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Session One – Monday Morning 9 am – noonTEAM May 22, 2017Worship at 8: 30 am ?

Materials needed: index cards for name plates, Sharpie markers, candle, matches, Bible, Generations Together, Teaching the Bible in the Church and other resources. Colored markers, large sheets of newsprint, masking tape

Handouts: Trio of Triads, Handout on generations (Eemon?), handout on multiple intelligences, 8 facets of learning handout, handout on Bloom, four learning styles

THEME ONE: Learning objectives:

1. to build a learning community among class members;2. to reflect on your personal history of learning; 3. to establish your learning goals to be written and turned at the end of the first

session;4. to learn about effective learning environments5. to learn about the methods of learning and teaching6. to discuss the faith forming process in congregations

We will use small group discussion to share our learning goals and parts of our learning autobiographies. Students will share the notes from one of the articles they read on the Faith Formation Learning Exchange. We will discuss Teaching the Bible in the Church Chapters 1 & 2.

Assignments to be completed before first day of class1. Learning autobiography. (See Appendix # 1) - to be brought to the first session for

discussion and then turned in. 2. Read article and write one or two pages summarizing one of the Best Practices on-line

articles from the Faith Formation Learning Exchange. 3. Read both assigned texts.4. Read and write notes from one on-line article from the Faith Formation Learning

Exchange for a verbal presentation in class.

Goals for the course: 1. to gain an understanding of the theory and practice of education in the congregation as a

teaching/learning community. 2. to develop conceptual frameworks for developing and accessing various kinds of faith

formation.3. to introduce resources and ideas to enliven planning for faith formation for all ages.4. to reflect on your personal learning history.

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Time outline: 9:00 am – gather, introduction, 9:30 am : learning autobiography and learning goals10:00 am - Knowing/ learning, faith development10:30 am break10:40 am - Share Faith practices, Effective learning environments/ eight facets of learning, adult learning and education

noon – Lunch break

Procedure: 1. Scripture and prayer. – Light candle. Read Matthew 28:19 – 20. 2. Who am I? Introduce myself. Who are you? . Where from? Congregational setting?

3. Why is this topic important? This class is not about the ten tips for effective Sunday Schools or confirmation or adult education. We will think about practice and the practical but this course is meant to be a deeper look at the foundation of education. How do people learn? There are many theories. What are ways to enrich and enhance the learning that is taking place all the time? How is faith formed and enriched over a lifetime?

4. Go over the syllabus – answer questions.

5. Collect paper on best practices. I will collect learning autobiographies after we discuss them.

6. Do circle of generations – put generations on the board. Have each person identify which generation they are in. Stage of life can affect our faith development.

What is a generation? Daniel Levison - 20 years

William Stauss and Neil Howe in 1991 book - Generations: The History of America's Future. 1901-1931 The Civics or G.I.

Common characteristics - believe every generation will be better off; have a heritage of sacrifice, believe the benefits they have created e.g. Social Security and medicare, need to be retained - they are a right.

1931-1944 - The Silents (Adaptive generation)Are uncomfortable with their good fortune; seeks ways to serve other, have a strong family

focus, compromisers, emphasize compassion and caring as a society, good mediators.

1945-1963 The Boomers (Idealist generation)Seek perfection, talkers, often very judgmental, emphasize moral principles, examine

spirituality,

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1964-1981 - The 13ers - Reactive Generation (Gen-x)13th generation of European descendantsfrustrated by Boomers insistence on "process"technologically sophisticatedblame themselves for failureparticipate in community effortsfear they will not improve their situation

1982-2003 The Millennials ( the new Civic generation)care about childrenconcerned about community affairswill be doers and not feelers; rationalist, not spiritualists

Generation X 1965-1979 (27% of population) Generation Y 1980-1994 (27% of population) Generation Z 1995-2015

7. Talk about learning autobiography and learning goals. Share a vivid learning experience. How do you support your own learning? Set some learning goals or a burning question that you want answered during this course and write on index cards to hand in. Collect learning autobiography.

