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:
Ah, the dreaded Pop Quiz. There's a reason that this old-style teaching method hasn't been thrown out: it's super effective. This evil-sounding tool can be used by the wise teacher to help cover a lot of material very quickly, review previously studied material, or to determine how well students are understanding material. Plus, it takes very little preparation time by the teacher.
Write your questions. Your questions should be of a type that can be answered in a few words. They can be based on last night's reading, reading done during class, or even on material students have never before seen. 10 questions is a good starting place. Be sure to number your questions.
Quiz. Have students number their papers before the quiz begins. Quickly ask your questions, repeating each only once for speed.
Review Responses. Ask the questions again, while giving students a chance to give their answers. Here's where the actual learning takes place. Based on the number of correct responses or discussion, you'll know whether to delve into a topic more deeply or move on.
I like to give students a few minutes to review material -- after all, it's church. I also provide prizes for the winners of pop quizzes.
This is a great way to cover a lot of material or to review something you covered in class. My students are competitive enough that they like to compete for prizes. Today's prizes were a Mockingjay necklace, a My Little Pony slap bracelet, a giant Chick-o-Stick, 3 Airheads candies, or 4 candy sticks.
Great for: Asking questions, Covering a lot of material, Determining student level of understanding, Helping students find meaning in the scriptures, Reviewing a scripture story, When you're running out of time
Class size: Any class size
Helps Students: SEARCH the scriptures or text, SHARE feelings, thoughts, or personal experiences
Prep Time: 10 minutes
Student Age: Any age
Equipment needed: paper, pen for each student
This post was adapted from the original at http://seminaryatsixam.blogspot.com/2012/11/seminary-in-my-pocket.html Classroom In My Pocket During an early Seminary lesson, I gave each student a rock to keep in their pocket as a reminder of our lesson that day. Little did I know that "Seminary In My Pocket" had been born. During my first lesson, I shared a story with [my students] about an experience I had when I visited the death camps in Poland and showed them a rough, rugged rock I found while I was there that had one shiny side and could be easily over looked. I compared it to people in our lives who may appear rough and rugged, yet if we will look at them the way Christ does, we will be able to find something "shiny" about them. To remind them to look for the shiny side in everyone, I gave each of them a shiny rock to put in their pockets. I told them that each time they reached inside their pocket and felt that rock, to remember to view people as Christ does and always look for the good (the shiny) Seven weeks later, they are still showing me their rocks (a few have asked for replacements when they can't find theirs)
When we discussed Temptations of Christ and our own personal temptations, I gave each of them a rubber band to wear and told them to memorize something that they could keep in their minds that would push bad thoughts out (a Scripture, the Sacrament prayer, the Young Women Theme, a Hymn, etc. are some of the ideas we came up with for memorization) When they have a bad thought or are tempted to do something wrong, I told them to snap the rubber band and recite whatever they memorized to bring their mind and spirit back to Christ. (That was 4 weeks ago and they are still wearing them)
When we learned about the widow's mite and sacrifice, I gave them a penny for their pockets
When we learned about choosing our words carefully and using uplifting language, I gave them a button. They were challenged to know when to keep their lips "buttoned" and when to open their mouths and share uplifting words of love and encouragement.
Last week, they received plastic spiders as we discussed honesty and not getting caught in webs of deceit and lying. I challenged them to not weave their own personal webs like spiders do. We also did a fun group activity with yarn as we were standing in a circle and the yarn represented lying and dishonesty. We passed the yarn back and forth as we discussed lies and deceit until no one could move inside the circle due to all the lying and dishonesty. It was interesting to see the kids figure out that if they crawled down low, they could avoid the webs, yet it was awkward for them so I reminded them of how awkward it becomes when you have to constantly think of ways to avoid your own messes (webs)
25 Scripture Mastery Scriptures= 1 Quarter with a red happy face painted on the back. I told them that there are 25 scriptures set apart from the others that they are to know inside and out this Seminary year. The other scriptures are valuable and for our benefit, but the 25 Scripture Mastery scriptures are to "stand out" in their hearts and minds. I used red nail polish to paint a simple happy face on the back of each quarter to make it "stand out" from the other quarters that they may have in their pockets that are also valuable.
Parable of the Sower. To represent the seeds, I gave them a popcorn kernel. I knew it would not sprout or break apart in their pockets as they year goes on. I really wanted to give them some beautiful black soil from Belle Glade, Florida (right next to where we live) but I was not sure how that would last through one school day, although I am still trying... I dont have one specific day of the week I give them an item for their pockets, in fact, there will most likely be weeks that I don't give them anything. The items always go with a lesson and are designed to reinforce what we learn in Seminary. It is way for my students to carry a tangible reminder of Seminary throughout the day. At first, I thought they would throw the items away, but a day does not go by without a student showing me the items from their pockets. I have had the experience of sitting in Sacrament Meeting and one of my students will catch my attention to show me they are wearing their rubber band. It has become "cool" to have all these little things that most teenagers would have lost or thrown away by now. Most of my students are the only Latter day Saint in their schools. As they leave our class each day, it is my goal to send them armed with the spirit. I know these little reminders in their pockets are an effective way to reinforce their experiences in Seminary class. At the end of this week, I have a small drawstring fabric bag for each student who would like to keep their items in it. I know this will work better for some of them who don't have pockets or do not want to move their items from pocket to pocket each day.
