I can write a Bible Study
WSCCC Winter School 2013
PART2
(Writing and Leading a Bible Study)
samyip35@gmail.com
1. Aim of the session
1. Develop a clear idea of what a Bible Study is
2. Apply a structure for preparing and running a Bible study
3. Give you the tools to construct your own Bible Study.
2. What is a Bible “Study”?
Discuss with the person next to you – “What is the ‘STUDY’ in Bible
Study?”
- Observation (what does the text __________)
- Interpretation (what does the text __________)
- Application (how do we ________ to what the text means?)
So now we are clear on what a Bible Study is, what is the process of
preparing a Bible Study?
The Goal of a Bible Study is to help your group _______ and
_______ God’s Word through O.I.A
The problem with some Bible Studies…
O.I.A = ________________
O.I.A = ________________
O.I.A = ________________
3. 3 Steps to preparing and writing a Bible Study
1. Apply O.I.A to the passage __________
2. Prepare an O.I.A _________ and __________ for your group
3. _______ your group through O.I.A
STEP 1: The O.I.A on yourself
How do you do O.I.A?
1.Observation (what does the text SAY?)
- Read the entire book and determine the context
- Map the passage into verse chunks to determine flow and events
- Answer the 5Ws and H
• WHO is speaking? Who is this about? Who are the main characters?
To whom is he speaking?
• WHAT is the subject or event covered in the chapter? What do you
learn about the people, event, or teaching?
• WHEN do/will the events occur or did/will something happen to
someone in particular?
• WHERE did or will this happen? Where was it said?
• WHY is something being said or mentioned? Why would/will this
happen? Why at that time and/or to this person/people?
• HOW will it happen? How is it to be done? How is it illustrated?
2.Interpretation (what does the text MEAN?)
- Context
o What is the genre of my passage?
o How does the genre influence the content of the passage?
o What is the Author’s purpose?
- What ideas immediately precede and follow my passage?
- Theological context
o What does the passage tell me about God and this purpose in
the world?
o What does the passage tell me about God’s Kingdom (people,
please, rule)
o How does Jesus fit in to this passage?
- Big Idea
o Write a short sharp summary sentence which captures the
heart of the passage
o Write a second sentence showing how Jesus completed this
idea
o Re-write the 2 sentences into one
3.Application
- How does this passage inform my beliefs? (Do I need to change what
I believe about God?)
- How should this passage affect my behaviour? (How should it
change my thoughts, words actions?
- Consider the above against the life spectrum
Example O.I.A
Observation (what does the text SAY?)
- Read the entire book and determine the context
o John is writing about Jesus’s signs that reveal God’s glory and
show that He is God. These signs should cause us to believe in
Him for eternal life
- Map the passage into verse chunks to determine flow and events
o (1-2) Jesus, his mother, and disciples were at a wedding
o (3-5) Wine ran out and Jesus’ mother informs him about this.
Jesus responds firmly to his mother about how this is nothing to
do with him
o (6-10) Jesus tells the servants to fill up purification jars with
water. The master of the feast drinks from it and tastes good
wine
o (11-12) His disciples saw this first sign of Jesus’ glory and
believed in him.
- Answer the 5Ws and H
o WHO is speaking and to whom? Who is this about? Who are
the main characters?
o WHAT is the subject or event covered in the chapter? What do
you learn about the people, event, or teaching?
o WHEN do/will the events occur or did/will something happen to
someone in particular?
o WHERE did or will this happen? Where was it said?
o WHY is something being said or mentioned? Why would/will
this happen? Why at that time and/or to this person/people?
o HOW will it happen? How is it to be done? How is it illustrated?
Interpretation (what does the text MEAN?)
- Context
o What is the genre of my passage?
o How does the genre influence the content of the passage?
o What is the Author’s purpose?
- What ideas immediately precede and follow my passage?
- Theological context
o What does the passage tell me about God and this purpose in
the world?
o What does the passage tell me about God’s Kingdom (people,
place, rule)
o How does Jesus fit in to this passage?
- Big Idea
o Write a short sharp summary sentence which captures the
heart of the passage

o (test)Write a second sentence showing how Jesus completed
this idea

o (test)Re-write the 2 sentences into one

Application
- Vertical Application: How does this passage inform my beliefs? (Do I
need to change what I believe about God?)
