dc101: syllabus - web viewfelder, richard. learning styles and strategies (on-line article) ... and...

DC501DE: Syllabus Dr. John R. CioncaSummer 2012 In-Ministry Distance Format Bethel SeminaryJune 18-August 24 e-mail: [email protected] / 651-638-6163

http://www.bethel.edu/~jcionca

DISCIPLESHIP IN COMMUNITY

This course provides an introduction to the theological framework and critical functions necessary for effective Christian discipleship in a local church. Approaches to discipleship and models of ministry will be reviewed. A variety of instructional methods will be utilized to help participants develop an understanding of educational staffing, organization, program, curriculum, methodology, and facilities. Ministry to children, to youth and to adults will be presented. Learning styles, classroom teaching and assessment of the teaching-learning process will be examined. Students will gain a vision and enthusiasm for the discipleship possibilities within any congregation.

LEARNER OUTCOMES: The student will . . .

Develop a Biblical/theological framework for discipleship through a local church. Evaluate the strengths and weaknesses of various church approaches to discipleship. Discover approaches of ministry to children, to youth and to adults. Appreciate the necessity of lay leadership for effective church ministries. Develop teaching “road maps” for communicating effective Scripture lessons. Establish a criterion for evaluating the quality of teaching within a given classroom. Understand the purpose and value specific types of small groups. Recognize contributing factors to effective learning environments. Know the critical elements necessary for building a dynamic ministry team.

REQUIRED TEXTS:

Barna, George. Transforming Children into Spiritual Champions. Ventura, CA: Regal Books, 2003. ISBN: 0-8307-3293-4

Cloud, Henry and John Townsend, Making Small Groups Work. Grand Rapids, MI: Zondervan, 2003. 10: 0-310-25028-5

Gorman, Julie. Community that is Christian, Revised Edition. Grand Rapids, MI: Baker Books, 2002. ISBN 0801091454

Wlodkowski, Raymond J. Enhancing Adult Motivation to Learn, 3rd Edition. San Francisco: Jossey-Bass, 2008. ISBN 0787995207

ARTICLES: (Under Course Documents in Moodle).

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Kjesbo, Denise Muir. “The Time Has Come!” Article in Heart and Mind, Fall/Winter, 2002, pp.4-8.Keehn, David., “Youth Ministry from a Family Perspective.” In a Theology for Family Ministry,

PP. 223-240 Stafford, Wes. Too Small to Ignore: Why the Least of These Matters Most, pp. 1-12; 30-52.

DVDS: View all of Effective Ministry to Children and their Families. In Moodle. View all of Effective Ministry to Youth and their Families. In Moodle.

COURSE REQUIREMENTS:1. Attendance, Reading and Participation: Since this class includes group interaction, participation

in web discussions and conference calls is expected (unless an absence for a session is preapproved (Approximately 1100 pages of reading of texts/articles/viewing @ 25 pages per hour = 44 hours).All assignments are due as delineated in the course schedule. Maximum grade for all late work, when acceptable, will be a C. Printer failure or Internet problems are not acceptable excuses for lateness. All work may be uploaded before it is due. Please avoid late postings and submissions.

2. Small Group Ministry Reflections and Analysis. After reading Community that is Christian and Making Small Groups Work, answer the questions on Worksheet # 1. See page 11 of syllabus for preparation guide (8 hours for answering questions on Worksheet) [20% of grade].

3. Adult Learning Reflections and Analysis—Part 1. After reading Enhancing Adult Motivation to Learn, chapters 1-6, answer the questions on Worksheet #2. See page 12 of syllabus for worksheet (6 hours) [10% of grade].

4. Adult Learning Reflections and Analysis—Part 2. After reading Enhancing Adult Motivation to Learn, chapters 5-7, answer the questions on Worksheet #3. See page 13 of syllabus for worksheet (6 hours) [10% of grade].