Please share any ideas you have for "Seminary In My Pocket" with Shauna at shaunahh at gmail dot com.
Great for: Building class unity, Encouraging student participation, Getting the attention of uninterested students, Helping students find meaning in the scriptures
Class size: Any class size
Helps Students: SEE a gospel principle in action
Prep Time: 5 mintues
Student Age: Any age
Equipment needed:
I am teaching the 14-18 yr old youth in Sunday School. One idea I have used seems to be working:
I bought a composition notebook and pen for all the kids. Every handout (I try to have one every week) is given to them with a piece of sticky Velcro. They put one piece on the page and one on the back of the handout. They also use the book for goals and notes. The Velcro allows them to use the handouts for devotionals in Seminary and FHE.
I gave them the assignment to use these in their Home Evening lessons and report back to the class. They no longer leave the papers on their chairs or floor.
Hopefully this will be a resource for their future.
Great for: Classroom management, Improving talks or devotionals
Class size: Any class size
Helps Students: SEARCH the scriptures or text
Prep Time: 10 minutes
Student Age: Any age
Equipment needed: composition notebook, velcro
During three-step interview, students, in pairs, interview each other, then report what they learn to another pair. This method helps students network with each other and develop communication skills.
Step 1: Student A questions Student B
Step 2: Student B questions Student A
Step 3: Students A and B enter a small group discussion with Students C and D
Hint: Useful as an icebreaker.
For example, after reading a scripture passage or talk, students, working in groups of two, may ask each other a short set of prepared questions on the topic that require individual interpretation, but not doctrinal speculation. Why do you think Nephi could recognize the Holy Ghost when it spoke to him? How do you think Nephi knew that the Lord would prepare a way for him to accomplish the Lord's commands? How do you know when you feel the Spirit? How do you know that the Lord answers prayer? Next, the pair groups with another pair and discusses the same questions.
(The Basic Collaborative Learning Techniques, Supplemental Instruction, Iowa State University, http://www.dso.iastate.edu/asc/supplemental/SIShowcaseCollaborative.pdf)
Great for: Eliciting thoughtful responses, Helping students find meaning in the scriptures, Lesson opener, Giving every person a turn, Helping shy students participate, Getting the attention of uninterested students, Reviewing a scripture story, Learning to share feelings
Class size: 4 or more students
Helps Students: SEARCH the scriptures or text, SHARE feelings, thoughts, or personal experiences
Prep Time:
Student Age: Any age
Equipment needed:
Students are asked to imagine themselves in a given situation, and are asked questions about the situation. For example Health Studies students being asked to imagine they are a child who has just been admitted to hospital. Students learning mission skills are asked what the investigator would be seeking. (See the document 25 Ways for Teaching Without Talking at http://GeoffPetty.com/ .)
Variation: You might ask students to read a passage of scripture once. Next, they re-read the passage from the perspective of one of the people in the story. What might Abraham have been thinking as he traveled to sacrifice Isaac? What about Isaac? What about the angel? Heavenly Father?
Great for: Eliciting thoughtful responses, Helping students find meaning in the scriptures, Lesson opener, Giving every person a turn, Reviewing a scripture story, Learning to share feelings, Mission preparation
Class size: Any class size
Helps Students: SHARE feelings, thoughts, or personal experiences, SEARCH the scriptures or text, SEE a gospel principle in action
Prep Time:
Student Age: Any age
Equipment needed:
In Explaining Exemplars, you take a good example of something, like a general conference talk, and examine it to find why it was effective.
Give pairs or small groups of students examples of good practice, and perhaps some examples of bad practice or examples containing a few common errors. They may have the same, or different exemplars.
After examining and discussing it, each group critically appraises the exemplar to the rest of the class. This might focus on the methods used to create the exemplar as well as its quality. They could ‘mark’ the work, either informally or against agreed criteria.
Get the students to summarize general statements of good practice.
You can of course give students worked examples including common errors, and ask them to find these. This works well as a follow up activity.
Can be done in small and then large groups, too.
Examples of work with common errors are instructive and good fun.
Asking students to examine exemplar essays or assignments immediately after completing one of their own with the same tasks is also very instructive.
This strategy is underused, and is particularly helpful for right brain students because it gives students an holistic ‘feel’ for the characteristics of good work. (See the document 25 Ways for Teaching Without Talking at http://GeoffPetty.com/ for more information.)
