Teaching Problem Solution Finder

Write the main topic of a scripture passage or quote on a piece of paper. Cut each letter out. Let students look at the scripture passage or quote while they race to unscramble the word. This can be done for each individual in the classroom, or it can be done in groups, or even on the chalkboard.

EXAMPLE: I recently used this technique in my seminary class to teach Luke 14. Before class I took four envelopes and some construction paper. I wrote a "clue" on the outside of each envelope and put the mixed up letters from a word or phrase in the respective envelope:

CLUE: Luke 14:1-6 (two words) SCRAMBLE: Sabbath Day
CLUE: Luke 14:7-14 (one word), SCRAMBLE: Humility
CLUE: Luke 14:15-24 (two words), SCRAMBLE: Great Supper
CLUE: Luke 14:25-35 (one word), SCRAMBLE: Discipleship

It only took each zone a few minutes to unscramble the words.

Ask the students in your class to imagine they have a pen with only enough ink to underline one word in a verse. What would it be? Why?

I wrote Mark 1:18 on the board: "And straightway they forsook their nets, and followed him." I told the kids to imagine that their pens were running out of ink, and they only had ink enough to underline one word. Which would would they choose? I asked a couple of students which word they'd underline and why. What did these men leave behind? How can we be like these disciples and follow Christ?

Great for: Lesson opener

Class size: Any class size

Helps Students: SHARE feelings, thoughts, or personal experiences, SEARCH the scriptures or text

Prep Time: No advance preparation necessary

Student Age: Any age

Equipment needed:

I learned this extremely versatile teaching technique from Teach Like a Champion by Doug Lemov. Basically, you assign a writing prompt. Everyone writes the answer. Then, as many people as you choose are invited to share. Sometimes I have each person share their written response. Other times, when there's a big group, I assign a group or zone leader to read the responses of the people in a group and summarize them. You may even choose to keep responses secret in the interest of time or for other reasons.

If you will be having a group leader read answers or if you will have the class share their responses, explain that ahead of time so that students can adjust their writing appropriately.

You can use this technique to establish what students already know about a topic, so that you know where to begin a group discussion. Use it to help students find ways to apply a passage to their lives. It can help students share a growing testimony. Everyone who listens to the other responses will see how the gospel affects others.

This is a simple tip that will help you leverage media in the classroom and get better discussion.

Determine before class what the main discussion points are in the material you will cover. Instruct students before you watch or listen to your media which main points to watch for as the media plays.

You might say "wait for when Jesus jumps over the fence and think about what this tells us about his personality" or "watch Jesus's 'violent' behavior and be ready to talk about how important it is to keep the temple/ourselves clean" when showing the video of the cleansing of the temple:

"Wait for it" helps prepare students to participate in discussions and make relevant comments. It also helps movies or music used in class become learning opportunities instead of mere entertainment. I was trained at Seminary inservice to use this technique (or something similar) each time we watch a movie or listen to a song during class. It also helps when Reading a long passage of scripture or story.

For example, when I showed a film about the prodigal son this week in Seminary, I invited students to pay attention as they watched the movie to see which of the characters they considered to be most like themselves. This prepared the class for our discussion after the movie, which was intended to point out that at different times in our lives, we are all like each of the characters in the parable.

Another time I told students to watch for a 'd' word that might surprise them during our reading of the entry BD, Mark. The word was "deserted".

I used a unique set of questions to teach three parables: the parable of the of the ten virgins, the talents, and the sheep and goats. Before class I taped a set of three questions under each person's chair. Each set of questions included one question from each of the three parables and was unique. I made the unique sets so that as we answered each question I wouldn't get the same people commenting at the same time. Here's an example of the questions:

- What do you think kept the 10 foolish virgins from being ready when the bridegroom came?
- How can you be prepared like the 10 wise virgins?
- What do you think the oil in the lamps represents?
- Look at Matthew 25: 16,19-21. How can you be like the man with the 5 talents?
- Look at Matthew 25:25. Why does fear stop us from progressing?
- Look at Matthew 25:25. How can we conquer fear?
- Matthew 25:40 is a scripture mastery passage. Why do you think it was chosen?
- See Matthew 25:40. Who might be considered the "least of these" at your school? At church? How can you reach out to them?
- Read Matthew 25:41-46. Why do you think Jesus spoke so harshly of those who mistreat others?

This really helped start a great discussion that included most students because not every person had the same questions.

Write a list of passages or references on the board that have something important in them -- something "worth underlining." Explain to the class that there is something important in each verse and that you will give each student a chance to read their passage and explain to the class what they thought the most important thing was in the verse(s). Give them a few minutes to look over their passage. Go around the circle (if your passages are in order) or use Delilah to choose the next person to share what they felt was important. Remember to prompt students to share their ideas: "Why did you feel this was important?" I sometimes say "That's what I underlined, too! What did you love about this passage?"

