Barbara Bruce, Our Spiritual Brain. Nashville: Abingdon Press, 2002. ISBN: 0-687-09266-3 Marlene D. LeFever, Learning Styles: Reaching Everyone God Gave You to Teach. Colorado Springs: Cook Communications Ministries, 1995. ISBN: 0-7814-5117-5 Dorothy Mackeracher, Making Sense of Adult Learning, 2nd Edition, Toronto: University of Toronto Press, 2004. ISBN: 0-8020-3778-X Mary Elizabeth Moore, Teaching as a Sacramental Act. Cleveland: The Pilgrim Press, 2004. ISBN: 0-8298-1647-X Parker Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco: Jossey-Bass Publishers, 1998. ISBN: 0-7879-1058-9 Robert Pazmino, Basics of Teaching for Christians. Grand Rapids: Baker Books, 1998. ISBN: 0-8010-2173-1 Susan Shaw, Storytelling in Religious Education. Birmingham: Religious Education Press, 1999. ISBN: 0-89135-111-6https://place.asburyseminary.edu/syllabi/3623/thumbnail.jp

Johnson-Miller, Beverly C.

English

Barbara Bruce, Our Spiritual Brain. Nashville: Abingdon Press, 2002. ISBN: 0-687- 09266-3 Joseph Lowman, Mastering The Techniques of Teaching. San Francisco: Jossey-Bass, Inc. 1995. ISBN 0-7879-0127-X. Marlene D. LeFever, Learning Styles: Reaching Everyone God Gave You to Teach. Colorado Springs: Cook Communications Ministries, 1995. ISBN: 0-7814-5117-5 Mary Elizabeth Moore, Teaching as a Sacramental Act. Cleveland: The Pilgrim Press, 2004. ISBN: 0-8298-1647-X Parker Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco: Jossey-Bass Publishers, 1998. ISBN: 0-7879-1058-9 Robert Pazmino, Basics of Teaching for Christians. Grand Rapids: Baker Books, 1998. ISBN: 0-8010-2173-1 Susan Shaw, Storytelling in Religious Education. Birmingham: Religious Education Press, 1999. ISBN: 0-89135-111-6https://place.asburyseminary.edu/syllabi/1264/thumbnail.jp

Asbury Theological Seminary

CD 560 The Ministry of Teaching

REQUIRED TEXTS Barbara Bruce, Our Spiritual Brain. Nashville: Abingdon Press, 2002. ISBN: 0-687- 09266-3 Joseph Lowman, Mastering The Techniques of Teaching. San Francisco: Jossey-Bass, Inc. 1995. ISBN 0-7879-0127-X. Marlene D. LeFever, Learning Styles: Reaching Everyone God Gave You to Teach. Colorado Springs: Cook Communications Ministries, 1995. ISBN: 0-7814-5117-5 Mary Elizabeth Moore, Teaching as a Sacramental Act. Cleveland: The Pilgrim Press, 2004. ISBN: 0-8298-1647-X Parker Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco: Jossey-Bass Publishers, 1998. ISBN: 0-7879-1058-9 Robert Pazmino, Basics of Teaching for Christians. Grand Rapids: Baker Books, 1998. ISBN: 0-8010-2173-1 Susan Shaw, Storytelling in Religious Education. Birmingham: Religious Education Press, 1999. ISBN: 0-89135-111-6 Learning Styles Inventory. Available at the bookstore.https://place.asburyseminary.edu/syllabi/3763/thumbnail.jp

