Principles in Biblical Teaching - Syllabus

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2. Course Outline for Biblical Teaching

Course Outline

Session 1: Developing a teaching philosophy

Session 2: Homiletical Process

Session 3: Delivery

Session 4: Lessons

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Testimony & Biography

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3. Developing a Philosophy of Teaching

I. What constitutes excellence in teaching?

II. Developing your own teaching philosophy

III. Holy Spirit in Teaching

IV. Role of Man in Teaching

V. Different teaching methods

What constitutes excellence in teaching?

Think of the teachers who have most influenced your life in a positive way. What was it that made them excellent teachers?
Likewise, think of all of the poor teachers you have had. What is it that made them poor?

Excellent Teaching	Poor Teaching

What is an Effective Teacher?¹

He has clearly-defined _________.
He is _______ and ___________.
He creatively handles _________ and ____________.
He encourages ___________ and ___________ in others.
He is committed to students as ______________.
He is ____________ about teaching.
He is excited about the _____________.
He is open to _________ values and beliefs of others.
He is ____________ _____________.

What is an Ineffective Teacher?

Lack of ____________.
Lack of ____________.
No clearly defined ___________.
Lack of __________ and _______________.
______________ with closed lecture.
Lack of _______________.
No personal _____________ and ______________ concerning subject.
Teaching doesn’t let you ___________.
______________ answers for questions asked.

Developing your own teaching philosophy

Values

Write down your ten primary values. These values will constitute your excellence in teaching paper.

10.

The Role of the Holy Spirit in Teaching

1. Holy Spirit as Persuader

The Holy Spirit is the only persuader of spiritual truth: Read 1 Cor. 2:1-16

2. Holy Spirit as Gift Giver

Although all people are commanded to teach (Deut. 6:7; Matt. 28:19-20), certain people are spiritually gifted to teach (Eph. 4:11; 1 Cor. 12:29).

Write a definition of the Spiritual gift of teaching:

What does the “gift” of teaching look like? In other words, what is the difference between natural ability and the gift of teaching?

Natural Ability

Gift of Teaching

1. Effectively transfer information

2. Assimilate information

3. Imparts Knowledge

4. Intellectual

5. Changed minds

1. Effectively transfer spiritual truth

2. Applies information

3. Imparts Wisdom

4. Spiritual

5. Changed lives

Natural Ability	Gift of Teaching
Effectively educates, persuades, and changes lives outside the Church.	Effectively educates, persuades, and changes lives inside the Church.

How does one know if he or she has been given the gift of teaching?

1. Is there an unusual thirst to learn spiritual things?

2. Is there and unusual ability to understand spiritual things?

3. Is there an unusual desire to teach (Jer 20:9)?

4. Is there a natural ability to teach?

5. Do people benefit spiritually from your teaching?

General Principles

Teaching is a joint venture

Just because you have the gift of teaching does not mean that you do not need to be diligent in your preparation.
How to develop the gift of teaching (Roy Zuck):

1. ______________ the gift (1 Tim 4:14).

2. _________________ others who are effective.

3. Get ____________ in the principles of teaching.

4. Have someone ___________ your teaching and make helpful suggestions.

Role of Man in Teaching

Discipline

2 Tim 2:15

Creativity

Christ’s Example: Conflict, parables, sermons, dilemma, illustrative, and expository.

Passion

This is the “sacrifice-it-all” attitude that you bring with you to a lesson that tells your students that you believe what you are stating. This is evident in the way you stand, speak, move, what you say, and how you live. While passion is difficult to define and impossible to imitate, it will never be missed.

The Difference Between Preaching and Teaching

Teaching	Preaching

Different teaching methods

What are the different methods people use in teaching? List them:

Least affective teaching methods	Most effective teaching methods

Venues

Sermon
Lecture
Sunday School/Fellowship
Small Groups
Interactive Classroom

What is the difference between preaching and teaching?

Hear, see, and do: getting the students engaged:

Hear:

1. Mini-Lecture.

2. Sermon.

3. Role playing.

4. Devils advocate.

See:

1. Use visual illustrations.

2. Give handouts and outlines.

3. Use Power Point.

4. Use white board.

Do

1. Large group discussion.

2. Small groups discussion.

3. Have the students give illustration to a point.

4. Continually ask questions and wait for the answers.

5. Neighbor nudge.

6. Create dilemmas.

7. Field trips.

8. Have student debate.

Questions to ask when choosing a method

1. What are the goals of my lesson?

2. What method would work best for my goals?

3. How much time do I have? One week? Six months?

4. What method would work best in the venue that I am using?

5. What are the expectations/requirements of the group?

6. How many people are in my audience?

7. Can I limit my audience according to my goals?

8. Or do my goals have to be changed because of the size of my audience?

¹Adapted from DTS class notes: Howard Hendricks and Michael Lawson, “Teaching Process.”

