Gordon-Conwell Theological Seminary Hamilton PR930 Teaching Preaching Syllabus: Summer Session May (9:00-4:00)

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1 Gordon-Conwell Theological Seminary Hamilton PR930 Teaching Preaching Syllabus: Summer Session May (9:00-4:00) Dr. Scott M. Gibson, Professor 344 Academic Center Gordon-Conwell Theological Seminary Hamilton Campus ; Dr. John V. Tornfelt, Professor Professor Emeritus of Preaching/Ministry Evangelical Seminary Myerstown, PA I. Course Description This course is designed to enable doctoral students of homiletics to develop skills in teaching of an entry-level course in preaching. The course provides individuals with a background in educational theory, curriculum design, pedagogical/andragogical tools, and practice in sharpening their skills as instructors of preaching. II. Goal and Objectives Goal: To enable students to develop a framework for the teaching a basic course in homiletics. Objectives: To accomplish this overarching goal, individuals will: (A) Define the elements of effective teaching. (B) Recognize the essentials of learning in complex, diverse environments. (C) Appreciate the components of a balanced curriculum. (D) Understand the differences between aims, goals and objectives in the design of on plans. (E) Demonstrate proficiency in the instruction of a skill-based course. III. Textbooks Bain, Ken. What the Best College Teachers Do. Cambridge: Harvard University Press, ISBN-13: Cartwright, John, Timothy Paul Jones, Chris Jackson and Gabriel Etzel. Teaching the World: Foundations for Online Theological Education. Nashville: B&H Publishing Group, ISBN-13: Gregory, John Milton. The Seven Laws of Teaching. North Charleston, SC: CreateSpace, 2011 [1884]. ISBN-13: Mager, Robert F. Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction, 3 rd ed. Atlanta: Center for Effective Performance, ISBN-13: Palmer, Parker. The Courage to Teach, 2 nd ed. San Francisco: Jossey-Bass, ISBN-13: Pazmino, Robert W. God Our Teacher: Theological Basics for Christian Education. Grand Rapids: Baker Academic, ISBN-13: Tyler, Ralph W. and Peter S. Hlebowitsh. Basic Principles of Curriculum and Instruction. Chicago: University of Chicago, reprint, ISBN-13:

2 Weimer, Maryellen, Learner-Centered Teaching: Five Key Changes to Practice, 2 nd ed. San Francisco: Jossey-Bass, ISBN-13: IV. Requirements Class/Group Participation Attendance is required. As a courtesy, be punctual and do not leave early un necessary. If unable to attend class, notify the professors. As the seminary is a community of learners, you are expected to share in the critical assessment of presentations by being constructive, edifying and yet honest. See rubric, p.5. Critical Reflection #1: Role of the Teacher Compare and contrast the approaches of Bain and Palmer in a three page paper (singlespaced). Identify three principles from each book and explain their relevancy to the teaching of homiletics in the 21 st century. Due: 21 May. See rubric, p.6. Critical Reflection #2: Curriculum In a three page (single-spaced) paper, reflect on the writings of Tyler, Weimer and Pazmino. (While Pazmino provides insights from a biblical worldview, Tyler offers the foundation for a traditional model while Weimer advances a more innovative approach.) This paper should demonstrate that you have grappled with the implications of their writings. In addition, prepare three stimulating questions that substantively reflect their perspectives. Questions will be used in an open-ended class discussion. Due: 22 May. See rubric, p.7. Critical Reflection #3: Syllabus Analysis Extensively analyze the syllabus of a homiletics course from another theological institution. In your critique, seek to identify the assumptions and foundational issues of the professor. What strengths and weaknesses are evident? If given opportunity, how might you redesign the course? What is your rationale? In a 15 minute presentation, offer your assessment and provide three recommendations. Due: 23 May. See rubric, p.8. Critical Reflection #4: Teaching in an Online World From your reading of Cartwright, et al., how do you perceive the future of theological education (in general) and the teaching of preaching (more specifically)? What opportunities and challenges lie ahead of you? Personally, how will you carve out a space to flourish? A three page (single-spaced) paper should express meaningful interaction with these ideas. In addition, prepare three questions for class discussion. Due: 23 May. See rubric, p.9. Class Presentation on Sermon Development Select one aspect of the homiletical process and prepare a 45 minute class presentation on one of the following: exegetical ideas, homiletical ideas, purpose statements, illustrations, applications, introductions, conclusions, transitions, and delivery. Notify both professors regarding your topic. Due: May. See rubric, p.10. 2

