P E E R
F A C I L I T A T O R
T R A I N I N G
M O D U L E
1
Module
1
The BYU-Idaho
Learning Model
Purpose: To know and apply the principles and process of the BYU-Idaho Learning Model
T
he challenge before us is to create even more powerful and effective
learning experiences in which students learn by faith… Students need
opportunities to take action… Some of [those opportunities] will come in
the classroom, where prepared students, exercising faith, step out beyond the light
they already possess, to speak, to contribute, and to teach one another. It is precisely
in that moment that the Spirit teaches.” (Kim B. Clark, “Inaugural Response,”
Brigham Young University–Idaho, October 11, 2005)
PRINCIPLES
Learners and teachers at BYU–Idaho:
1. exercise faith in Christ as a principle of action and power;
2. understand that true teaching is done by and with the Holy Ghost;
3. lay hold upon the word of God as found in the holy scriptures and in the words of
the prophets in all disciplines;
4. act for themselves and accept responsibility for learning and teaching;
5. love, serve, and teach one another
through the three-step process of “Prepare”, “Teach One Another”, & “Prove/Ponder.”
QUESTIONS TO PREPARE FOR CLASSROOM DISCUSSION





How is everyone at BYU-Idaho a learner and a teacher?
How is exercising faith linked to action?
What does it mean for students to accept responsibility for their learning?
How will the learning model change the way you prepare for class?
What is expected of us as we “love, serve, & teach one another?”
PREPARATION ASSIGNMENT
1. Come prepared to share a scripture that you have found helpful in better
understanding each of the principles of the learning model.
1
P E E R
F A C I L I T A T O R
T R A I N I N G
M O D U L E
1
INSTRUCTIONAL MATERIAL
Principle One:
Learners and teachers at BYU–Idaho exercise faith in the Lord Jesus Christ as a
principle of power.
The Prophet Joseph Smith taught that “faith is not only the principle of action, but of power
also, in all intelligent beings” (Lectures on Faith, p. 3). To exercise faith in the Lord Jesus
Christ is to accept Him as our Savior and live in accordance with His will through
repentance and obedience to His commandments. Learning to focus one’s faith in Christ is
fundamental to enjoying deep, life-changing learning. Learners and teachers who center their
faith in the Savior “look unto [Him] in every thought” such that they do not doubt their
capacity to learn, nor fear their opportunities to teach (D&C 6:36). The power we access
through faith in the Savior allows us to exceed our natural limits and learn beyond our
natural capabilities. This enabling power is manifest through the bestowal of spiritual
knowledge. (BYU-Idaho Learning Model, June 2007, p. 2)
By my power will I make known unto them … things which eye has not seen, nor ear
heard. (D&C 76:10)
Somewhere in your quest for spiritual knowledge, there is that “leap of faith,” as the
philosophers call it. It is the moment when you have gone to the edge of the light and
stepped into the darkness to discover that the way is lighted ahead for just a footstep or
two. “The spirit of man,” … as the scripture says, indeed, “is the candle of the Lord”
(Prov. 20:27). (Boyd K. Packer, “The Candle of the Lord,” Ensign, Jan. 1983, p. 51).
(Also see: Russell M. Nelson, “The Power of Prayer,” Ensign, May 2003, p. 7, which
explains revelation comes often in response to an immediate need, usually when the
learner is at the edge of his/her own light.)
Principle Two:
Learners and teachers at BYU–Idaho understand that true teaching is done by and
with the Spirit of the Holy Ghost.
As members of The Church of Jesus Christ of Latter-day Saints, we have been commanded
to receive the Holy Ghost. No matter what subject we study, whether spiritual or temporal,
the Holy Ghost may instruct us as to the truths contained therein. Through instruction by
the Spirit, our learning can be tailor-made for our personal development. We recognize that
as we keep the commandments of God we will receive the inspiration and guidance of the
Holy Ghost in all our learning and teaching. (BYU-Idaho Learning Model, June 2007, p. 4)
Therefore, why is it that ye cannot understand and know, that he that receiveth the word
by the Spirit of truth receiveth it as it is preached by the Spirit of truth? 22 Wherefore, he
that preacheth and he that receiveth, understand one another, and both are edified and
rejoice together. (D&C 50:21-22 21)
2
P E E R
F A C I L I T A T O R
T R A I N I N G
M O D U L E
1
The Holy Ghost is the Testifier of Truth, who can teach men things that they cannot
teach one another. (Gordon B. Hinckley, Teachings of Gordon B. Hinckley, 1997, p. 259)
Principle Three:
Learners and teachers at BYU–Idaho lay hold upon the word of God as found in the
Holy Scriptures and in the words of the prophets in all disciplines.
Laying hold upon the word of God in the scriptures and in the words of the prophets
signifies our faith in, the priority of, and the importance of the word of God at BYU–Idaho.
