Introduction to Lesson Planning - Revision history

Ewakefield2 at 21:51, 22 April 2018

2018-04-22T21:51:06Z

Ewakefield2 at 21:45, 22 April 2018

2018-04-22T21:45:23Z

Ewakefield2 at 23:00, 21 April 2018

2018-04-21T23:00:26Z

Wakefien at 00:30, 20 April 2018

2018-04-20T00:30:05Z

Wakefien at 00:21, 20 April 2018

2018-04-20T00:21:49Z

Wakefien: /* Example */

2018-04-20T00:17:03Z

‎Example

Wakefien: /* Main Body */

2018-04-20T00:09:38Z

‎Main Body

Wakefien: /* Introduction */

2018-04-20T00:09:01Z

‎Introduction

Wakefien at 00:05, 20 April 2018

2018-04-20T00:05:16Z

Wakefien: /* Main Body */

2018-04-19T17:58:55Z

‎Main Body

@@ Line 114: / Line 114: @@
 ===Example===
 *Ask:
-**Do you know that Jesus has called you follow him?
+**Do you know that Jesus has called you to follow him?
 **What does it mean that Jesus has called you to follow him?
 **Are you willing to follow Jesus?

@@ Line 70: / Line 70: @@
 In the main body of your lesson you will be planning the main parts of your lesson.  You should regularly be asking yourself how this connects with the lesson objectives.  There are several ways to develop the main body of the lesson.  Some individuals prefer to write out every detail, other individuals will write out main points.  The key to a good lesson is not choosing to write everything out or just write out the main points.  The key to developing a good lesson is to figure out how to make your lesson speak to your audience.  The state-of-the-art way of speaking to your audience is through active-learning.
-Many curriculum developers have realized that learning is an active process instead of passive, and thankfully, many curriculum writers have begun incorporating active learning into the materials for children.  Unfortunately, the active component of many lesson plans does not occur as often as it probably should.  Some lessons include hands-on activities for the very young while using questions for the older children.  Don't let this common trend fool you, even young children can be involved in a newer questions and older children, even adults, can benefit from hands on activities.  The key here is getting your students involved in the lesson.  Standing in front of a group of students and talking at them is tantamount to medical malpractice and should not be our way of handling the most important message in the world.
+Many curriculum developers have realized that learning is an active process instead of passive, and thankfully, many curriculum writers have begun incorporating active learning into the materials for children.  Unfortunately, the active component of many lesson plans does not occur as often as it probably should.  Some lessons include hands-on activities for the very young while using questions for the older children.  Don't let this common trend fool you, even young children can be involved in answering questions and older children, even adults, can benefit from hands-on activities.  The key here is getting your students involved in the lesson.  Standing in front of a group of students and talking at them is tantamount to medical malpractice and should not be our way of handling the most important message in the world.
@@ Line 99: / Line 99: @@
 Trusting Jesus paid off in some serious ways.  Are there areas of your life that you should be trusting Jesus?  What is an example of such an area?  Why is it hard to trust Jesus sometimes?
 *You need to be ready to deal with and respond to many answers to this questions.  This is a personal application questions and so is by nature hard to answer.  Don't let students wander too far astray but also be careful not to stifle their own thinking and reflection.
-*As students give answer explicit ask ''do you think you can trust Jesus to help you with that?''
+*As students give answers explicitly ask ''do you think you can trust Jesus to help you with that?''
 *Read Luke 5:8-11