SHARE YOUR LEARNING AUTOBIOGRAPHY IN SMALL GROUPS OF THREE

8. Lecture:

I. What is the difference between faith formation and Christian education? II. Why are we concerned about faith formation and Christian education? III. What are the aims and purposes of Christian education? IV. Who should be involved in faith formation? Christian education? V. This course – more of a focus on Christian education.

Lecture on Trio of Triads – adapted from Mary Hess - Give out the trio of Triads handout. Jot notes

Think of learning and teaching in a broad way. – As broad and deep as possible.

1. Every learning event should be thought about in terms ofa. People involvedb. Context in which they gather to learnc. The purpose for which they are gathered

2. A second triad

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a. Cognitive – What ideas, beliefs, knowledge were involved?b. Affective – What feelings, values, attitudes were involved?c. Psychomotor – What actions, commitments, skills were involved?

. Bloom – 2nd part of the triad – Cognitive, affective, psychomotor –

3. Elliott Eisner – another three. a. Explicit curriculum (what you intentionally try to teach)b. Implicit curriculum (what is learned incidentally in the process)c. Null curriculum (the unacknowledged learning that takes place, that which is

taught by not being taught.) see Maria Harris p 68-69 Read from her book. Last is difficult, often confused

with implicit. Fashion Me A People See page 57 in Teaching the Bible

Knowing is a communal act. Community of interactions between knowers and the knownTo know something is to have a living relationship with it. The Bible – to know – deeper and more intimate than cognitive or intellectual knowledge about a thing or a person. We influence the object and are influence by it.

Difference between instrumental definition of learning and relational, constructivist definition.

From Parker Palmer’s Courage to Teach – put images on chalkboard or on overhead master

Instrumental understanding of education

Relational – constructivist understanding of education

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Palmer’s model suggest that knowledge is a dynamic, relational process, rather than a static isolated quantity. More about “knowing how” rather than “knowing that”

Jesus as a teacher used analogies drawn from the contexts around the learners. The people wanted answers, were hungry for answers but Jesus told stories and asked questions.

i. How we teach and learn – pedagogy – Real learning and teaching does not happen until students are brought into relationship with the teacher, with each other and with the subject. The students will not care about the subject matter until they know that the teacher cares about them. Good teachers bring students into living communion with the subjects they teach about. Good teachers bring students into community with themselves and with each other. In the church, we build community. John Westerhoff – faith is more caught than taught.

ii. How education forms or deforms our lives in the world – ethics – Are students responsive to the claims that community is making upon their lives? Emphasis on service. Often when we approach ethics we work with students to develop standards for personal behavior. Instead focus on communal imagery. We should create a capacity for connectedness in the lives of our students (that includes adults who listen to our sermons)

Discuss book Teaching the Bible in the Church

Purpose of the book: “The book you are about to read grows out of our claim that there is no more important task for church leaders than to offer persons opportunities to encounter the Bible in deep and meaningful ways. It is vital that the Christian community know, tell, and live the narratives that form our identity. “(p. 2) How to do that?

Assumptions: 1. Goal of teaching the Bible is transformation, not just

information.

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2. The process of learning and teaching. “There is a need to teach the Bible in ways that all involved are invited to journey to a new place…” p. 4

a. Understanding of learning stylesb. Understand how the brain learns

3. “We believe that teaching the bible in the church is an intercultural educational experience.” P. 5

a. Begin with understanding our own cultureb. Culture of modern world and of the Bible are very differentc. “Unless we are aware of the cultural lens that we bring to the biblical text, we risk

imposing our own cultural viewpoints on the Bible and thereby misunderstanding the text.” P. 5

d. The Bible itself is the product of cultures that are historically and geographically far removed from us.” P. 6

4. Important of the insights of critical biblical scholarship for teaching the Bible in the church – appropriate engagement and use of critical biblical scholarship

