ML505: SemPM Syllabus
Fall 2012, Mod Z
MATS & MDiv
September 24 – December 7
Mondays, 8:00-10:00PM
Dr. John R. Cionca
Bethel Seminary
Office: B205; 651-638-6163
http://www.bethel.edu/~jcionca
e-mail: j-cionca@bethel.edu
HOLISTIC DISCIPLESHIP
This course introduces the biblical and theological foundations underlying approaches to
discipleship and evangelism. Students will begin formulating a working theology to inform their
practice. Students develop an understanding of congregational and missional emphases in
ministry to children, youth and adults. Classroom teaching, (including instructional
methodologies) and small group facilitation (including guiding discussions) are analyzed. Best
practices for outreach (including personal evangelism and “attraction” approaches) are
considered. The role of Christian community in personal spiritual growth and in missional
outreach is studied.
LEARNER OUTCOMES: The student will . . .







Develop a Biblical/theological framework for discipleship and evangelism
Evaluate various church approaches to holistic discipleship
Discover holistic discipleship approaches of ministry to children, to youth and to adults
Develop teaching “road maps” for communicating effective Scripture lessons.
Establish a criterion for evaluating the quality of teaching within a given classroom.
Understand the purpose and value specific types of small groups
Develop a biblically based, culturally sensitive, and personally meaningful framework for
processing the thinking, being, and doing aspects of the church’s evangelistic commission
 Assess their understanding and practice of evangelistic methodologies
REQUIRED TEXTS:
Gorman, Julie. Community that is Christian, Revised Edition. Grand Rapids, MI: Baker
Books, 2002. ISBN 0801091454
McNeal, Reggie. Missional Communities: The Rise of the Post-Congregational Church. San
Francisco, CA: Jossey-Bass, 2011 ISBN 978-0-470-63345-8
Stetzer, Ed. Lost and Found: The Younger Unchurched and the Churches that Reach Them.
Nashville, TN: Broadman and Holman Publishers, 2009. ISBN 978-0-8054-4878-8
ARTICLES: (Course Documents in Moodle.)
Kjesbo, Denise Muir. “The Time Has Come!” Article in Heart and Mind, Fall/Winter, 2002,
pp.4-8.
Kinnaman, David and Gabe Lyons. UnChristian: What a New Generation Really Thinks
About Christianity. Grand Rapids, MI: Baker Books, pp. 11-85.
Stafford, Wes. Too Small to Ignore: Why the Least of These Matters Most, pp. 1-12; 30-52.
Keehn, David. “Youth Ministry from a Family Perspective” in a Theology for Family
Ministry, pp. 223-240
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McCloskey, Mark. Tell it Often; Tell It Well: Making the Most of Witnessing Opportunities.
On-line articles/chapters 4, 5, 15 & 19 located on the web at:
http://www.greatcom.org/resources/tell_it_often_tell_it_well/default.htm
Wlodkowski, Raymond. “Understanding Motivation for Adult Learners” in Enhancing Adult
Motivation to Learn, Chapter 1, pp. 1-29.
DVD: (Course Documents in Moodle)
View all of Effective Ministry to Children and their Families.
View all of Effective Ministry to Youth and their Families.
COURSE REQUIREMENTS:
1.
Attendance, Reading and Participation: Since this class includes group
interaction/participation, regular attendance in expected for all sessions. One prearranged
absence is permitted without affect on grade. Regular attendance and participation in class
sessions (20 hours class time) (Approximately 600 pages of reading of texts/articles/viewing
@ 30 pages per hour = 20 hours).
2.
Original Draft Lesson Plan: Students will write a draft, original lesson plan based on the
outline discussed in class and on page 6 of the syllabus. You may select your own passage
(not isolated verses) from the Bible. Bring two copies of your plan to class. Students will
share their plans for peer review (4 hours).
3.
Learning Styles Articles and Inventories: Read the article listed below, and complete the
two online inventories listed below. Use this information to answer questions 3 & 4 on
Worksheet #2 (4 hours for inventories).
 Felder, Richard. Matters of Style: at
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-Prism.htm
 Felder, Richard. Learning Styles and Strategies (Online article)
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
 Solomon, Barbara. Index of Learning Styles Questionnaire (Online inventory)
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
 Differences Between Left and Right Hemisphere – Hemispheric Dominance Inventory
http://frank.mtsu.edu/~studskl/hd/hemis.html and
interpretive article at: www.mtsu.edu/~studskl/hd/LRBrain.html
4.
Creating Community (Worksheet #1) See page10 of syllabus (8 hours preparation time
for worksheet) [10% of grade].
5.
The Teaching-Learning Process (Worksheet #2) Seepage 11 of syllabus for preparation
