Teaching the Bible

CEEF 6310
New Orleans Baptist Theological Seminary
Christian Education Division

Disclaimer: This syllabus is intended to give the student a general idea of the content, format,
and textbooks used for this class. The professor will submit a full syllabus at the beginning of the
class which will contain a course schedule and the instructor’s information

The mission of New Orleans Baptist Theological Seminary is to equip leaders to fulfill
the Great Commission and the Great Commandments through the local church.

Purpose of the Course and Core Value Focus

The purpose of this course is to explore the nature of teaching, the Biblical model of instruction,
curricular design, the learner's impact upon instruction, theories of practice, and methods of
instruction. The expositional process will receive special attention given that it undergirds the
teaching process.

Curriculum Competencies Addressed

This course will address the following curriculum competencies:
1. Biblical Exposition: To interpret and communicate the Bible accurately in an educational
setting.
2. Disciple Making: To stimulate church health through evangelism and discipleship in an
educational setting.
3. Interpersonal Skills: To perform pastoral care effectively to a small group, with skills in
communication and conflict management.
4. Spiritual and Character Formation: To provide moral leadership to students by modeling
and mentoring Christian character and devotion.

Course Description
The course explores the nature of teaching, the Biblical model of instruction, curricular design,
the learner's impact upon instruction, theories of practice, and methods of instruction. The
expositional process will receive special attention given that it undergirds the teaching process.

Learning Objectives
Students will be able to:
 Understand the process of exegeting a passage of Scripture
 Understand the learners in a specific ministry context, as well as the overall curriculum
plan for all learners

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  Value the Scriptures and the opportunities to teach its truth appropriately to people
 Prepare a lesson on a specific Scriptural passage to teach in a particular ministry setting
utilizing appropriate teaching methodology

Course Teaching Methodology

This course will utilize lectures, weekly readings, and an interactive discovery-learning format.

Required Readings
The following text and resources are required reading for class discussions and are to be read in
their entirety unless otherwise specified.

Required Texts

Fee, Gordon D. and Douglas K. Stuart. How to Read the Bible for All its Worth. 3rd ed.
Zondervan, 2003.

Yount, William. The Teaching Ministry of the Church. B&H Publishing Group, 2008.

Richards, O. Lawrence and Gary Bredfeldt. Creative Bible Teaching. Moody, 1998.

Assignments and Evaluation Criteria

The following learning activities and assessments are to be completed as described below by the
scheduled dates. All assignments are to be submitted to this course’s Digital Dropbox by
11:59 p.m. on the assigned due date.

Assignment Formatting
 Unless otherwise noted, type all assignments according to Turabian format
 All papers must be written in third person and double-spaced
 Use 12 point Times New Roman font
 Use the same number of references as assigned pages
 Use correct spelling and grammar
 Use proper pagination
 Include your name on the cover page
 Staple assignments together as necessary or as required (no report covers please)
 Write the full assignment

Required Assignments Summary – 100 points

 Reading of Texts and Lectures – 10 total points
 Blackboard Discussion/Weekly Quizzes – 25 points
 Exegesis of a Passage of Scripture – 20 points
 Student Needs Assessment – 10 points
 Teaching Idea and Lesson Aims – 10 points
 Teaching Plan – 25 points
Teaching the Bible CEEF6310 Page 2
Course Requirements
1. Reading of Texts and Lectures
The textbooks will provide a foundation for the class lectures, interaction via blackboard
discussion, weekly quizzes, journal entries, wiki creation, and any other class method
utilized in the online class. Follow the reading plan on the class schedule and the learning
units. Also, we reserve the right to quiz over reading content or require reading
worksheets. Lectures will also be provided for each unit. You are required to read the
lectures and click that you have reviewed the lecture.

2. Blackboard Discussion Involvement/Weekly Quizzes

You are expected to reflect on the reading and lectures in each unit through blackboard
discussions or weekly quizzes. In order to get credit for your involvement in Blackboard
Discussion, you must post at least one substantive response for each thread, whether to
the main question or someone's response. Remember this is a discussion board not an
answer board. A substantive response should be concise and may include:
 A reflection on an idea presented in one of the textbooks or lecture
 A personal example or story that relates to the topic
 A different perspective to the topic
 A quote or link from another source that relates to the topic
 An experience you have had in a church that relates to the topic

Netiquette Statement on Appropriate Online Behavior

Each student is expected to demonstrate appropriate Christian behavior when working

online on the Discussion Board. The student is expected to interact with other students in
a fashion that will promote learning and respect for the opinions of others in the course.
A spirit of Christian charity will be expected at all times in the online environment.

3. Exegesis of a Passage of Scripture

Select a passage of Scripture that you will develop into a teaching plan later in the
semester. For the passage, write a minimum 4 page double-spaced exegetical paper on
the passage of Scripture. Make sure to include information on the book (author, date,
purpose) and the Scripture passage. Also include implications for teaching. Use at least 4
scholarly sources outside of the required textbooks.

