Sabbath School

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Sabbath School
Local Church Religious Education That Builds
Faith and Practice

• Study of the Word
• Fellowship
• Community Outreach
• World Mission Emphasis

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The Sabbath School Logo
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Issues in Teaching a Sabbath School Class

• The material
• The students

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The Material

• Content.
• Applications.
• Controversial issues.
• Controversial people.
• Hot points in the lesson.

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The Students

• Who are they?
• Why are they here?
• What are their needs?
• How can the class fill those needs?

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The Sabbath School Bible Study Guide
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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.

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Five Steps in Lesson Preparation

• Step 1 - Read through the lesson and the
  teachers 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).

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Step 1 - Read the Lesson

• Use a code
• A new concept
• A personal need
• Personal help
• Something the class should
  understand

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Step 2 - Establish a Main Point

• 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?

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Step 2 - Establish a Main Point
What am I talking about? What am I saying about
it?
This week my main point is ______________________
__________________________________________________
__________________________________________________
__________
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Teaching/Learning Principle
Macro-Micro-Macro Principle
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Macro-Micro-Macro Principle
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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.
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• 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 youre going to
  tell em tell em then tell em what you told
  em.

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Also known as ...
From
known
to
unknown
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Step 3 - Correlation Chart

1. Look over the lesson titles. Is there an
obvious organizational pattern? 2. Study the
teachers helps. 3. Study carefully the
Introduction and the summary. 4. What
organizational plan comes to mind?
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Without Correlation
2
13
7
5
1
3
8
6
10
4
(11)
12
9
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With Correlation
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• 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!

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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.

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Step 4 - Decide on a Teaching Method

• Outline
• Inductive
• Life application
• Outreach
• Additional material

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Learning Methods
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Methods and Learning Aims

• Cognitive or Knowledge Aims
• Affective or Attitudinal Aims
• Behavioral or Action Aims

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Triangle of Learning
A child remembers

• 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

90

• Based on research by the University of Texas

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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

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25 Bible Learning Activities
A. Cognitive or Knowledge Aims

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

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25 Bible Learning Activities
B. Affective or Attitudinal Aims

• 7. Brainstorming
• 8. Buzz Groups
• 9. Neighbor Nudging
• 10. Circle Response
• 11. Chain Reaction
• 12. Case Study
• 13. Paraphrase
• 14. Role Play

15. Field Trip 16. Inductive Bible Study
17. Creative Drawing 18. Listening Teams 19.
Agree-Disagree 20. Reaction Panel 21. Film
Talk-back
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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

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Teaching Methods
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Four Levels of Learning

• 1. Rote-Memory Level.
• 2. Factual Understanding Level.
• 3. Restatement - Generalization Level.
• 4. Implication - Application Level.

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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 67)

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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.

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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.

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Concept
Fact
Fact
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Isolated facts must be made into concepts
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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)

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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.

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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.

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• 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)

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Helping the Learner to Apply Truth

• We must lead our pupils into the Word to search
  for answers to lifes 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.

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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.

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Try it yourself!

• Have you never read what David did, when he was
  in need and hungry . . . ? (Mark 225)
• ? Factual understanding?
• ? Restatement-generalization?
• ? Implication-application?

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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 125)
• ? Factual understanding?
• ? Restatement-generalization?
• ? Implication-application?

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Principle of Guided Self-Application
Generalization
Varied Application
Examination of Sensitive Area
Personal Decision
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Try it yourself!

• Beatitude 3 Blessed are the meek, for they
  will inherit the earth.

Generalization _______________________ __________
______________________________ ___________________
_____________________ ____________________________
____________ _____________________________________
___ ________________________________________ _____
___________________________________
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Try it yourself!

• Beatitude 3 Blessed are the meek, for they
  will inherit the earth.

Varied Application __________________ ___________
_____________________________ ____________________
____________________ _____________________________
___________ ______________________________________
__ ________________________________________ ______
__________________________________
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Try it yourself!

• Beatitude 3 Blessed are the meek, for they
  will inherit the earth.

Examination of sensitive Area ______ ____________
____________________________ _____________________
___________________ ______________________________
__________ _______________________________________
_ ________________________________________ _______
_________________________________
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Try it yourself!

• Beatitude 3 Blessed are the meek, for they
  will inherit the earth.

Personal Decision ___________________ ___________
_____________________________ ____________________
____________________ _____________________________
___________ ______________________________________
__ ________________________________________ ______
__________________________________
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Example
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.

Examination of Sensitive Area
Personal Decision - I will try this week to
forgive as Jesus did by praying for those who
persecute me.
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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.

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Using Discussion in Sabbath School
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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

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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.

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The Value of Discussion

• 7. It tends to informality which is usually the
  best learning atmosphere.
• 8. It presents various viewpoints which help to
  broaden a persons 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.

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The Key to Good Discussion The Right Questions

• Attract attention.
• Break the ice and get discussion going.
• Reveal the learners knowledge
• Get students to participate.
• Allow the learner to share the spotlight.
• Helpful in reviewing the lesson.

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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.

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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?

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Physical Arrangement for Discussion

• A circle or semi-circle where students have eye
  contact is the best.

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How to Give a Good Lecture
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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)

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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 2210 What shall I do Lord?

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Four Ways to Use (and Misuse) a Text

• (Not too good) As a springboard for the
  discussion of an issue.
• Gen. 71 Come... into the ark.
• (Misuse) As a starting point for some topic
  that has no relationship to the text.
• Luke 165 How much...

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Best Way to Use a Text

• What did it mean Then?
• What does it mean now?

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Luke 165

• What did it mean Then?
• What does it mean now?

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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.

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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.

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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

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Eight Ways to Lead Your Class Into the Word

• 1. Scripture search
• 2. Bible paraphrase
• 3. Critical thinking, clarifying,
• or composing
• 4. Research and report
• 5. Case study
• 6. Resolving conflict
• 7. Support an opinion or belief
• 8. Reconcile different points of view

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1. Scripture search

• Pose a problem. The problem should be answered
  by Bible texts found in your Sabbath School
  lesson. It should be related to the age level
  and needs of your class. Either doctrinal or a
  life situation. Make it interesting and
  relevant. Either real or imaginary.
• Example Recently I told a lie to protect my
  boss from an abusive customer. I have confessed
  this to God. But should I also confess to the
  customer and to my boss?