for class discussion (8 hours preparation time for worksheet) [10% of grade].
6.
Passing on the Faith (Worksheet #3) See page 12 of syllabus (8 hours preparation time
for worksheet) [20% of grade].
7.
Student Ministry Reflection and Analysis (Worksheet #4) Seepage 13 of syllabus (8
hours preparation time for worksheet) [20% of grade].
9.
Contextual Assignment: In addition to submitting this assignment to the course instructor,
this assignment has been identified as a required integrative assignment that you may wish
to review and reference in future integrative coursework. (20 hours) [30% of grade].
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Choose from the following:
A. Classroom Teaching and Assessment: Teach an original lesson following the lesson
plan format on page 6. An evaluative form will be distributed and explained in class.
Submit the following: Your lesson plan; at least 4 evaluation forms completed by
observers of the lesson; and a 1,500 word personal summary assessing your experience.
Your assessment should not merely record your perceptions on the session, but as
importantly the feedback from your observers. Your grade reflects their evaluative
feedback, so choose observers wisely. Introduce the process and the assessment form to
them prior to your class session. Assessment form on page 7 of the syllabus.
B. Small Group Facilitation & Assessment Report: Lead a small group (4-9 people) for
three weeks through a Bible study [you cannot use students from class]. Submit the
following: evaluation forms completed by each of the small group participants (at least
4); a 1500 word summary (typed, double-spaced) answering the following questions
(20 hours allowed for preparation, facilitating and summary):
1) Describe the group-size, participant’s characteristics, purposes and goals of the group, and
your own relationship to the group.
2) Identify significant group characteristics and determine how they are incorporated within
this particular group.
3) Describe the factors that appear to enhance accomplishment of the group’s goals and the
factors that hinder accomplishment of group goals.
4) Based on what you have been reading and experiencing, what “prescription” would you
write to improve this group’s functioning?
5) Describe how you would design a similar group in order to try and avoid some of the pitfalls
that this one has encountered.
6) Assess your own competencies and deficiencies as group member/leader that was evident in
this particular group experience. Utilize feedback from group members as you reflect on the
experience (see form on pages 8 & 9).
C. Personal Independent Study on Discipleship. Students may elect to personalize this
30% of this course through an independent study. You may use the 20 hours allotted for
this assignment to pursue an area of interest important to your holistic discipleship
context [evangelism and/or nurture]. You may not use work completed for another
courses. The instructor must approve your proposal in advance. Make me an offer .
10. Scripture Quiz: Final quiz covering four passages on discipleship (10 hours allotted for
memorization) [10% of grade]. The quiz will be completed out of class, opened and taken
under the observation of a proctor. The quiz is to be taken w/o Bible, computer or notes. The
witness will sign and date the quiz and the envelope in which it is submitted.
COURSE GRADING:
Worksheet 1 & 2
Worksheet 3
Worksheet 4
Scripture Quiz
Contextual Teaching Assignment
Total:
20%
20%
20%
10%
30%
100%
ML505: Fall 2012
ACADEMIC COURSE POLICIES:
Please familiarize yourself with the catalog requirements as specified in Academic Course
Policies document found on the Registrar's website at:
https://bethelnet.bethel.edu/ureg/bssp/acp/. You are responsible for this information, and any
academic violations, such as plagiarism, will not be tolerated.
4
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COURSE PREPARATION GUIDE
DATE
TOPICS
9/24
Introduction to the Course
A Theology of Evangelism and Discipleship
Incarnational Teaching
Situational Leadership and Self-Learning
10/1
Teaching in a Small Group Setting:
Decentralized Small Groups
Types of Small Groups
Facilitating Discussions Classroom
10/8
Teaching in a Large Group Setting:
Learner-Centered Teaching
Organization and Methodology
Creativity and Engagement
10/15
10/22
R&R
Week
10/29
11/5
11/12
11/19
11/26
12/3
ASSIGNMENTS DUE
Teaching in a Large Group Setting:
Lesson Plan Feedback Session
Assessing the Teaching-Learning Process
Passing on the Faith: Relational Outreach
Understanding “Outsiders”
Relational Evangelism
Lifestyle and Using one’s Giftedness
Passing on the Faith: Missional Outreach
Beyond the Church Campus
Externally Focused Churches
Discipleship of Children
Teaching and Learning in Childhood
