PRINCIPLES AND METHODS OF TEACHING

COURSE SYLLABUS
Northpoint Bible College
CE3255-01, 2 Credits
Fall 2016
Mondays, 2:45-4:35pm – Hasseltine Hall 103

Kate A. DeMello, MA Theology, Adjunct

Office: Academy Hall 114
Cell Phone: 401.226.6655
E-Mail: kdemello@northpoint.edu
Office Hours: by appointment

The mission of Northpoint Bible College is to teach and train students for excellent Pentecostal
ministry, in fulfillment of the Great Commission

COURSE DESCRIPTION:

This course is an introduction to basic principles of the teaching and learning process. It
considers methods applicable to teaching the Bible and curriculum within the context of the local
church and parachurch organizations. Emphasis is placed on lesson preparation, age-appropriate
methodologies, with opportunity given for in-class practice.

COURSE OBJECTIVES:

As a result of this course, the student will:

 Build a foundation for effective planning, teaching and evaluation by planning, teaching,
and evaluating a lesson using various teaching techniques for ministry by creating a
lesson from start to finish, presenting the lesson, and recording observations in a
portfolio. (Divisional Objectives: 1, 2, 5, 8; Course Requirements: portfolio &
homework)
 Display an understanding of a wide variety of types of learners and ways to meet the
needs of all students through written papers, exams, and creating a lesson to
accommodate a variety of learners. (DO:1, 2, 5, 8; CR: webquest, exams, portfolio)
 Demonstrate the skills necessary to deal with difficult students, and conflict in teaching
environments by means of application questions and/or case studies. (DO:5; CR: exams
 Articulate the basic principles of the teaching process and the responsibilities of the
teacher in teaching situations. (DO: 1, 5; CR: exams)
 Evaluate and articulate their own styles of learning and develop a plan to go beyond their
comfortable methods of teaching to develop their teaching to reach students of all
learning intelligences. (DO: 2, 5, 6; CR: webquest)

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TEXTBOOKS:

Rosebrough, Thomas R., and Ralph Geist Leverett. Transformational Teaching in

theInformation Age: Making Why and How We Teach Relevant to Students. Alexandria, VA:
Association for Supervision and Curriculum Development, 2011. (ISBN: 978-1416610908;
175 pages)

Silver, Harvey F., Richard W. Strong, and Matthew J. Perini. So Each May Learn: Integrating
Learning Styles and Multiple Intelligences. Alexandria, VA: Association for Supervision and
Curriculum Development, 2000. (ISBN: 978-0871203878; 124 pages)

COURSE REQUIREMENTS:

Discussion Posts …………………………………………………………………………….. 20%

Each week, the student will be required to post a response on the discussion boards, as directed
in the Canvas modules page. Posts should be at least 250 words, original, thoughtful, and well
written. Be sure to answer the questions posed in the discussion board area. It is also essential
that students respond to their peer’s discussion board posts at least three times each week to
receive full credit. These posts will receive full credit if they facilitate further dialog, and include
questions, experiences, and courteous challenges, as well as compliments. Statements of
agreement and/or responses that are one phrase or sentence will not earn full credit on discussion
posts. Please see the rubric in Canvas for grading details.
Learning Profile Paper …………………………………………………………………….. 10%
For this short paper, you will summarize various assessments that help educational psychologists
understand learners. You will briefly summarize each concept and assessment, and discuss
implications for the classroom. You will also take these assessments. The next section of the
paper will include a summary of your results. Please be advised that I am not looking for raw
scores as much as a discussion of what you thought of the assessment and your results, as well as
how you have seen the findings evident in your educational career.
Lesson Planning Journal…………………………………………………………………… 10%
Each week you will submit a brief journal entry that details the following:
 The research that you have completed to prepare your lesson
 Steps you have taken and completed to build your lesson
 Reflections on the process of the lesson plan

Preparing (and Presenting) a Lesson ……………………………………. Homework 15%

Lesson Plan & Portfolio 25%
Each student will prepare a lesson that they will teach in its entirety to a group either in a church,
or another audience approved in advance by the professor.

Homework assignments will allow for students to get feedback as work on the portfolio
progresses:
 Topic & Text
o What topic will your lesson be addressing?