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4. The Homiletical Process

Three audiences of the homiletical process:

1. Original Audience

2. Universal (timeless) Audience

3. Contemporary Audience

Exegetical Process:

1. Choose a text that comprises a single unit of thought (pericope).

2. Discover the exegetical outline.

Take into account the natural division markers (but, therefore, and, etc.)
Mark out the natural divisions (each section should not have many divisions—probably not more than three)
Give each division an exegetical heading that summarizes and interprets the division from the viewpoint of the original audience.

3. Discover the exegetical proposition from the viewpoint of the original audience.

Subject: What is the passage talking about?
Compliment: What does it say about what it is talking about?

Theological Process:

1. Using your exegetical outline, discover the theological outline.

Ask the questions:

1. “What does this mean for all people?”

2. “What does this say about God?”

3. “What does this say about man?”

2. Using your exegetical proposition, discover the theological proposition.

Subject: What is the passage talking about?
Compliment: What does it say about what it is talking about?

Homiletical Process:

1. From your theological outline, discover the homiletical outline.

2. From the theological proposition, discover the homiletical proposition.

Example: Matt. 18:20

Pericope:____________

Exegetical Proposition:

Theological Proposition:

Homiletical Proposition (Big Idea):

PRINCIPLES IN BIBLICAL TEACHING SIGN-UP SHEET

Genesis Name

25:19-26 __________________

25:27-34 __________________

26:1-11 __________________

26:12-33 __________________

26:34-28:9 __________________

28:10-22 __________________

29:31-30:24 __________________

30:25-43 __________________

32:1-21 __________________

32:22-32 __________________

33:1-20 __________________

34:1-31 __________________

35:1-29 __________________

Proverbs

4:1 __________________

5:15 __________________

11:1 __________________

11:13 __________________

12:18 __________________

14:27 __________________

16:3 __________________

17:9 __________________

Proverbs Name

20:19 __________________

21:31 __________________

25:26 __________________

26:17 __________________

26:20 __________________

28:13 __________________

Mark

1:1-12 __________________

2:1-13 __________________

3:1-12 __________________

4:35-41 __________________

5:1-20 __________________

6:1-6 __________________

7:24-30 __________________

8:1-21 __________________

8:27-38 __________________

9:30-37 __________________

10:17-31 __________________

11:27-33 __________________

12:1-12 __________________

14:22-31 __________________

16:14-18 __________________

Next week: Prepare a 3min (AND WE MEAN 3 MINUTES) introduction to your passage. Remember, you must find the “Big Idea” of the passage in order to introduce it correctly. However you introduce it (personal illustration, general illustration, revelation of a problem, etc.), it must accomplish two things: 1) does it point to the “Big Idea” of the lesson/sermon? and 2) does it create an “itch” to where people want to hear it?

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5. Delivery

Gen. 25:27-34

^25:24 When the time came for Rebekah to give birth,³³ there were³⁴ twins in her womb. ^25:25 The first came out reddish³⁵ all over,³⁶ like a hairy³⁷ garment, so they named him Esau.³⁸ ^25:26 When his brother came out with³⁹ his hand clutching Esau’s heel, they named him Jacob.⁴⁰ Isaac was sixty years old⁴¹ when they were born.

^25:27 When the boys grew up, Esau became a skilled⁴² hunter, a man of the open fields, but Jacob was an even-tempered man, living in tents.⁴³ ^25:28 Isaac loved Esau, because he had a taste for fresh game,⁴⁴ but Rebekah loved⁴⁵ Jacob.

^25:29 Now Jacob cooked some stew,⁴⁶ and when Esau came in from the open fields, he was famished. ^25:30 So Esau said to Jacob, “Feed⁴⁷ me some of the red stuff—yes, this red stuff—because I’m starving!” (That is why he was also called⁴⁸ Edom.)⁴⁹

^25:31 But Jacob replied, “First⁵⁰ sell me your birthright.” ^25:32 “Look,” said Esau, “I’m about to die! What use is the birthright to me?”⁵¹ ^25:33 But Jacob said, “Swear an oath to me now.”⁵² So Esau⁵³ swore an oath to him and sold his birthright⁵⁴ to Jacob.