The word of God is the anchor. It is the standard against which, and the lens through which,
all things in every discipline are measured and evaluated. We seek excellence in our academic
disciplines as we strive to understand them in the light of the restored gospel. Learners and
teachers at BYU–Idaho seek to master the learning and knowledge of their respective
disciplines, but they do not “lay hold” on that knowledge if it conflicts with the word of
God. When learners and teachers at BYU–Idaho use the word of God in this way, they are
able to “lay hold upon every good thing” (Moroni 7:25). (BYU-Idaho Learning Model, June
2007, p. 6)
Yea, we see that whosoever will may lay hold upon the word of God, which is quick and
powerful, which shall divide asunder all the cunning and the snares and the wiles of the
devil, and lead the man of Christ in a strait and narrow course across that everlasting gulf
of misery which is prepared to engulf the wicked. (Helaman 3:29)
Many in the secular world are often adrift and anchorless. Only an education which
educates for eternity has the wholeness which humans need. When we separate learning
from divine moral truth it quickly deteriorates into a restless, roving search for meaning
and often drifts into a sensual selfishness. (Edward L. Kimball, The Teachings of Spencer W.
Kimball, 1982, p. 387)
Principle Four:
Learners and teachers at BYU–Idaho act for themselves and accept responsibility for
learning and teaching.
Learning does not come without effort and sacrifice. Learners reap what they sow. Teachers
and students are expected to act; these actions include diligent effort and preparation,
reflection and prayer, and maintaining a proper attitude toward learning. When learners and
teachers exercise agency by acting in accordance with correct principles, they open their
hearts to the Holy Ghost and invite His teaching. (BYU-Idaho Learning Model, June 2007,
p. 9)
For behold, it is not meet that I should command in all things; for he that is compelled
in all things, the same is a slothful and not a wise servant; wherefore he receiveth no
reward. 27 Verily I say, men should be anxiously engaged in a good cause, and do many
things of their own free will, and bring to pass much righteousness; 28 For the power is
in them, wherein they are agents unto themselves. And inasmuch as men do good they
shall in nowise lose their reward. (D&C 58:26-28 26)
3
P E E R
F A C I L I T A T O R
T R A I N I N G
M O D U L E
1
People tend often to measure their righteousness by the absence of wrong acts in their
lives, as if passivity were the end of being. But God has created ‘things to act and things
to be acted upon’ (2 Nephi 2:14), and man is in the former category. He does not fill the
measure of his creation unless he acts, and that is in righteousness. (“Thou Shalt Have
No Other Gods before Me,” Teachings of Presidents of the Church: Spencer W. Kimball, The
Church of Jesus Christ of Latter-day Saints, 2006, p. 148)
Principle Five:
Learners and teachers at BYU–Idaho love, serve, and teach one another.
Teaching is an essential learning component. At BYU–Idaho, students teach to learn, and
learn to teach. When students teach diligently, they receive deeper insight and are instructed more
perfectly (see D&C 88:78). When learners and teachers view one another charitably, they
create safe learning environments where all can stretch and stumble without fear. All
learners—students and faculty—serve others through diligent preparation, cooperative
effort, and teaching one another; thus charity replaces competition. (BYU-Idaho Learning
Model, June 2007, p. 11)
Appoint among yourselves a teacher, and let not all be spokesmen at once; but let one
speak at a time and let all listen unto his sayings, that when all have spoken that all may
be edified of all, and that every man may have an equal privilege. 123 See that ye love
one another … learn to impart one to another as the gospel requires. 124 … cease to
find fault one with another … 125 And above all things, clothe yourselves with the bond
of charity, as with a mantle, which is the bond of perfectness and peace. (D&C 88:122125 122)
Share your gifts and talents so that you can tutor, mentor, be in a study group possibly,
or participate in the classroom… I give you a promise…, you will find that both the
giver and the receiver are better off for the interaction. (Robert D. Hales, “Untitled,”
Brigham Young University-Idaho Devotional, February 20, 2007)
4
P E E R
F A C I L I T A T O R
T R A I N I N G
M O D U L E
1
BYU-IDAHO Learning Model: Student Process
The illustration below demonstrates how principles of the Learning Model might be applied
as a process for students. The model has three steps:
1. Prepare
2. Teach One Another
3. Ponder/Prove
These steps are highlighted by the three larger boxes. Within these boxes the model contains
possible actions for each step of the process.
2.TEACH ONE ANOTHER
1. PREPARE
SMALL GROUP PREPARATION
ONLINE