5. Learning Styles Articles and Inventories: Read the article listed below, and complete the two on-line inventories listed below. From these resources reflect on: 1. How you learn best; and 2. How you will approach the teaching-learning process for others. (6 Hours). Felder, Richard. Matters of Style: at www.ncsu.edu/felder-public/Papers/LS-Prism.htm

Solomon, Barbara. Index of Learning Styles Questionnaire (On-line inventory)www.engr.ncsu.edu/learningstyles/ilsweb.html

Differences Between Left and Right Hemisphere – Hemispheric Dominance Inventory http://frank.mtsu.edu/~studskl/hd/hemispheric_dominance.html and interpretive article at: www.mtsu.edu/~studskl/hd/LRBrain.html

Felder, Richard. Learning Styles and Strategies (On-line article) www.ncsu.edu/felder- public/ILSdir/styles.htm

6. Student Ministry Reflections and Analysis: After reading Transforming Children into Spiritual Champions, the on-line articles on children and youth and the DVD interviews on children and youth, answer the questions on Worksheet #4. See page 14 of syllabus for preparation guide (8 hours) [20% of grade].


http://www.ncsu.edu/felder-public/ILSdir/styles.htm

http://www.ncsu.edu/felder-public/ILSdir/styles.htm

http://www.mtsu.edu/~studskl/hd/LRBrain.html

http://frank.mtsu.edu/~studskl/hd/hemispheric_dominance.html

http://www.engr.ncsu.edu/learningstyles/ilsweb.html

7. Volunteerism Best Practices: Read at least 100 pages on ministry through volunteers. You may review resources by Dr. Cionca on his prof. website, read portions from books such as The Volunteer Revolution or The Equipping Church, and/or search the web for best practices on the recruitment, development and utilization of volunteers. Post on Moodle your top 5 best practices for staffing volunteer ministries. Also submit a paper delineating your ten top practices. Provide 50-75 words per explanation of each practice (10 hours) [10% of grade].

8. Conference Calls: Students in this class will be grouped into Triads. An email will be sent out with the names of those in your group. These groups of three will be responsible to connect three times during the course (see schedule) via Skype, Google+ hangout or Cell-Phone. The purpose of these conference calls is to gain insights and feedback from one another on specific assignments. No submissions are required from your time together. This is an enrichment feature of the course; designed to expand viewpoints and insights One Adobe Connect class session will be scheduled for larger group interaction regarding course content, expectations and assignments (4 hours).

9. Contextual Assignment: Select one of the following assignments (20 hours) [30% of grade]:

A. Classroom Teaching and Assessment: Teach an original lesson following the lesson plan format on page 7. An evaluative form will be distributed and explained in class. Submit the following: Your lesson plan; at least four evaluation forms completed by observers of the lesson; and a 1,500-word personal summary assessing your experience. Your assessment should not merely record your perceptions on the session, but as importantly the feedback from your observers. Your grade reflects their evaluative feedback, so choose observers wisely. Introduce the process and the assessment form to them prior to your class session. Form on p. 8 of the syllabus.

B. Small Group Facilitation & Assessment Report: Lead a small group (4-9 people) for three weeks through a Bible study [you cannot use students from class]. Submit the following: evaluation forms completed by each of the small group participants (at least 4) and a 1,500-word summary (typed, double-spaced) answering the following questions (20 hours allowed for preparation, facilitating and summary):

1) Describe the group-size, participant’s characteristics, purposes and goals of the group, and your own relationship to the group.

2) Identify significant group characteristics and determine how they are incorporated within this particular group.

3) Describe the factors that appear to enhance accomplishment of the group’s goals and the factors that hinder accomplishment of group goals.

4) Based on what you have been reading and experiencing, what “prescription” would you write to improve this group’s functioning?

5) Describe how you would design a similar group in order to try and avoid some of the pitfalls that this one has encountered.

6) Assess your own competencies and deficiencies as group member/leader that was evident in this particular group experience. Utilize feedback from group members as you reflect on the experience (see form on pages 9 & 10).


C. Personal Independent Study on Discipleship. For students with significant evaluative teaching and facilitating experience, you may elect to personalize this assignment through

an independent study. You may use the 20 hours allotted for this assignment to pursue an area of interest important to your discipleship context. You may not use work done for other courses for this assignment. Your proposal must be approved in advance by the instructor. Make me an offer.