^25:34 Then Jacob gave Esau some bread and lentil stew; Esau ate and drank, then got up and went out.⁵⁵ So Esau despised his birthright.⁵⁶

Exegetical Outline

Gen. 25:27-34

I. Moses contrasts Jacob and Esau’s character by portraying Esau as a rugged hunter and Jacob as a more civilized man and gives this contrast in character as the background for the boy’s parent’s partiality (27-28).

A. As a grown man, Esau is said to be rugged and a great hunter while Jacob, by use of a disjunctive clause, is said to be civilized (27).

1. lit, “A man who knew hunting”

2. “Man of the field” found only here in the OT can only be defined by the contrastive statement that Jacob was a “tent dweller” meaning that he was civilized and therefore carry the meaning of “uncivilized.”

B. Because he loved the food that Esau brought, Isaac is said to love Esau, while Rebekah is said to love Jacob without explanation (28).

1. Again, a disjunctive clause is used here to juxtapose the partiality of the boys’ parents.

2. The explanation of Isaac preference for Esau is emphatic in that there is no explanation for Rebekah’s love for Jacob.

II. Esau foolishly gives up his inheritance of the family’s wealth by selling it to Jacob in exchange for a bowl of worthless “red stuff” in a time of extreme hunger and weakness (29-33).

A. Esau, having allowed himself to become starving, weak, and vulnerable while hunting, comes to Jacob’s house with an animal-like appetite and shouts for the first bit of food he sets his eyes on calling it “red-stuff” (29-30)

1. Word-play is used here to show how the hunter becomes the hunted.

2. The word “feed” used by Esau was used for feeding animals and portrays Esau’s weakness and appetite as animal-like.

3. The phrase “red-stuff” shows the barbaric nature of Esau’s hunger in which he is not concerned with what it is he just sees that it is edible and that he wants it.

B. Esau’s weak condition caused Jacob to use it to his advantage trading a worthless bowl of “red-stuff” for an invaluable birthright.

1. Explanation of the birthright.

2. Contrast between the birthright and the “red-stuff.”

III. Esau quickly ate the “red-stuff” and hated his birthright because of it.

Exegetical Proposition

Moses portrays Esau as a rugged animal-like person who satisfied his physical desire of hunger by trading something of immense value for something that was worthless.

Theological Outline

I. People’s temptations are often hereditary (27-28)

II. People’s weaknesses are often set up by previous experience (29-30)

III. People will often give up things of immense value for things that are worthless in times of temptation (31-33)

IV. Giving in to temptations causes you to move further away from God (34)

Structure

1. Life Need

2. Bible Learning

3. Bible Application

4. Life Response²

Into the lesson

Into the Word

Into life³

ü Receiving Information

ü Exploring and Discovering

ü Appropriating

ü Assuming Responsibility⁴

1. Stating the Aim

2. Securing purposeful Bible Study

3. Developing the lesson

4. Making the lesson personal

5. Securing the carryover⁵

FOCUS: Turning heart to hear God’s Word.

DISCOVER: Personal or group interaction into God’s Word.

RESPOND: Applying God’s Word to life.⁶

I. What are you going to talk about and why should I care (Introduction)?

Creates a need or a “hook.”
Answers the audience’s question, “Why do I need to hear what you are talking about?”
Gives a preview to orient and prepare the audience.
Recognizes that people come to your lesson with much baggage from a hard week.
Illustrates the importance of the forthcoming message.

Components of an Introduction:

1. Introduction

a. Illustration (personal if possible)

b. Current events

c. Creation of a dilemma

2. Challenge the Audience

a. Moves from you to them

b. Creates the “itch” or the need

3. Reveal the Subject (Homiletical Proposition)

4. Preview (Outline)

5. Context of the passage

6. Tell people to turn to the passage (give them time!)

What did it mean (Exposition/Exegetical)?

Moves from 21^st century to the ancient time of the text.
Interprets the text to the audience.
Communicates in terms the audience will understand.
Answers the question “What did it mean then?”

II. How does it relate to other Scriptures (Correlation)?

Correlates the lesson with other Scriptures.
Systematic theology on the topic.
Verifies the “Big Idea.”

III. What is the timeless truth (Principlization/ Theological)?

Extract the timeless principles and communicate them succinctly.
Use timeless language.
Ask the questions:

1. What does this tell us about God?

2. What does this tell us about man?

IV. What does it look like in real life (Illustration)?

Illustrates the lesson.
Shows how this is relevant to the audience.
Motivates people to action.
Inspires people and prepares them to apply the lesson.

