Triangular Teaching Training Session

Materials Needed:

• Printed words Brain Research, Multiple Intelligences, Creative and Critical Thinking

• Tape

• Newsprint/markers

• Pipe cleaners—three per participant

• Copies of the Ways of Learning Profile (Appendix, pages 177–78)

• Journaling materials

• Bibles, Bible commentaries, Bible dictionaries, Bible maps

Pre-teaching Strategy

Have several triangles displayed in the room as two-dimensional pictures and three-dimensional structures. Print the words "Brain Research," "Multiple Intelligences," and "Creative and Critical Thinking" on strips of paper backed with tape. Give three colored pipe cleaners to each participant. Ask participants to tell you the attributes of an equilateral triangle. Record the responses on newsprint or chalkboard.

Hooking the interest of participants as soon as they enter the room provides for a level of anticipation and wanting to know more. This activity incorporates Visual/Spatial, Bodily/Kinesthetic, Verbal/Linguistic, and Logical/Mathematical learning tools.

Engaging the Scripture

Explain that the following Scripture captures the essence of what we will be involved with in this Bible study. Explain that the Book of Proverbs is one of the books of wisdom in the Old Testament. The purpose of the book was educational, and its tone is parental. The book focuses on wisdom teachings that bring together one's experience and interpretation of life with one's actions.

Invite participants to listen carefully and respond with their own understanding of what the Scripture is saying. Read Proverbs 2:1-5. Invite responses. Explain that the next several months will be spent in an in-depth study of the life and teachings of Jesus. Explain that this study of the Christian testament will be interactive and participatory. Everyone will be engaged in, involved in, and responsible for his or her own learning.

This activity serves a dual purpose. It connects Scripture to learning, and it provides participants with an idea of what is to come. Alerting participants to the fact that they will be actively involved in their own learning will help to alleviate feelings of surprise during the study. The expectations are stated up front.

Creating the Triangle

Ask participants what they need to feel safe and comfortable in a Bible study class. Create a list of Rules for a Safe Environment. Invite them to consider what "rules" they would need to have in place in order to feel emotionally and psychologically safe. Record these rules and keep them posted in your classroom throughout this entire study. Invite participants to covenant to uphold these rules and to monitor themselves.

When participants create their own rules, there is greater ownership. Participants tend to adhere to their own rules with greater certainty than rules that someone else has established for them.

Explain that brain research demonstrates a good and valid reason for creating these rules. The brain cannot function optimally if it senses any form of threat. Threat may come in the form of sarcasm, put-downs, fear of little biblical knowledge, fear of looking foolish, etc. In order for the brain to be fully and completely engaged, it must feel safe. Assure participants that they will learn and grow in an environment that is both physically and psychologically safe.

Communicating clearly to the participants about the learning brain techniques you are using will help them to understand why some lessons work better for them than others.

This explanation is a segue into the first side or base of the triangle. Hold up the paper with the words "Brain Research," and tape it to a wall or board as the base of the triangle. Explain that much of what we will be doing is based on how the brain learns. You will be told when and why research into the learning brain is being utilized. Your responses will be welcome. Invite participants to begin to create their own triangle with pipe cleaners. The first pipe cleaner will be the base of the triangle.

Explain that the second side of the triangle is based on multiple intelligence theory. Attach the paper that reads "Multiple Intelligences" as the second side of the triangle. This theory, espoused by Dr. Howard Gardner and his many disciples in the field of education, states simply and yet profoundly that we all learn differently. Each of us has the capacity to learn in many and varied ways, but we have our preferred ways of knowing. In this Bible study, we will respect preferred ways of knowing but also attempt to stretch beyond our preferences and experiment with some new ways of looking at Scripture. Invite participants to attach the second pipe cleaner to create the second side of a triangle.

Stretching beyond the way we have always done things is a neat segue into the third side of the triangle—"Creative and Critical Thinking." Add and attach the third pipe cleaner, saying, "Creative and critical thinking complete the triangle." The participants should have completed the formation of the triangle.

Explain that we will begin today by thinking about thinking. Your brain is created to discover patterns and make meaning—that is its job. In this study we will be looking for meaning in various ways to help in our understanding of the life and teachings of Jesus in the Bible. We will use time- tested tools and techniques to increase depth and breadth of thinking. You will be told why we are using these tools and techniques and asked for your input and response.

Our Ways of Learning

Say something like, "We will be making some discoveries about how you like to learn. Please fill out the Ways of Learning Profile from the Appendix and we will discuss your preferences." Allow participants time to fill out their forms. When choices have been made, ask those who have the same learning preferences to sit together for the next part of the activity. Say each of the following ways of learning aloud, and allow time for each group to gather and sit together:

• Verbal/Linguistic

• Logical/Mathematical

• Visual/Spatial

• Musical/Rhythmic

• Bodily/Kinesthetic

• Interpersonal

• Intrapersonal

• Naturalist

You will undoubtedly find participants who will say, "But I like several of these methods of learning—what shall I do?" Explain that we all have at least three...