Once your students have done this once or twice, you won't need to give them time to read the passage ahead of time. They will be able to identify the most important things in a passage cold -- a valuable skill for future teaching or missionary work.

I have found that after a few students read scriptures and talk about what's most important to them, suddenly all the students in the class begin marking their scriptures as well -- even the passages they weren't assigned. In fact, one year I had students write in their scriptures the names of the person who shared the scripture with them. A missionary shared the passages online a few weeks ago and how much it meant to her to remember the testimonies of her Seminary classmates.

I encourage discussion in my classroom, and there are times when everybody is talking at once. Instead of scolding kids, focus in on one comment, and in a louder than usual voice say, "Hey! That was awesome! Did everybody hear that?" When I do this, I'm generally leaning toward the student to hear what they say. Then I straighten up and point toward the student when I say "hey" to help get attention back to a single student and stop sidebar conversations.

When everyone is quieted down, call the student by name and have them repeat their comment or observation. Not only does this help you regain classroom control without being negative, it also helps strengthen the self-esteem of students who may be shy. The goal here is to point out that everyone is able to make great, important comments during gospel discussion. It helps you create an atmosphere where students feel their comments are valued and encourages them to comment more when they see that thoughtful responses are treated as special.

Variation:
Hey, did you hear that? Jake just asked a great question. Repeat that question so we can all hear it, Jake.

I love what you just said. Did everybody hear that? Are you all slamming Jake?

(SLAMMing in my classroom means Sit up, Look at the speaker, Apply the message to your life, Mark your scriptures, Make relevant comments)

Students pretend to be newscasters who tell a familiar gospel story.

EXAMPLE: I told my students that we were going to pretend to be newscasters describing the events of Jesus' triumphal entry into Jerusalem. Each zone received a section of Matthew 21 to give a news cast on. The parables were difficult, but the kids were able to cover them by doing those interview-style, like "You were present when Jesus spoke to the Pharisees. What did you see? What did he say? What did all that mean? What was the reaction of the people?"

I don't know if all classes love acting out, but my kids love, love, LOVE it. It's a fun way for them to practice reading text, finding what's important, and then explaining it to the group. It's triple repetition for them that helps with both learning and comprehension.

A narrator reads a passage of scripture while actors dramatize it. When the teacher yells "freeze", the actors freeze and an actor (or actors -- you choose) comes in from the sidelines. They tap an actor on the shoulder and take his or her place in the action. The teacher says "Action!" and the dramatization continues. Continue freezing the action until everyone has had a turn to act or until the passage is complete.

This is a really fun activity, especially if you have a group that enjoys acting, as I did.

(See http://plays.about.com/od/actvities/a/freezetag.htm)

When I present a lesson, I try to direct my lessons so that ANTICIPATED student questions drive the discussion. When I'm reading my lesson text or scripture block, I ask myself some of the following things:

- Does this passage have any unusual words or difficult phrasing?
- Do I understand the background of this passage? Who is speaking? Why?
- How can the footnotes help me understand the background or phrasing or doctrine?
- Is there a related Bible Dictionary entry?
- Did this remind me of a general conference quote/personal experience/etc?
- What questions did I have about this doctrine at my students' age?
- What questions do I have now about this doctrine?

I write down any questions that might come up in the place where they were triggered in my mind, and I try to be sure that I either know the answer (good) or know how to guide the kids how to find the answer themselves (better). I don't automatically answer these questions during my lecture, but I let the kids ask them. It teaches students to be curious and gets them in the habit of Asking questions to seek knowledge from gospel teachers and peers. If you use the opportunity to allow students to find the answer using their scriptures, they will learn a valuable skill.

It is very easy to get off track when trying to anticipate student questions! You'll find out so much interesting information! Be sure that you keep in mind the needs and knowledge of your students, not your own curiosity, and try not to get off track beyond what is necessary to answer any questions your students will ask during class.

For example, when we read some verses on giants in the Old Testament, I knew that my kids would laugh and wonder aloud if the giants were actually giant, or if they were ordinary sized people because the people back then were smaller. If not that, I knew they'd at least be curious about giants. So I planned time in my lesson to let them look up the Bible Dictionary entry and read the scripture references on giants. When we hit that verse, I let them chat amongst themselves about the giants for a little bit, until they were full of questions. Then I asked if they wanted to learn more. YES! How can we do that? .... oh, yeah -- Bible Dictionary. They scrambled to look up the passage and read it aloud, and we followed the scriptures. I pointed out that they have the tools to answer many of their own questions -- the Bible Dictionary is a major one.

As another example, during a lesson on Jonah a student asked the location of Ninevah. I let students hunt for a minute and flip through their scriptures until they/we came up with the Index of Place Names. I had them look up and locate maps with Ninevah on it. Then we looked up Tarshish. (I already knew it wasn't there from my lesson planning.) I asked them what we should do. We looked it up in the Bible Dictionary and found that Tarshish is believed to have been located in Spain.