Improving the Instruction

One of the truest statements made : 'The mind takes in only as much as the backside endures."  The truth of the matter is that most learning situations use one of two models: the lecture model with the facilitator at the front or key point at the table and students waiting to have knowledge poured into them, or they utilize a round-robin style that solicits a lot of interaction and opinion or experience sharing but does little to carry the topic home to students.

What is first required is a clear idea of the purpose of LSM in all its incarnations (Servant, Speaker, Lay Minister) in the life of the church individually and corporately. Review the 2016 BOD legislation for some clarity on this. Then the most important next step is developing an idea of where the training should take the student. What are the expected outcomes to be demonstrated in the life and faithful living of these Lay Servants and Lay Speakers?

Two key factors are vital to improving the quality of both learning and teaching.  The first quality is the outcome. At the conclusion of the class being taught what should be the student's 'take-away' to take home with them and put to work or to being to implement in their life?

Consider the overall content of the book, how it fits into the training process and how to make practical what can be oft times very abstract topics.  If the book is one of those meeting the Lay Speaker subject categories (Prayer, Preaching, Worship, Spiritual Gifts, Heritage, Polity) what are some ways those can be utilized in the local church where the Lay Servant or Lay Speaker worships?

The second quality is addressing the various ways people learn in a class setting. Some people need to talk things out, some need time to think about information received, some learn best by hearing, some need to get up and be active, others need to write it all out and others need to see visuals to process information most effectively. Some meld it all together and can go with any style of instruction; others, have a distinct need for one of the styles mentioned.

These can be addressed by shifting the ebb and flow of classroom life: break into small groups, allow some to go elsewhere (hallway, empty space, etc.), encourage creative brainstorming of ideas and understandings, ask open ended questions "How can you take this back to your congregation and model it for them? How might you motivate or inspire others with this information?"