Effective Christian Ministry

by Ronald W. Leigh, Ph.D.

Chapter 25 – Methods for Meaningful Involvement

What Is a Method?

Whenever we guide a learner through learning experiences, we guide him in certain ways, which we call teaching methods.  Methods, such as discussion, storytelling, and lecture, are simply means to an end.  The end, of course, is stated in the aim we have written for the lesson.  Guidance is always toward a certain goal, thus, methods must always be used with that goal or aim in mind.  If we use certain methods just because we like them, or because the equipment is available, we are letting the method become an end in itself.  Our method may appear to work smoothly, but if it does not lead to the goal, it is a wasted method.  So whenever we use methods, we should choose them and use them with our aim in mind.

No method is good in itself.  Saying that a certain method is a good method is like saying that a certain path is a good path.  But if a path does not take us where we want to go, it is not a good path to use.  Likewise, if a method does not take the learners where we want to guide them, it is not a good method to use at that time or for that particular lesson.  Visuals can be very helpful in many lessons, but even they become ends in themselves for many teachers.  Pictures, video tapes, and many other visuals are often used for their own sake, even in cases where another method might be more effective for a particular lesson.

We should always ask ourselves the following questions:  "What result will this method produce?" and "Is there another method that will lead to the aim more effectively?"

Using Methods Wisely

Methods should focus on the activity of the learner rather than the activity of the teacher.  That is, methods are not primarily for the teacher; they are for the learner.  The key question is not what the teacher is doing while a certain method is being used, but what the learner is doing.

We want more than mere activity on the part of the learner.  We want to secure his meaningful involvement in the learning experience.  Involvement becomes meaningful when it is direct rather than indirect, when it involves as many of the learner's senses as possible, when it is relevant to the topic and the aim, and when it is appropriate to the learner's readiness and needs.  Generally, the higher we go on the following chart, the more meaningful the learner involvement will be.

Direct and Indirect Methods

Any lesson that we plan to teach could be taught in many different ways using many different methods.  We should try to find the methods that will involve the learners in the learning experience in the most meaningful way.  For example, suppose we want a Junior High class to learn how to use a Bible concordance.  If we merely use words to describe a concordance and how it can be put to use in Bible study, the class's involvement will not be very meaningful.  However, if we bring a concordance and show the class how to use it, the students' involvement will be more meaningful because they are seeing as well as hearing.  But their experience is still not nearly as direct and meaningful as it could be.  Their involvement would be even more meaningful if we let them use it during class.  We could give them a certain word and then let them find all the Bible passages containing that word.  And it would be more meaningful still if we let them choose a subject that is already of concern to them.  In this way they would be directly using the concordance in a real life learning experience.  And in the future, they will be more likely to use a concordance to find out what the Bible says about some of their other concerns – much more than if they had merely heard us describe the use of the concordance.  They would have learned about concordances well, because we used a method that guaranteed their meaningful involvement.  (And, of course, they would also have learned some additional things from the Bible that were pertinent to their own chosen topic.)

Whatever method we use, it should not draw attention to itself.  For example, object lessons are often so interesting in themselves that they draw attention away from the lesson we are trying to teach.  Suppose we are teaching about David's courage and trust in the Lord, and we use a sling as an object lesson.  The sling becomes so interesting that the child cannot keep his mind on the real lesson.  When he gets home he asks his father to make a sling like David's and forgets everything else from the lesson.

Also, whenever we can, we should use methods that make the learning experience fun.  Too much fun, of course, would be distracting; but the overall experience should be enjoyable.

The Most Misused Method

The lecture method may seem like an easy method to use, since we can simply plan what we want to say and then say it.  However, lecture by itself seldom secures as much meaningful involvement as our learners need.  Perhaps we can increase the level of involvement by combining a little lecture with other methods such as visuals and discussion.  Often, however, we can get the best level of learner involvement if we avoid lecture altogether and use other methods.

Increasing Your Repertoire of Methods

Most teachers are comfortable with only a very few methods.  We would be wise to increase our repertoire of methods one at a time.  The chart at the end of this chapter includes a wide variety of methods and audiovisual media for various ages.  Twelve of the most basic methods are indicated with an asterisk (*).  These basic methods should be mastered first.

A Summary of Important Steps in Preparing a Lesson

1. Identify the need.
   1. If we are use prepared materials:  Study the main thrust of the lesson.  Then review the learners' spiritual needs (from the teacher's notebook) to see if most of the learners have a similar need that could be met by the given lesson.  Write down that need.
   2. If not using prepared materials, or if most of the learners have a spiritual need which is more urgent than the need dealt with in the prepared materials:  Write down the urgent need.  Then select a Bible passage related to that need and briefly study the main thrust of that passage.
2. Write the aim, being careful to determine whether a knowledge aim or an action aim is most appropriate.  Then, if it is an action aim, write down each learner's name and how he should apply the lesson.  Be specific.
3. Study the Bible.  Make an in-depth study of the Bible passage (and/or other material).  Make notes as you study.
4. Plan the lesson.
   1. Ponder the learners' current motivations, feelings about the lesson, and interests.  What do they already know about the lesson?
   2. Fill in all parts of your lesson plan (see the lesson planning form in the previous chapter).
   3. Remember to integrate every part of the lesson around the aim.
   4. In choosing methods, remember to think in terms of the learners' meaningful involvement and variety.
   5. Allow for plenty of feedback throughout the lesson.
   6. Think through the lesson as a learner.  Are you accomplishing your aim?
5. Prepare materials (visuals, handouts, etc.)
6. Practice.  Imagine your learners before you.  Ask yourself:  What are they thinking?  How do they respond?  Check your timing so you don't include too much.
7. After you give the lesson, evaluate.  Did you accomplish your aim?  Why or why not?  How can you improve the next lesson?

60 Teaching Methods and Media for Various Age Groups

Adapted from Lawrence Richards, The Key to Sunday School Achievement (Moody, 1965), p. 36

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Copyright © 1984, 2002, Ronald W. Leigh