ONGOING SPIRITUAL
PREPARATION
In-class Experience
After-class Experience

Be on time

Participate in group

Begin with Prayer
experience: individually
discussion

Be actively engaged
and with your group

Listen and respond to the

Record Learning
teacher and other students

Note outstanding

Try out ideas

Test understanding


Trust in Lord

Be worthy and obedient

Pray

Lay hold on the word of God

Cultivate a positive attitude
3.PONDER/PROVE

INDIVIDUAL PREPARATION

Participate in assessment
activities
Listen carefully to the
Spirit; note insights

questions
Treat other students with
respect
Reflect after each learning

Seek additional learning
Apply what you are
opportunities; go beyond
learning
what is required
To Teach

Be organized

Read and study

Complete assignments

individually and in groups.
To Learn

Be thorough

Develop and answer
questions

Teach other students
Know and love other teachers
and learners
5
P E E R
F A C I L I T A T O R
T R A I N I N G
M O D U L E
1
INSTRUCTIONAL PLAN IDEAS
In structuring your lesson plan consider your time, the size of the group, their personality,
and the physical environment of your meeting space.
1. Use teaching activities to help students better understand the five principles of the
learning model. Avoid simply reviewing the principles. Engage your students by
having them share the scriptures that they have prepared. Discuss the preparation
questions. Involve your students in collaborative activities that allow the principles to
“speak for themselves” and the Spirit to teach.
2. Demonstrate how the learning model can guide students in making decisions in a
variety of situations and circumstances at BYU-Idaho. Select activities that encourage
students to apply the principles they have learned. Discuss how the process of the
learning model is applied in your course.
LEARNING ACTIVITIES
Group Scripture Sharing
Divide the students into five groups. Assign them one of the learning model principles to
discuss as they meet. Have them share the scriptures that they prepared with the group.
Then ask them to discuss how they see this applying to them and other students learning at
BYU-Idaho. Explain that you will randomly select a person to share what they learned from
the small group discussion in front of the larger group.
Comparisons
Use analogies or comparisons to help illustrate principles of the learning model. Divide
students into groups and explain how “the Savior often referred to familiar earthly objects or
experiences to help His listeners understand spiritual principles. He spoke of Himself as “the
bread of life” (John 6:35) and “the good shepherd” (John 10:11, 14). He taught His followers
to seek out the lost sheep (see Matthew 10:5–8) and to feed His lambs (see John 21:15–17).
The Lord compared the kingdom of heaven to a treasure, a pearl, and a fishing net (see
Matthew 13:44– 48). He likened faith to a mustard seed (see Matthew 17:20).” (Teaching the
Gospel: A Handbook for CES Teachers and Leaders, The Church of Jesus Christ of Latter-day
Saints, 2001, p. 163).
In a similar fashion to these analogies, ask the group to come up with a simple tangible
object or experience that can be likened to the learning model principle that you assign them.
After they have discussed and agreed on the comparison, have them report to the larger
group. Why did they select this comparison? What did they learn about the principle as they
made this analogy?
6
P E E R
F A C I L I T A T O R
T R A I N I N G
M O D U L E
1
Case Study
Have the students read the short scenario below and prepare them to discuss it in light of
the learning model.
Tom has been in his Biology 211 class for several weeks now and wants to improve. He
is disheartened with the poor results of his recent midterm exam. After midterms, he is
only pulling a C in the class.
Tom felt that class was taught the same way everyday. The teacher lectured each day on
relevant material and concepts. She was very good, however, at asking questions but the
questions were often centered on the difficult aspects of the principle or concept she was
teaching. Several of the same students would often respond to her questions, so Tom
felt little incentive to prepare for class by reading the assigned chapters. Tom did notice
that many of the questions the teacher asked in class were related to the same difficult
concepts that appeared on the midterm exam.
The teacher also used examples and illustrations in her lectures to support and clarify
principles being taught. However, for Tom the examples seemed confusing and he
