MED 413 THE TEACHING MINISTRY OF THE CHURCH
McCormick Theological Seminary
Spring Semester, 2009 Wednesday, 1:00-3:50 Room
Lib Caldwell 773 947-6329 email lcaldwell@mccormick.edu
Arianne Lehn
email alehn@go.mccormick.edu
Course Description
Some say we teach the way we are taught. This course will explore a variety of models of teaching and
learning reflecting both cognitive and affective pedagogies. It will also offer adult learners the opportunity to
grow in their abilities as teachers while reflecting on how they were taught and the kind of teacher they hope
to be, both in theory and in practice.
This course addresses three skill areas: knowledge, teaching, and values related to spiritual formation and faith
and action in the world. This course addresses competency in the knowledge area of practical theology as it
relates to teaching methods in congregational ministry. By taking this course, students will be able to assess
and evaluate current literature in the area of teaching methodology. Through engagement with reading and
class discussion of books and articles and a critical assessment paper of a book, article or websites (of their
choice) students will be able to explore and articulate the value of these perspectives for their own vocation as
teacher and for their education of adults who are teachers in congregations.
This course addresses the skill area of teaching. Students in this course will be expected to be able to identify
and describe five methods of teaching and learning. Through discussion of readings, students will be prepared
to demonstrate a particular method of their choice by teaching the class. By means of oral evaluation
immediately after teaching and the writing of a teaching reflection paper, students will be able to evaluate
their own growth in skills as a teacher, identifying both strengths and areas of needed growth. Through
observing teaching and learning in the congregation, students will be expected to articulate what is observed
about learning styles and teaching styles.
This course addresses values related to the role of the pastor as teacher and the spiritual formation of those
who teach in congregational educational settings. By taking part in closing each class with time for meditation
and reflection, students will experience the value of taking time and making meaning for spiritual formation as
an educational leader. By participating in this class with its diversity of culture, age and faith tradition, learners
will be assisted in identifying their own values in a way that respects the complexity appropriate for adults
dealing with questions of faith and the meaning of life. An experiential learning opportunity outside the class
room and a curriculum writing response will demonstrate the connection between faith, life and the essential
role of the pastor as teacher and educator in this integrative process.
Learning Outcomes (At the completion of this course, students should be able to:)
1. Think in new ways about the variety of contexts and curricula for teaching and learning with adults in
the congregation.
2. Identify current literature in the area of teaching methodology, Multiple Intelligence Theory and
assess their application to teaching and learning in the church.
3. Identify a variety of models of teaching and learning and evaluate their appropriateness for
different ages within the congregation.
4. Assess their own abilities as teacher, curriculum writer/evaluator and their role in nurturing and developing
older youth and adult as teachers in the church.
5. Evaluate their teaching of the class and consider their own pastoral commitments to teaching and
learning.
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REQUIRED READING
All required reading is on reserve in the library.
1. Richard Osmer, Teaching for Faith, A Guide for Teachers of Adult Classes, W/JKP,
1992. ISBN 0-664-25217-6
2. Parker Palmer The Courage to Teach, Exploring the Inner Landscape of a Teacher’s
Life, Jossey- Bass, 1998. ISBN 0-7879-1058-9
3. Stephen D. Brookfield and Stephen Preskill, Discussion as a Way of Teaching, Tools and
Techniques for Democratic Classrooms, San Francisco: Jossey Bass, 1999.
4. John M. Bracke and Karen B. Tye, Teaching the Bible in the Church, Chalice, 2003.
0-827236433
5. A fifth required book for this course is one of your choice. See pgs 4-5 and choose a
book that helps you focus in an area of greatest need to you as a teacher: age
group focus, methods of teaching and learning, the vocation of the teacher, or
teacher education.
Additional readings
Chapters from these books are posted on Moodle.