Asbury Theological SeminaryePLACE: preserving, learning, and creative exchangeSyllabi eCommons1-1-2009CD 560 The Ministry of TeachingBeverly C. Johnson-MillerFollow this and additional works at: http://place.asburyseminary.edu/syllabiThis Document is brought to you for free and open access by the eCommons at ePLACE: preserving, learning, and creative exchange. It has beenaccepted for inclusion in Syllabi by an authorized administrator of ePLACE: preserving, learning, and creative exchange. For more information, pleasecontact thad.horner@asburyseminary.edu.Recommended CitationJohnson-Miller, Beverly C., "CD 560 The Ministry of Teaching" (2009). Syllabi. Book 2519.http://place.asburyseminary.edu/syllabi/2519SyllabusCourse: CD560 W1 (SP 2009)Title: Ministry of TeachingHours: 3.00Published: Yes, on 02/05/2009Prerequisites:NoneDepartment: Christian DiscipleshipFaculty: Dr. Beverly Johnson-MillerEmail: beverly.johnson-miller@asburyseminary.eduOffice: FMSPO: 1301Meetings:During 02/09/2009 to 05/22/2009 on Thursday from 2:30p to 5:15p inMC204.Maximum Registration: 15Catalog Description: This course explores the purpose, nature, and practice ofteaching. Theological, philosophical, and psychological-educational principles andtheories foundational to the ministry of teaching are examined. Attention is given to thesignificance of the teacher's selfhood (identity, integrity, temperament, and learningpreference); teaching as a sacramental act; learning styles; and teaching approaches(i.e. narrative, praxis, conversational), methods, and techniques. Emphasis is placed onthe development of the student as teacher. The pedagogical theories and approachesstudied in this course are applicable to many contexts and age groups such as highereducation, missions, leadership training, and ministry with children, youth, and adults.Objectives: AIS - Syllabus https://student.asburyseminary.edu/cgi-bin/public/syllabus.cgi?sectionNu...1 of 9 6/10/2009 2:38 PMCOURSE OBJECTIVES    By the end of this course, you should be able to:1.    Understand the significance of the teacher’s selfhood in the educational process.2.    Identify and implement comparative theoretical models for teaching.3.    Understand some of the biblical, theological, philosophical, and psychological-educational principles and theories foundational to the ministry of teaching. 4.    Recognize and aspire to emulate the purpose, practices, and passion of Jesus asteacher.5.    Critically reflect on and evaluate the relationship between specific theories ofteaching and the dynamics of transformation. Required Texts: Barbara Bruce, Our Spiritual Brain.  Nashville:  Abingdon Press, 2002.  ISBN: 0-687-09266-3Marlene D. LeFever, Learning Styles:  Reaching Everyone God Gave You to Teach. Colorado Springs:  Cook Communications Ministries, 1995.  ISBN:  0-7814-5117-5Dorothy Mackeracher, Making Sense of Adult Learning, 2nd Edition, Toronto: University of Toronto Press, 2004.  ISBN:  0-8020-3778-XMary Elizabeth Moore, Teaching as a Sacramental Act.  Cleveland:  The Pilgrim Press,2004.  ISBN:  0-8298-1647-XParker Palmer, The Courage to Teach:  Exploring the Inner Landscape of a Teacher’sLife.  San Francisco:  Jossey-Bass Publishers, 1998.  ISBN:  0-7879-1058-9Robert Pazmino, Basics of Teaching for Christians.  Grand Rapids:  Baker Books, 1998.ISBN:  0-8010-2173-1Susan Shaw, Storytelling in Religious Education. Birmingham:  Religious EducationPress, 1999.  ISBN:  0-89135-111-6Learning Styles Inventory.  Available at the bookstore. Recommended Texts: AIS - Syllabus https://student.asburyseminary.edu/cgi-bin/public/syllabus.cgi?sectionNu...2 of 9 6/10/2009 2:38 PMBooks for Future Reading:Marsha Rossiter & M. Carolyn Clark, Narrative and the Practice of Adult Education. Florida:  Krieger Publishing Company, 2007.  ISBN 13:978-1-57524-222-4Parker J. Palmer, To Know as we are Known:  a spirituality of education.  SanFrancisco:  Harper & Row, Publishers, 1983.  ISBN:  0-06-066456-8 Thomas Groome, Christian Religious Education.  San Francisco:  Harper & RowPublishers, 1980, ISBN 0-06-063491-XAnne Streaty Wimberly, Soul Stories:  African American Christian Education.  Nashville: Abingdon Press, 1994.  ISBN:  0-687-00932-4Joseph Lowman, Mastering The Techniques of Teaching.  San Francisco:  Jossey-Bass,Inc.  1995.  ISBN 0-7879-0127-X.John M. Bracke and Karen B. Tye, Teaching the Bible in the Church.  St. Louis:  ChalicePress , 2003. ISBN 0-8272-3643-3 Course Requirements:COURSE REQUIREMENTS1.    Active participation in the class:Faithful attendance – your presence in every class is expected and required.  This isespecially important during the weeks of peer teaching.  It should be regarded as amatter of personal integrity to attend and enthusiastically participate in your colleagues’teaching modules.Reflecting on assigned texts – you must demonstrate thoughtful engagement with theassigned readings in preparation for class discussions.Contributing to class – your willingness to actively participate in class discussions andactivities is a crucial part of the course learning experienceCompleting special assignments – at times you will be asked to reflect on specificquestions or briefly interview others in preparation for the next class session.  