Leading Children to Christ
Bridging the Church and Home
Passing on the Faith: Personal Invitations
Personal Faith Stories
Inviting a Response to the Gospel
Discipleship of Students
Teaching and Learning in Adolescence
Leading Students to Christ
Discipleship of Adults
Adult Learning
Generations in the Congregation
Life-Stage Issues and Teachable Moments
Approaches to Discipleship
Mobilizing Volunteers to Minister
View: Osborn DVD: Why Small Groups Change
Everything
Read: All of Creating Community
Prepare to Discuss: Creating Community
(Worksheet #1)
View: Narrated PPT on “Classroom Teaching”
Read: Wlodkowski, Chapter 1
Read: Articles in Assignment #3
Complete: Online Profiles
Prepare to Discuss: Worksheet #2
Due: Draft Lesson Plan—Assignment #2
Due: Your Responses to Worksheets 1 & 2
Read: Kinnaman, pp. 11-85
Read: Stetzer, pp. 1-65
Memorize: Ephesians 2:8-10
Read: All of McNeal
Read: Stetzer, pp. 143-165
Read: Stafford, pp. 1-12; 30-52
View: Effective Children’s Ministry DVD
View: Narrated PPT on Bridging Church and
Home
Memorize: Mark 10:13-16
Read: McCloskey, Chapters 4, 5, 15 & 19
Memorize: Romans 10:9-15
Due: Your responses to Worksheet 3
Read: Keehn, pp. 223-240
View: Effective Youth Ministry DVD
Memorize: Matthew 5:13-16
Due: Worksheet 4
View: Cionca sermon on Forever Young
Due: Contextual Teaching Assignment
Memorize: 1 Corinthians 9:19-23
Due: Take Home Quiz on Scripture Passages—
see assignment #10
Late assignments cannot receive a grade higher than a CCoursework will not be accepted after December 7, 2012
ML505: Fall 2012
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THE LESSON PLAN
Lesson Title
Teaching Truth
Scriptural Passage
Key Verse
Lesson Objectives
Cognitive
-
(to know)
Affective
-
(to feel)
Behavioral -
Lesson Procedure -
(to do)
Outline and Integrated Methods
Hook
[A]
Book
[B]
Took
[C]
Evaluation
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EVALUATION OF THE TEACHING-LEARNING PROCESS
John R. Cionca, Ph.D. © 1993
Realizing that this evaluation will be subjective, nevertheless it will serve as a useful tool in trying to better
understanding the teaching-learning process. If you feel that you are not qualified to a make a judgment on
an item, you may omit it.
1.
A general air of FRIENDLINESS and safety pervades the
classroom.
Friendliness ___:___:___:___:___:___ Lack of Friendliness
2.
ENTHUSIASM stimulates class interest.
Enthusiasm ___:___:___:___:___:___ Low Energy
3.
An interesting APPROACH "hooks" learners’ attention.
Attention Grabbing ___:___:___:___:___:___ Uninviting
4.
Lesson CONTENT is communicated effectively.
Clearly ___:___:___:___:___:___ Poorly
Presented
Presented
5.
APPLICATION to life is evidenced.
Compelling ___:___:___:___:___:___ Weak
Application
Application
6.
INVOLVEMENT METHODOLOGIES encourage student
participation.
Appropriate ___:___:___:___:___:___ Weak
Methods
Methods
7.
The teacher uses good ILLUSTRATIONS to develop the
lesson.
Good Exampling ___:___:___:___:___:___ Weak Exampling
8.
Media and ENRICHMENT MATERIALS enhance the class
session.
Ample ___:___:___:___:___:___ Lack of
Materials
Materials
9.
INDIVIDUALIZATION OF INSTRUCTION maximizes
each learner's experience
Personal ___:___:___:___:___:___ Only Group
Attention
Directed
10.
The teacher maintains good CLASSROOM
MANAGEMENT
Appropriate ___:___:___:___:___:___ Poor
Control
Discipline
11.
OBJECTIVES were developed and fulfilled
Objectives ___:___:___:___:___:___ Objectives
Reached
Unreached
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GROUP FACILITATOR FEEDBACK FORM
Leadership Feedback and Development (Part 1)
From: ________________________________________________________________________
Please note: This tool is designed to evaluate for the purpose of encouragement, not to judge for
the purpose of condemnation.
Leadership during meetings
On a continuum, how would you rate the leader’s style of communication during the
meetings? Mark with an “X”:
______________________________________________________________________________
Pure lecture
Pure discussion
1.
On the scale above, mark with an “O” where you would like the leader to be.
On a continuum, how would you rate the leader’s control of the flow of the meetings?
Mark with and “X”:
______________________________________________________________________________
Autocratic/Control
Collaboration/Relaxed
2.
On the same scale above, mark with an “O” where you would like the leader to be.
On a continuum, how would you rate the group members’ overall participation in
discussions? Mark with an “X”:
______________________________________________________________________________
A vocal minority
Balanced participation
3.
What if, anything, could the leader do about the balance of participation?
4.
How did the leader handle the different elements of the meeting?