Chapter one: Teaching the Bible: How we learn 1. The Brain and how it works

a. Brain makes connections. Continually engage these connections. b. Help students make connections with the materials and do it over and over in

different ways.c. Brain prunes neural connections that are not used. d. The brain has plasticity – it grows and changes throughout our lives. The physical

structure of the brain changes through the experiences we have.e. The brain decided what information is worth storing if

i. It has an emotional significanceii. Whether the new information relates to something we already know

f. We need to remember i. That emotion plays a significant role in learning. And the relationship

between attention and emotion is critical.ii. The importance of teaching for connections

g. The brain is attentive toi. Relevancy – connection to personal everyday lives

ii. Contrast, novelty, change, iii. Getting people physically involved through conversation, movement and

engagement of various kinds.iv. Challenge – how to we challenge our students

1. Variety of experiences2. Introducing novelty and new ways of thinking and doing3. Range of sensory stimulation, engage all five senses4. Offering choices5. Provide an enriched environment

h. Brain also needs time to reflect and imprint. i. Alternate among information, group work, personal reflection time and

individual work.

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ii. Talk in small groups, write about it or respond through music, art or movement

i. Relationship between challenge and threati. “Downshifting” or survival mode when they feel threat to their worldview

and well-being. ii. To avoid “downshifting” provide sense of safety and safe space

j. Memory i. A complex web of experiences, information, feelings and behaviors that

enables us to connect new data and experience ii. Memory is a process – not a fixed thing.

iii. Shot-term memory, temporary storage iv. Long term memory needs continual elaboration, repetition, practice,

reflection and connectionv. Emotion is crucial. “We need to provide emotional hooks for the

materials we teach.” P. 282. Learning styles and multiple intelligences

a. Learning styles – how we received data and how we process data (p 31-32)i. Visual

ii. Printiii. Auraliv. Interactivev. Haptic (sense of touch)

vi. Olfactory (smell and taste)vii. Kinesthetic (movement)

b. People tend to integrate two or more into their learning approach. c. Tend to reflection or active experimentation d. “Our tendency as teachers it to teach to our own learning style.” P. 34

3. Learning styles – four types - discuss handout

Four basic learning styles

From ideas created by Bernice McCarthy and used in Learning Styles: Reaching Everyone God Gave You to Teach by Marlene D. LeFever (1995) David C. Cook Publishing.

Effective learning follows a natural process1. Learners begin with what they already know or feel or need. What happened before provides the

groundwork for what will be learned next.2. Making the connection to previous learning.3. Learn something new – practicing how it might work in real life.4. Students take what they have learned beyond the church classroom back into the Monday –

Saturday life.

Imaginative Learners share easily from their past experience, proving a context for learning. They help to answer the questions, Why do I need this? They enjoy talking and sharing their life experiences. They help other students grasp the personal values of what will be taught. See the big picture.

Learn by sensing, feeling, watching. They can see all sides of the issues. Mind works best when the students can talk through the issue or idea.

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A people person – liked people and sensitive to them. Keen observers of others and empathetic Enjoy role-play, simulation, listening, talking Work best in a noisy situation Dislike long lectures, memorizing, working alone See facts in relationship to people Weakness – can monopolize conversation or disrupt the class with their constant talking,

dependent on what others think of them, want to be loved.

Analytic Learners need to learn something new in the lesson. They enjoy learning new facts and concepts. They help to build an intellectual understanding of the Bible. Learn by watching and listening. They expect a teacher to be the primary information given while they sit and carefully assess the value of the information presented. Learn in the way traditionally taught.

About 30 % of students School was made for them. Usually considered, the “best” students. Good at memorizing and like taking notes Like a quiet atmosphere in which to work and prefer to work alone Skilled at creating concepts and models and enjoy a good debate. Will not accept faith concepts that seem illogical Like competition and games. Value being right, value facts and figures and the theoretical. Want to make certain they have the right answer or the right plan before making a move Like information presented logically and sequentially

Common Sense Learners need to see if what they learned makes sense now. How does what the Bible teaches work? They enjoy experimenting. They help other students practice and see how biblical values work today. They like to play with ideas to see if they are rational and workable. They want to test theory. Love to get the job done. They learn best when learning is combined with doing.

