. Questionsb. Movement toward learner
c. Do a relevant activity
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D. Activity
1. Definition: what teacher has thelearner doing to demonstrate learning.
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2. Guidelines
a. Must involve everyone.b. Must be relevant.
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3. Activities should be planned andused as often as appropriate.
4. Using activities increases:a. Student attentionb. Transfer
c. Speed/degree of learning
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Teaching Line
III. T2OPlanning for
I, II
Start of class
Class Time
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B. Encourage1. Bringing lesson to a conclusion2. Seals the learning
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3. Methodsa. Questioningb. Activityc. Reviewd. One minute papere. Share with a neighbor
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Teaching Line
T2OPlanning for
I, II
Start of class
Teaching Line
T2OPlanning for
I, II
Start of class
IV. Engage IV. EncourageIII.
Class Time
Use of T2O Methods
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V. Teacher-Learner ContinuumA. Four parts
1. Attitude2. Motivation3. Retention
4. Application
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B. All of the parts overlap andintertwine.
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Explanation of the continuum parts
1. Attitude a way of thinking or feelingtoward a person, subject, or cause.
a. Involves1. Teacher2. Learner
b. Is personal and self-controlled
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Attitude Matrix
Attitude Matrix
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Field of Study1
2
3
Teacher's Attitude
1. Toward teaching2. Toward the subject3. Toward the learner
4. Decides what infois presented tolearner
4
6
Learner's Attitude
5. Material not received bylearner
6. Material received by learner
7. Information applied to life
Teaching
7
Attitude Matrix
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Bad attitude by teacher: Learnerloses something.
Positive attitude by teacher: Learnergains something.
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Bad attitude by learner: Learnerloses something.
Good attitude by learner: Learnergains something.
Attitudes help determine whetherthe learner is the winner or the
loser!
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2. Motivation (amount of desire to satisfya need)
a. Motivation come from within anindividual
b. Teachers are motivation changers
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b. What teacher controls1. Own attitude
2. Interest creating activities
3. The art of teaching4. Amount of feedback
5. Teaching methods used
6. Methods of interactionwith individual students
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Covert items that greatly effect motivation ofstudents
1. Level of Teacher Concern
2. Feeling tone of teacher
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LEVELS OF TEACHER CONCERN
*No Tension
Apathy
Some Tension creates positiveconcern
*Too Much
Anxiety
*Result: No long term learning occurs
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FEELING TONE
Respect for student, yet an understanding ofthe importance of accomplishing teaching objectives
*Little Respect *Too Accommodating
PON Gushy/Silly
*Result: No long term learning occurs
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3. Retention Factors that influence:
a. Reinforcement
b. Must acknowledge and deal with thedegree of original learning.
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c. Practiced. Relate learning to learners knowledge
or experiencee. Meaning How learner connects the
lesson to their life.
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Retention Activity
l
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plyjkebtegdakiltunxonevrpiblwf
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mudpuntondonefix
gohatbook
airsay
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hat
glovescoatboots
pantsshirtshoesbeltskirt
jacket
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Summary
1. Doing everything else correctly but not understanding how feeling tone and levels of concernaffect students motivation will negate much of whatis done correctly - very similar to I Corinthians 13concepts.
2. Information that has meaning to an individual ismore likely to be retained and put into practice,
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4. Application Factors that influence:
a. Transfer - Ability to use previous learningin some other area
b. Understanding of essential elements(absolutes)
c. Modeling Are there people around the
learner who model the objective oflesson?
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Final Component
VI. Monitor and Adjust
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VI. Monitor and Adjust
A. This is what makes teaching teaching.
B. Definition:
Teacher watches (monitors) the learnersthroughout the class time and then changes(adjusts) lesson to bring focus of learnerback to the learning.
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C. How it is done1. Observe behavior either overt or covert.2. Interpret behavior based oninformation
(learning material) taught3. Determine if a lesson adjustment isneeded.4. Take action or do nothing.
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When to take action:
1. Learning is not happening2. Internal event Something happenswithin classroom setting3. External event something outside ofclassroom occurs
V.
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Teaching Line
T2OPlanning for
I, II
Start of class
Teaching Line
T2OPlanning for
I, II
Start of class
IV. Engage IV. EncourageIII.
Class Time
Instruct
VI.
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Fitting It All Together
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Including All Components
1. Components I and II are done prior toactual teaching.
2. Planning for components III and IV aredone prior to teaching.
3. Components III,IV, V, and VI are done
during teaching.
Fitting the Instructional Skills
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Fitting the Instructional SkillsTogether On a Teaching Line
Engage EncourageEducate
T2O
III, IV, V, and VIIII,IV III, IV and V
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All elements of teaching should bedeveloped around an understanding
of Blooms Taxonomy.
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Blooms Taxonomy has six tiers which are
approached in ascending order from:1. Easy to Difficult2. Simple to Complex
The Tiers:
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Create
Evaluate
Analyze
Apply
Understand
Remember
The Tiers:
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Reference List
Anderson, Lorin, and David R. Krathwohl. 2001. A taxonomyfor learning teaching and assessing. Longman.
Bruggemann, Walter. 1982. The creative word. FortressPress.
Hunter, Madeline. Ethnographic study of the characteristicsof effective teachers. From personal notes of K. Webb
Talbot, LaVerne. 2000. Teaching Like Jesus. Zondervan.Webb, Katheryn. Personal notes.
Wlodkowski, Raymond J. 1999. Enhancing adult motivationto learn. Jossey-Bass.
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