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C. Roland Christensen, David A. Garvin and Ann Sweet, Education for Judgment,The
Artistry of Discussion Leadership, Harvard Business School, 1991. ISBN 0-87584-255-0
Maria Harris, Teaching and Religious Imagination, An Essay in the Theology of
Teaching, Harper and Row, 1987. ISBN 0-06-254801-8
Barbara Gross Davis, Tools for Teaching, Jossey-Bass, 2001. 1-55542-568-2
Stephen D. Brookfield, Becoming a Critically Reflective Teacher, Jossey-Bass, 1995.
0787901318
Aostre N. Johnson, “Teaching as Sacrament,” Joe Kincheloe, Shirley Steinberg, Leila
Villaverde, Rethinking Intelligence, Routledge, 1999. 0415922097
Classroom Covenant
The following guidelines are intended to promote effective learning and mutual respect:
1. Be present and on time for each class meeting. If possible, notify me beforehand, via email or in
person before or after class, of an anticipated and unavoidable absence.
2. All work should be turned on the date indicated. Managing timecommitments and a balance of work, play
and sabbath are marks of a healthy adult lifestyle. So unless an emergency happens in your life, I expect to
receive your assignments on time. This is an issue of justice and fairness for all class members.
3. As a community of learners it is important for us to make space to hear all voices and to honor the
Silence needed for all to be able to bring their thoughts to speech.
4. Set cell phones to “Vibrate” or “Off” during class.
5. Use electronic devices for note taking only. Class time is not for text messaging, web browsing, email,
or any other electronic activity.
Please speak to Lib if you have any health or learning issues that are important for her to know.
Also if you are working with a language partner in the LRWC and need extra time with your papers, speak to
Lib.
All work for graduating seniors is due May 1.
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COURSE REQUIREMENTS
1. Thoughtful and prepared participation in class discussions - 25%
We are a class of adult learners representative of different styles of thinking and learning. It is the
responsibility of each class member to come prepared to discuss the assigned readings for the session. Each
session will conclude with a brief time of silence in order to give you some moments for reflection on the class
and your own participation. For this purpose, please bring a small notebook or paper for this time of
journaling. This activity will be helpful as you move towards writing the final paper.
2. Teaching – 25%
Each class member will have the opportunity to teach a short segment of class (15 minutes) using one of
the teaching methods we will be studying. This is an opportunity to take a risk and try teaching a method
which is unfamiliar or new to you: lecture, discussion, commitment (connecting faith and life), or artistic.
Two methods, artistic and commitment will require at least 60 minutes so working with partners is good.
After each person has taught, you will have time to write some comments in response to their teaching.
After you have taught, write a one page teaching reflection paper commenting on your response to these
questions and email it or turn it in no later than one week after you teach.
1. What were the challenges for you in using this method of teaching and learning with adults?
2. In preparing to teach what insights from the assigned reading related to the method you used were
most helpful?
3. In teaching the class, what were your greatest learnings? What do you want to remember?
3. Review and Reflection Paper – 10%
Select a fifth reading of your choice from the list on pgs 4-5. A 2 page review and reflection paper on this
reading should be posted on Moodle by Tuesday, April 5.
Include these things:

Title, author, publishing information and cost

Your critique of the book, article. Do you recommend it to others to read, why or why not? What
makes it a helpful resource to recommend to church school teachers or pastors?

What in this book would you consider using with teachers in a workshop on developing skills and
abilities as a teacher in the church?

What in this reading most clearly addressed your own skills and abilities as a teacher?