couldn’t always make the connections between the example and the principle being
taught. Furthermore, Tom wished he would not have signed up for the 8:00 a.m. class.
He stays up late and plays computer games; consequently, he barely wakes up in time to
get dressed and rush to class.
Tom did find some success early on: He went to some of the study group sessions where
a couple of the “bright” students also attended. Although Tom rarely contributed to the
study group discussions, he found that by reviewing his notes from the discussions and
learning from those students who knew the material, he did fairly well on the online
weekly quizzes. This approach seems to be working until the midterm exam. Now, with
a C grade at mid-semester, he was wondering what he should do to improve his grade.
Tom wanted to make some changes, but he didn’t know exactly what he could do that
would help.
Develop questions for group discussion about Tom’s scenario that will help students apply
the principles of learning.
Application
Write each of the major steps Prepare, Teach one Another, Ponder/Prove on the board and
brainstorm additional ideas of student actions under each of these categories. How does the
model allow students to apply principles of the learning model in a practical manner? How
can you encourage these patterns of behavior in the courses that you facilitate?
Examples
Give students a few minutes to think of personal examples of when they have applied
principles of the learning model in their life. Ask them to note an experience for each of the
five principles. Partner them with a person next to them and then ask them to share with
each other their experiences related to the principles. If time permits, allow volunteers to
share outstanding examples with the larger group.
7
P E E R
F A C I L I T A T O R
T R A I N I N G
M O D U L E
1
Video Clips
Show a clip of President Clark discussing concepts of the learning model and discuss
connections to the learning model.
http://stream.byui.edu/employee/onlinelearning/learningmodel/Learning_Model_Forum.
wmv
The following links are views the learning model principles and are helpful for online
training:
High Speed Streaming
http://stream.byui.edu/employee/onlinelearning/learningmodel/LearningModelL.wmv
Medium Speed Streaming
http://stream.byui.edu/employee/onlinelearning/learningmodel/LearningModelM.wmv
Stories
Below are stories from three Apostle’s lives about learning. Divide students into groups of
three. Give each person in the group one of the stories to read. Tell them that after reading
the story about an apostle ask the students to choose one or two related principles from the
BYU-Idaho learning model that are illustrated in the story. Once they have done this
preparation, have them relate the story and the related BYU-Idaho learning model principles
to the other two students.
Elder Robert D. Hales
I can remember years ago coming out of my first accounting class and feeling like I had
just come out of a class where a foreign language had been spoken. I didn’t have a clue
what a debit or a credit was and what it meant in terms of cash flow and a balance sheet.
I didn’t know where to turn. One of my best friends at the university (not a member of
the Church) was studying to be a certified public accountant, and he loved accounting. I
can vividly remember sitting down on a hillside on a grassy knoll, opening our books,
and having him tutor me in the language of accounting and its objectives and purposes,
which I would take with me into the business world for the rest of my life. Harvey
wasn’t concerned or worried that I would get a higher grade or be able to pass rather
than fail. He was helping a friend in need. You never forget such gestures of kindness
and caring in life. It is more than an educational process to get a credit. This is how dear
friends are bonded and a realization of why we are here in mortality.
Later in my life at Harvard Business School one of the most magnificent experiences was
to be part of a study group which met every evening to review the case studies in
preparation for being called on in class and discussing a case method study. I am so
appreciative of the men I associated with in that study group and their willingness to
share their intelligence and their background with one another. Once again, I urge you to
think in terms of tutoring, mentoring, and being in study groups. (Robert D. Hales,
“Untitled,” Brigham Young University–Idaho Devotional, February 20, 2007)
8
P E E R
F A C I L I T A T O R
T R A I N I N G
M O D U L E
1
Elder Henry B. Eyring
Years ago I was sitting in a sacrament meeting with my father. He seemed to be enjoying