Thesemini assignments are a required aspect of class participation.      2.   Reading reflections  Reading reflection papers will be assigned for each of the required texts.  The readingreflection will include specific questions provided by the professor.  See class schedulefor specific due-dates.3.     Writing Assignments demonstrating in-depth personal and critical/integrativereflection on assigned readings and course concepts:AIS - Syllabus https://student.asburyseminary.edu/cgi-bin/public/syllabus.cgi?sectionNu...3 of 9 6/10/2009 2:38 PM#1 – Critical Incident Questionnaire:  Experiencing Learning (this assignment is amodified version of Stephen Brookfield’s suggestion in The Skillful Teacher, pp. 32-33.)You may complete this assignment in an outline format as long as you include cleardescriptions of critical details (3-6 pages). (Due: March 5) Reflect thoroughly on arecent planned educational learning experience (course, workshop, or conference). Describe with clarity and detail the following aspects of your learning experience:1.    The incident (or incidents) that you recall as being the most exciting and rewardingbecause it represented a learning “high” for you at a time when you felt that somethingimportant or significant was happening to you as a learner.2.    The incident (or incidents) that you recall as being the most distressing (ordisappointing) for you because it represented a learning “low” – a time when you feltdespair or frustration about your learning activities.3.    The characteristics and behaviors of teachers that you found most helpful to yourlearning.  4.    The characteristics and behaviors of teachers that you found hindered yourlearning.5.    Those times when you felt valued and affirmed as a learner and why this was so.6.    Those times when you felt demeaned and patronized as a learner and why this wasso.7.    The most important insights you realized about the nature of effective teaching.8.    The most important insights you realized about yourself as a learner.9.    The most pleasurable aspects of learning you experienced.  10.    The most painful aspects of learning you experienced.Review your responses to the questions above, and analyze according to the following:1.    What common themes emerge from your descriptions of the learning experiencesthat are most useful to you? (Ex.  Perhaps the most useful learning experiences for youalways involve dialogue.)2.    What common themes emerge from your descriptions of the learning experiencesthat are least useful to you?3.    What advice would you give to a teacher concerning methods and behaviors thatwould be most helpful to learners?#2 – A four to five page paper (Due:  March 26) in which you reflect on teaching inrelationship to the learning styles discussed in the LeFever Learning Styles text.  Thisreflection will be based on your observations/ participation in a Sunday School class,small group or other formal educational context.  You must thoroughly read the LeFevertext before your teaching observation, and your written reflection must include thefollowing:•    A description of the context (church, age of group, focus of class, publisher ofprinted curriculum, etc.)•    A detailed description of the teaching/learning experience (topic, content, teachingmethods, teacher/student interactions, hidden curriculum, etc.)•    Identification of your own learning styles and a description of the personal impact ofthe teaching methods employed•    An analysis of the teaching methods employed based on the various learning stylesdescribed by LeFever (Imaginative, Analytic, Common Sense, & Dynamic, as well asVisual, Auditory, & Tactile/Kinesthetic.)•    Concluding ideas on what could be done differently in order to reach everyone in theAIS - Syllabus https://student.asburyseminary.edu/cgi-bin/public/syllabus.cgi?sectionNu...4 of 9 6/10/2009 2:38 PMclass.#3  Student teaching module and corresponding paper/creative project.  Paper Due:  May 18. For this assignment you will create and present to the class a formal lesson. Depending on the size of the class, the teaching modules may have to be done ingroups to be arranged the first day of class. Each individual or group of students willhave twenty to twenty-five minutes in which they will teach the class on some topic orskill related to Christian discipleship/ministry/higher education.  The teaching may bedirected toward any age group and must reflect the insights from class discussionsincluding Learning Styles, the required LeFever text.  The use of technology (powerpoints/videos) and other creative materials is strongly recommended.  Time will beprovided in class the first week of the course for development of the group teachingmodules.  The student teaching modules will be scheduled for the second week of the course andpart of your grade will be determined by peer evaluations.  