SYLLABUS

RELD610—Teaching for Discipleship

I. GENERAL INFORMATION
1. Program . . . . . . . . . . . .
2. Semester. . . . . . . . . . . .
3. Number of credits . . . . .
4. Classroom . . . . . . . . . . .
5. Professor . . . . . . . . . . . .
MAPMin
Summer 2011 (May 15-19)
3
AUC
Ricardo Norton
Andrews University, SDA Theological Seminary,
Berrien Springs, MI 49104.
Telephone: (269) 471- 8318
Email: ricardo@andrews.edu

II COURSE DESCRIPTION
Practical teaching strategies based on current research in learning and human
development, enhancing skills in planning seminars/learning events for church,
community, and school. Instruction and assessment focused on transformation of
behavior and values, taking into account the Gospel Commission’s teaching
mandate.

III OBJECTIVES
The course aims to facilitate student learning and thinking and to prepare
participants in the theory and practice of teaching adults in the church setting.
Students will also learn about the nature of biblical discipleship, how to manage
learning activities in the church setting, and teaching techniques to involve and
motivate church members.

IV. LEARNING OUTCOMES

Conceptual
• Students will learn theoretical aspects of discipleship as enunciated in the
Bible; such as the meaning, characteristics, models, and its relationship to
the work of the Holy Spirit.
• Students will understand the philosophical approaches to learning,
learning assumptions and theories, stages of learning, and the differences
between pedagogy and andragogy.
• Students will be acquainted with the key components and principles for
teaching adults and how to contextualize teaching to their cognitive needs
and context.
• Assessed by—the submission of a reading report based on the required
textbook and a final project.
 Attitudinal
• Students will value the importance of teaching for discipleship as they
learn about the biblical mandate to “teach and make disciples.”
• Students will embrace some of the teaching methods and principles shared
during the course.
• Students will appreciate the practical nature of the teaching methods and
insights learned during the course.
• Assessed by--Requiring students to complete the following Likert scale
questions at the end of the course: choose a number from 1-5 (1 being not
instrumental at all, 5 being highly instrumental) indicating a) how
instrumental this course was in providing tools with the potential to
transform life and work; b) how instrumental was this course in
motivating you to develop disciples in the church setting.
Practical
• Students will develop a discipleship seminar or program ready to be used
in the field.
• Students will experiment with teaching methods and strategies during the
course. The methods and strategies are designed to be duplicated in the
field by people who are involved in forming and teaching disciples.
• Assessed by—Level of participation in class activities and reporting a
project that includes the development of disciples in the local church
setting.

V. METHODOLOGY
Conceptual
• Cognitive knowledge will be imparted based on the “constructivist
epistemology” approach to learning. The course takes into account the
student’s previous knowledge on the subject and leads participants to build
on their individual knowledge, increasing their understanding of
discipleship and teaching. Computer technologies will be used for the
impartation of theoretical concepts.
Practical
• Students will participate in: (a) analytical reading and dialogue, (b) small
group techniques, (c) active discussion with peers on the subjects of
discipleship and teaching, (d) collaborative learning techniques, (e)
interactive lectures, (g) completing course assignments.
Attitudinal
• Loyalty to God, ministry, and the SDA Church will be cultivated by
fostering a Christian atmosphere in the classroom that promotes altruism,
integrity, respect, and the moral principles elucidated in the Bible. Praying
at the beginning of each class period and informal devotional thoughts
included during lectures will be instrumental to this goal.
Evaluation
• Participants will evaluate the course using the Andrews University Course
Survey and a survey with the two questions posed under the attitudinal
outcomes section.
VI COURSE REQUIREMENTS
A. Punctual attendance at all classes is required.
• Students exceeding 10% of total course appointments will need a
written excuse from the dean’s office.
• Absences not due to illness also need written approval from the
dean’s office.

B. Reading report—30 points

• Students need to invest a minimum of 30 hours reading from the
required books below. A two-page report must be submitted the first day
of class with the following information: (a) the name of the student, (b) the
book’s author and title, c) a concise explanation of the book’s contents,
and (d) the number of hours invested in reading and preparing the report.
Note: Some of these books are published in Spanish for those who prefer
to read in that language.
a. (Required) Knowles, M.; Holton III, E.; and Swanson, R. (6th ed.).
(2005). The adult learner: The definitive classic in adult education
and human resource development. San Diego, CA: Elsevier
Butterworth Heinemann.
b. (Required) Hull, Bill (2006). The Complete Book of Discipleship:
On Being and Making Followers of Christ. Colorado Springs:
NavPress Publications
c. (Recommended) Merriam, S.; Caffarella, R.; and Baumgartner,
L. (3rd ed). (2007). Learning in adulthood: A comprehensive guide.
San Francisco, CA: John Wiley and Sons.
• This report is due on May 15, 2011, the first day of class.
• There is a 5-point deduction for submitting this report late.

