Mark Blain

HERMENEUTICS (Pt. 1.2), by Mark Blain

III. Course Requirements:
A. Reading – 125 Hours (+): Read all of the required textbooks to the level of being able to discuss such on, at least, a layman’s level. But it is my hope that you’ll aspire to do so on a master’s level.

B. Tests – (10 Hours): Address and have reviewed by a proctor of your choice, the questions at the end of each Session; and deal with 5 quizzes, at various intervals of the course; and then, finals and a course completion exam, followed by your dissertation (minimum 500 pages).

C. Scripture Memorization – (150 Hours): You are challenged to memorize and recite (word perfect) a considerable amount of Scripture.

D. Term Projects – (indefinite?): The course is designed as a balance of the academic and the practical (cognitive input will be measured in terms of practical performance; i.e., since you learn something best when YOU TEACH it to someone else, then the term project encourages you to digest the cognitive class materials, and work such into terms, etc., that you can use to effectively communicate it, and pass it on to others. This is exactly how our LORD and SAVIOR, Yashua Messiah taught His disciples. You will learn how to interpret the Scriptures accurately and teach others how to do the same.
Details:
1. Develop a total of ten (10) lesson plans, as though you were a teacher, incorporating all of the Sessions of the Hermeneutics course. (See “Suggested Lesson Plan Chart,” Illustration #1).

“Illustration #1”
“Suggested Lesson Plan Chart”

LESSON SESSIONS DUE BY
PLAN COVERED SESSION
1 1-3 6
2 4-6 9
3 7-8 11
4 9-10 13
5 11-13 16
6 14-15 18
7 16-18 21
8 19-21 24
9 22-24 27
10 25-30 31
(End of Illustration #1)

This gives you a general idea of how to divide up the materials into a 10-Lesson Plan format. It isn’t set-in-stone (so-to-speak), but is practical. In YOUR lesson plan design, the CONTENT is up to YOU, but you should be creative in your approach and style, especially in your usage of ‘teaching aides,’ such as overheads, handouts, programming models, related-area knowledge, etc. You don’t have to teach ABSOLUTELY EVERYTHING covered in each session. Condense the material, then interpret it to your student targets. Do not simply UNLOAD in your teaching plans, but be thorough. Try to avoid unnecessary seminary/scholarly terminology, but do utilize some wordings of wisdom when called for; at least enough to introduce your target students to a little Latin, or German, or other language challenges they may face: e.g., “sitz em leben,” is German for “situation in life.” And is used sometimes in texts you’ll encounter, esp. if you read any of Gerhard van Rad’s writings.
You want to take your students from where they are to where they need to be. Show not only what content you taught, but also the direction and emphasis of your teaching sessions, as well. Remember — nothing has been taught until the student has genuinely grasped the material, and that from three fronts: literally/intellectually; figuratively/spiritually; and applicationally-wise.
To that end, include not only cognitive learning goals, but also skill, behavioral and attitude goals; and then demonstrate how you plan to accomplish those in your lesson plan. It will be advantageous for you to send your lesson plans to your proctor, as you do them, to receive feedback and benefit from it before doing the final work. Keep in mind that, part of the goal of this assignment is for you to become more skillful in encouraging others to learn as well!

2. Format – Do not simply turn in an outline form. Make each entry a complete sentence, showing the details you intend to give and how you intend to elaborate it. The “grader” needs to SEE what you had in mind and how you delivered it.
It must be in proper “Outline Form” (i.e., I., A., 1., a., etc.); no “A”, without “B” gaps!!! Neatness counts, as well. These compositions, etc., must meet professional ‘submission standards’ for graduate-level work, or points will be deducted. Be sure to show which plans any ‘attachments’ belong to.

3. Headings – Your “Headings” must explain the following details:
a. Students. This tells the type and general identity of your class/students. So, tailor your lesson plans to their level and their backgrounds (e.g., language barriers must be addressed by you providing any necessary interpreter, if you, yourself, aren’t adequately trained in their language).
b. Objectives – State what the student should be able to do with whatever categories of information you provide. These goals are not to be the material YOU want to teach, but what you want YOUR STUDENTS to be able to do with the material you have taught. It is vital that you assist them in working towards ‘Skill Goals’, since we are teaching ‘Bible Study Skills’ and not just knowledge goals.
c. Methods – Describe how you intend to teach and the various approaches you will use. Lecturing is not the best method of teaching. It has its place, but you must utilize other methods, as well. Following are some possibilities: i) question and answer, or the Socratic method; ii) learning exercises; iii) debate; iv) role playing; v) instructional games; vi)discussion; brainstorming; vii) forums; viii) projects; ix) research; x) case studies; xi) interviews (w/ prospective experts in relative fields of interest); xii) drama; xiii)quizzes; xiv) small group reflections; xv) visual aids; and xvi) practice exercises. (cont. in Pt. 1.3).

Mark Blain
DOC #1154225

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