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:
You know how this works: each student's name is written on a piece of paper. You draw a name out and that's the person who reads or prays next.
EXAMPLE: I use a bucket with craft sticks that have each student's name written on it. One end of the stick is red and the other is green. Students with red facing up, have been chosen. It's an easy way to remember who has already had a turn without having to keep track of a list. Students like that they can see they aren't being "picked on". I use it for randomly assigning prayers and keeping track of who has given prayers already. I have also used the bucket to draw names for scripture reading or sharing ideas as well.
It's easiest to use this method when a classroom's attendees don't change too much from week to week. But if you're using it in adult Sunday School or Elder's Quorum, you could have students write their names down on a list at the beginning of class, have a volunteer cut it apart, and then draw the names from the hat.
This is another form of student-directed randomized scripture reading. Students stand to read a verse and then call the name of someone else to stand and read the following verse. The kids are "popping" up to read.
This is also a good technique when you're doing Everybody Writes (each student writes a a brief response to something and then reports).
This is probably not a technique I'd use with adults, who can get very persnickety if called on out of the blue, UNLESS I had already established a good repoire with the class, had taught several lessons, and I knew that everyone in class could read.
Tell students you will give them sixty seconds to find out everything they can about a certain passage. If this is the first time your students have done an activity like this, you may want to give them a chance to tell you some techniques they might want to use: reading the chapter header, checking the footnotes, skimming, watching for the paragraph markers, etc.
Turn them loose. When the timer goes off, choose a student (randomly or otherwise) to tell what they learned about the chapter. Ask them to explain how they found out so much. Have another student or two do the same. At the end of the exercise, you may want to ask if anyone else used any techniques that weren't discussed, so that everyone can learn from other's ideas.
This is an easy way to start a lesson off so that everyone has the same background information before the class begins. It's also great for teaching students to use the scripture study aids.
WordStorm is kind of like brainstorming in that you take a topic word and write down the class' thoughts on the board. Easy Lesson opener.
EXAMPLE: I wrote the word "friend" on the board and asked my students to say words that describe a perfect friend. I noted their words on the board. When they slowed, I pointed out that Jesus Christ called some people his friends in the scriptures. Read D&C 83:77. It was his apostles... transition to the rest of your lesson
Teachers can randomly assign students to read randomly by calling them by name. The key is the order of the direction and the assignment. Here's how: "Turn in your Bible to Isaiah chapter 1. [pause] Everyone look at your scriptures. We'll be reading verses 1-15 aloud one at a time and discussing each individually. Verse one ...[pause]... John?"
The important thing is to direct everyone to the verse, pause, and then make the reading assignment. This direct and pause gets everyone to look at the material and then you make the assignment. Everyone is engaged with the material, and because they don't know who will be called on to read, they are paying attention. Now that the assignment is given, most students will follow along unconsciously because their attention has already been directed to the text.
I think this technique is best used when reading sections where you'll be discussing each verse as you move along. It's a little more serious and good for that kind of reading.
Some teachers are uncomfortable with cold-calling. Please know that cold-calling is not cruel or chastening or a negative teaching method. It's a way of helping each student engage and participate. There is an EXTENSIVE discussion of this technique on pages 111-125 of Teach Like a Champion by Doug Lemov.
In the gospel classroom, I don't use cold-calling for asking questions. I only use it for making assignments for reading or something else where it's easy for the student to participate. I also rarely use it to get someone's attention who is talking or distracted. Usually I touch that person on the shoulder and point at whomever is speaking. That's usually enough to get the person back on track without singling them out verbally.
Each student has a Styrofoam plate, a wet wipe, and a regular water cleanup (not permanent) marker. Ask students questions that can be answered in a few short phrases. They write their answers and flip over their plates. After a few moments, ask everybody to display their plates.
I have used this as a lesson review quiz and as a Lesson opener to help me determine what students already understand about a topic. When I know a little bit about what students already understand about a topic, I know where to begin our discussion.
You can also use this to have students search for answers in the scriptures, and then write them down.
Sometimes you can get real dry erase slates at the dollar store inexpensively. Styrofoam plates are inexpensive, readily available, and can be reused several times before tossing.
Give each student a pencil and piece of paper. Tell your students that they will be cartoonists and should draw a cartoon of the story you are about to read aloud. Stick figures are perfectly okay -- this is not about drawing skill, but it's about picking out the most important details they hear from the story. Let them know they will get a chance at the end of the reading to finish up their work. At the end of your reading, set a timer for 45-60 seconds to give students a little time to fill in any details they wanted to add.
This helps keep students focused and interested during a moderately long reading. It is also a good opportunity for students to show each other their work and discuss their drawings -- it's your secret way of reinforcing the teaching through repetition, AND they will unconsciously share what they learned from the story. This works well with stories that have lots of concrete details and/or action.
This would be a fun activity to do while discussing the Creation or an event in Church history.
You could do this in a class of adults, too -- many adults can still draw, or at least laugh at their lack of skill!
Give students a few minutes to review a passage that is fairly familiar to them. Have them write down something that was "new" at this reading. They may have remembered a detail they forgot or noticed something new. They may have a new understanding of what certain words or phrases mean. The verses may have triggered a new question. If they can't find something new, I let them share something that was interesting or important to them.
I always do this activity as a timed activity. I set the timer for a few minutes (usually two or three) and let students hunt for something new. They write down their item so I can tell when everyone is finished.
You may want to point out that each time we read scriptures, we are coming from a different stage in our lives which can make even familiar stories "new" to us again.
This is a good way to begin a gospel discussion on a longer passage of scripture. The discussion will trigger lots of questions and answers.
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