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▪ Ex: The fruit of the Spirit (Gal 5:22-23); How to trust God in suffering
(Job); Hebrews 13
 Goals
o What do you want your students to get out of this one lesson? What do you hope
they will remember or be able to do once the lesson is over?
o Ex:
▪ The student will apply the fruit of the spirit to their lives.
▪ The student will understand the Biblical text of Gal 5:22-23 in context.
 Outcomes
o What things will your student have to do to reach their goals?
o What specific things will your student do to demonstrate that they are closer to
reaching their goals?
o Ex:
▪ The student will be able to list the fruits of the spirit.
▪ The student will be able to define the fruit of the spirit.
▪ The student will be able to explain why the fruit of the spirit are important
to believers.
▪ The student will be able to assess which fruits are most and least evident
in their own lives.
▪ The student will develop a plan to practice more of the fruit of the spirit
for the next week.
 Research
o Complete word study & exegesis to determine core concepts
 Information Delivery
o How will the students receive the information about the lesson? Movies?
Reading? Lecture? Storytelling?
 Activities.
o Explore multiple activities that help you accomplish your course outcomes.
Brainstorm and try to come up with activities that cover all of the Multiple
Learning Intelligences.
 Measurement
o How will you know whether your students have achieved the outcomes?
 Evaluation
o What were the results of your measurement? Did students reach the outcomes?
How many? Was there anything you could have done to improve the results?

These will all be incorporated into your lesson portfolio that will also include:
 A description of what was done for preparatory work
 Any and all notes used to present the lesson, as well as handouts or diagrams used
 A complete and objective evaluation of how the teaching went (not only how the
presentation of information went, but if the students demonstrated that the material was
indeed learned)

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 A brief (1-2 page) reflection on the entire planning/teaching/evaluating process. (What

was helpful, what did you not put enough energy/time into? What would you have done
differently?)

 A reference page containing all sources used for research, visual aids, etc. (be sure to
also cite throughout)

Exams .…………………………………..………………………………………………….. 15%

A midterm and a final will be given.

Group Work ............................................................................................................................. 5%

Time will be provided in class for students to work in small groups to brainstorm and revise
elements of the portfolio. Students will earn points for participating in these groups by
completing the following:
 Bringing completed work for review
 Completing review worksheets for other group members.

Extra Credit …………………………………………………………………...………. up to 5%

Extra credit is available. See the professor for recommendations and information.

POLICIES:

1. Class Attendance: Northpoint believes that the classroom is an important part of the
learning process, and therefore attendance for all class periods is not only expected but
necessary. If you are absent for any reason, it is your responsibility to obtain all notes and
handouts distributed during your absence. Class discussions are critical to the course;
therefore, missing classes will set you back tremendously and infringe upon your growth as a
critical reader and writer. This is not a correspondence course. Your active participation
during class is integral to this course. According to the Student Handbook, you are allowed
six (6) absences for illness, accident, or emergency. Also note that tardiness is a major
disturbance. Bear in mind that three lates count as ONE absence. Remember that a two-
period course counts for TWO absences. Excessive absences will be handled as outlined in
the Student Handbook.

2. Extension Policy: Extensions will only be granted for the following four reasons: 1)
hospitalization for illness. A doctor’s note confirming such is required; 2) extended serious
illness that prevents a student from attending class. This requires a doctor’s note and
signature of verification from the student’s Resident Director; 3) funerals or family
emergencies granted as an approved absence by the Academic Dean and Dean of Students; 4)
school-approved activities. If the student meets one of these exceptions, a “Request for
Extension Form” must be filled out one week in advance of the due date. The form can be
obtained from the Registrar’s Office. The “Request for Extension” form should then be
presented by the student to the Office of the Academic Dean for the Dean’s signature. The
Dean’s office will forward the form to the professor. Once the form is forwarded to the

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Office of the Registrar a copy will be sent to the student. The student is to turn in all
approved extension work to the professor by the extension due date indicated on the
extension form. Failure to turn in a paper or project by the extended due date will result in a
grade of “0” for the paper or project.

