Devoted to the Propagation and Defense of New Testament Christianity
VOLUME 20
December 5, 1968
NUMBER 31, PAGE 1-3a

Teaching For Learning

Martin M. Broadwell

In the last two articles we have discussed ways of getting involvement in the pre-teen classes through the use of competition. We would not want to suggest either of two things: (I) that competition is the only way of getting this age involved, nor (2) that competition need be limited to just this group. Both of these we will discuss later in more detail.

For now let's talk further about the group just below teenage, remembering that we said it is a little dangerous to attempt too close a classification where the Bible classes are concerned because the "Bible age" of a person does not follow either age or school grade. There are those full-grown who can barely follow intermediate work, and those in the primary grade level who are far advanced for their placement. Generally it is their age that determines what they will respond to rather than their Bible knowledge. so we will look at it from this standpoint.

Again we say for emphasis that the object of all of this effort at getting involvement is to increase learning. All the studies that have been made in the field of learning, remembering, forgetting, etc., point up the fact that we just retain many, many times more of what we are involved in. For instance, one study showed that we remember only 20% of what we hear, whereas we can remember about 70% of what we say when we are talking about the same subject. This means the more we can get the students to say about the subject we're trying to teach the more they will remember about it. On the other hand, the more WE say about it, the less they will retain. This doesn't say that they don't understand it while it's being said...it means they just haven't become sufficiently involved in the subject to make it a permanent part of their memory. For example, this same study showed that we only can retain about 10% of what we read, even though we fully comprehend it at the time we're reading it.

The above can be illustrated a number of ways, but to give a simple example, if we had 10 facts to remember and read, we would only remember one of these facts after about three days (the normal "leveling off" point on the forgetting curve). However, if we had someone lecturing to us, and gave us these ten facts, we would (on the average) remember two of them. But if we somehow were involved and had to state these ten facts ourselves (not just reading them but actually trying to pass the information to others) we would probably be able to recall seven of the ten facts! As an illustration, let's take the author of the Book of Acts. If our study material stated that Luke wrote it, and we read this information, our chances would be in the 10% category. If the teacher told us and we were paying attention, we would fall in the 20% group. But if we were to state that Luke was the author, we have moved to the 70% category. Just the fact that we said a thing means that we will be likely to remember 70% of it! So it really becomes imperative that we get the students to participate as much as possible.

What about these pre-teens...how can we get them involved? Let's look at the characteristics of the group for a clue. They are full of energy and prefer to be on the move if possible. They can frustrate a teacher to almost hysterics by their inattention, but have the capacity to put all of their energies into excitement about the lesson. It's up to the teacher entirely which way they go! Another thing we know about them is that they will listen to serious lectures up to a point, but not for very long. Their disinterest will begin to show by fidgeting and mischievousness. They can be kept in awe by little details and bored by the big ones. The story of David and Goliath is old hat to them, but they will get so excited they can hardly stand it over the part about David dragging the bloody head back to King Saul. Their memories are at a very sharp hone, allowing them to give back the story in great detail. They may study their lesson and get all the answers right, but not really understand any of it, since their development gives them the ability to chose right answers but not the experience and vocabulary to fathom very deep meanings.

Now can we take all of this and come up with a means of teaching them effectively? We can, and the job is a very exciting and rewarding one! First let's resolve to use the characteristics listed above to help us rather than something we have to overcome. This means we are likely to have a class that is noisy, perhaps even out of their seats and moving around some. It means, too, that we may have to be sure we are able to administer quick action to avoid letting the situation get out of hand. (Not severe discipline...just strong leadership, used in good humor, quickly, pleasantly but firmly). In other words, we must be prepared to "hit the ground running" every class period. They will keep up with no trouble and the only problem we may have is that they may get ahead of us occasionally.

Getting their attention: one way is to promise a little competition at the end of the session if they have a successful lesson. (They will do almost anything to get to play a game where they are in competition with each other.) Now the lesson itself: always start off with a vocabulary drill of some kind. Remember they have the ability to pick up the right words in answering questions, but often not the experience to define these words. Put the key words on the board and see who can tell what they mean. Make them hold up their hands and answer only when called on. Give extra praise if they can give an example from everyday life. (Always, see that they understand the words in terms of their own life, such as: "it's like when your brother or sister wants the same thing..." or "It would be like someone coming into Johnny's Dad's store and asking..." After you have given an example get them to give you one in return. The more homespun the better!) Here is a chance to get plenty of involvement. If they can't define a word, they can very quickly get you an example after you have defined it for them. Let them do it!

They will almost fight over the chance to get to tell the story, so here again, let them do it. But make it a challenge for the whole class. One person can tell the story of the lesson until he gets to a point he has to stop and think about what comes next, or until he leaves something out. Either the next person in line or anyone who holds up his hand can have the floor when he spots an error or an omission. Needless interruptions can be avoided by adding the restriction that if someone stops the story because he thought there was an error but there really wasn't, then that person forfeits his turn.

Another equally effective way to go through the lesson — especially if the material is not in story form — is to have the teacher lead them through the material with them supplying the majority of facts. We will talk about this as a method for getting participation from adults in another article, but let's see how it works here. Essentially it involves the teacher supplying the clues and cues for what comes next and the students supplying the facts to match the clues. It would go something like this (after everyone had had a thorough word drill):

Suppose the subject is on the various Spiritual gifts that existed in the New Testament days... Teacher: Where Timothy was a little boy about your age, his Mother taught him. But she didn't teach him from the New Testament. Who knows why?

(Pause...suppose there is no answer)

Teacher: Where do you read about Timothy?

Student: In the New Testament.

Teacher: Where?

Student: In the New Testament.

Teacher: So why couldn't Timothy have read the New Testament when he was little?

Student: Because it hadn't been written yet!

Teacher: All right, so everything we read about in the New Testament — except for prophecies — happened before they were written. Could Barnabas read about his trips with Paul?

Student: No.

Teacher: Could Barnabas take the New Testament with him?

Student: No.

Teacher: But Barnabas preached the...(Pause)

Student: Word (or truth or New Testament)

Teacher: So somebody had to give him this word. Who was it?

Student: God (or Holy Spirit)

Teacher: When Christ left he said he would send them someone, called a Comforter who would guide them in all truth. Who was this?

Student: Holy Spirit.

Teacher: When you give someone something it's called a....

Student: Gift.

Teacher: If the Holy Spirit was given to these people it would be called...

Student: The gift of the Holy Spirit.

And so on it goes. The teacher guiding, the student supplying the facts. The students are involved, they are saying the key words, phrases and ideas, hence will be able to remember them much longer. It's a simple technique, one many of you use, but one that works time after time. It can easily become a habit and a good habit at that.

Combine these techniques with the various kinds of games we discussed in earlier articles, allow them to participate, move around, talk, get excited, tell the story, supply facts, challenge each other and all in all enjoy their class. Chances are, you will enjoy it too!

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