Want ideas that are useable Want to break things down into parts They need to move. Their minds are not fully activated unless their hands or some other part of

their bodies are moving to. They can work in 3 dimensions at once – spatially, kinesthetically, intellectually. Do well in preschool and early elementary school. Do not enjoy lecture. Excel in problem solving and learn through demonstration

Dynamic learners find creative ways to use what they’ve learned. These students ask – how will I use what I have learned? They enjoy finding creative ways to put faith into action. Follow hunches and sense new direction and possibilities. They are risk takers. Thrive in situations that call for flexibility and change and find real joy in starting something new.

Love new ideas and are flexible This person can come up with 15 ideas while ill the rest of the group has a hard time coming up

with one. Value ideas more than numbers Tolerance for ambiguity Like student directed classrooms. Good communicators

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Enjoy dramatics and value artistic expressions Often are leaders because of the strength of their personalities and personal enthusiasm. Need to spend extra time with this person because they will probably become the class leader.

The tone of the class is often set by this person. Weaknesses: can be egotistical because they have all these creative, insightful ideas and they see

lots of possibilities. They are divergent thinkers. Then to be excitable and undisciplined and might not complete a project.

Use these four styles to create a teaching structure. An individual lesson or a curriculum could be built around these four types of learners Begin with Imaginative, and then move to Analytical and to Common Sense and Dynamic.

Use the questions that each learning styles group is best at answering.

Learning Style Key Questions1. Imaginative 1. Why do I need to know this? (Meaning)2. Analytic 2. What do I need to know? (Content)3. Common Sense 3. How does this work? (Experiment)4. Dynamic 4. What can this become? (Creative application)

4. Multiple Intelligences – Howard Gardner early 1980’s “Our goal, therefore, is not to teach to a particular intelligence but to teach in ways that engage them all.” P. 36

SEVEN INTELLIGENCES (Put on blackboard – seven sheets of paper – one for each)From Howard Garner – Frames of Mind

1. Linguistic or word smart2. Musical or music smart3. logical-mathematical or number smart4. Spatial or picture smart5. Bodily kinesthetic or body smart6. Interpersonal or people smart7. Intrapersonal or self-smart

Classified as * Language-related (linguistic, musical)* Object-related (logical-mathematical, spatial, bodily-kinesthetic)* Person-related (interpersonal, intrapersonal)

EVERY PERSON POSSESSES ALL SEVEN TO A DEGREE.

Gardner now added 8th intelligence – Naturalist intelligenceDaniel Goldman added emotional intelligence or IQ.

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C. Explain each intelligence.

1. Linguistic or word smartwords, language, oral, written, prose, poetry The church strong interest in the spoken or printed word.being able to read the Bible - important for Reformationprinting press - new technologyeven computers - use printed wordPreaching, prayers, liturgy,

2. musical or music smartOur culture - strong emphasisboom boxes, Walkman radios, boom cars , music videosChristian music,What type of music we like sort of defines us.Do NOT neglect as important part of educational programscreates connections between people, creates moods, very powerful in its ability to touch

emotionsI would put poetry here.

3. logical-mathematical or number smartperceives pattern, follow series of commands.likes numbers, puzzles, mazes, measurement, craftsI think relationship to musical ability.

4. spatial or picture smart

visual learners, shape, color, use of space, read maps well,drawing, symbols, models, timelinesGodly Play - Jerome Berryman - visual storytelling with manipulatives and wondering

questions which stimulate the imagination - Locally contact Kathy Meyer

5. bodily-kinesthetic or body smartmovement, dancing, gestures to songs, prayer postures in worship class, baptism - water : communion - bread and wineRay Mckeever - dancing in the pews

ACTION - sing and dance first communion song

6. interpersonal or people smartunderstanding, perceiving, appreciating moods of otherswork cooperatively, communicating well, ability to persuade or influence others,

compassionate, important for leaders

7. intrapersonal or self smart

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self-knowledge, understanding yourself, perceive your strengths and weaknesses and use this information to direct your actions

Have each person go around an write on the sheets of paper which three are their preferred multiple intelligences.

Summary of chapter one1. Teach to and for connection2. Remember that emotions are critical to learning3. Teach to challenge, not to threaten. 4. Remember that all learning begins with sensory experiences.5. Teach to a variety of learning styles and intelligences. 6. Remember these key words: Rehearse, reflect and connect.