3. Late Paper Policy: When a student does not qualify for, or has been denied an Extension,
he/she may still turn in the paper or project late; however, a grade penalty will be applied. All
late papers and projects turned in after the start of the period on the due date will receive an
automatic five point (5) deduction. For each twenty-four hour period (including Saturdays,
Sundays and school breaks) that the paper/project is not turned in, another five points (5) will
be deducted. If the paper is not submitted within five twenty-four hour periods after the due
date and time, an automatic score of zero (0) will be entered for the grade with no chance of
making up the paper. If a hard copy cannot be presented in person by the specified time and
hour, an email copy may be submitted (if the professor agrees) by the deadline for
verification of completion with a hard copy following immediately. It is the responsibility
that the student verify that the professor received the e-mailed paper. This should be done
immediately.

4. Examinations: Electronic exams given in class will require the use of Respondus LockDown
Browser. The student will be required to bring a laptop or iPad to the exam in order to take
the exam or quiz. All exams taken outside the classroom will require both Respondus
LockDown and Monitor. The student will be required to download and use
lockdown browser for their computer or iPad for these quizzes, by following the link on the
test page in canvas. The download is to be completed prior to coming to class to take the
exam. For technical support using LockDown Browser or Monitor, or search “respondus” at
support.northpoint.edu or contact support@northpoint.edu. Should a student be sick on the
day of an examination he/she can make the exam up provided he/she follows the procedure
noted below.
a. Make-Up Exam Policy: All exams must be made up within five days of the date of the
original exam (excluding weekends). For example, if the exam is given at the 8:00 a.m.
class on Monday, it must be made up before 8:00 a.m. the following Monday. Both
Respondus Lockdown and Monitor are required for all electronic exams taken outside of
class..
 Illness: In the case of illness, the student must notify the Resident Director of his/her
illness and secure from the Resident Director, or nurse, a “sick-slip.” The student
must fill out a “Make-Up Exam” form (located in the Office of the Registrar). The
form will then be forwarded to the Office of the Academic Dean for signature. The
student should attach the sick slip to the form. The student should then schedule a
time with the professor to make up the test. Students not making up the exam within
the prescribed time period will receive a “0”. If the student is unable to obtain a sick
clip in a timely fashion, the Make-up Exam form should be completed and submitted.
Once the RD’s have sent in the sick slip it will be attached to the form by the
Registrar’s Office. The student will receive a copy of the make-up exam for his/her
files. Commuting students who miss an exam due to illness should fill out the Make-
up Exam form and indicate illness as the reason.
 Non-illness: Unless a student is ill, all exams must be taken as scheduled. There is no

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provision for make-up exam for non-illness absences.

b. Exams Taken in the Center for Academic Development (CAD): Students approved to
take their exams in the CAD are to do so on the day the exam is scheduled in class. In
some cases this is not possible; therefore, with the approval of the CAD Director, a
student may be given up to two days in which to take the exam (if Exam given on
Monday, then the CAD student must take it by Wednesday). – Exams not taken within
this time period will be considered late and therefore, not able to be made up except due
to illness. It is the student’s responsibility to schedule all exams with the CAD Director
based on his/her syllabi schedule. Should a student be sick on the day of the exam, he/she
is to follow the Late-Exam policy above. Quizzes should be taken in the classroom, but in
consultation with the professor accommodations may be arranged. Late CAD exams will
be handled according to the make-up exam policy above. Therefore, schedule all exams
at least one week in advance of the exam with the CAD Director. For late exams - the
student must follow the above make-Up Exam policy and will be subject to the same
policy noted above.
c. Final exams are scheduled during Finals Week. The schedule is distributed one month
before Finals. Each student is responsible to check the schedule carefully and make
arrangements to be present for all finals. Finals are not necessarily given on the same day,
or even the same hour, as the regularly scheduled class. Students who have more than
three finals on one day may request that one of the finals be rescheduled. Students should
fill out a “Final Exam Reschedule” form found in the Registrar’s Office. In consultation
with the Academic Dean’s office, one of the Finals (usually an elective) will be moved. If
student is over 10 minutes late to the final exam, the professor at his or her discretion
may choose to deduct 10 points for being late. The professor will be notified in advance
to be prepared to have the Final ready for the student. Students are NOT to arrange a
Final Exam change with the professor.

