Use this tool to solve common problems you'll find in your gospel classroom. Select from the options below to find teaching techniques that will help you solve some of the most common problems in LDS gospel classrooms:
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.
Since this is my first year teaching Seminary, I'm still learning and looking for ideas on how to teach students to use the Gospel Study Aids like the Bible dictionary, index, gazeteer, maps, footnotes, and other supplements during their scripture study. Here are a few of the things I've used with success, and I'll add more as I find them.
Please share your ideas, too, in the comments section. We're all learning together and can benefit from others' tips.
Seriously. The Bible Dictionary is awesome. I use it over and over during class -- at least once per week, and lately, during the History books of the Old Testament, I'm using it almost daily. Here are some examples of when you can use it:
- A student asks a question about giants or unicorns. (See BD, giants or BD, unicorn)
- A student mentions how the names in the Old Testament fits with their world history courses. (See BD, chronology)
- You're reading 2 Samuel 22:27 and come upon a weird word. (BD, Froward)
- You are introducing a new prophet or book in the Bible. (see the Bible dictionary entry for that prophet or book, Judges and Chronicles are especially helpful)
- Students are getting confused about the timing of Bible events (BD, chronology)
- You're curious about what the Temple of Solomon was like (BD, Temple of Solomon)
- You're reading the Psalms, and a student asks what the word "selah" means (BD, Selah)
- What exactly is Frankincense, anyway? (BD, Frankincense)
- A student asks a question asking for more data during class that you can't answer.
I really can't emphasize it enough: familiarize yourself with the contents of the Bible dictionary so that you can know when to call on it on the fly during class. The Bible dictionary has saved my bacon from being burnt on a difficult question on more than one occasion! It's awesome!
I used the maps when describing the Exodus, but since my scriptures have the old maps..... uh.... yeah it's pretty bad. Any ideas you have would be helpful! Please post them below!
The Index and the Topical Guide are slightly different. While the Topical Guide has information on general topics and covers all 4 standard works, the Index covers only the material in the Triple. The Index also includes a great index of references to the names of individuals found in the Book of Mormon, Pearl of Great Price, and Doctrine and Covenants. You might ask your students questions and have them find the answers to questions like the following:
- You are trying to find a scripture you heard that contains the word "dance". You know it's in the Old Testament but can't remember exactly where. (Topical guide)
- What would you use to find out more information about a person mentioned in the D&C? (Index)
- Where can you look to find out that scripture about the Waters of Mormon? (Index)
- You are giving a talk on obedience. Where might you start? (Topical Guide)
- Where can you look to determine how many Nephis there are in the Book of Mormon? (Index)
If they're getting really good at these, you might ask them some more advanced questions that include the Bible Dictionary:
- You're wondering about the Passover. (BD, Passover / BD, Feasts)
- You know that the parables are recorded in several places in the Bible. How can you find them quickly (BD, Gospels, Harmony of)
- You want to know where Lazarus was raised from the dead (BD, Gospels, Harmony of)
- You're wondering where the Bible came from (BD, Bible; BD, Bible, English; BD, canon)
- You're friend mentioned the Lord's Prayer. What is that, and where can you find it? (BD, Lord's Prayer -- why? because the words "Lord's Prayer" don't appear in the text, it's not going to be found in the Topical Guide)
You have decided to supplement your study of the D&C with the Church History Institute manual to improve your understanding of how events unfolded in the D&C. You notice the revelations are not in chronological order. How can you study the D&C in time/chronological order? (See Chronological Order of Contents in the D&C. It's just after the testimony of the Twelve Witnesses)
Your little sister is bored in church. All you have is your scriptures to entertain her (Show her the Maps, illustrations in the Pearl of Great Price, Maps at the end of the D&C, charts in the Bible Dictionary, get her to read all the verses about unicorns in the scriptures)
You can't remember where Hosea is ... (Title Page, Bible)
Is Titus in the Old or New Testament? (Title Page, Bible)
Is there a map that shows Bethel? (Gazeteer)
You're teaching Sunday School about Abraham and Mount Moriah. Your students like visual aids. Where can you look? (Gazeteer)
This is an activity I use when I see that section from the reading has lots of great things to underline. Write the verse numbers you'd like the students to read on the board. Use something soft, like a beanbag or silicone toy (we call ours Samson), to toss between students.
After introducing your material, explain that you are about to play a game called "What did you underline?". Each student will read a scripture passage aloud and then tell the class what he or she would underline. (You may also ask them to share why they chose that particular section.) After the class discusses the verse, the teacher will call out the next verse, and the student tosses the beanbag to another classmate, who then reads the next verse. You may want to establish a few rules, like no overhand tosses, no aiming above the neck, or everyone gets a turn.
This is a fun activity, that most students really enjoy.
When planning a lesson I estimate about 3 minutes per passage for reading, discussing, and tossing.
Many teachers use a Scripture Journal to help students retain information they are being taught or to help themselves with personal study. Here are some ideas for using a scripture journal that will give you lots of ideas.
My friend DeAnn purchase a composition notebook for each student for use as a scripture journal. Into this book they paste quotes and are assigned to write FITs (Feelings, Impressions, & Thoughts) based on the quote. Sometimes she might ask them to write about a particular passage, especially a scripture mastery. They might write how they can apply that scripture in their lives or describe a time when a passage helped them. This book is private, and the information is rarely, if ever, shared with the class.
Tell the students to open their scriptures to the passages you will be covering during today's lesson (it might corresponds with last night's reading). Explain their writing prompt (they might summarize the material, describe the feelings of a person in the verse, make a list about something in the passage, liken the scripture to their past, present, or future lives, or something else, write how they will teach this topic to their children, prepare a 2 minute talk based on the passage, etc.). Set a timer to a few minutes minutes (5-7) for them to write.
While the timer is going walk around the class and look at the work students are doing. Offer words of encouragement. Remind them when they have 60 seconds left.
After time is up, invite a few students to share what they wrote to the class. This can serve as a devotional or attention-getter. It's also a useful tool to prepare students for material that will come up during the lesson.
You could also use the timer approach at the end of class to keep a lesson from going over.
Here's what the Seminary manual says:
Some people keep a journal in which they write the main idea of what they read, how they feel about what they read, or how they think what they read applies to their life. If you are using this manual for home-study seminary, you are required to keep a notebook to receive credit. This notebook will be like a scripture journal.
It is also good to talk with others about what you read. Writing down some notes so that you remember what you want to talk about and discussing what you learned will help you understand and remember more of what you read.
The Redheaded Hostess has scripture journaling down to a fine art. She suggests that instead of writing in your scripture journal by passage you write in your journal by TOPIC. Using her method, you might record impressions, but the emphasis will be on writing doctrine you learn from the scriptures.
You can choose several topics you'd like to study and then study those one at a time, or you could start reading a book of scripture and add topics to your journal as you come across them. Here's where RHH describes her journal set up.
You could apply this method of journaling to a multi-year seminary program very easily using a 3-ring binder. Students can add pages and quotes into their journals as they are taught, alphabetically by topic. At the end of Seminary, students would have a fantastic resource chock-full of information for preparing lessons, talks, and for enhancing their own study later. RHH is using hers as heirloom gifts for her children. Beautiful idea.
Here are some more links to her great information
http://www.theredheadedhostess.com/category/scripture-study-2/scripture-... - Quotes from her journals
http://www.theredheadedhostess.com/category/scripture-study-2/scripture-... - Journal tips
