131HL Steps in the Learning Process Page

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Steps in the Learning Process

A. Listen: Give Attention/Receive Information

Learning will not happen until the student becomes aware that there is something
to be learned, something of interest or value.

Any of the student’s senses (hearing, sight, smell, touch, taste) can be used to gain
initial interest. However, far too many teachers approach the learning process as if this
step were the whole journey. They feel they have succeeded if the class simply paid
attention to what they had to say or show. But the student who has listened or looked has
taken only the first step in the learning journey.

• Based on brain research, why is stopping at this step an inadequate teaching method?
Most commonly in Christian education the ears are involved, as the teacher says
something to secure the interest of the students. In no way, however, is this step limited
to listening.

• What are some ways students’ attention may be effectively gained?

B. Explore: Examine Life and the Word

Having received some information, the next step in learning is to investigate
further. Students need to actively pursue new or expanded insights.

Guided by the teacher—both to avoid wasting time and to focus exploration in the
direction of the current lesson—students need to examine life situations in the light of the
Word of God.

Much exploration of life issues can be done by calling on the experiences and
insights of class members. Sometimes activities (such as research) need to be provided to
stimulate awareness of a topic to be considered.

• What are more ways to build on or expand insights?

With young children, limited life experience requires many firsthand experiences to build
understanding of seemingly simple concepts (sharing, being kind, helping, giving thanks,
etc.).

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Older students need the same thing on different levels. Consider the challenge of
building trust. Trust is gained only by repeated trustworthy actions. Older students can
practice experiences by placing themselves in stories about making choices, or role-
plays.

Exploring Holy Scripture involves more than listening to or even reading it.
Exploring entails actively looking for commands, examples, principles and answers that
apply to the life situation being pursued. There is a big difference at any age level
between approaching a passage cold and giving the students something specific to look
for, between simply presenting Scriptural truth to students and guiding them to explore.
The wise teacher actively involves students in looking for answers to issues they care
about; not only does this increase the student’s understanding and retention of the
passage being investigated, but it also works to develop the vital ability of using the Holy
Scripture, instead of just listening to someone else report about it.

• From the perspective of brain research, why is exploration/practice

important?
•What are implications for the kinds of lesson preparation a teacher does?

C. Discover: Find the Truth

Listening and exploring leads students to discover some answers, some insights,
some understanding of what the Scriptures say.

Discovering God’s eternal truths in His Word is an exciting process; however, too often
teachers are the only ones in their classes who enjoy this excitement. The teacher studies
at home, reading, thinking and praying—eagerly wanting to tell the students about what
has been discovered—then doesn’t understand why the students don’t share the same
degree of excitement about these discoveries. There is a big difference between being
told what to think or how to behave, and experiencing a lively, inspiring account of a
saint’s life.

Consider and describe differences between seeing a photo of an exotic

place and going on a journey.

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The wise teacher plans in every session for the students to make some discoveries
themselves. The discoveries students make will be remembered longer and have more
impact than insights simply handed down from the teacher.

Discuss possible reasons and implications for the manner in which our risen
Lord appeared to the disciples on the road to Emmaus.

D. Appropriate: Embrace the Truth

Somewhere in the learning process, the student needs to confront the implications
of God’s truth. The point is not that students will discover interesting bits of historical,
theological or cultural information, but that students will recognize that Scripture is
speaking to them.

• In what ways can this be accomplished for each student during each
session?
It is one thing to recognize that God is love; it is another to recognize that God
loved the world; it is yet another to recognize that God loves us. Through prayer,
questions and guided activity, the teacher is used by the Holy Spirit to cause students to
see themselves as a character in the story, a recipient of the epistle—the person to whom
God is speaking.

• What must a teacher do to ensure that this step happens? Consider

preparation, focus during the session, follow-up and evaluation.

E. Assume Responsibility: Apply the Truth

This is a crucial moment—the learner can have participated happily to this point,
but still walk away without lasting change. This step is the crown of the learning process,
the point where God’s truth actually makes changes in a person’s heart, mind and actions.
God’s truth has been given to produce growth and change in us. Students must go beyond
recognizing that God has spoken or even agreeing that what He said applies to us; they
must take action and follow through on the insights gained.

• What can we expect this to look like? Give examples.

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Each class session must include the opportunity to take another step toward
personal spiritual maturity. Each class should nudge students to look beyond the class
time and think of ways to put God’s Word into action in the coming week.

• What are implications for ways we evaluate each lesson as curriculum

producers? As teachers?

© WORDIRECT 2005