COURSE GRADING:

Small Group Worksheet 20%

Adult Learning Worksheet—Part1 10%

Adult Learning Worksheet—Part2 10%

Volunteerism Best Practices Paper 10%

Student Ministry Worksheet 20%

Contextual Teaching Assignment 30%

Total: 100%

GRADING SCALE: Final grades will be assigned accordingly, based on course requirements:A 95-100% B+ 87-90% C+ 77-79% D+ 67-69%A- 91-94% B 83-86% C 73-76% D 63-66%

B- 80-82% C- 70-72% F < 62%

ACADEMIC COURSE POLICY:

Please familiarize yourself with the catalog requirements as specified in Academic Course Policies document found on the Registrar's website at: https://bethelnet.bethel.edu/ureg/bssp/acp/. You are responsible for this information, and any academic violations, such as plagiarism, will not be tolerated.


COURSE PREPARATION GUIDE

DATE TOPICS ASSIGNMENTS DUE

Week 1

6/18 – 6/23

Introduction to the Course

A Theology of Discipleship in the Church

Incarnational Teaching

View: Professor’s video course introductionView: Narrated Power Point on A Theology of

DiscipleshipRead: Community that is Christian

Week 2

6/25 – 6/30

Teaching in a Small Group Setting:Decentralized Small GroupsTypes of Small GroupsFacilitating Discussions Classroom

Adobe Connect: Connect with the professor and classmates for coursework clarification and expectations. See Moodle for conference time options

Read: Making Small Groups WorkDue: Worksheet #1Post: Your answer to question 9 or 10 from worksheet

Week 3

7/2 – 7/7

Teaching in a Larger Group Setting:Focus on LearningOrganizing Learning (Lesson

Plans)Methodology

Listen: Cionca’s Monday Morning Reflections (regarding Worksheet #1)

View: Narrated PPT on Lesson PlansRead: Enhancing Adult Motivation to Learn, Chapters 1-6Due: Worksheet #2Post: Your response to Question 8, and interact with

classmate postings

Week 4

7/9 – 7/14

Teaching in a Large Group Setting:Lesson Plan Feedback SessionLearning StylesAssessing the Teaching-Learning

Process

Listen: Cionca’s Monday MorningReflections (regarding Worksheet #2)Read: On-line articles in Assignment #5Complete: On-Line Profiles

Week 5

7/16 – 7/21Adult Learning and Discipleship

Conference Call: Connect with your triad to discuss Effective Classroom Teaching

Read: Enhancing Adult Motivation to Learn, Chapters 7-9Due: Worksheet #3Post: Your response to Question 6, and interact with

classmate postings

Week 6

7/23 – 7/28

Discipleship of Children

Teaching and Learning in Childhood

Listen: Cionca’s Monday Morning Reflections (regarding Worksheet #3)

Read: Transforming Children into Spiritual ChampionsRead: Kjesbo and Stafford articlesView: DVD on Children’s Ministry

Week 7

7/30 – 8/4

Discipleship of Students

Teaching and Learning in Adolescence

Conference Call: Connect with your triad to develop a list of Seven Best Practices of Youth Ministry

Read: Youth Ministers article from The Young Evangelicals

View: DVD on Youth MinistryDue: Worksheet #4Post: Two of your insights or appreciations on Children or

Youth Ministry


Week 8

8/6 – 8/11

Generations and Life-Stages

Positive Parenting

Listen: Cionca Monday Morning Reflections (regarding Worksheets # 3 & 4)

View: Narrated PPT on Generations and Life-StagesView: Cionca sermon on Forever Young at

Edinbrookchurch.org—under Media, Click Edinbrook TV; See April 15, 2012

Week 9

8/13 – 8/18Volunteerism—Best Practices

Conference Call: Connect with your triad to develop a composite list of 7 Best Staffing Practices

Read: Selected Resources on Volunteerism (see assignment #7, page 3)

Due: Volunteerism Best Practices Paper

Week 10

8/20 – 8/24

Approaches to Discipleship—Analysis

Learning in Context

Listen: Monday Morning Reflections (regarding volunteerism)

View: Narrated PPT on Approaches to DiscipleshipDue: Contextual Teaching Assignment

Late assignments cannot receive a grade higher than a C- Coursework will not be accepted after August 24, 2012


http://edinbrookchurch.org/

THE LESSON PLAN

Lesson Title

Teaching Truth

Scriptural Passage

Key Verse

Lesson Objectives

Cognitive - (to know)

Affective - (to feel)

Behavioral - (to do)

Lesson Procedure - Outline and Integrated Methods

Hook [ A ]

Book [ B ]

Took [ C ]

Evaluation


EVALUATION OF THE TEACHING-LEARNING PROCESSJohn R. Cionca, Ph.D. © 1993

Realizing that this evaluation will be subjective, nevertheless it will serve as a useful tool in trying to better understanding the teaching-learning process. If you feel that you are not qualified to a make a judgment on an item, you may omit it.