What do you want us to do (application)?

Summary of message.
Shows how your audience can apply the teaching to their lives.
Specific actions.
Many imperatives.
Brings closure to the lesson.

Good Conclusion	Bad Conclusion
“Let me give you four points of application” (5-10 min)	“And may God apply these truths to our lives. Amen”

Big Picture of a Sermon/Lesson

Option One

Option Two

Option Three

Introduction

I. Point #1

A. Exegetical

B. Theological

C. Homiletical

II. Point #2

A. Exegetical

B. Theological

C. Homiletical

III. Point #3

A. Exegetical

B. Theological

C. Homiletical

Conclusion

Introduction

I. Exegetical

II. Theological

III. Homiletical

Conclusion

Combination of the two.

Makes sure that each category is represented somewhere.

³³tn Heb “And her days were filled to give birth.”

³⁴tn Heb “look!” By the use of the particle הִנֵּה (hinnēh, “look”), the narrator invites the audience to view the scene as if they were actually present at the birth.

³⁵sn Reddish. The Hebrew word translated “reddish” is ˒ad̄mōni (אַדְמרֹנִי), which forms a wordplay on the Edomites, Esau’s descendants. The writer sees in Esau’s appearance at birth a sign of what was to come. After all, the reader has already been made aware of the “nations” that were being born.

³⁶tn Heb “all of him.”

³⁷sn Hairy. Here is another wordplay involving the descendants of Esau. The Hebrew word translated “hairy” is śē˓ār (שֵׂעָר); the Edomites will later live in Mount Seir, perhaps named for its wooded nature.

³⁸tn Heb “And they called his name Esau.” The name “Esau” is not etymologically related to śē˓ār (שֵׂעָר), but it draws on some of the sounds.

³⁹tn The disjunctive clause describes an important circumstance accompanying the birth. Whereas Esau was passive at birth, Jacob was active.

⁴⁰tn Heb “And he called his name Jacob.” Some ancient witnesses read “they called his name Jacob” (see v. 25). In either case the subject is indefinite.

sn The name Jacob is a play on the Hebrew word for “heel,” ˓āqēb̄ (עָקֵב). The name (since it is a verb) probably means something like “may he protect,” that is, as a rearguard, dogging the heels. It did not have a negative connotation until Esau redefined it. This name was probably chosen because of the immediate association with the incident of grabbing the heel. After receiving such an oracle, the parents would have preserved in memory almost every detail of the unusual births.

⁴¹tn Heb “the son of sixty years.”

⁴²tn Heb “knowing.”

⁴³tn The disjunctive clause juxtaposes Jacob with Esau and draws attention to the striking contrasts. In contrast to Esau, a man of the field, Jacob was civilized, as the phrase “living in tents” signifies. Whereas Esau was a skillful hunter, Jacob was calm and even-tempered (tām [תָּם], which normally has the idea of “blameless”).

⁴⁴tn Heb “the taste of game was in his mouth.” The word for “game,” “venison” is here the same Hebrew word as “hunter” in the last verse. Here it is a metonymy, referring to that which the hunter kills.

⁴⁵tn The disjunctive clause juxtaposes Rebekah with Jacob and draws attention to the contrast. The verb here is a participle, drawing attention to Rebekah’s continuing, enduring love for her son.

⁴⁶sn Jacob cooked some stew. There are some significant words and wordplays in this story that help clarify the points of the story. The verb “cook” is zid̄ (זִיד), which sounds like the word for “hunter,” ṣayid̄ (צַיִד). This is deliberate, for the hunter becomes the hunted in this story. The word zid̄ (זִיד) means “to cook; to boil,” but by the soundplay with ṣayid̄ (צַיִד) it comes to mean “set a trap by cooking.” The usage of the word shows that it can also have the connotation of acting presumptuously (as in boiling over). This too may be a comment on the scene. For further discussion of the rhetorical devices in the Jacob narratives, see J. P. Fokkelman, Narrative Art in Genesis (SSN).

⁴⁷tn The rare term לָעַט (lā˓aṭ), translated “feed,” is used in later Hebrew for feeding animals (see Jastrow, 714). If this nuance was attached to the word in the biblical period, then it may depict Esau in a negative light, comparing him to a hungry animal. Famished Esau comes in from the hunt, only to enter the trap. He can only point at the red stew and ask Jacob to feed him.