3 Curriculum/Syllabus Project Develop a curriculum for a Bible college or seminary entry-level course in homiletics including aims, goals and objectives, texts, on plans, and assessments. Due: 3 August. See rubric, p.11 V. Style Submissions must be typed, flush left, using a 12 point Times New Roman font on 8.5 x 11 inch white paper. Margins must be set at one inch with page numbers at the bottom right corner. Papers must have a cover page indicating the title of the course, name, date, and box number. No plastic folders, please. A staple in the upper left corner will suffice. Final projects should be VI. Plagiarism In an academic context, integrity implies assignments reflect personal research and creativity. Using another person s materials and presenting them as your own work will not be tolerated. VII. Grading As a 3 credit course, expect to spend 6-9 hours in preparation outside of class. The professor recognizes scheduled demands and unexpected emergencies may occur during the semester. Neverthe, seek to devote this amount of time for maximum benefit. Regarding grades, the Gordon-Conwell Theological Seminary Student Handbook (p., 52). states: Grade A is given for meeting with conspicuous excellence the demands which can fairly be made in relation to the requirements of the course. These demands would normally include unusual accuracy in fact, completeness in detail, perfection in form of work, independence of method, grasp of the subject as a whole and constructive imagination. Grade B is given for exceeding the minimum satisfactory attainment and for meeting certain aspects of the course with excellence. Grade C is given for attaining satisfactory familiarity with the course and for demonstrating at least some ability to use this knowledge in a satisfactory manner. Grade D is a passing mark but indicates unsatisfactory control over the material. Grade F declares that the course has been failed. Class/Group Participation 10% Critical Reflection #1: Role of the Teacher 10% Critical Reflection #2: Curriculum 10% Critical Reflection #3: Developing a Syllabus 10% Critical Reflection #4: Teaching in an Online World 10% Class Presentation 20% Final Project 30% VIII. Classroom Decorum Please no texting, ing or surfing the web during class sessions. Students will be respectful of classmates during classroom discussions. Absence during presentations will be penalized. 3

4 IX. Calendar Monday, 21 May (AM) Monday, 21 May (PM) Tuesday, 22 May (AM) Tuesday, 22 May (PM) Introduction to the Course Challenges in the Teaching of Preaching in Today s World Read: Bain; Palmer Role of the Teacher Foundational Issues in Teaching Learners and Learning Personalities Intelligences Learning Styles Curricular Design Content, Character and Competencies Pedagogy/Andragogy Read: Tyler; Weimer; Pazmino Wed., 23 May (AM) Designing the Course (1) Traditional and Alternative Delivery Systems Choosing the Content Creating a Syllabus Aims, Goals and Objectives Read: Cartwright, Jones, Jackson and Etzel Wed., 23 May (PM) Designing the Course (2) Lesson Plans Evaluation and Assessment Read: Mager Thursday, 24 May (AM) Strategies of Teaching (1) Read: Gregory Thursday, 24 May (AM) Strategies of Teaching (2) Presentations: Syllabi Analysis Friday, 25 May (AM) Class Presentations (1) Friday, 25 May (PM) Class Presentations (2) 4

5 Class/Group Participation Engagement: Participates frequently and coherently in class discussions and activities; introduces ideas in a well-developed manner that build on contributions of peers; displays cooperative attitude which seeks success of classmates as well as self. 30 or Assignments: Evidences completion of assignments prior to class; displays grasp of the content of related texts; exhibits critical analysis. 12 or Personal Development: Demonstrates careful thought; makes application for personal growth; applies insights to facilitate development of character and skills for the teaching of homiletics. 12 or Something More: Integrates knowledge from previous studies and life/ministry experiences in constructively supportive ways. 5

