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Educational Ministry of the Church - Lesson 18

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Weaving the Curriculum Together

When preparing curriculum, an effective teacher will take into account both the content and the audience.

Gary Parrett
Gary Parrett
Educational Ministry of the Church
Lesson 18
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Weaving the Curriculum Together

Confluence: How do we teach?

Part 3

IV.  Weaving the Curriculum Together


The examples below illustrate how the content may affect the ways in which we teach. The chart is merely suggestive of the kind of issues the teacher must consider when constructing the curriculum.

© Gary Parrett

Confluence: How do we teach?

Part 4

V. Greek Terms

A. Paideia (paideia)

2 Timothy 3:16

B. Nouthesia (nouqesia, nouqetew)

Colossians 1:28

C. Didache (didach)

Acts 2:42

D. Katecheo (kathcew)

1 Corinthians 14:19

 

Contexts: Where do we teach?

 

I.  The Learning Environment

A.  What?  to How?  to Where?

B.  Practical vs. Ideal

C.  Three Contexts

1.  Worship Service

2.  Christian School Movement

a.  Strengths

b.  Problems

c.  Challenges

3.  Homeschool Movement


All Lessons
About
  • 1. Introduction

    Seven questions that provide a framework for choosing and implementing curriculum.

  • 2. Misconceptions

    Our misconceptions about Christian education can cause us to choose poor or inaccurate content and use ineffctive strategies.

  • 3. Why are we here?

    The three essential tasks of the Church are worship, outreach and teaching.

  • 4. Christian Formation

    Christian formation focuses on the process of becoming more like Christ.

  • 5. OT to NT

    Instructions for spiritual education from passages in the Old Testament and New Testament.

  • 6. Early Church to Sunday School

    History of Christian education from the early church to modern Sunday school.

  • 7. What Must We Teach? Part 1

    The Heidelberg Catechism provides essential elements for a Christian education curriculum.

  • 8. What Must We Teach? Part 2

    The Torah contains the essence of what God wants us to know. Jesus clarifies and exemplifies the Torah.

  • 9. What Must We Teach? Parts 3 & 4

    A CORE curriculum should be Comprehensive, Orthodox, Reforming and focused on Essentials. Delivery systems may include bible studies, small groups, Sunday school and sermons.

  • 10. What Must We Teach? Part 5

    The Ten Commandments are the basis for Old Testament Law and the core teaching of the New Testament.

  • 11. Developmentalism

    Tailoring curriculum by taking into peoples' physical and spiritual developmental stages can make teaching more effective.

  • 12. Applications

    Tailoring curriculum by taking into peoples' physical and spiritual developmental stages can make teaching more effective.

  • 13. Two Commitments

    A key element for effective education to take place is for teachers to know their students relationally.

  • 14. Obstacles and Commitments

    Effective teachers know their audience and avoid attitudes and expressions that would create obstacles to communication.

  • 15. Curriculum Questions

    Asking the right questions about the curriculum and the audience can help you identify what information to emphasize and how to present it effectively.

  • 16. Two Definitions

    How you define teaching determines content and strategy.

  • 17. The Whole Person

    Effective teaching engages the whole person.

  • 18. Weaving the Curriculum Together

    When preparing curriculum, an effective teacher will take into account both the content and the audience.

  • 19. The Teachers

    Many people fill the role of teacher in your life at different times and in various ways.

  • 20. Team Ministry

    Christian education involves recruiting, training, modeling, organizing and supporting people who volunteer to teach.

  • 21. Conflict Resolution and Summary

    Being trained in skills for conflict resolution helps you to have realistic expectations and gives you the tools you need to effectively resolve situations as they arise.

These lectures were given at Gordon-Conwell Theological Seminary during the summer of 2000 and the spring of 2001. There are 21 separate lectures totaling about 13 hours.