Below is a sample outline to use for the paper:

Observations
 What does the text say?
 What is the setting, context, and structure of the text?
Interpretation
 What did the text mean originally?
Generalization
 What is the timeless truth from the text?
Application
 How does the text apply to you as a teacher?
 How does the text apply for your students?

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 Implementation
 What must you change?
 What must your students change?

4. Student Needs Assessment

Conduct a Student Needs Assessment for a specific age group that either you teach or is
in your church. Use the “Student Needs Assessment Instrument” in Table 9 of Creative
Bible Teaching to complete the assignment.

5. Teaching Idea and Lesson Aims

On one page, write a Teaching Idea and 3 Lesson Aims (Cognitive, Affective, and
Behavioral) for your selected Scriptural text. Use the format for Lesson Aims given in
Creative Bible Teaching (pg. 143) and class notes.

6. Teaching Plan and Rationale on a Passage of Scripture

With your selected Scriptural text, write a detailed lesson plan to teach in a particular
ministry setting. Lesson plans should be written such that a teacher would be able to
prepare and teach a lesson using only your plan. Your lesson should be constructed
according to the HBLT teaching model presented in Creative Bible Teaching and class
notes. You will also be required to write a rationale for each area of the lesson plan. Here
are some minimum requirements for the lesson plan and rationale:
 The lesson plan should be written according to Table 14 in Creative Bible
Teaching
 The rationale should be 10 pages double spaced
 10 sources other than the required textbooks
 Teaching Options for three age groups (preschool, young children, older children,
young students, older students, young adults, median adults, or senior adults)

Online Decorum

Online participation is determined by postings and responses in the Threaded Discussions

held each week or online quizzes. These discussions and/or quizzes will be related to the
material covered in each week's content. In order for the threaded discussion to be of
maximum benefit to everyone involved it is recommended that you stay as close to the
course schedule as possible—so that everyone will participate in the discussion in the same
week. Late postings will be penalized one point for each day late. Please limit discussions in
this venue to the assigned topic. Students may e-mail or use the miscellaneous forum to
discuss other topics with your classmates.

Teaching the Bible CEEF6310 Page 4

 Course Policies

The following policies will to be observed in the duration of this course.

Late Assignments
Personal time management is as much a requisite skill for ministry as is mastery of the course
content. Accordingly, assignments are due in the course’s Digital Dropbox by 11:59 p.m. on the
due date as indicated in the Course Schedule. Assignments not submitted at this time are
considered late and will be automatically penalized 10% for each date late including weekends.
Late assignments will not be accepted one week beyond the original due date, no exceptions. No
grades of Incomplete will be issued for this course. If a late assignment is not received, a grade
of “F” is automatically earned for the course.

Grading Scale
Your final grade will be based on your total accumulation of points as indicated under the
Learning Activities and Assessments section of this syllabus according to the grading scale in the
NOBTS 2011-2012 catalog.

A: 93-100 B: 85-92 C: 77-84 D: 70-76 F: 69 and below

A grade of “F” may require the student to retake the course to complete the degree.
No grades of INCOMPLETE will be issued in this course.

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 Professor’s Covenant

The intent of this syllabus is to provide accurately the course description, learning objectives,
readings, assignments and evaluation standards, course policies, reference list, and other
information necessary for students to appraise the course. During the course of the term the
professor will relate to each student as an individual. Moreover, he reserves the right to amend
any part of this syllabus as he may deem necessary due to events and circumstances that transpire
during the semester, with the exception of increasing the assignments or expectations of the
course.

Student’s Covenant

I have received a copy of the syllabus for Teaching the Bible CEEF 6310 for the Spring 2012
semester. I have read the syllabus and have been offered an opportunity to ask questions about it.
I understand, agree and realize I am entirely responsible for completing the requirements in this
syllabus. I will be faithful to the tasks before me.

Name____________________________________ Date____________________________

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 Selected Reference List

Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandria, VA: Association for
Supervision and Curriculum Development, 1994.

Bateman, Walter L. Open to Question: The Art of Teaching and Learnng by Inquiry. San
Francisco: Jossey-Bass, 1990.

Brookfield, Stephen D. The Skillful Teacher. San Francisco: Jossey-Bass Publishers, 1990.

Bryan, C. Doug. Learning to Teach/Teaching to Learn: A Holistic Approach. Nashville:

Broadman & Holman, 1993.

________. Relationship Learning: A Primer in Christian Education. Nashville: Broadman

Press, 1990.

Caine, Renate Nummela and Geoffrey Caine. Making Connections: Teaching and the Human
Brain. Alexandira, VA: Association for Supervision and Curriculum Development,
1991.

Capehart, Jody, Gordon West, and Backi West. The Discipline Guide for Children’s Ministry.
Loveland, Colo.: Group, 1997.

Coleman, Lucien E., Jr. How to Teach the Bible. Nashville: Broadman Press, 1979.

Collins, Mallary M. and Don H. Fontenelle. Changing Student Behaviors: A Positive Approach.
Cambridge, Mass.: Schenkman Pub. Co., 1982.