what I thought was a dull talk, given by a member of the stake high council. I watched
my father, and to my amazement his face was beaming as the speaker droned on. I kept
stealing looks back at him, and sure enough, through the whole thing he had this beatific
smile.
Our home was near enough to the ward meetinghouse that we walked home. I
remember walking with my father on the shoulder of the road, which at the time wasn’t
paved. I kicked a stone ahead of me as I plotted what I would do next. I finally got up
enough courage to ask him what he thought of the meeting. He said it was wonderful.
Now I really had a problem. My father had a wonderful sense of humor, but you didn’t
want to push it too far. I was puzzled. I was trying to summon up enough courage to ask
him how I could have such a different opinion of that meeting and that speaker.
Like all good fathers, he must have read my mind, because he started to laugh. He said:
‘Hal, let me tell you something. Since I was a very young man, I have taught myself to do
something in a church meeting. When the speaker begins, I listen carefully and ask
myself what it is he is trying to say. Then, once I think I know what he is trying to
accomplish, I give myself a sermon on that subject.’ He let that sink in me for a while as
we walked along. Then, with that special self-deprecating chuckle of his, he said, ‘Hal,
since then I have never been to a bad meeting’. (Henry B. Eyring, “Listen Together,” To
Draw Closer To God: A Collection of Discourses, 1997, p. 22-23)
Elder Russell M. Nelson
Many of us have had experiences with the sweet power of prayer. One of mine was
shared with a stake patriarch from southern Utah. I first met him in my medical office
more than 40 years ago, during the early pioneering days of surgery of the heart. This
saintly soul suffered much because of a failing heart. He pleaded for help, thinking that
his condition resulted from a damaged but repairable valve in his heart.
Extensive evaluation revealed that he had two faulty valves. While one could be helped
surgically, the other could not. Thus, an operation was not advised. He received this news
with deep disappointment.
Subsequent visits ended with the same advice. Finally, in desperation, he spoke to me
with considerable emotion: ‘Dr. Nelson, I have prayed for help and have been directed
to you. The Lord will not reveal to me how to repair that second valve, but He can reveal
it to you. Your mind is so prepared. If you will operate upon me, the Lord will make it
known to you what to do. Please perform the operation that I need, and pray for the
help that you need.’
His great faith had a profound effect upon me. How could I turn him away again?
Following a fervent prayer together, I agreed to try. In preparing for that fateful day, I
prayed over and over again, but still did not know what to do for his leaking tricuspid
valve. Even as the operation commenced, my assistant asked, ‘What are you going to do
for that?’ I said, ‘I do not know.’
9
P E E R
F A C I L I T A T O R
T R A I N I N G
M O D U L E
1
We began the operation. After relieving the obstruction of the first valve, we exposed
the second valve. We found it to be intact but so badly dilated that it could no longer
function as it should. While examining this valve, a message was distinctly impressed
upon my mind: Reduce the circumference of the ring. I announced that message to my assistant.
‘The valve tissue will be sufficient if we can effectively reduce the ring toward its normal
size.’
But how? We could not apply a belt as one would use to tighten the waist of oversized
trousers. We could not squeeze with a strap as one would cinch a saddle on a horse.
Then a picture came vividly to my mind, showing how stitches could be placed—to
make a pleat here and a tuck there—to accomplish the desired objective. I still remember
that mental image—complete with dotted lines where sutures should be placed. The
repair was completed as diagrammed in my mind. We tested the valve and found the leak
to be reduced remarkably. My assistant said, ‘It’s a miracle.’
I responded, ‘It’s an answer to prayer.’
The patient’s recovery was rapid and his relief gratifying. Not only was he helped in a
marvelous way, but surgical help for other people with similar problems had become a
possibility. I take no credit. Praise goes to this faithful patriarch and to God, who
answered our prayers. This faithful man lived for many more years and has since gone to
his eternal glory. (Russell M. Nelson, “Sweet Power of Prayer,” Ensign, May 2003, p. 7)
10