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How Education Helps Christians Grow

How Education Helps Christians Grow. Presenter: Israel Steinmetz. Presentation Outline. Introduction Christian Education & Scripture Christian Education & Instructional Objectives Conclusion. Introduction. Christian Education & Scripture Scripture supplies the content and goal

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How Education Helps Christians Grow

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  1. How Education Helps Christians Grow Presenter: Israel Steinmetz

  2. Presentation Outline Introduction Christian Education & Scripture Christian Education & Instructional Objectives Conclusion

  3. Introduction • Christian Education & Scripture • Scripture supplies the content and goal • Christian Education & Instructional Objectives • Instructional objectives articulate the desired tangible outcomes • Connecting the dots… • By identifying the content and desired outcomes we answer two of the most significant questions in education: • What are we going to teach? • What do we want the learners to do with what we teach? • This presentation will not address the question of “how” to go about teaching the content in order to accomplish the objectives.

  4. Christian Education & Scripture • 2 Timothy 3:14-17 describes Scripture as: • The source of wisdom which leads to salvation through faith in Jesus Christ • The content of our faith and the basis for learning, conviction and continuation in belief • Inspired by God

  5. Christian Education & Scripture • 2 Timothy 3:14-17 describes Scripture as: • Having a four-fold capacity for developing the believer: • Teaching • Reproof • Correction • Instruction in righteousness

  6. Christian Education & Scripture Reproof Correction Instruction in Righteousness Teaching

  7. Christian Education & Scripture • 2 Timothy 3:14-17 describes Scripture as: • Aiming toward full Christian maturity and faithful service

  8. Christian Education & Instructional Objectives This portion of the presentation is adapted almost entirely from Preparing Instructional Objectives: A critical tool in the developmentof effective instruction, Completely Revised, Third Edition, by Robert F. Mager

  9. Christian Education & Instructional Objectives • “Instruction is effective to the degree that it succeeds in: • changing students • in desired directions • and not in undesired directions.” Mager, 1. • Steps to developing effective instruction: • Analysis • Design/development • Implementation • Evaluation/improvement

  10. Christian Education & Instructional Objectives We will focus on the first part of step 2- Design/development. The first step of learning design/development is the creation of “instructional objectives”. What is an “instructional objective”?

  11. Christian Education & Instructional Objectives • “An instructional objective is a collection of words and/or pictures and diagrams intended to let others know what you intend for your students to achieve. • It is related to intended outcomes, rather than the process for achieving those outcomes. • It is specific and measurable, rather than broad and intangible. • It is concerned with students, not teachers.” Mager, 3.

  12. Instructional Objectives Develop a love of music. Play Mary Had a Little Lamb on the piano. Understand music theory. Cover the basics of guitar chords. Recite the notes on the musical scale in order. Become sensitive to tone. Distinguish (by selection) between an “A” and an “F” played on a guitar.

  13. Christian Education & Instructional Objectives • Why care about objectives? • “To wonder why we should care about instructional objectives is like wondering why we should know: • where we’re going before buying a bus ticket • what we’re intending to manufacture before turning on the factory • whom we intend to hit before throwing the pie.” • “…if instruction is to accomplish desired outcomes, it is imperative that those designing the instruction, as well as the ones doing the instruction, have a clear picture of those desired outcomes.” Mager, 13

  14. Christian Education & Instructional Objectives • Identifying objectives aids us in: • Material/procedure selection • Instructor ingenuity/creativity • Consistent results • Measurable results • Goal Posts for Students • Instructional Efficiency

  15. Christian Education & Instructional Objectives • Where do objectives come from? • Objectives arise from various sources, including personal desires (I want to play an instrument for fun), external needs (I need to learn to play an instrument in order to be on the worship team). • For educational purposes, instructional objectives should be derived systematically.

  16. Christian Education & Instructional Objectives • Systematic derivation of objectives occurs through a six-step process: • Task listing- what specific tasks should students be able to perform? “A task is a series of steps leading to a useful/meaningful outcome” Mager, 37. • Task Analysis- Identifying key steps and decisions that make up the task. Includes reason for beginning task, steps followed to complete task, indicates how to know when task is completed. • Skill derivation- “What would anyone have to know or be able to do before being ready to practice this entire task?” Mager, 39. What specific skills are used to competently complete the task?

  17. Christian Education & Instructional Objectives • Systematic derivation of objectives occurs through a six-step process: • Objectives drafting- “The objective describes the performance desired, the conditions under which the performance should occur, and the level of skill required.” Mager, 40 • Skill-hierarchy drafting- draw a hierarchy that shows the relationship of the various skills. • Curriculum derivation- Customizing the objectives to fit the students. Only require demonstration of objectives that students cannot meet prior to beginning the course of study.

  18. Skill Hierarchy ExampleMager, 38 Make pizza Make dough Make sauce Use oven Read recipe Measure ingredients Decode abbreviations

  19. Christian Education & Instructional Objectives • What are the qualities of useful objectives? • “…a usefully stated objective is one that succeeds in communicating an intended instructional result to the reader. It is useful to the extent that it conveys to others a picture of what a successful learner will be able to do; and to the extent that the picture it conveys is identical to the picture the objective writer had in mind.” Mager, 44, italics his.

  20. Useful verbs in writing objectives(Mager, 45) Words open to fewer interpretations: • To write • To recite • To identify • To sort • To solve • To construct/build • To compare/contrast Words open to many interpretations: To know To understand To appreciate To grasp significance of To enjoy To believe

  21. Christian Education & Instructional Objectives • What not to include in objectives: • Instructional procedure (“after five lectures…”) • Target audience (“3-5 year olds…”) • Format (e.g. one sentence, single phrase, >100 words) • What to include in objectives: • Performance- what you want the student to do • Conditions- the circumstances in which you want them to do it • Criterion- a standard of acceptable performance • Let’s look at each of these in detail…

  22. Christian Education & Instructional Objectives • Performance: What will the learner be doing? • Overt performance (audible/visible) • Covert performance (inaudible/invisible)- add an indicator to demonstrate the covert objective in an overt way: • Identify the wording of John 3:16 (covert) • Identify (from a list) the wording of John 3:16 (overt)

  23. Christian Education & Instructional Objectives • Conditions: What conditions will you impose? • Broccoli and barbells example (Mager, 83) • Sample conditions (Mager, 85) • “Using your service revolver…” • “In the presence of an irate customer” • “Without the aid of references” • “With only a screwdriver” • How much detail? • “Detailed enough to describe each of the conditions that would be needed to allow the performance to happen; detailed enough to describe the conditions that would make a significant difference to the nature of the performance.” Mager, 85

  24. Christian Education & Instructional Objectives • Criterion: How will you recognize success? • Performance tells the student what you want them to be able to do. • Conditions tells them the circumstances in which you want them to do it. • Criterion tells them how well they will have to perform to be considered competent

  25. Christian Education & Instructional Objectives • Benefits of utilizing criterion: • “You will have a standard against which to test the success of the instruction. • Students will know how to tell when they have met or exceeded the performance expectations. • You will have the basis for proving that your students can, in fact, do what you set out to teach them.”

  26. Christian Education & Instructional Objectives • Objections to utilizing criterion: • “Many of the things I teach are intangible and CANNOT be evaluated.” Mager, 112 • Mager’s response, 113 “Well…all right…but if you are teaching things that cannot be evaluated, you are in the awkward position of being unable to demonstrate that you are teaching anything at all.” • Thinking about the objectives of Christian education…tangible or intangible?

  27. Conclusion • Review: • Scripture • Instructional Objectives • How Education Helps Christians Grow

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