1. A general air of FRIENDLINESS and safety pervades the classroom.Friendliness ___:___:___:___:___:___ Lack of Friendliness

2. ENTHUSIASM stimulates class interest.Enthusiasm ___:___:___:___:___:___ Low Energy

3. An interesting APPROACH "hooks" learners’ attention.Attention Grabbing ___:___:___:___:___:___ Uninviting

4. Lesson CONTENT is communicated effectively.Clearly ___:___:___:___:___:___ PoorlyPresented Presented

5. APPLICATION to life is evidenced.Compelling ___:___:___:___:___:___ WeakApplication Application

6. INVOLVEMENT METHODOLOGIES encourage student participation.Appropriate ___:___:___:___:___:___ Weak Methods Methods

7. The teacher uses good ILLUSTRATIONS to develop the lesson.Good Exampling ___:___:___:___:___:___ Weak Exampling

8. Media and ENRICHMENT MATERIALS enhance the class session.Ample ___:___:___:___:___:___ Lack ofMaterials Materials

9. INDIVIDUALIZATION OF INSTRUCTION maximizes each learner's experiencePersonal ___:___:___:___:___:___ Only GroupAttention Directed

10. The teacher maintains good CLASSROOM MANAGEMENTAppropriate ___:___:___:___:___:___ PoorControl Discipline

11. OBJECTIVES were developed and fulfilledObjectives ___:___:___:___:___:___ ObjectivesReached Unreached


GROUP FACILITATOR FEEDBACK FORM

Leadership Feedback and Development (Part 1)

From: ________________________________________________________________________

Please note: This tool is designed to evaluate for the purpose of encouragement, not to judge for the purpose of condemnation.

Leadership during meetings

1. On a continuum, how would you rate the leader’s style of communication during the meetings? Mark with an “X”:

______________________________________________________________________________Pure lecture Pure discussion

On the scale above, mark with an “O” where you would like the leader to be.

2. On a continuum, how would you rate the leader’s control of the flow of the meetings? Mark with and “X”:

______________________________________________________________________________Autocratic/Control Collaboration/Relaxed

On the same scale above, mark with an “O” where you would like the leader to be.

3. On a continuum, how would you rate the group members’ overall participation in discussions? Mark with an “X”:

______________________________________________________________________________A vocal minority Balanced participation

What if, anything, could the leader do about the balance of participation?

4. How did the leader handle the different elements of the meeting?

Starting on time

Homework review (if applicable)

Scripture explanation or teaching

Discussion portions

Helping to make personal applications

Ending on time


Leadership Outside the Meetings (Part 2)

1. What experiences with the leader outside the regular meeting times have been especially valuable to you?

2. What aspects of the leader’s life do you most need (want) to observe so you can see a godly example?

3. What steps could your leader take beyond leading the regular group meetings to help you grow (be specific)?

4. Comment on the leader in the following areas: Availability outside of group times

Approachability outside of group times

Keeping me accountable and being firm if necessary

Sensitivity and compassion

5. Is there any other feedback you would like to give the leader?

6. Are there issues that are unresolved or require attention?

7. What affirmation can you give the leader—what aspect of the whole small group experience has been especially meaningful to you?

8. How will you pray for the leader

From: Donahue, Bill. Leading Life-Changing Small Groups. Grand Rapids, MI: Zondervan Publishers, 2002 Revised Edition. ISBN: 0-310-24750-0

Julie Gorman and Cloud and Townsend on Small Group Ministry


Worksheet #1

1. Respond to the Gorman’s top two paragraphs on page 14. Express your level of agreement/disagreement with her appraisal. Are there implications of moving away from a “personal” discipleship approach?

2. Explain the differences between Individualism from Individuality. Describe the impact of each on the family, the church and society (Gorman, chapter 2).

3. Specify several hindrances to community (Gorman, chapter 4).

4. Respond to fire starter #2 on page 90 (Gorman).

5. When the group size is twenty, five or less will dominate. With eight or ten people, three. With five the number is likely two, and with three, probably no one (p.119). What are the implications of this on classroom teaching/methodology (such as classes in your seminary program)?