⁴⁸tn The verb has no expressed subject and so is given a passive translation.

⁴⁹sn Esau’s descendants would eventually be called Edom. Edom was the place where they lived, so-named probably because of the reddish nature of the hills. The writer can use the word “red” to describe the stew that Esau gasped for to convey the nature of Esau and his descendants. They were a lusty, passionate, and profane people who lived for the moment. Again, the wordplay is meant to capture the “omen in the nomen.”

⁵⁰tn Heb “today.”

⁵¹tn Heb “And what is this to me, a birthright?”

⁵²tn Heb “Swear to me today.”

⁵³tn Heb “and he”; the referent (Esau) has been specified in the translation for clarity.

⁵⁴sn And sold his birthright. There is evidence from Hurrian culture that rights of inheritance were occasionally sold or transferred. Here Esau is portrayed as a profane person who would at the moment rather have a meal than the right to inherit. He will soon forget this trade and seek his father’s blessing in spite of it.

⁵⁵sn The style here is typical of Hebrew narrative; after the tension is resolved with the dialogue, the working out of it is recorded in a rapid sequence of verbs (“gave”; “ate”; “drank”; “got up”; “went out”). See also Gen. 3:1–7 for another example.

⁵⁶sn So Esau despised his birthright. This clause, which concludes the episode, is a summary statement which reveals the underlying significance of Esau’s actions. “To despise” means to treat something as worthless or with contempt. Esau’s willingness to sell his birthright was evidence that he considered it to be unimportant.

²Dan Lioy, ed., Adult Teacher’s Guide, David C. Cook’s Bible in Life Curriculum (Colorado Springs: Cook Communications, June, July, August, 1997), 5.

³Standard Publishing, Patricia Alderdice Senseman, ed. Christians in Action, Kiddler Curriculum (Cincinnati: Standard Publishing Company, Summer 1997), 2.

⁴Lowell E. Brown, Sunday School Standards (Ventura, CA: Gospel Light Publications), 19-20.

⁵Findley B. Edge, Teaching for Results (Nashville, Broadman and Holman Publishing, 1995), 106.

⁶Scripture Press Teaching Guide, Studies in Ecclesiastes and Sing of Songs (Colorado Springs: Scripture Press, June, July, August, 1997).

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6. Odds and Ends

Support Material

1. Personal Illustrations.

2. Current event illustration (newspaper, magazine, etc).

3. Research polls (www.barna.org; magazines, Gallup).

4. Illustrations from an Illustration Book (www.bible.org, Tardy Oxcart, etc.).

I. Creating an Atmosphere.

II. A/V Techniques.

III. Evaluation Sheet.

IV. Setting a time to teach.

Lesson Evaluation Sheet


Topic/Aim/“Big Idea”	Development
What was the topic of the introduction?	How was the topic developed?
	Inductive? Deductive? Inductive-deductive? Undeveloped? To many topics to develop?
Was it clear: 1 2 3 4 5 6 7 8 9 10	Introduction 1. Was there a need created?
	How badly were you “itching” to hear the lesson? 1 2 3 4 5 6 7 8 9 10
	2. Was the clearly subject revealed (deductive only)? 3. Was the lesson previewed?
What was the topic of the teaching?	Outline
Was it clear: 1 2 3 4 5 6 7 8 9 10	Topical	Verses covered
What was the topic of the conclusion?	I. II. III.
Was it clear: 1 2 3 4 5 6 7 8 9 10	Conclusion/Application (Took)
What was the “Big Idea” in one sentence?	1. Did the lesson exhort you to act? How?
Was it clear: 1 2 3 4 5 6 7 8 9 10	2. Was there a summary/review given?
1 2 3 4 5 6 7 8 9 10 Poor Average Good Excellent	1 2 3 4 5 6 7 8 9 10 Poor Average Good Excellent

Delivery	Content
Mannerisms (gestures, hand movements, facial expressions)	Was the lesson accurate? 1 2 3 4 5 6 7 8 9 10
Engaging (questions, pauses, eye contact)	Interesting? 1 2 3 4 5 6 7 8 9 10
Voice (speed, tone, expressiveness)	Relevant? 1 2 3 4 5 6 7 8 9 10
Passion	Do you feel like you learned something? 1 2 3 4 5 6 7 8 9 10
Annoying habits	Do you feel like you were challenged? 1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10 Poor Average Good Excellent	1 2 3 4 5 6 7 8 9 10 Poor Average Good Excellent

Overall Impact

Areas of Strength

Areas that need improvement

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