Teaching with Visuals
From SPARK
Contents |
Unpublished
Summary
A workshop for teaching Scripture using Biblical videos.
Introduction
The teaching model where the professor stands in front of the class and lectures, does not work well in most oral societies. The Quechua-speaking people of Peru learn by watching, listening, or talking with someone else. OkayBiblical videos now provide a teaching tool for these people.
Key Factors
- People learn by watching, listening, or talking with others
- Students are motivated to learn
In Quechua communities, Vernacular Scripture promoters learn how to teach the Scriptures. They attend a workshop which uses a Luke Video or Genesis Video. First, they show a portion of the video, and then ask questions to see if the passage was understood. The promoter guides the people until they answer the questions correctly. These discussions help people learn the passage and apply it to their lives.
What was done
We chose Quechua Scripture promoters who had shown the Luke Video in Quechua communities. Then we invited them to the workshop. We had them study the portion of the video they selected to teach. They were asked to make a list of questions for people to answer.
Questions to answer
- What did you think of the story?
- What is this parable or story about?
- What is happening? What does the man say?
- What does Jesus say?
- What does this portion of the Bible teach us?
- How can we apply this to our lives?
- What do we need to do or change?
We showed the chosen portion and stopped the video at the end of it. They practiced teaching by asking the class the prepared questions. They are given two goals. First, to have a lively discussion that leads to the correct conclusions. Second, to apply the Scripture to their lives. The promoter does more than guide people through the study. He motivates them. After the discussion, the same portion of video is shown again to see if the class missed anything. Each lesson was taught using this same process.
Results
We found that a good, lively discussion with a group of 30 to 50 Quechuas can go on for as long as 30 minutes, depending on the Scripture portion. This process is good for non-readers, including young people and children. It is especially helpful for those who are used to being in small groups. The discussions are important for those who have prayed to receive Christ after seeing the passion, death, and resurrection of the Lord on the video.
It is good for the promoters to stay in the community for a few days afterwards. They can help teach new believers the important beliefs they will need to know to live Christian lives. Some can teach new believers four or five topics each evening.
We have trained dozens of Quechua Scripture promoters. Many are teaching in Quechua public schools using this process. This has had a deep impact in the lives of the Quechua-speaking people of Peru.
By Al Shannon
Internal notes:
Original as of 1/23/2006 – LMP
Introduction
The teaching model, where the professor stands in front of the class and lectures, doesn't work well in most oral societies. Among the Quechua speaking people of Peru, everything in life was learned by watching and listening or talking with someone else. With the availability of biblical videos, we now had a wonderful teaching tool for these people.
We decided to have a workshop to train vernacular Scripture promoters how to teach the Scriptures in Quechua communities using the video of the gospel of Luke or Genesis. The promoter leads a group of people by first showing a portion of the video, and then asking comprehension questions to see if the passage was understood. Using this approach, the promoter guides the people until they answer the questions correctly. Through group discussion, people not only learn the passage, but get a chance to apply it to their lives.
What was done
First, we chose Quechua Scripture promoters who had experience showing the Luke video in Quechua communities and invited them to the workshop. We began by choosing a portion of the Luke video that they would like to teach. Next we had them study the portion well and make a list of comprehension questions for people to answer.
Questions to answer
- What did you think of the story?
- What is this parable or story about?
- What is happening? What does the man say?
- what does Jesus say?
- What does this portion of the Bible teach us?
- How can we apply this to our lives?
- What do we need to do or change?
Next we had them show the chosen portion and stop the video at the end of the passage, and practice with the class by asking the questions they had prepared. The goal is to have a lively group discussion, with the people coming to the correct conclusions and making an application to their lives. The promoter is a catalyst rather than a teacher, who only guides the people through the study. After the discussion, we had them show the same portion of video again to see if the class missed anything. It’s amazing what can be overlooked during a one-minute video clip. At the end of that teaching, we moved on to the next lesson and repeated the same process
Results
By using this approach with the Quechuas, we found that a good, lively discussion with a group of 30 to 50 people can go on for as long as 30 minutes, depending on the Scripture portion. This methodology is especially good for people who are non-readers and who are accustomed to discussing matters in small groups, often including young people and children. This discussion is very important for those who have just seen the passion, death and resurrection of the Lord on the video and have prayed to receive Christ.
After the first night of evangelization, it would be an excellent plan for the promoters to stay in the community for a few days, teaching the new believers important concepts they will need to know in their Christian lives. If the promoters are well prepared, they can stay for days, teaching new believers 4 or 5 topics per evening.
We have trained dozens of Quechua Scripture promoters, many who are teaching in the public schools in Quechua areas using this approach. Over the years this has had a deep impact in the lives of the Quechua speaking people of Peru.
By Al Shannon
Changes
Comments
Your Name <input id="comment_author_name" name="comment[author_name]" size="30" type="text" />
Your Thoughts <textarea cols="60" id="comment_message" name="comment[message]" rows="5 </textarea>