5. Cell and Smartphone Usage: Cell Phone and Smart Phone Procedure: Phones are to be kept
in “vibrate” mode per CLERY Act – “Send Now” emergency notification. In the classroom,
phones are to be kept in the student’s backpack/book bag/briefcase/purse, etc.
a. Students MAY use the Bible application on their Smartphone when the class is directed
to open their Bibles to a specific passage of Scripture. Once the Scripture passage is read,
the Smartphone is to be placed back in the backpack/book bag/briefcase/purse, etc.
b. Students may take class notes on their Smartphone provided they follow the procedures
noted below.
 By the second week of class the student must submit to the professor a Smartphone
Usage form indicating the usage of their smart phone for class notes.
 The form is to be approved by the professor; a copy will be given to the student and
the original kept by the professor.
 The professor may ask periodically that the notes be e-mailed to him/her for
verification that the student is able to keep up with the notes via Smartphone, and
that notes were taken.
o If a student is found using the phone for any other purpose than note taking,
the student will lose the privilege of taking notes via Smartphone for the
remainder of the semester.

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o Unless a “Smartphone Usage” form has been filed by the student and
approved by the professor at the beginning of the semester the student may
not use his/her Smartphone for note taking.
c. Students MAY NOT use their phone, iPad, iPod, computers or other electronic device in
the classroom, chapel, or class prayers at anytime to:
 Make or receive calls
 Text or receive Texts
 Check e-mail
 Surf the Internet
 Access any social network site
 Take pictures or videos during class’
 Listen to music or watch videos during class
 Play games
d. Students found using their phone, iPad, iPod, computer, or other electronic device for any
of the above will be asked to place their device on the professor’s desk for the remainder
of the period. Continued improper usage and the student will be required to place the
device on the professor’s desk at the beginning of class for the remainder of the semester.

6. Plagiarism: NPBC subscribes to Turnitin, a service that monitors writing originality in

assignments, reports and papers and checks for plagiarism. Turnitin integrates with
Canvas so that submissions are checked for originality through a Turnitin report. This
company compares student submissions to various electronic resources as well as to other
submissions to Northpoint and other colleges through the Turnitin database. Sources that
are not cited, which are copied or paraphrased from another source without citation are
considered plagiarized. Any material, whether published or unpublished, quoted from
another writer, must be identified by use of quotation marks, block quotations, and
documentation with specific citation of the source and paraphrased material must
likewise be attributed to the original author, for both formal papers as well as other
assignments, unless otherwise instructed by the professor. The Turnitin report highlights
content considered to be similar to other sources in the Turnitin database. Both students
and instructors can view the similar source and the student submission side by side. The
similarity index is not directly factored into a grade for an assignment. Rather, it is a tool
for the instructor to use to grade and verify sources. Cited sources will still show as
unoriginal, but the instructor will use that information to verify that each citation and
paraphrase are cited.
As a school, intent on training men and women of integrity for the ministry, Northpoint
takes plagiarism seriously. Plagiarism consists of the following categories (from Turnitin:
http://turnitin.com/assets/en_us/media/plagiarism_spectrum.php):
a. Submitting another’s work, word-for-word, as one’s own.
b. Contains significant portions of text from a single source without alterations.
c. Changing key words and phrases but retaining the essential content of the source.
d. Paraphrases from multiple sources, made to fit together.
e. Borrows generously from the writer’s previous work without citation.
f. Combines perfectly cited sources with copied passages without citation.
g. Mixes copied material from multiple sources.
h. Includes citations to non-existent or inaccurate information about sources.

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i. Includes proper citation to sources but the paper contains almost no original work.
j. Includes proper citation, but relies too closely on the text’s original wording and/or
structure.

See also the 8th Edition of Turabian for a fuller explanation of plagiarism: 4.2.2-3; 7.9.1-
11; 15.1; 15.2; and 15.2.1

Any Student found guilty of plagiarism will be subject to, but not necessarily limited to, the
following discipline:
a. Faculty discipline on first offense;
 Reduction of grade
 Failure of assignment
 Letter of reprimand
b. Academic Affairs Committee discipline on successive offenses. Student will be subject
to, but not necessarily limited to, the following discipline:
 Receiving an “F” for the course
 Removal from any extracurricular activities (second offense)
 Dismissal for one year (three or more offenses)
Faculty are to report all cases of plagiarism to the Dean of Academics in the form of a
“Plagiarism Report.”

