Thanks! With my grad students, we don't do games so much as read texts and talk about their applications in ministry, but with UG, helping them feel the issues experientially I've found to be really helpful.
Wonderful. I am a current MTS student, and I often think about the dynamics of classroom learning. I have seen a lot of bad, and a lot of good, and often the style of pedagogy is rarely reflective of the truth of the teaching. This does both well.
Limiting myself to about 10 minute blocks, makes me have to focus on what is the most important thing to convey. Sometimes it is the specifics of a thinker, but for this audience, rarely. It’s more important to get across the big broad strokes, and to focus it around a couple of key questions that then provide the basis for Discussions or exercises or what have you. It’s a lot more unruly and a lot more unmanageable. But it also requires the teacher to be very comfortable with listening attentively, and drawing out of the ridiculous student answers good things.
Apart from being instructive, this is a really nice insight/inside-look into your teaching space.
Thanks! With my grad students, we don't do games so much as read texts and talk about their applications in ministry, but with UG, helping them feel the issues experientially I've found to be really helpful.
Wonderful. I am a current MTS student, and I often think about the dynamics of classroom learning. I have seen a lot of bad, and a lot of good, and often the style of pedagogy is rarely reflective of the truth of the teaching. This does both well.
Limiting myself to about 10 minute blocks, makes me have to focus on what is the most important thing to convey. Sometimes it is the specifics of a thinker, but for this audience, rarely. It’s more important to get across the big broad strokes, and to focus it around a couple of key questions that then provide the basis for Discussions or exercises or what have you. It’s a lot more unruly and a lot more unmanageable. But it also requires the teacher to be very comfortable with listening attentively, and drawing out of the ridiculous student answers good things.