Chapter two: Teaching the Bible – How we TeachGoal of chapter reflection regarding the activity of teaching, what it is and what we need to know.

Six qualities of good teachers1. Knowledge of self

a. Our motivation for teachingb. Our personal and cultural perspectives that shape our we view the Biblec. Our own learning stylesd. The gifts we bring to teaching

i. Our unique qualitiesii. Capacity for connectedness

2. Knowledge of studentsa. Biological, psychological and cultural natures of humans

1. Introvert and extrovertb. Cognitive development

i. Stage of life cycleii. Jean Piaget and children’s development

3. Knowledge of contenta. What do we want our student to know?b. How do we want them to know it? c. More to knowing the Bible than knowing about Jesusd. How to witness to the ministry of Jesus in our lives todaye. Three curriculums – Elliot Eisner (p. 57)

i. Explicitii. Implicit

iii. Null4. Knowledge of space

a. Physical spacei. Chairs & tables

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ii. Lightiii. Decorations, posters, pictures.

b. Teaching and learning space p. 59i. Hospitable

ii. Invites all voices to be heardiii. Honor stories of the studentsiv. Welcomes silence and speechv. Boundaries are important, what is allowed, creates safe space

5. Knowledge of teaching modelsa. Teacher What image do you have of yourself as a teacher?

i. Keeper of the answersii. Asker of questions

iii. Guideiv. Partnerv. Accomplice – assist another in doing something

b. Teaching – What model so you have for being a teacher? i. Shared Christian Praxis – Thomas Groome

1. Participative and dialogical2. Engages both teacher and students3. Five movements

a. Naming/ expressing present practiceb. Critical reflection on present practicec. Making accessible the biblical textd. Dialectical integration of the biblical text with the

students’ lives and practicee. Deciding and responding

6. Knowledge of methods and techniques – What to do - Provide guidelines or basic principle to select what methods to use

a. Our methods, techniques and tools need to be appropriate for the content, the context and the people we teach.

b. The broader the repertoire of methods, techniques and tools we have, the better. c. Be familiar with and give careful thought to a new method, technique or tool

before using it. d. Remember the purpose of to help the student in learning. e. Questions are the basic method of teaching.

i. Information questionsii. Analytical questions

iii. Integrative questions

Learning Environment – Learn from how we teach as well as what we teach.

CHAPTERS 2 from The Church as Learning Community – Norma Everist

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1. Chapter two - - Six aspects of setting the environment 1) The physical factor p. 812) Time factor p. 823) Authority factor p. 834) Relational factor p. 845) The intellectual factor p. 856) Emotional Factor p. 86-87

Respect Guidelines Mutual Invitation process Classroom rules Everist list of seven guidelines p. 87-88

Discuss 8 facets of learning handout from Everist.

TAKE A BREAK –

Talk about faith practices. Share papers. Collect papers. Share in large group.

Read one of the articles on Best Practices under an age group of our choice from intergenerational, family, children, adolescents, or multi-ethnic. There is one article listed for Best Practices under each of the above age groups in the left hand column listing of articles. Write a short paper highlighting what you learned from that article. You will share what you learned with the class. This will be a written paper that you will turn in on the first day of class. Should be one or two pages – typed and double spaced.

Best Practices in Adult Learning

Principles of Adult Education

I. Metaphors of adult life – the metaphors that we use shapes how we think about adult life and adult education

a. Metaphor in general of adult development as of a “Journey” We are going somewhere. There is a goal at the end. This is a primary metaphor in most descriptions of adult development.

b. A second metaphor from Sam Keen – life as an odyssey in which ones leaves and returns home again. Each step may be a circling back, a remembering of the “still point’ within. We progressively understand ourselves and our world differently with each movement of the circle but there is no necessary endpoint.

c. Third metaphor – life is like a symphony, the themes that are central to each stage are anticipated in the previous stage and remain as subthemes in subsequent stages.

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d. Fourth metaphor – life is like a tapestry in which we weave many different meaning systems or faiths or experiences into some sort of a whole.