7. Cheating: Northpoint subscribes to Respondus Lockdown Browser and Monitor. This

software, which requires an installation on the computer that the student will use for the
course will discourage cheating by preventing students from opening other browser windows
while taking a test or quiz. Students are expected to follow all instructions outlined in the
opening sequence of Respondus Lockdown Browser and Monitor quizzes. This includes
verification that the webcam is functional, presenting a form of ID to verify identity, and
using the camera to capture the environment around the student. The student is expected to
avoid the use of phones, tablets, or any other electronic device than the one used to take the
quiz while quizzing. The use of paper notes and texts is also prohibited. Failure to adhere to
these guidelines will result in a 0 on the quiz, without the option to retake.

Cheating is a breach of integrity and will be dealt with by the professor or higher
authorities if needed. Cheating consists of such infractions as using unauthorized notes or
material when taking an examination; copying answers to examination questions, obtaining
or helping others to obtain, unauthorized copies of examination questions, copying another
person’s class work/assignments and/or homework and submitting it as one’s own; having
another student do one’s paper, or any other assignment, in whole or in part and submitting
the assignment as one’s own work; allowing another student to copy one’s paper or
assignment, copying another student’s paper with that student’s permission, or submitting the
same paper for two or more classes, even if it is the student’s own work. The use of any
photographic device used to capture images of a quiz or exam is also considered cheating.
Any student found guilty of cheating will be subject to one or more of the following actions:
a. Receive an “F” for the assignment or course.
b. Suspension
c. Dismissal

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TENTATIVE COURSE OUTLINE

Topics to be covered Assignments Due Assessments

Week 0 GET YOUR TEXTBOOKS!

8/24 - 8/28

Week 1 Teaching Principles  Discussion: Has teaching taken

8/29 - 9/4 place?

Week 2 LABOR DAY – NO CLASS  Discussion: Teacher Centered vs.

9/5 - 9/11 Student Centered Learning

Week 3 Student Centered vs. Teacher Centered Learning  Learning Profile Paper
9/12 - 9/18  Lesson Planning Journal Entry
 Topic & Date ideas

Week 4 Learning Styles  Topic

9/19 - 9/25  Reading Discussion (Silver,
Strong, & Perini)
 Lesson Planning Journal Entry

Week 5 Creating a Lesson: Overview  Goals

9/26 - 10/2 Creating a Lesson: Goals  Lesson Planning Journal Entry
Creating a Lesson: Outcomes

Week 6 Creating a Lesson: Information Delivery  Outcomes Midterm

10/3 - 10/9  Lesson Planning Journal Entry
 SMART Goals/Outcomes

Week 7 FALL BREAK – NO CLASS  Information Delivery

10/10 -  Research
10/16  Lesson Planning Journal Entry

Week 8 Teaching Methods  Lesson Planning Journal Entry

10/17 -  Discussion: Teaching Methods
10/23

Week 9 Creating a Lesson: Activities  Activities

10/24 -  Lesson Planning Journal Entry
10/30

Week 10 Creating a Lesson: Measurement  Measurement

10/31 - 11/6  Lesson Planning Journal Entry

Week 11 Creating a Lesson: Evaluation  Reading Discussion (Rosebrough

11/7 - 11/13 & Leverett)

Week 12 The Teacher’s Responsibilities  Evaluation

11/14 -  Lesson Planning Journal Entry
11/20  Responsibilities Discussion series

THANKSGIVING BREAK 11/18 - 27  Portfolio - 1st Draft

Week 13 Presentations  Portfolio Peer Reviews

11/28 - 12/4

Week 14 Presentations  Portfolio

12/5 - 12/11  Lesson Planning Journal Entry

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FINALS WEEK

Work may be submitted prior to its due date. All work is due Sunday night by 11:59PM. Drafts
and components of the portfolio are due by class time the week they are due.

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SELECTED BIBLIOGRAPHY

Anthony, Michael J. Introducing Christian Education: Foundations for the Twenty-first Century.
Baker Academic, 2001.

Armstrong, Thomas. Multiple Intelligences in the Classroom: 2nd Edition. Association for
Supervision and Curriculum Development, 2000.

Dawn, Marva J. Is It A Lost Cause? Having the Heart of God for the Church’s Children. William
B Eerdmans Publishing Company, 1997.

________. Unfettered Hope: A Call to Faithful Living in an Affluent Society. Westminster John
Knox Press, 2003.

Durka, Gloria. The Teachers Calling: A Spirituality for Those Who Teach. Paulist Press, 2002.