At the end of each teachingmodule, the class will respond with a critique of the teaching/learning experience.  Theclass will determine in advance, the criteria for critiquing the student teaching modules. The student teaching module must include the following:•    A seven to ten page written paper describing your teaching plan (the context, thetopic, theoretical model to be employed, purpose, goals, and related activities).  o    The relationship between the teaching purpose, goals, and activities must bedescribed in the paper, and clear in your teaching practice.  o    Name your vision, hopes, and concerns for this teaching project.o    A description of your experience as the teacher/s (response of participants,surprises, challenges, fears, insights).o    A response to the question “would you use this approach again?”  Why?o     The paper must include a bibliography of sources consulted in the development ofyour teaching plan.  o    Each student in each group will need to write a ½ page (two paragraph) statementon the strengths and limitations of the team teaching process, including information onindividual contributions to the process.•    A brief outline of the teaching process to be handed out in class•    A peer evaluation form will be provided in class.***** Optional focus for teaching module:  The educational programs in congregationsneed to be developed and strengthened.  There is a tremendous need for nurturingteachers. It is my hope that some of you will take this class project as an opportunity todevelop a Teacher Enrichment seminar that could actually be implemented in our localcongregations or for your future ministry.  There are numerous possible topics andrelated resources that could be used.  This optional project should be done as a teameffort and must be approved by me, your instructor.  I hope that some of you willventure in this direction.  Due:  Tuesday, March 12, a one page teaching module plan.  Outline form is fine. Groups will be provided some time in class to work on the teaching modules.AIS - Syllabus https://student.asburyseminary.edu/cgi-bin/public/syllabus.cgi?sectionNu...5 of 9 6/10/2009 2:38 PMEvaluation:Grading and EvaluationA    (94 and above) Exceptional work: markedly    outstanding achievement of course objectives.A-    (90-93)B+    (87-89)B    (84-86) Good work: strong, significant achievement of course objectives.B-    (80-83)C+    (77-79)C    (74-76) Acceptable work: basic, essential achievement of    course objectives.C-    (70-73)D+    (67-69)D    (64-66) Marginal work: inadequate, minimal achievement of    course objectives.D-    (60-63)F     (59 and below) Unacceptable work: failure to achieve course objectivesGRADING PROCEDURESThe grade descriptions written in italics have been determined by the faculty at AsburyTheological Seminary and provide the guidelines for grading.  The explanations thatfollow clarify the meaning of each grade designation.A    =  Exceptional work:  surpassing, markedly outstanding achievement of courseobjectives    Exceptional work is constituted by such things as:  substantive reflection that revealsengagement of the “big ideas” of Scripture/theology or the “big ideas” represented inthe existing body of knowledge from the social sciences in a particular area of study andrepresented via assigned texts and presentations; thorough and penetrating personalinsight gained from consideration of one’s experience through the lifespan thus far;creativity in translating assignments into useful pedagogical presentations; andexcellence in grammatical, stylistic, and communicative aspects of writing.B    =  Good work:  strong, significant achievement of course objectives    Good work is constituted by:  solid reflection on the assigned readings andpresentations in response to the given guidelines for a particular assignment; thecapacity to utilize classroom discussions and readings to understand and criticallyengage one’s own story; accurate ability to name specific ministry implications fromone’s processing of information; and carefulness in grammatical, stylistic, andcommunicative aspects of writing.C    =  Acceptable work:  basic, essential achievement of course objectives    Acceptable work is constituted by:  obvious acquaintance with the assigned readingsand classroom discussions at a level that allows for theological and pedagogical thoughtin response to the guidelines for a particular assignments; references to one’s ownAIS - Syllabus https://student.asburyseminary.edu/cgi-bin/public/syllabus.cgi?sectionNu...6 of 9 6/10/2009 2:38 PMstory at a level that makes application of truth and would interest a congregationalmember in the insights being expounded; capacity to communicate grammatically andstylistically without detracting from the presentation.D  =  Marginal work:  minimal or inadequate achievement of course objectives    Cursory reading of the texts that fail to represent the author’s intent; a flatrestatement of the author’s work void of any personal appropriation of the material;grammatical of stylistic errors that