II. Stage Theories are part of the “Journey metaphor”

A. Erik Erickson’s 7 stages and tasks – wife Joan added 8 stage for later life. Go through each stage before to get to the next one. The stages comes along and if

you do not resolve the issues, then you will have problems in the next stage. Development – you grow and get better and wiser

Early Adulthood (18-34 years) Psychosocial Crisis: Intimacy vs. Isolation Basic Strengths: Affiliation and LoveNot necessarily the same for women as for men. Women are more interdependent.

Middle Adulthood (35-60 Years) Psychosocial Crisis: Generativity vs. Self-absorption or Stagnation Basic Strengths: Production and Care Generativity is the concern of establishing and guiding the next generation. Simply having or wanting children doesn't achieve generativity. Socially-valued work and disciplines are also expressions of generativity. Mentoring of others, raising children, Main question asked: Will I ever accomplish anything useful?...

Later Adulthood (60 years-Death) Psychosocial Crisis: Ego integrity vs. despairBasic Strengths: WisdomEgo integrity is the ego's accumulated assurance of its capacity for order and meaning. Despair is signified by a fear of one's own death, as well as the loss of self-sufficiency, and of loved partners and friends

D. James Fowler – stages of faith development- based on stage theory - See handout. Also posted on web site and in Dropbox.

E. Robert Kegan – two motives – 1) to be connected or joined and integrated with others and 2) to be independent and differentiated from others. Life is like a spiral where we move from one pole to another through change. Not stage theory but life is still a Journey.

Transition: If stage theory is of great interest to you, you may want to explore it further. I do not see it as very helpful in my work with adults. Ideas about learning styles and building a teaching/learning relationship I find more helpful. That is where I want to spend most of our time.

Transition: When we think about adult learners and ourselves as a teacher as a learner, we need to examine our assumptions. In our culture, most of our images of education are of education of children or of teachers are those teaching children.

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Following information taken from “Principles of Adult Learning,” by Kent L. Johnson and Nelson T. Strobert in Lifelong Learning: A Guide to Adult Education in the Church. (1997) Augsburg Fortress Publishers

Assumptions of adult education The need to know. “ What is so important about this class for my life as a Christian

adult?” Adults desire to know the reasons they need to learn before they commit themselves to an educational experience. “It is important for the adult educator, the, to present how a specific learning activity will improve performance or the quality of their lives.” (P. 63)

The learner’s self-concept. “How am I going to grow or change from this educational event?” Adults are more self-directed and better to determine their perceived needs. “With a strong self-concept, adult learners struggle when they feel that others are imposing their wills or desire on them.” Being self-directed is important.

The role of the learner’s experience. “Do my past experiences count for anything?” “Adults bring more years of life experiences to the learning event than do children or youth. Multiple experiences might close adults to new ideas and change. Role of the teachers – develop ways to challenge adults to consider alternative perspectives & acknowledge their experiences.

Readiness to learn. “I wasn’t able to deal with this before but now I can.” “Readiness emerges from the adult’s desire to interpret and confront his or her real-life experiences.” ( p.63) Readiness comes by exposing adult learners to various experiences such as models, simulations or counseling.

Orientation to learning. “How can I deal with so many changes going on in my life?” Adult education – orientation towards life – task or problem-centered educational experiences. “Adults will devote time to learn something when they sense that it will assist them in dealing with problems and issues they are confronting in their lives.” (P. 64)

Motivation “I just know that I need to get a handle on my life and faith.” The most powerful motivation – internal motivation of the adult learner.

III. Resource of highest value in adult education is the learner’s experience. How can you as a tap into that experience?

IV. Guidelines for adult education.1. Honor the expectations that learners bring with them.2. Respect students and their experiences.3. Be both a teacher and a learner.4. Be enthusiastic about what you are teaching or modeling.

V. Two basic forms of adult education Discussion based – informal, exchange of information, questions and opinions Teacher directed, lectures, presentation

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Formal classes small part of adult learning. Mentoring can be a significant educational technique. It is an informal type of learning. .

Transition exercise: Think for a moment about a person who had a significant impact upon your growth in faith? Picture his or her face. Recall what this person said and did that was significant for you. What was a particular quality that you appreciated about this person?

Write it on your index card. Share in your group. Share in large group and write list on the board.