Knowledge cannot be passed like a material substance from one mind to another; for thoughts are not objects

which maybe held and handled... Ideas must be rethought, experience must be reexperienced John Milton Gregory

As a teacher: Your job is to impact people not to impress them; You are not just to convince them but to change them

Law 3 The Law of Activity

Law 3 The Law of Activity

Maximum learning is always the result of maximum involvement

Law 3 The Law of Activity

As Maximum long as the learning activity is in always which the result learner ofis maximum engaged isinvolvement meaningful

Christianity is the most radical life changing force on the planet - it changes people. Christian teaching is passive and boring! Many teachers / preachers never change their style (or content)

Romans 8: And we know that in all things God works for the good of those who love him, who have been called according to his purpose. 29For those God foreknew he also predestined to be conformed to the likeness of his Son, that he might be the rstborn among many brothers. 30And those he predestined, he also called; those he called, he also justied; those he justied, he also gloried.

How much change should we expect?

If teaching were telling my children would be brilliant! The problem is the teachinglearning process is far more! Just because students are busy it does not mean they are learning anything.

The Law of Activity: Maximum learning is always the result of maximum involvement

One Condition: The Law of Activity: The activity in Maximum learning which the the learner is is always result of maximum involved must be involvement meaningful

One In teaching: Condition: The Law of Activity: Activity The activity in learning learning in Maximum which is always never thean learner end in is is the result of maximum itself; involved its always must bea involvement means meaningful to an end

One Your In teaching: Condition: purpose The Law of Activity: Activity The activity in learning learning in determines your Maximum which is always never thean learner end in is is the result outcome. You of maximum itself; involved its that always must bea achieve for involvement means meaningful to an end which you aim

Purposeful activity implies quality activity. How can you improve each of the following statements?

1. Practice makes perfect

Practice does not make perfect - it makes permanent.

1. Practice makes perfect

Practice does not make perfect - it makes permanent. If you practice the wrong way you will not improve.

1. Practice makes perfect

Practice does not make perfect - it makes permanent. If you practice the wrong way you will not improve. In sport you use a coach to help you improve

1. Practice makes perfect

Practice does not make perfect - it makes permanent. If you practice the wrong way you will not improve. In sport you use a coach to help you improve

1. Practice makes perfect Well guided practice makes

perfect

2. Experience is the best teacher

Experience is a good teacher

2. Experience is the best teacher

Experience is a good teacher But what if you get addicted to drugs or alcohol?

2. Experience is the best teacher

Experience is a good teacher But what if you get addicted to drugs or alcohol? Experience can be a dangerous and 2. Experience is difcult teacher.

the best teacher

Experience is a good teacher But what if you get addicted to drugs or alcohol? Experience can be a dangerous and 2. Experience is difcult teacher.

the best teacher

Properly evaluated experience is the best teacher

3. We learn by doing

3. We learn by doing

Plato is thought to have rst said this.

3. We learn by doing

Plato is thought to have rst said this. We do learn many things by doing but we have to make sure we are not learning wrong things

3. We learn by doing

Plato is thought to have rst said this. We do learn many things by doing but we have to make sure we are not learning wrong things destructive

3. We learn by doing If we learnt he wrong things it can be

Plato is thought to have rst said this. We do learn many things by doing but we have to make sure we are not learning wrong things destructive

3. We learn by doing If we learnt he wrong things it can be

We learn by doing the right things

Learning and doing are linked - the higher a learners involvement the greater his potential for learning The best learners are participators and they enjoy learning more than those who arent involved

Imagine: You are required to teach a class about the Holy Land. You have all the resources that Richard would usually use in his class - and any other things that would be available to you. How would you do it? Hendricks suggest three options...

Option 1 Lecture Person with great historical and archaeological knowledge

Option 2 Presentation Great pictures, good background music.

Option 2 Presentation Great pictures, good background music.

Option 3 Join the Person on a Visit See it for yourself!

I do - and I Change
Ancient Chinese proverb I hear, and I forget. I see, and I remember. I do, and I understand.

I do - and I Change
Ancient Hendricks Chinese adds; proverb When you and do, the result is I hear, I forget. more than understanding; I see, and I remember. You also change I do, and I understand.