- Horizontal Application: How should this passage affect my
behaviour? (How should it change my thoughts, words actions?
- Consider the above against the life spectrum (or more)
Life/Worship
Personal
Relationships
Work
Family
Recreation
Church
Money
STEP 2 - Develop a process for O.I.A
- This is where you write the study!
- How will you ‘package’ this?
- Consider peoples learning styles
o What learning styles do we have in this group?
- Some options for OIA activities ‘a.k.a the STUDY’
o Q&A&D / AKA ‘traditional’
o Summarise
o Swedish
o Post it Notes
Activity 1: Q&A&D
o 1 optional launching/introduction question (taps into the
________ of the study)
OBSERVATION
o 1 context question (sets the passage clearly within its context)
o 3 content questions (investigate what the passage is ______)
INTERPRETATION
o 1 interpretation question (helps people think about what the
text _______)
o 2 summary/big idea questions (explores how the passage
relates to Jesus)
APPLICATION
o 1 application question (enables the group to discover specific
applications of the passage leading to __________ and growth
in ___________)
TEXT:
BIG IDEA:
Launching/introduction question (optional)
Context question
3 content questions
Interpretation question
2 Summary/big idea questions
Application question
Activity 2: Summarise
OBSERVATION
o Get your group to read the passage
o Work on breaking up the passage together (use butchers
paper)
o Pair members and ask them to summarise a section each
o Ask each group to come back and present + ask other
members to ask them questions (write these questions down)
INTERPRETATION
o Answer the questions that were recorded
APPLICATION
o Ask pairs to discuss what they need to change in light of the
passage (encourage them to think about Horizontal and
Vertical application)
o Report and share back in group
Activity 3: Swedish
o Print the passage on A4 sheets
o Explain the 3 icons.
Question mark
Light Bulb
Arrow
OBSERVATION
o Ask members to start marking their A4 sheets/passage with the
icons
o Report back and give members chance to comment question
mark and light bulb icons(go through verse by verse)
INTERPRETATION
o As a group, identify key themes of the passage and discuss
what the passage as a whole means.
APPLICATION
o Have the group share what they wrote alongside the arrow
symbol. (ensure the comments are consistent with the overall
meaning of the passage)
o Give people time to decide what they will do in response to the
passage, share, and pray as a group
Activity 4: Post it note
o Read the passage together
OBERSVATION
o Ask the group to put down as many questions they can about
the passage on a post it note.
o Put the post it notes in a bag
o Randomly pick out all the post it notes from the bag read and
begin to ‘align’ the questions in order (based on your prepared
passage flow)
o Ask
INTERPRETATION
o As a group, identify key themes of the passage and discuss
what the passage as a whole means.
APPLICATION
o Give people time to decide what they will do in response to the
passage, share, and pray as a group
STEP 3 – Run O.I.A with your group
What kind of leader are you?
TOUR GUIDE versus SAFARI GUIDE
SUMMARY
3 Steps to preparing and writing a Bible Study
Read the Passage and the entire book yourself…
1. Apply O.I.A to the passage yourself
2. Prepare an O.I.A process and activity for your group and consider
learning styles
3. Run O.I.A with your group
Tips
•
•
•
•
Consider your group’s learning styles
Personal O.I.A will allow you to lead well
Print the passage on the paper
Adjust your O.I.A content to suit your time
Train yourself to read the Bible and have your heart and mind switch into
O.I.A
Most seasoned Bible study leaders do not actually create ‘worksheets’
but read the Bible and do OIA subconsciously and have it as ‘rough
notes’
The ‘rough notes’ are then transformed into outlines that resemble the
O.I.A
They then ensure the group goes through the ENTIRE O.I.A
O.I.A = COMPREHENSION
O.I.A = INTELLECTUAL EXERCISE
O.I.A = BIBLE STUDY
What's Your Learning Style
For these questions, choose the first answer that comes to mind
Question 1
• When you study for a test, would you rather
a) read notes, read headings in a book, and look at diagrams & illustrations.
b) have someone ask you questions, or repeat facts silently to yourself.
c) write things out on index cards and make models or diagrams.
Question 2
1. Which of these do you do when you listen to music?
◦
a) daydream (see things that go with the music)
◦
b) hum along
◦
c) move with the music, tap your foot, etc.