frustrate the reader and detract from the thought ofthe paper; or other failures to fulfill reasonable expectations flowing from a seminarycourse of this nature.F  =  Unacceptable work:  failure to achieve course objectives    Unacceptable work is usually willful, unexplained, or inexcusable lack of fulfillment ofclass assignments.Active Participation   =   15 points    Attendance and enthusiastic participation      Completion of special mini assignments    Note taking in class      Reading Reflections =    20 points total    Written Reading Reflections    Learning Styles Analysis    Writing Assignments  =   65 points        Paper #1     =     15 points        Paper #2     =     15 points        Teaching Module & Corresponding Paper #3     =    (35 points)            Teaching Presentation = 10 points            Corresponding Paper = 25 pointsClass Schedule: CLASS SCHEDULEFeb. 12    Focus I:  Syllabus ReviewFocus II:  Introduction to the Ministry of Teaching       Beyond Boredom       A Holy EncounterFeb. 19    Focus I:  Developing a Critical Rationale .                  Informing or transforming, what’s it all about?     Focus II:  Power to Teach:  the identity and integrity of the teacher    Read:  The Courage to TeachAIS - Syllabus https://student.asburyseminary.edu/cgi-bin/public/syllabus.cgi?sectionNu...7 of 9 6/10/2009 2:38 PM    Due:  Reading Reflection #1    ***Bring Making Sense of Adult Learning to ClassFeb. 26    Focus I: Teaching as a Sacramental ActRead:  Teaching as a Sacramental ActDue:  Reading Reflection #2Mar. 5     Focus I: Jesus, the Teacher:  mimic his methods or practice his purpose andpassion.Read: one of the four gospels:  Matthew, Mark, Luke, or John.Mini Assignment - As you read, reflect on the following: 1.    What was the purpose/goal of Jesus teachings?2.    What was the relationship between his teachings and his life?3.    How did Jesus teach? (approach/methods etc.) Focus II:  Critical Incident DiscussionDue:  Writing Assignment Paper #1Mar. 12    Focus I: Narrative Pedagogy:  teaching via storytelling        Read:  Storytelling in Religious Education, pages:  1-143      Due:   Reading Reflection #3    ** Bring the Storytelling and Religious Education text to class!!Mar. 19    Focus I:  Conversational Pedagogy:  talking that transforms    Dialogical-Deep Learning:   shared praxis in empathic form        Focus II:  Development of Peer Evaluation Form         Read:  Our Spiritual Brain        Due:  Reading Reflection #4        Due:  One-Page Teaching Module Plan (outline only)       Mar. 26    Focus I:  Learning Styles Inventory        Focus II:  Learning Styles Video Presentation        Read:  Learning Styles,        Due:  Writing Assignment Paper #2        ** Bring your completed learning styles inventory to classApr 2         Reading Week – No Class Apr. 9         Focus I:  Methods that Matter        Read:  Basics of Teaching for Christians        Due:  Reading Reflection # 5AIS - Syllabus https://student.asburyseminary.edu/cgi-bin/public/syllabus.cgi?sectionNu...8 of 9 6/10/2009 2:38 PMApr. 16    Focus I:  Environment and Strategies        Read:  Making Sense of Adult Learning, pages 186-227.        Due:  Reading Reflection #6Apr. 23     Focus I:  Student Teaching Modules        Focus II:  Self Reflection and Evaluation        _____________________________        _____________________________               _____________________________        _____________________________      Apr. 30    ______________________________        ______________________________        ______________________________        ______________________________May 7        ______________________________        ______________________________        ______________________________May 14    ______________________________        ______________________________        ______________________________        ______________________________May 21    Finals Week AIS - Syllabus https://student.asburyseminary.edu/cgi-bin/public/syllabus.cgi?sectionNu...9 of 9 6/10/2009 2:38 PM

REQUIRED TEXTS Barbara Bruce, Our Spiritual Brain. Nashville: Abingdon Press, 2002. ISBN: 0-687- 09266-3 Joseph Lowman, Mastering The Techniques of Teaching. San Francisco: Jossey-Bass, Inc. 1995. ISBN 0-7879-0127-X. Marlene D. LeFever, Learning Styles: Reaching Everyone God Gave You to Teach. Colorado Springs: Cook Communications Ministries, 1995. ISBN: 0-7814-5117-5 Mary Elizabeth Moore, Teaching as a Sacramental Act. Cleveland: The Pilgrim Press, 2004. ISBN: 0-8298-1647-X Parker Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco: Jossey-Bass Publishers, 1998. ISBN: 0-7879-1058-9 Robert Pazmino, Basics of Teaching for Christians. Grand Rapids: Baker Books, 1998. ISBN: 0-8010-2173-1 Susan Shaw, Storytelling in Religious Education. Birmingham: Religious Education Press, 1999. ISBN: 0-89135-111-6https://place.asburyseminary.edu/syllabi/3759/thumbnail.jp

CD 560 The ministry of Teaching

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CD 560 The Ministry of Teaching

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