Include one or two quotes that that stood out for you in this reading.
4. Experiential learning Session – 15%
Opportunities for teaching and learning are all around us. This experience will provide you with the
opportunity to learn about a topic and write a session of curriculum that would involve youth or adult
learners. Your curriculum session is due on April 27.
5. Final Reflective/Integrative Paper – 25%
Due May 4 posted on Moodle and bring to class
This paper should be no more than 4-6 pages in length and should address the following points:
a. Self-assessment of yourself as a teacher – Based on your experiences in this class (readings, teaching,
assignments, class discussions/experiences) comment on your own abilities as a teacher – greatest
strengths, areas of growth. Identify important learnings over the course of the semester. In what ways
have your journal entries been helpful?
b. With respect to the readings for this course, which ones challenged and affirmed your own assumptions
about teaching and learning or teaching adults in the church?
c. Which methods discussed and experienced in this course will be your “bread and butter” methods?
Why? In what ways do these methods relate to your own style of learning and your intelligence strengths
and weaknesses?
d. What is your greatest hope for adult religious education in the congregation?
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Optional Book choice:
Teaching Children
1. Barbara Bruce, 7 Ways of Teaching the Bible to Children, Abingdon, 1996. ISBN 0-687-02068-9
Teaching Children Bible Basics, 34 Lessons for Helping Kids Learn to Use the Bible, Abingdon, 1999.
ISBN 0-687-02465-X
2. Phyllis Vos Wezeman, 100 Creative Teaching Technique for Religion Teachers, Twenty-Third
Publications, 2001. ISBN 1-58595-141-2
Teaching Youth and Adults
3. Don Richter and Dorothy Bass, eds., Way To Live, Christian Practices for Teens , Upper Room, 2002.
ISBN 0835809757 Also, visit the website and read the leader’s guide – waytolive.org
4. Donald L. Griggs, The Bible From Scratch, The Old Testament for Beginners, W/JKP, 2002.
ISBN 0-664-22576-4. The Bible From Scratch, The New Testament for Beginners,
W/JKP, 2003. ISBN 0-664-22577-2 . Genesis From Scratch, 2010. Mark’s Gospel From Scratch, 2010.
5. Doris C. Clark, Feed All My Sheep, A Guide and Curriculum for Adults with Developmental Disabilities,
Geneva, 2000. ISBN 0-664-50113-3
6. Rebecca Grothe, ed., Lifelong Learning, A Guide to Adult Education in the Church, Augsburg, 1997.
ISBN 0-8066-2999-1
7. Karen Tye, Your Calling as a Teacher, Chalice, 2008.
Methods of Teaching and Learning
8. Donald L. Finkel, Teaching With Your Mouth Shut, Boynton/Cook, 2000. ISBN 0-86709-469-9
9. Stephen D. Brookfield, Stephen Preskill, Discussion as a Way of Teaching, Tools and Techniques for
Democratic Classrooms, Jossey-Bass, 1999. ISBN 0-7879-4458-0
10. Stephen Brookfield, The Skillful Teacher: On Technique, Trust and Responsiveness in the Classroom,
Jossey-Bass, 2000.
11. Jane Vella, Learning to Listen, Learning to Teach, The Power of Dialogue in Educating Adults,
Jossey-Bass, 1994. ISBN 1-55542-6300-1
Taking Learning to Task, Creative Strategies for Teaching Adults, Jossey-Bass, 2001.
12. Donald A. Bligh, What’s the Use of Lectures? Jossey-Bass, 2000. ISBN 0-7879-5162-5
13. James M. Banner and Harold C. Cannon, The Elements of Teaching, Yale University Press, 1997.
ISBN 0-300-07855-2
14. Thomas Groome, Sharing Faith: A Comprehensive Approach to Religious Education and Pastoral
Ministry The Way of Shared Praxis, Harper Collins, 1999. ISBN: 1579101968 Educating for Life,
A Spiritual Vision for Every Teacher and Parent, Crossroad/Herder & Herder, 2001. 0824519701
15. C. Roland Christensen, David A. Garvin and Ann Sweet, Education for Judgment, The Artistry of