Starting on time

Homework review (if applicable)

Scripture explanation or teaching

Discussion portions

Helping to make personal applications

Ending on time
ML505: Fall 2012
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Leadership Outside the Meetings (Part 2)
1. What experiences with the leader outside the regular meeting times have been especially
valuable to you?
2. What aspects of the leader’s life do you most need (want) to observe so you can see a godly
example?
3. What steps could your leader take beyond leading the regular group meetings to help you
grow (be specific)?
4. Comment on the leader in the following areas:
 Availability outside of group times

Approachability outside of group times

Keeping me accountable and being firm if necessary

Sensitivity and compassion
5. Is there any other feedback you would like to give the leader?
6. Are there issues that are unresolved or require attention?
7. What affirmation can you give the leader—what aspect of the whole small group experience
has been especially meaningful to you?
8. How will you pray for the leader
From: Donahue, Bill. Leading Life-Changing Small Groups. Grand Rapids, MI:
Zondervan Publishers, 2002 Revised Edition. ISBN: 0310247500
ML505: Fall 2012
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Julie A. Gorman’s Community That is Christian
Worksheet #1
1. Respond to the author’s top two paragraphs on page 14. Express your level of
agreement/disagreement with her appraisal. Are there implications of moving away from a
“personal” discipleship approach?
2. Explain the differences between Individualism from Individuality. Describe the impact of
each on the family, the church and society (chapter 2).
3. Discuss with your group #2 on page 40.
4. Specify several hindrances to community (chapter 4).
5. Share with your group your response to #2 on page 90.
6. When the group size is twenty, five or less will dominate. With eight or ten people, three.
With five the number is likely two, and with three, probably no one (p.119). What are the
implications of this on classroom teaching/methodology (such as classes in your seminary
program)?
7. Read the Crabb quote on page 133. What are the implications of this for preaching and
teaching?
8. Based on gender differences highlighted by the author, what are some implications for your
leading of small groups (pp. 144, 152, 164, 182 and others)?
9. You have been called as to a Mid-west church of 900 to be their Community Life Pastor.
They have put all of their discipleship eggs in the basket of small groups. Describe what you
will do to foster transformation among the congregation’s adults.
ML505: Fall 2012
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The Teaching and Learning Process
Worksheet #2
1. In one or two paragraphs summarize how learning occurs from a neuroscientific perspective
(Wlodkowski, Chapter 1).
2. In your opinion what part might brain structure and neurological functions play in spiritual
formation?
3. From the Learning Style inventories and articles, describe how you learn best?
4. How might you use your insights from Learning styles with the students that you teach?
5. Describe a minimum of two “take-aways” (points of application) that you have drawn from
Dr. John’s material on Classroom Teaching (lesson plans and the teaching-learning process).
6. Describe a teaching practice that you do well.
7. Describe a growth area for you as a teacher or facilitator.
8. As you think about the faith once delivered to the saints (Jude 3), or the commandment of
Jesus, teaching them to observe all things (Matthew 28:20), list the top ten themes/topics that
you believe nonnegotiable for study at your church. How would you design the learning
experiences for these topics—classroom teaching, small groups, retreats, etc.?
ML505: Fall 2012
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Passing on the Faith
Worksheet #3
1.
Define evangelism. What Bible passages best support your view of evangelism?
2.
What insights, values or practices did you gain from Kinnaman and Lyons?
3.
What insights, values or practices did you gain from Stetzer?
4.
On a scale of 1-10 (10 being high), how comfortable are you in presenting Christ via
a. Relational or missional outreach?
b. Personal invitations?
6.
If someone asks you about the hope that is within you (1 Peter 3:15), what would you tell
them?
7.
Write out your “Faith Story” using 150-200 words
8. Describe your experience with verbally presenting Christ to others—sharing a faith story,
inviting a decision, etc.
ML505: Fall 2012
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Student Ministry Reflection and Analysis
Worksheet #4
5.
George Barna begins in his book Transforming Children into Spiritual Champions makes
the statement that “. . . ministry to children is the single most strategic ministry in God’s
Kingdom . . .” (Page 14). What is your response to this statement? In what ways might
one’s perspective change after reading this book?
6.
What are some implications of the following statement from Transforming Children into
Spiritual Champions: . . . Anyone who wishes to have significant influence on the
development of a person’s moral and spiritual foundations had better exert that influence
while the person is still open-minded and impressionable – in other words, while the person
is still young (Page 47).
7.
What insights or appreciation about ministry to children did you gain from Denise Kjesbo’s
article, “The Time has Come?”
8.
What insights or appreciation did you gain from Wes Stafford’s chapter from Too Small to
Ignore?”
9.
What new insights or appreciation did you gain from the interviews with the Children’s
Pastors?
8. What new insights or appreciation did you gain from David Keehn’s chapter, “Youth
Ministry
from a Family Perspective?”
9.
What new insights or appreciation did you gain from the interviews with the Youth Pastors?
10. Write a summary paragraph on your preferred approach to Student and Family Ministry.
ML505: Fall 2012
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ML505: Fall 2012
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