________. Church Educational Ministries: More than Sunday School. Evangelical Training
Association, 1985.

________. Teaching Techniques for Church Education. Evangelical Training Association, 1983.

________. Understanding People: Ministry to All Stages of Life. Evangelical Training

Association, 2001.

Fee, Gordon D., and Douglas Stuart. How to Read the Bible for All It’s Worth. Zondervan, 2003.

Ferguson, Nancy. Christian Educators’ Guide to Evaluating and Developing Curriculum. Judson
Press, 2008.

Fowler, James W. Faithful Change. Abingdon Press, 2000.

Fryling, Alice. Disciplemaker’s Handbook: Helping People Grow in Christ. InterVarsity Press,
1989.

Gangel, Kenneth O., and James C. Wilhoit. The Christian Educator’s Handbook on Adult
Education. Baker Books, 1993.

Glatthorn, Allan A., Bonni F. Boschee, and Bruce M. Whitehead. Curriculum Leadership:
Strategies for Development and Implementation, 2nd Edition. Sage Publications, 2009.

Gregory, John Milton. The Seven Laws of Teaching. Baker Books, 2004.

Hendricks, Howard. Teaching to Change Lives: Seven Proven Ways to Make Your Teaching
Come Alive. Multnomah Publishers Inc., 1998.

Hunt, Josh and Larry Mays. Disciple-Making Teachers: How to Equip Adults for

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Growth and Action. Group, 1998.

Lefever, Marlene D. Creative Teaching Methods. Cook Ministry Resources, 1996.

Nouwen, Henri J.M. In the Name of Jesus: Reflections on Christian Leadership. Crossroad,
1999.

Osmer, Richard. The Teaching Ministry of Congregations. Westminster John Knox Press, 2007.

Packer, J. I. and R. Paul Stevens. The Equipper's Guide to Every-Member Ministry: Eight Ways
Ordinary People Can Do the Work of the Church. Regent College Publishing, 2000.

Palmer, Parker J. The Courage to Teach. Jossey-Bass Publishers, 1998.

________. Keep in Step with the Spirit: Finding Fullness in Our Walk with God. Baker Books,
2005.

________. To Know As We Are Known: Education As a Spiritual Journey. Harper & Row, 1993.

Peace, Richard. Spiritual Autobiography: Discovering and Sharing Your Spiritual Story.
NavPress, 1998.

Peterson, Eugene H. Under the Unpredictable Plant: An Exploration in Vocational Holiness.

William B Eerdmans Publishing Co., 1992.

________. Working the Angles: The Shape of Pastoral Integrity. William B Eerdmans
Publishing Co., 1987.

Rosebrough, Thomas R., and Ralph Geist Leverett. Transformational Teaching in the
Information Age Making Why and How We Teach Relevant to Students. Alexandria, VA:
Association for Supervision and Curriculum Development, 2011.

Schultz, Thom and Joani Schultz. The Dirt on Learning. Group Publishing, 1999.

Silver, Harvey F., Richard W. Strong, and Matthew J. Perini. So Each May Learn: Integrating
Learning Styles and Multiple Intelligences. Alexandria, VA: Association for Supervision
and Curriculum Development, 2000.

Smith, Gordon T. Courage & Calling: Embracing Your God-Given Potential. InterVarsity Press,
1999.

Stevens, R. Paul. Liberating the Laity. Regent College Publishing, 1977.

Tobias, Cynthia Ulrich. The Way They Learn. Tyndale House Publishers Inc., 1994.

Westing, Harold J. Create and Celebrate Your Church’s Uniqueness: Designing a Church
Philosophy of Ministry. Kregel Publications, 1993.

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White, James Emery. Serious Times: Making Your Life Matter in an Urgent Day. Intervarsity
Press, 2004.

________. Rethinking the Church. Baker Books, 2003.

Wilhoit, Jim, and Leland Ryken. Effective Bible Teaching. Baker Books, 1988.

Wilkinson, Bruce. The 7 Laws of the Learner: How to Teach Almost Anything to Practically
Anyone. Multnomah Publishers, 1984.

Zuck, Roy B., and Gene A. Getz. Adult Education in the Church. Moody Press, 1970.

Fall 2016