Discussion Leadership, Harvard Business School, 1991. ISBN 0-87584-255-0
16. Maria Harris, Teaching and Religious Imagination, An Essay in the Theology of Teaching, Harper and
Row, 1987. ISBN 0-06-254801-8
17. Barbara Gross Davis, Tools for Teaching, Jossey-Bass, 2001. 1-55542-568-2
18. Berenice Malka Fisher, No Angel in the Classroom, Teaching through Feminist Discourse, Rowman
and Littlefield, 2001. 08747691241
19. Howard Gardner, Intelligence Reframed, Multiple Intelligences for the 21st Century, Basic Books,
1999. ISBN 0-465-02610-9
20. Barbara Bruce, Start Here, Teaching and Learning with Adults, Discipleship Resources, 2000.
ISBN 0-88177-303-4
Triangular Teaching, A New Way of Teaching the Bible to Adults, Abingdon, 2007.
21. Kathleen T. Talvacchia, Critical Minds and Discerning Hearts, A Spirituality of Multicultural Teaching,
Chalice, 2003. 082720491
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 The Vocation of the Teacher
22. Gloria Durka, The Teacher’s Calling, A Spirituality for Those Who Teach, Paulist, 2002.
ISBN 0-8091-4062-4
23. Stephen D. Brookfield, Becoming a Critically Reflective Teacher, Jossey-Bass, 1995. 0787901318
24. bell hooks, Teaching to Transgress, Education as the Practice of Freedom, Routledge, 1994.
ISBN 0-415-90807-8.
Teaching Community, A Pedagogy of Hope, Routledge, 2003. 0415968186
25. Karen Tye, Your Calling as a Teacher, Chalice, 2008. 9780827244146
26. Carol Krau, Keeping in Touch, Christian Formation and Teaching, Discipleship Resources, 1999.
ISBN: 0881772488
27. Robert W. Pazmino, Basics of Teaching for Christians, Preparation, Instruction, Evaluation,
Baker Books, 1998. ISBN: 0801021731
28. Maria Harris, Women and Teaching, Paulist, 1988. 0809129914
29. Ellen Ott Marshall, Choosing Peace Through Daily Practices, Pilgrim, 2005. 0829816429
 Teacher Education
30. Donald L. Griggs, Teaching Today’s Teachers to Teach, Abingdon, 2003. ISBN 0-687-04954-7
31. John M. Bracke & Karen B. Tye, Teaching the Bible in the Church, Chalice Press, 2003. 0827236433
32. Barbara Bruce, 7 Ways of Teaching the Bible to Adults, Using our Multiple Intelligences to Build
Faith, Abingdon, 2000. 0687090849
33. Sara Covin Juengst, Equipping the Saints, Teacher Training in the Church, W/JKP, 1998
0-664-25754-2
34. Delia Halverson, The Nuts and bolts of Christian Education, Practical Wisdom for Teachers and
Leaders, Abingdon, 2000. ISBN 068707116
35. Pierre Dominice, Learning From Our Lives, Using Educational Biographies With Adults, Jossey-Bass,
2000. ISBN 0787910317
36. Sonia Nieto, ed, Why We Teach, Teacher’s College Press, 2005. 0807745936
37. Barbara K. Given, Teaching to the Brain’s Natural Learning Systems, Association for Supervision and
Curriculum Development, 2002. 0871205696
38. Mary E. Hess and Stephen D. Brookfield, eds, Teaching Reflectively in Theological Contexts, Promises and
Contraditions, Krieger, 2008. 1575242842
There is a nice leaders’s guide for Parker Palmer’s book by Rachel Livsey, The Courage to Teach, A Guide for
Reflection and Renewal, Jossey-Bass, 1999. 0-7879-4645-1
Additional Options for the Extra Reading Assignment
1. Select 3 journal articles to read and review from journals such as Religious Education and The Journal of
Adult Theological Education. Both of these are in the JKM Library.
2. Read and evaluate 4-6 online teacher preparation tools/resources from such websites as:
thethoughtfulchristian.com; spiritseasons.com;livebig.com; speakingoffaith.org;
religionandnewsethicsweekly.org; http://www.stephenbrookfield.com/Workshop_Materials.html
3. Select 3-4 chapters to read and review from edited works.
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February 2
CLASS SESSIONS
Do we teach the way we have been taught?
Focus:

Become familiar with who we are as a community of adult learners

Identify hopes for learning; review the syllabus; identify teaching preferences

Reflect on experiences with teaching and learning, contexts, methods, learners and curriculum
February 9 How do adults learn?
Focus:

Learning theory and adults

Adults as learners in congregational contexts

Complete a Multiple Intelligence Inventory and discuss implications for our role as teachers and learners

Discuss readings

Finalize teaching schedule
Readings:

Tye and Bracke, Chapter 1, “Teaching the Bible: How we Learn”

Brookfield, Chapter 1, “Discussion in a Democratic Society”

Palmer, Chapter 3
February 16 How do we begin to think about teaching?
Focus:

Planning for teaching and learning

The lesson plan made visible in adult curriculum - how process and methods are used in lesson plans
 Guidelines for writing curriculum
Readings and Assignment:

Osmer, Teaching for Faith, Chapters 1 and 2

Tye and Bracke, Chapter 2

Palmer, Chapters 1 and 2
Assignment: Bring to class something that could be used as curriculum with older youth or adults: a website,
articles from the newspaper or magazines; a conversation you’ve had recently with an adult; a program
you’ve heard on NPR (npr.org- at this website, check out the program, “This I Believe”);
thethoughtfulchristian.org is an online resource center for adult curriculum. Think about the context in which
you might use this material.
February 23 How do we use discussion methods in teaching and learning?
Focus: Using discussion methods with adults – “the good, the bad, the ugly”
Readings:
Required:
 Brookfield, Chapters 2, 3, 4, 6
 Osmer, Chapter 4
Recommended:
 Christensen, et all, Education for Judgment, The Artistry of Discussion, Chapter 6, “Every Student Teaches and
Every Teacher Learns: The Reciprocal Gift of Discussion”
Teaching: Discussion method
Teachers:______________________________________________________________________
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March 2 “Have you had a good question today?”
Focus:

The reality of the kinds of questions we ask and how they enable or prevent learning

Typology of questions
Readings:

Brookfield, Chapters 5, 7, 8

Tye and Bracke, Chapters 4-5

Davis, Tools for Teaching, Chapter 8, “Leading a Discussion” ; Chapter 10, Using Questions
Teaching: Discussion Method, focusing on illustrating different kinds of questions
Teachers: ___________________________________________________________________________________
Reading Week – March 7-11
March 16
How do we help adults connect the biblical story, faith and life?
Focus:

Methods of teaching and learning which connect faith and life stories

Become familiar with Osmer’s 5 steps: Remember, Reflect, Encounter, Share, Decide
Readings:

Osmer, Chapter 5

Tye and Bracke, Chapter 3
Teaching: Teaching for Commitment
Teachers:_____________________________________________________________________________________
March 23 How do we help adults learn with artistic methods? What role do the senses play in
learning?
Focus:

Artistic methods that work well with adults; discussion of Harris

Reflecting on our own assumptions about teaching and learning using varieties of art forms
Readings:

Harris, Teaching and Religious Imagination, Chapter 2, “Teaching”.
Teaching: Artistic method
Teachers:_____________________________________________________________________________________
March 30 How do we teach using lectures?
Focus:

Thinking about methods we use in teaching adults

Using lecture

Considering ways to communicate information with adults
Readings:

Osmer, Chapter 3

Davis, Chapter 16 “Supplements and Alternatives to Lecturing: Encouraging Student Participation”
Teaching: Lecture Method
Teaching: __________________________________________________________________________________
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April 6 How do we learn through direct experience?
Focus:
1.
2. Make connections between art, experiential learning and teaching and learning with youth/adults
3. Reflect on the experience and learnings and begin to conceptualize how you would contribute to a month
Long focus on this issue in a congregation, in educational and worship settings. Our writing will work to
connect this issue with biblical texts or theological themes. Guidelines for designing this session will be
reviewed in class. For your writing, learners canl be elementary age children, youth, adults, or multigenerational. Working with a partner on this session is fine! The session design is due in class on or before
April 27.
Reading/Preparation:
April 13
How do I become critically reflective of my own teaching?
How do we invite/support/nurture adults in their role as teachers
Focus:

The role of the pastor as educator/teacher
 Thinking in intentional ways about the ways we invite adults to teach; the ways we support them during
their time of teaching; and the ways we teach teachers about methods of teaching and learning
 Discussion of readings
 Sharing of quotes from books we read
Book Review Due
Readings:

Brookfield, Chapter 1, “What It Means to Be a Critically Reflective Teacher” on Moodle

Brookfield, Chapters 9-10
Teachers: _____________________________________________________________________________________________
April 18-22 Holy Week Break
April 27
How do I have a critical mind and a discerning heart?
Focus:

Considering the ways we support and nurture teachers in the church

Thinking theologically about teaching and learning
Readings:

Palmer, Chapters 4-7

Aostre N. Johnson, “Teaching as Sacrament”, Rethinking Intelligence.

Tye and Bracke 4-5
Teachers: _____________________________________________________________________________________________
May 4 What does it mean to have the heart of a teacher?
Final Paper Due
Focus:

Connecting faith, spiritual formation and the life of a teacher in the congregation

Learnings from this course: yourself as a teacher; which methods work best with age groups in the church

Course evaluation and end of class celebration
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