Corder, Colin. Teaching Hard, Teaching Soft: A Structured Approach to Planning and Running
Effective Training Courses. Brookfield, VT: Gower, 1990.

Cranton, Patricia. Planning Instruction for Adult Learners. Toronto: Wall & Thompson, 1989.

Edge, Findley B. Teaching for Results, rev. ed. Nashville: Broadman & Holman Publishers,
1995.

Eldridge, Daryl. The Teaching Ministry of the Church: Integrating Biblical Truth with
Contemporary Application. Nashville: Broadman & Holman Publishers, 1995.

Freire, Paulo, translated by Patrick Clarke. Pedagogy of Freedom: Ethics, Democracy, and
Civic Courage. Lanham: Rowman & Littlefield Publishers, 1998.

Galindo, Israel. The Craft of Christian Teaching: Essentials for Becoming a Very Good
Teacher. Valley Forge, PA: Judson Press, 1998.

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Gangel, Kenneth O. and Howard G. Hendricks, eds. The Christian Educator’s Handbook on
Teaching. Grand Rapids, MI: Baker Books, 1988.

Halverson, Delia Touchton. 32 Ways to Become a Great Sunday School Teacher: Self-Directed
Studies for Church Teachers. Nashville: Abingdon Press, 1997.

Harris, Duncan and Chris Bell. Evaluating and Assessing for Learning. New Jersey: Nichols,
1994.

Harris, Maria. Teaching and Religious Imagination. San Francisco: Harper & Row, 1987.

Heimlich, Joe E., and Emmalou Norland. Developing Teaching Style in Adult Education. San
Francisco: Jossey-Bass, 1994.

Hendricks, Howard G. Color Outside the Lines: A Revolutionary Approach to Creative

Leadership. Nashville: Word Publishing, 1998.

Hendricks, Howard G. Teaching to Change Lives. Portland, OR: Multnomah Press, 1987.

Issler, Klaus, and Ronald Habermas. How We Learn: A Christian Teacher’s Guide to
Educational Psychology. Grand Rapids: Baker Books, 1994.

Joyce, Bruce R. and Marsha Weil. Models of Teaching, 5th ed. Boston: Allyn and Bacon, 1996.

Kuhlman, Edward. Master Teach. Old Tappan, NJ: F. H. Revell Co., 1987.

Lautzenheiser, Tim. The Art of Successful Teaching: A Blend of Content & Context. Chicago,
IL: GIA Publications, 1992.

________. The Joy of Inspired Teaching. Chicago: GIA Pubvlications, 1993.

Lazear, David. Seven Pathways of Learning: Teaching Students and Parents About Multiple
Intelligences. Tucson, AR: Zephyr Press, 1994.

LeFever, Marlene D. Creative Teaching Methods. Elgin, IL: D.C. Cook Pub. Co., 1985.

Lowman, Joseph. Mastering the Techniques of Teaching, 2nd ed. San Francisco: Jossey-Bass
Publishers, 1995.

Marzano, Robert J. A Different Kind of Classroom: Teaching With Dimensions of Learning.

Alexandria, VA: Association for Supervision and Curriculum Development, 1992.

McCown, R. R., Marcy Driscoll, and Peter Geiger Roop. Educational Psychology: A Learning-
Centered Approach to Classroom Practice. Boston: Allyn and Bacon, 1996.

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Moehlehpah, Arlo and Jane Moehlehpah. Teaching with Variety. Hazelwood, MO: Word
Aflame Press, 1990.

Moran, Gabriel. Showing How: The Act of Teaching. Valley Forge, PA: Trinity Press
International, 1997.

Oser, Fritz K., Andreas Dick, and Jean-Luc Patry, eds. Effective and Responsible Teaching: The
New Synthesis. San Francisco: Jossey-Bass Publishers, 1992.

Palmer, Earl, Roberta Hestenes, and Howard Hendricks. Mastering Teaching. Portland, OR:
Multnomah Press, 1984.

Palmer, Parker J. The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life.
San Francisco, CA: Jossey-Bass, 1998.

Schultz, Thom, and Joani Schultz. Why Nobody Learns Much of Anything at Church. Loveland,
CO: Group Pub., 1993.

Taulman, James e. Never Tell Anybody Anything You Can Get Them to Discover for Themselves.
Nashville: Broadman Press, 1990.

Tobias, Cynthia Ulrich. The Way They Learn: How to Discover and Teach to Your Child’s
Strengths. Colorado Springs: Focus on the Family Publishing, 1994.

Vella, Jane Kathryn. Learning to Listen, Learning to Teach: The Power of Dialogue in
Educating Adults. San Francisco: Jossey-Bass, 1994.

Warden, Michael D. Extraordinary Results from Ordinary Teachers. Loveland, CO: Group
Publishing, 1998.

Wilkinson, Bruce. The 7 Laws of the Learner, textbook ed. Sisters, OR: Multnomah Press,
1992.

Wilkinson, Bruce, ed. Almost Every Answer for Practically any Teacher: A Resource Guide for
All Who Desire to Teach . . . for Lifechange!. Portland, OR: Multnomah Press, 1992.

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