6. Cloud and Townsend state that your group’s ultimate purpose is a ministry of reconciliation. Express you level of agreement with their view. Review the six contributing factors to reconciliation (pp. 35-37). Can all groups experience these factors?

7. In Part 2 (pp.66-113) the authors provide a chapter on the key dimensions of group life. Offer a summary sentence for the theme of each chapter.

8. Based on the information in Part 3, list five characteristics/practices that will define/contribute to their preferred small group structure.

9. You are the writers for David Letterman. Come up with your top 10 ways to kill group discussion.

10. You are the writers for Discipleship Journal. Come up with your ten top ways to facilitate group discussion.

11. You have been called to a mid-west church of 900 to be their Community Life Pastor. The have put all of their discipleship eggs in the basket of small groups. Describe what you will do to foster transformation among the congregation’s adults.

Raymond J. Wlodkowski’s Enhancing Adult Motivation to Learn, Chapters 1-6Worksheet #2


1. In one or two paragraphs summarize how learning occurs from a neuroscientific perspective.

2. In your opinion what part might brain structure and neurological functions play in spiritual formation?

3. Summarize the research on the effects of aging on the learning process.

4. Rank your effectiveness regarding The Five Pillars of motivated instruction. What contributes to your effectiveness in your highest area? What limits you in your lowest area?

5. Rank yourself from 1 to 7 on the Five Indicators of Teacher Enthusiasm. What could you do to strengthen one or two particular areas?

6. Assess yourself on the 11 strategies for Establishing Inclusion.

A= Am comfortable and engage this practice routinely O= Often utilize this strategyS= Sometimes utilize this strategyN= Need to give greater attention to their strategy

7. Wlodkowski explains 16 strategies for helping adults develop positive attitudes toward learning. Which two are the most important to you? Provide examples of how you have used them (or would like to). Which do you/might you use the least? Why?

8. Which of the strategies can you best leverage in your teaching? Why?

Raymond J. Wlodkowski’s Enhancing Adult Motivation to Learn, Chapters 7-9Worksheet #3


1. The author uses 20 strategies to enhance meaning in learning activities. Provide a personal example of how you use one strategy in each of the following areas:

AttentionInterestEngagement

2. Using Guiding Critical Questioning (p. 269-275), write five biblical/textual discussion questions.

3. Write a case study on a ministry situation (2-3 paragraphs).

4. Wlodkowski prescribes 13 strategies for engendering competence among adult learners. Which are the most easily implemented in the education ministry of the church? Which are the hardest to implement? Should assessment be a part of personal discipleship/spiritual formation in a congregation?

5. What are the implications of Multiple Intelligences for discipleship?

6. What for you was the most beneficial aspect of Wlodkowski’s book? How might you enhance mastery of this material?

Student Ministry Reflection and Analysis

Worksheet #4


1. Barna begins his book with the statement that “. . . ministry to children is the single most strategic ministry in God’s Kingdom . . .” (). What is your response to this statement? In what ways might one’s perspective change after reading this book?

2. What are some implications of the following statement on the ministry of children in your church? . . . Anyone who wishes to have significant influence on the development of a person’s moral and spiritual foundations had better exert that influence while the person is still open-minded and impressionable – in other words, while the person is still young (Page 47).

3. Barna lists his revelations regarding the six conclusions on the levels of influence (page 57-59). What is your level of agreement with his afterthoughts/conclusion? Explain.

4. What components would you ensure were in place if you were to build a ministry for children based on the four suggested areas in which children need our help in order to develop a Biblical worldview? (Pages 61-74)

5. In chapter six, Barna describes the efforts used in effective children’s ministries to work toward raising spiritual champions. Which of these efforts would hold the biggest challenge to achieve in your current ministry? Why?

6. What new insights or appreciation did you gain from Wes Stafford’s chapter from Too Small to Ignore and Denise Kjesbo’s article, “The Time Has Come?”

7. What new insights or appreciation did you gain from the interviews with the Children’s Pastors?

8. What new insights or appreciation did you gain from David Keehn’s chapter, “Youth Ministry from a Family Perspective?”

9. What new insights or appreciation did you gain from the interviews with the Youth Pastors?

10. Write a summary paragraph on your preferred approach to Student and Family Ministry.

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