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CALLED TO TEACHSO OTHERS MIGHT LEARN
WHERE DO YOU SEE TEACHING AND LEARNING IN THE CHURCH?
THREE THINGS TO REMEMBER . . .
1. WE DON’T PAY ATTENTION TO BORING THINGS
QUESTION:
WHAT WAS THE MOST MEMORABLE
LEARNING EXPERIENCE YOU’VE EVER HAD?
WHAT MADE IT MEMORABLE?
Retention
Time
Opening: PRIMACY
Closing: RECENCY
DISCUSS:
HOW CAN PRIMACY/RECENCY BE WOVEN INTO SERMON DELIVERY?
IN LESS THAN 20 MINUTES:CONTENT MUST MAKE SENSE &
HAVE MEANING . . . HOW?
• Visual (images, pictures) up to 77% gain in recall• Dramatic: up to 57%• Note taking and summarizing: up to 47% (lost during critical-input experience)• Engagement: up to 31% (curiosity, pressure and light competition)• Identifying similarities and differences: up to 46%• Graphs: up to 43%• Hands on: up to 40%• Expectations: up to 30%• Questioning: up to 29%• Cooperative learning (groups): up to 28%• Homework: 18%
*Statistical gains are reported from the following resources:
Marzano, Robert, Debra Pickering and Jane Pollock. Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development, 2001.
Oosterhof, Albert. Developing and Using Classroom Assessments. Upper Saddle River, NJ: Merrill Prentice Hall, 2003.
0 10 20 30 40 50 60 70 80 90
Homework (18)
Groups (28)
Questioning (29)
Expectations (30)
Participation (31)
Hands on (40)
Graphs (43)
Similarities/differences (46)
Note taking (47)
Drama (57)
Images (77)
Percentage of Increase in Retention
4T MODEL
1. Teach2. Testify3. Try4. Transfer
©2015 Jessica Jones
Retention
Time
Opening: PRIMACY
Closing: RECENCY
Teach
Testify
Try
Transfer
4T MODEL
1. Teach2. Testify3. Try4. Transfer
“TRY” STRATEGIES
• Group discussions/share• Games• Interview each other• Think/pair/share• Journaling• Learner teaches the content• Supervised practice (practice does not make
perfect)• Mnemonics & Memory techniques
• What/ So What/ Now What • Affinity grouping• Debate/research opposing views• Case studies• Round robin/brainstorming• Fishbowl discussion• Role play• Reaction sheets• Cell phones
Transfer: the single most important indicator of learning
DISCUSS:
WHAT ARE “TRY” STRATEGIES FOR LEARNING FROM A SERMON?
Retention
Time
Opening: PRIMACY Closing:
RECENCY
Sermons?
TEACHING HINTS
• Eye contact and body language
• Eye contact and handouts• PowerPoints
• Chunking• Classroom management (time)
• Use of examples to translate concepts
• Engage different learning styles (the graph we used)• Perception of questioning
• Wait time (repeat, rephrase, reduce)
• Passion (internalize)
ACCORDING TO RESEARCH
1. Teach2. Testify3. Try4. Transfer
DISCUSS:
WHAT IS ONE THING FROM THIS YOU WILL ADAPT FOR YOUR NEXT LESSON OR SERMON?
2. LEARNING HOW TO LEARN
DISCUSS: WHAT QUESTIONS WOULD YOU ASK, AT EACH LEVEL, BASED ON THE PRODIGAL SON?
Example
Bloom’s Levels of Learning
Applied to the Prodigal Son
Creating
Write a modern parallel story to the Prodigal Son. Do not use the same images or location or context.
Evaluating
Judge whether the prodigal, the father, and/or the elder son were good or bad. Defend your opinion.
Analyzing
Compare this story to reality. What events could not really happen today?
Applying
Demonstrate how a prodigal would be received in your house.
Understanding
Explain why the Prodigal Son left and then decided to return.
Remembering
Detail the events that happened in the parable of the Prodigal Son.
HOW ARE YOU PUSHING LEARNERS UP THE TAXONOMY?
3. MOTIVATION IS KEY
INTRINSIC MOTIVATION
Autonomy
Relatedness
Mastery Good at it
Able to connect it
Have a say in it
HOW DO YOUR PEOPLE GAIN MASTERY?
HOW CAN THEY RELATE CONTENT TO EXPERIENCE AND NEED?
HOW DO THEY HAVE A SAY IN WHAT THEY ARE LEARNING?
S.E.R.M.O.N.THE LEARNER MUST…
be Self-directed to learn
be connected to Experience
be Ready to learn
be Motivated to learn
have content Oriented of on the learner
Need to know benefits
DISCUSS
N: How often do you make sure the learners know the benefits of learning? (need-to-know)
O: How is your teaching oriented to the learner?
M: How do you motivate your learners? (Remember: good at it; relate to it; buy in for it)
R: How do you know your people are ready to learn?
E: How do you connect learning to personal experiences of the learners?
S: How do you encourage self-direction among your people?
THREE THINGS TO REMEMBER . . .
4T MODEL, ALL 3 CONCEPTS
1. Teach: using memorable techniques2. Testify: using good questions3. Try: using application, experience4. Transfer: using discussion and reflection
©2015 Jessica Jones
TRANSFER
•What is one new thing you learned today that can be applied immediately? •Why does it matter?