C. Final paper—70 points (PODE SER EM PORTUGUÊS)

• Write a 20-page paper entitled “A discipleship program for
(Name the church).”
• The paper should include the following sections:
1) Introduction
2) Theological and theoretical foundations for discipleship and teaching
3) Profile of the church—including a brief history of discipleship training
4) A description of the discipleship program—protocol, modules, place,
duration, etc.
• This paper is due on September 16, 2011. Late submission of this
paper results in a 10 point deduction on the final grade.
• This report should have a title page and a table of contents
following the instructions given during the class lectures and the AU
Standards for Written Work: (http://www.andrews.edu/GRAD/style.html).
• Note: The final report must be submitted only stapled in the upper
left hand corner. Please, do not submit papers in plastic covers or folders.
 D. The paper will be graded taking into account the following areas:
a. Content 50
b. Organization 5
c. Format 5
d. Investigation 10 (Minimun of 20 sources from different authors)
Total 70 Points

VII. GRADING
Requirements Points
Reading 30
Final paper 70
Total 100

Grading Scale

A (95-100%) B (83-86%) C (73-76%)

A— (90-94%) B— (80-82%) C— (70-72%)
B+ (87-89%) C+ (77-79%) D (60-69%)

VIII. CONTENTS

1. DISCIPLESHIP: MEANING AND NATURE

Meaning
The call to discipleship
The Church as a Discipleship School
Discipleship: Biblical Profile
Discipleship: Biblical Models
Discipleship and the Role of the Holy Spirit
Barriers to Discipleship
Discipleship the Priesthood of all Believers
Discipleship Metaphors
Discipleship Promises

2. TEACHING ADULTS: KEY CONCEPTS

Philosophical Approaches to Learning
Progressivism
Education Humanism
Perennialism
Essentialism
Reconstructionism
Behaviorism
Assumptions About Learning
Learning is a Natural Process
Learning is a Dialectical Process
 The Learning Process is Cyclical and Progressive
Individuals Have Preferred Strategies for Learning
Learning is Not Predictable
Learning Takes Place Within a Context
Strong Emotions Affect Learning
Learning Involves Learning How to Learn
Learning Theories
Behaviorism
Humanism
Cognitivism
Social Cognitivism
Constructivism
Developmental
Types and Stages of Learning
Types of Learning
Stages of Learning
Andragogy
Brief History of the Concept
Andragogy and Autonomy
Andragogy and Foundational Experiences
Andragogy and Preference for Praxis
Andragogy and Relevancy
Pedagogy .
Andragogy Versus Pedagogy
Pedagogy and Home Schooling

3. TEACHING ADULTS: KEY COMPONENTS

The Learner
Learning Styles
Evaluating the Learning Style
Kolb’s Model of Learning
Active Learning
Barriers to Learning
The Facilitator
Laws for Teaching Adults
Teacher’s Roles
Holistic Educators
Traits of Great Facilitators
Choosing the Classroom Format
Course Syllabus Checklist
The Lecture
The Learning Environment
Adult Preferences Regarding the Learning Environment
Propitiating an Environment of Respect

4. TEACHING ADULTS: KEY PRINCIPLES AND INSIGHTS

 Principles of Teaching from Theories of Learning
Principles From Constructivist Theory
Principles From Stimulus-Response Theory
Principles From Cognitive Theory
Principles From Personality Theory
General Principles for Teaching Adults
Involving Learner in Planning
Promoting Collaborative Learning
Endorsing Critically Reflective Thinking
Encouraging Participation
Fostering Self-Directed Learning
Building on Learner Experience
Stimulating the Human Senses
Advocating Retention .
Transferring Learning .
Motivating Participants
Enhancing the Theoretical Knowledge of the Subject
Evaluating Learning Outcome
Summary of Adult Learning Principles

5. TEACHING ADULTS: KEY PRACTICAL INSIGHTS

Bloom’s Taxonomy of Learning
Characteristics of Effective Adult Learning Programs
Advice for Adult Learning Facilitators
Practical Learning and Facilitating Principles
Praxis Regarding Learners’ Past Experience
Praxis Regarding Self-concept
Praxis Regarding Self-direction
Praxis Regarding the Learning Cyclical Process
Praxis Regarding Learners Personal Concerns
Praxis Regarding Learning Styles
Praxis Regarding Storing Information
Praxis Regarding Cognitive Styles
Praxis Regarding Motivating Learners
Praxis Regarding Assessing Outcomes
Praxis Regarding Knowing
Other Practical Advice
Teaching Methods
The Socratic Method
The Straight Lecture
The Participative Lecture
Demonstrations .
Panel Discussion .
Team Teaching .
External Consultants
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