6 Critical Reflection #1: Role of the Teacher Rubric Awareness: Demonstrates familiarity with the texts (Bain and Palmer); recognizes significance in the roles and relationships of an educator Insights: Compares and contrasts three (3) principles and/or practices from each text; grasps how material is pertinent to an instructor s relationships and roles in theological education. 24 or Personal Development: Evidences sincere thought; applies insights to facilitate character development and skills for the teaching of homiletics. 12 or Clarity/Organization: Ideas are logically organized; concepts are clearly presented. Grammar/Mechanics: Writing is excellent and free of typographical or grammatical errors; assignment conforms to requested format; references are cited appropriately. 6

7 Critical Reflection #2: Curriculum Themes: Understands core premises of texts (Pazmino, Tyler and Weimer); defines strengths and weaknesses, and contribution to the development of curriculum Assessment: Compares and contrasts three (3) related principles and/or practices from Tyler and Weimer; critiques their writings in light of Pazmino s orientation and theological groundings. 20 or Questions: Crafts three (3) thought-provoking queries for class discussion; explains how these probes relate to the teaching of homiletics in the 21 st century. Clarity/Organization: Ideas are logically organized; concepts are clearly presented. Grammar/Mechanics: Writing is excellent and free of typographical or grammatical errors; assignment conforms to requested format; references are cited appropriately. 7

8 Critical Reflection #3: Syllabus Analysis Introduction: Establishes interest or rapport with class; orients listeners toward material in engaging yet compelling manner. Assessment: Identifies three (3) assumptions and/or foundational issues of the syllabus; critiques document (strengths and weaknesses); offers recommendations (if given opportunity) for its redesign. 30 or Presentation: Utilizes effective teaching skills in leading the class; engages peers in ways that constructively facilitate learning; offers individuals opportunities to make observations and ask questions. 18 or Clarity/Organization: Material is organized in a clear and natural manner; concepts are logically presented. 8

9 Critical Reflection #4: Teaching in an Online World Issues: Understands the important issues as identified by Cartwright, et al.; identifies possibilities and pitfalls; discusses the implications for theological education in the 21 st century. 18 or Personal Development: Evidences reflective thought; incorporates past experiences with online education; suggests three (3) steps which may personally help you to carve out a space to flourish in the future. 18 or Questions: Crafts three (3) thought-provoking queries for class discussion; explains how these probes relate to the instruction of homiletics in the 21 st century. 12 or Clarity/Organization: Ideas are logically organized; concepts are clearly presented. Grammar/Mechanics: Writing is excellent and free of typographical or grammatical errors; assignment conforms to requested format; references are cited appropriately. 9

10 Class Presentation on Sermon Development Rubric Introduction: Explicitly relates to a specific stage in the homiletical process; arouses interest, surfaces need, or establishes rapport; compellingly orients participants toward the on. Research: Evidences careful research of the topic; ideas are appropriately related to other stages in crafting of a sermon. 12 or Presentation: Utilizes effective teaching skills in leadership of the class; engages peers in ways that constructively facilitate learning; offers individuals opportunities to ask questions and make comments Form/Clarity: Presentation of material is organized understandable; clear sense of flow/progress helps to maintain attention; effective use of transitions. 9 or Language/Delivery: Voice sounds natural (not patterned or monotonous); demonstrates conviction and passion; good eye contact; appropriate gestures are threaded throughout; free of distracting elements. 9 or

11 Curriculum/Syllabus Project Rubric Course Overview: States goals of the course in relation to curriculum of an entire program; explains usefulness and relevance to other courses. 1or Goals, Objectives and Outcomes: Expresses goals and objectives in learner-centered, measurable and unambiguous terms; states expectations as actions and skills. Resources: Identifies necessary and optional texts and/ or other resources; explains why texts and resources were selected and how students can utilize them Assignments: Coursework expectations are provided with detail; requirements that may affect grades are clearly stated; assignments are aligned with outcomes Lesson Plans: Detailed outlines for class sessions are provided; instructional strategies are stated explaining how content will be taught (lecture, discussion, video analysis, individual presentations); evidence of diversity of teaching methodologies is included Assessments: Indicates how assignments are measured; states how learning activities contribute to final grade; detailed rubrics with both quality and quantity criteria are provided. 11