For example, a Seminary teacher seeking to improve the quality of devotional talks during class might find a general conference talk or a devotional talk by one or more students that did a good job. Students are given copies of the exemplary talk(s), with instructions to examine and discuss them with a partner to find reasons why this particular talk was effective. Can you tell if the author used an outline? Did they have a clear beginning and ending? Were their thoughts well organized? Did they include personal experiences? Did they use the Law of Witnesses to establish the truth of their words with scriptures or general authority quotes? Was humor used appropriately? Did they begin their talk with the same old “when the bishop called me” or “the dictionary says faith is” talk patterns? Did they cite all facts or did they use the horrible “the prophets say”? How could you tell that the person prayed and studied before they wrote their talk? How did the person determine how long to make their talk, or how long it would take to present? Students can then work in pairs to create a group of best practices or tips to help with talk preparation based on the example. The teacher could collect these and make an instruction page based on student suggestions or collect the ideas on the board or on a poster board for display in the classroom.
As a follow up activity, the teacher could prepare a talk or talks that include mistakes that violate the rules the students developed. Working in small groups or individually, students could then evaluate the talk, and correct or rewrite it to make it comply with the student determined talk standards. Students could then present their corrected talks to the group.
This activity could be done with a lesson outline as well, in preparation for teaching to another group, say in Family Home Evening, or Sunday School.
Great for: Improving talks or devotionals, Teaching students to use study helps
Class size: Any class size
Helps Students: SEE a gospel principle in action
Prep Time:
Student Age: Any age
Equipment needed:
One person in the group is asked to present on a topic or review material for the group and then lead the discussion for the group. This person should not be the regular group leader.
Hints:
For example, in a Come Follow Me classroom, a group of students might be assigned a few verses from a passage. Each student could be assigned a principle or doctrine to study with the intent of leading a discussion on the topic with the class. Students may also be encouraged to use the study aids to help them prepare for group discussion. Teachers will need to do some instruction on how to lead a group effectively. Does the leader want participants to call out answers? Raise hands? Write responses? What kind of questions are best for eliciting discussion? What kinds of questions might result in poor answers? What kinds of questions might come up during the discussion? How will group leaders handle a question if they don't immediately know the answer? How much time should the discussion take?
(The Basic Collaborative Learning Techniques, Supplemental Instruction, Iowa State University, http://www.dso.iastate.edu/asc/supplemental/SIShowcaseCollaborative.pdf)
Great for: Giving every person a turn, Reviewing a scripture story, Mission preparation
Class size: Any class size
Helps Students: SHARE feelings, thoughts, or personal experiences, SEE a gospel principle in action
Prep Time:
Student Age: Any age
Equipment needed:
Form two concentric circles. The smaller, interior group discusses a topic, while the larger outside group observes. Good for larger classes.
Hint:
This could be useful for teaching missionary techniques or for evaluating lessons that a student might teach to another group. For example, if your Priests' class will be teaching the Deacons about the godhead, fishbowl students might practice before teaching by posing as teachers and class members, while other students offer constructive and Christlike suggestions for asking better questions during a lesson.
(The Basic Collaborative Learning Techniques, Supplemental Instruction, Iowa State University, http://www.dso.iastate.edu/asc/supplemental/SIShowcaseCollaborative.pdf)
Great for: Helping students find meaning in the scriptures, Giving every person a turn, Helping shy students participate, Getting the attention of uninterested students, Mission preparation
Class size: 3 or more students
Helps Students: SEE a gospel principle in action, SHARE feelings, thoughts, or personal experiences
Prep Time:
Student Age: Any age
Equipment needed:
During Think-Pair-Share, group members think about a question/topic individually, then share their thoughts with a partner. Large group summarized sharing also occurs.
Same as think/pair/share, but the student must develop a written response on their own before sharing.
This activity will help teachers elicit more thoughtful responses from students.
(The Basic Collaborative Learning Techniques, Supplemental Instruction, Iowa State University, http://www.dso.iastate.edu/asc/supplemental/SIShowcaseCollaborative.pdf)
Great for: Eliciting thoughtful responses, Helping students find meaning in the scriptures, Giving every person a turn, Helping shy students participate, Reviewing a scripture story, Learning to share feelings
Class size: Any class size
Helps Students: SEARCH the scriptures or text, SHARE feelings, thoughts, or personal experiences
Prep Time:
Student Age: Any age
Equipment needed:
Look for ways to help students share those ideas that they have in common. For example, all of your students have had experiences with prayer, church attendance, hurt feelings, etc.
EXAMPLE: I asked the students to tell me what they had learned about the benefits of scripture study. Going around the room, each student told the class what they learned about the benefits of scripture study. They came up with a really fantastic list. I filled up a sheet on the easel, plus wrote sideways to add the last few ideas in.
This method allows students to testify to each other and get to know each other better. Refer to the list during your lesson -- we are all in this together. This is why we need this lesson today.