Psychologists say we potentially remember 10% of what we hear. (If you do this you are in the genius category)

Problem: Most of Christian Education is hearing orientated - hence it is often so inefcient

If we add seeing to hearing our potential to remember goes up to 50% So, visual aids become important What type of visual aids could you use in teaching? (only ones that would be available to you)

In the USA: 66% of infants and toddlers watch a

screen an average of 2 hours a day kids under6 watch an average of about 2 hours of screen media a day 8 to 18 year olds spend nearly 4 hours a day in front of a TV screen and almost 2 additional hours on the computer

In the USA: 66% of infants and toddlers watch a

screen an average of 2 hours a day kids under6 watch an average of about 2 hours of screen media a day 8 to 18 year olds spend nearly 4 hours a day in front of a TV screen and almost 2 additional hours on the computer

Children who consistently spend more than 4 hours per day watching TV are more likely to be overweight. Kids who view violent acts are more likely to show aggressive behavior but also fear that the world is scary and that something bad will happen to them.

Doing, seeing and hearing - memory potential goes up to 90% Learning by using is an highly effective tool

Truth and way of life are married in the Bible. Titus 1:1 Jesus, He who has ears to hear... According to Hendricks when you read hear in the NT you can read it as do Luke 6:46

Truth and way of life are married in the Bible. Titus 1:1 Jesus, He who has ears to hear... According to Hendricks when you read hear in the NT you can read it as do

The name of the game in Christian education is not knowledge - its active obedience Luke 6:46

In the spiritual realm, the Truth and way of life are married in the opposite of ignorance is Bible. The name of the game not knowledge, its Titus 1:1 in Christian education Jesus, He who has ears to hear... obedience. In NT is not knowledge its According to Hendricks when you read understanding, to know hear in the NT you can read it as do active obedience and Luke 6:46 not to do is not to know at all.

5 Examples of Meaningful Activity

5 Examples of Meaningful Activity

Maximum learning is always the result of maximum involvement - if the activity is meaningful

1. Activity that provides direction without dictatorship

In giving assignments there should be a sphere of freedom - a structure to help the student learn which is not a straightjacket.

Most students act as if the aim is to nd out what the teacher wants. Good teachers enable a student to work for themselves not for the teacher

In education you are meant to draw out - not pour in [In fact the root of the word education is to draw out] This means you also have to let the students learn from their own mistakes (the lack of applying what you have taught them)

2. Activity that stresses function and application

This is activity that immediately lets the learner put to use everything that has been taught. This suggests that at one time you need to only teach what can be taken in. Teachers treat the students like storage tanks that need to be lled up.

Jesus didnt do it this way! In fact he warned his disciples that he had much more to teach them, but he had to leave it to the Spirit of Truth to do that.

3. Activity with a planned purpose

What do you aim for in teaching? Your objective determines your outcome. What am I aiming for in wanting a student to read that book or paper? Why do I want that paper written? Do you do it simply because it is the way it has always been done?

A twin of making students busy is entertaining them. How much of a challenge is offered in your teaching or church - is Sunday merely a part of the programme? Is anything demanded of the students?

4. Activity that is concerned with the process as well as the product

Students should not only know what they believe, but why. You can limit a student by only teaching them what you know - the product. Give the student the process and you launch them on a path with no limitations.

Your students can, in fact, exceed you and become more effective than you!

Your students can, Do you want in fact, exceed you students to do and become more better than you? effective than you!

Research has shown there are surprising similarities between Christian and no-Christian children in terms of morals, values and behaviour. The only major difference is a verbal one - the Christians answer no when asked if they would lie, cheat or go to bed with someone. The nonChristians say, Of course, if it is to my advantage.

The actual behaviour of both groups is the same.

Do we settle for the wrong things Do we accept words without looking for the process to be right?

5. Realistic activity that includes problem-solving situations

A student is not looking to answer your questions about things but their own. You need to bring situations into the classroom which are real in the life of the students. Ask: Where are the students at? What are they struggling with? What temptations are they facing?

There are many moral issues facing the church today - are you talking about, and teaching about them? Are Biblical gures real with the same problems or temptations we face? Are your activities lifelike - and realistic.

Do you want the will of God for your life with peace, satisfaction and success, or do you want your own will with poverty, emptiness and misery?
Is this a good question?

Going On...
Learning is a process - so dont just give a student one experience and think they have learned it and experienced it.

Hendricks tells the story of Peter walking on the water. He then asks the, excellent, question, How do you think Peter got back into the boat? Did Jesus carry him, did the disciples dive in and rescue him, or, did he walk back on the water (watching Jesus all the time)?

Studying the life of the Saviour, the greatest Teacher, makes it clear that he didnt cram a lot of heads full of a collection of theological facts. No, he involved his disciples in the process so that later the pagan world was compelled to testify, These are they who have turned the world upside down. Hendricks (p. 67)

Law 3 The Law of Activity

Law 3 The Law of Activity

Maximum learning is always the result of maximum involvement

Law 3 The Law of Activity

As Maximum long as the learning activity is in always which the result learner ofis maximum engaged isinvolvement meaningful