Question 3
1. When you work at solving a problem do you
◦
a) make a list, organize the steps, and check them off as they are done
◦
b) make a few phone calls and talk to friends or experts
◦
c) make a model of the problem or walk through all the steps in your mind
Question 4
1. When you read for fun, do you prefer
◦
a) a travel book with a lot of pictures in it
◦
b) a mystery book with a lot of conversation in it
◦
c) a book where you answer questions and solve problems
Question 5
1. To learn how a computer works, would you rather
◦
a) watch a movie about it
◦
b) listen to someone explain it
◦
c) take the computer apart and try to figure it out for yourself
Question 6
1. You have just entered a science museum, what will you do first?
◦
a) look around and find a map showing the locations of the various exhibits
◦
b) talk to a museum guide and ask about exhibits
◦
c) go into the first exhibit that looks interesting, and read directions later
Question 7
1. What kind of restaurant would you rather not go to?
◦
a) one with the lights too bright
◦
b) one with the music too loud
◦
c) one with uncomfortable chairs
Question 8
1. Would you rather go to
◦
a) an art class
◦
b) a music class
◦
c) an exercise class
Question 9
1. Which are you most likely to do when you are happy?
◦
a) grin
◦
b) shout with joy
◦
c) jump for joy
Question 10
1. If you were at a party, what would you be most likely to remember the next day?
◦
a) the faces of the people there, but not the names
◦
b) the names but not the faces
◦
c) the things you did and said while you were there
Question 11
1. When you see the word "d - o - g", what do you do first?
◦
a) think of a picture of a particular dog
◦
b) say the word "dog" to yourself silently
◦
c) sense the feeling of being with a dog (petting it, running with it, etc.)
Question 12
1. When you tell a story, would you rather
◦
a) write it
◦
b) tell it out loud
◦
c) act it out
Question 13
1. What is most distracting for you when you are trying to concentrate?
◦
a) visual distractions
◦
b) noises
◦
c) other sensations like, hunger, tight shoes, or worry
Question 14
1. What are you most likely to do when you are angry?
◦
a) scowl
◦
b) shout or "blow up"
◦
c) stomp off and slam doors
Question 15
1. When you aren't sure how to spell a word, which of these are you most likely to
do?
◦
a) write it out to see if it looks right
◦
b) sound it out
◦
c) write it out to see if it feels right
Question 16
1. Which are you most likely to do when standing in a long line at the movies?
◦
a) look at posters advertising other movies
◦
b) talk to the person next to you
◦
c) tap your foot or move around in some other way
Total
A____
B____
C____
Three Different Learning Styles
Visual Learners
• take numerous detailed notes
• tend to sit in the front
• are usually neat and clean
• often close their eyes to visualize or remember something
• find something to watch if they are bored
• like to see what they are learning
• benefit from illustrations and presentations that use color
• are attracted to written or spoken language rich in imagery
• prefer stimuli to be isolated from auditory and kinesthetic distraction
• find passive surroundings ideal
If you scored mostly a's you may have a visual learning style. You learn by
seeing and looking.
Auditory Learners
• sit where they can hear but needn't pay attention to what is happening in front
• may not coordinate colors or clothes, but can explain why they are wearing
what they are wearing and why
• hum or talk to themselves or others when bored
• acquire knowledge by reading aloud
• remember by verbalizing lessons to themselves (if they don't they have
difficulty reading maps or diagrams or handling conceptual assignments like
mathematics).
If you scored mostly b's, you may have an auditory learning style. You learn by
hearing and listening.
Kinesthetic Learners
• need to be active and take frequent breaks
• speak with their hands and with gestures
• remember what was done, but have difficulty recalling what was said or seen
• find reasons to tinker or move when bored
• rely on what they can directly experience or perform
• activities such as cooking, construction, engineering and art help them
perceive and learn
• enjoy field trips and tasks that involve manipulating materials
• sit near the door or someplace else where they can easily get up and move
around
• are uncomfortable in classrooms where they lack opportunities for hands-on
experience
• communicate by touching and appreciate physically expressed
encouragement, such as a pat on the back
If you had mostly c's, you may have a kinesthetic learning style. You learn by
touching and doing.