@@ Line 22: / Line 22: @@
 ===Example===
-The first lesson in the 2018 RBP VBS Material covers Peter's decision to follow Jesus.  The curriculum focusses on Luke 5:1-11 and provides the following "Desired Student Response:"
+The first lesson in the 2018 RBP VBS Material covers Peter's decision to follow Jesus.  The curriculum focuses on Luke 5:1-11 and provides the following "Desired Student Response:"
 *Desired Student Response:
 **Students will respond to Jesus' invitation to come to Him for salvation and then tell others about him.
@@ Line 29: / Line 29: @@
 *Some possible learning objectives:
-**Students will identify a specific area of life where trusting Jesus seems hard.
+**Students will identify a specific area in their life where trusting Jesus seems hard.
 **Students will determine to trust Jesus in the above identified area of life.
 **Students will acknowledge that Jesus calls them to follow him.
@@ Line 40: / Line 40: @@
 ===Overview===
-The purpose of the introduction is to capture the attention of the class while also preparing the class to hear, understand, and act upon your learning objectives.  Your introduction will probably not cover all of your learning objectives, but it should help you move into the main body of your lesson.  If you are feeling overwhelmed by the introduction then you are thinking about it correctly, the introduction is hard and generally preparation of the introduction should be saved for after the main body of the lesson.
+The purpose of the introduction is to capture the attention of the class while also preparing the class to hear, understand, and act upon your learning objectives.  Your introduction will probably not cover all of your learning objectives, but it should help you move into the main body of your lesson.  If you are feeling overwhelmed by the introduction, then you are thinking about it correctly.  The introduction is hard and generally preparation of the introduction should be saved for after the main body of the lesson.
 ===Example===
-  The following example introduction attempts to follow the recommendations of this section
+  The following example introduction attempts to follow the recommendations of this section.
 ====Materials====
-*Fishing pole with oversized hook attached to the end.
+*Fishing pole with oversized hook attached to the end
-*Pieces of candy with string loops that allow the hooks to catch the loops.
+*Pieces of candy with string loops that allow the hooks to catch the loops
 ====Main Idea====

@@ Line 99: / Line 99: @@
 Trusting Jesus paid off in some serious ways.  Are there areas of your life that you should be trusting Jesus?  What is an example of such an area?  Why is it hard to trust Jesus sometimes?
 *You need to be ready to deal with and respond to many answers to this questions.  This is a personal application questions and so is by nature hard to answer.  Don't let students wander too far astray but also be careful not to stifle their own thinking and reflection.
 ==Conclusion==
-The keys to a good conclusion are good learning objectives.
+The keys to a good conclusion are good learning objectives.  Your conclusion should draw everything together and connect to your learning objective in an obvious way.
 =Sample Lesson Planning Worksheet=

@@ Line 71: / Line 71: @@
 Many curriculum developers have realized that learning is an active process instead of passive, and thankfully, many curriculum writers have begun incorporating active learning into the materials for children.  Unfortunately, the active component of many lesson plans does not occur as often as it probably should.  Some lessons include hands-on activities for the very young while using questions for the older children.  Don't let this common trend fool you, even young children can be involved in a newer questions and older children, even adults, can benefit from hands on activities.  The key here is getting your students involved in the lesson.  Standing in front of a group of students and talking at them is tantamount to medical malpractice and should not be our way of handling the most important message in the world.
 ===Developing Active Learning Lessons===
 *Take a look at your learning objectives and see if any of them can be formed into questions or activities.
@@ Line 89: / Line 91: @@
 *Read Luke 5:4-7
 **What did Jesus ask the disciples to do?
 **What was so odd about this request?
 **What was the result?
 ==Conclusion==

← Older revision		Revision as of 00:17, 20 April 2018
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−	====Example====	+	===Example===
		+
		+	As you go through these questions fill in details, use the questions as a guide.
		+
		+	*Read Luke 5:1-3
		+	**Jesus came up to the shore of a lake and saw two boats sitting on the shore, but the fisherman were not on the boats. What were the fisherman doing? Why were they doing that?
		+	***The fisherman were washing their nets, this means they were probably done with work for the day. Being on a boat on the water is hard work, surely the men were tired.
		+	**Jesus asked to use the boat for a special purpose. What was that purpose?
		+	***Jesus used the boat to preach.
		+
		+	*Read Luke 5:4-7
		+	**What did Jesus ask the disciples to do?
		+	**What was so odd about this request?
		+	**What was the result?

	==Conclusion==		==Conclusion==

← Older revision		Revision as of 00:09, 20 April 2018
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	*Take a look at your learning objectives and see if any of them can be formed into questions or activities.		*Take a look at your learning objectives and see if any of them can be formed into questions or activities.
−	*	+
		+
		+	====Example====

	==Conclusion==		==Conclusion==

@@ Line 51: / Line 51: @@
 ====Main Idea====
-*Choose a few students to try ``fishing'' for candy.
+*Ask students what people go fishing.  Answers may include:
 ==Main Body==