SETTING OBJECTIVES

SESSION 2

WHAT ARE LEARNING OBJECTIVES?

Are detailed descriptions of what students will be able to do by the
end of a learning activity

WHY ARE LEARNING OBJECTIVES IMPORTANT?

1. Gives the learners a clear idea of what to expect to learn and what is expected of them
after the session
2. Gives the trainer a goal to achieve in presenting the content of a session
3. Forms the basis for evaluating the trainer, learner, and course effectiveness.

Train up a child in the way he should go: and when he is old, he will not depart from it.
– Proverbs 22:6

WHAT ARE THE CHARACTERISTICS OF LEARNING OBJECTIVE?

S – PECIFIC
Concise, well-defined statements of what students will know, understand, and be able to
do at the end of the lesson

M – EASURABLE
Can be observed by the end of the training session

A – TTAINABLE
for the participants within scheduled time and specified conditions

R – ELEVANT
The skills or knowledge described must be appropriate for the grade level (participant)
and subject area.

T – IME BOUND
Achievable by the end of the training session
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 SETTING OBJECTIVES
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WHAT ARE THE COMPONENTS OF LEARNING OBJECTIVES?

AUDIENCE: Who will be doing the behavior?

BEHAVIOR: What should the learner be able to do? What is the performance?

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CONDITION: Under what conditions do you want the learner to be able to do it?

DEGREE: How well must the behavior be done? What is the degree of mastery?

EXAMPLE OF LEARNING OBJECTIVE

From the story "THE THIEVES ON THE CROSS"

At the end of the class session, the students will be able to

1. Define the sufferings that Christ have experienced in the lesson.

2. Differentiate the responses of the two thieves on the cross to Jesus.
3. Write the lesson’s memory verse on their notebook without a given copy. / Recite the
memory verse through body actions or movements.
4. Believe that each and everyone is a sinner and that salvation is through the work of
Jesus Christ alone.

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ACTIVITY:
Read the given story and create your own objectives using the worksheet below
Mayroong isang lalaki na ang pangalan ay Saulo. Patuloy ang kanyang pagbabanta sa buhay ng mga taong
sumusunod sa Panginoong Hesus. Pinuntahan ni Saulo ang punong pari at humingi ng mga sulat na ipapakita
niya sa mga sambahan ng mga Judio sa Damascus bilang katibayan na binibigyan siya ng kapangyarihan na
hulihin at dalhin sa Jerusalem ang sinumang makita niya roon na sumusunod sa Panginoong Hesus, lalaki man o
babae. Nang malapit na si Saulo sa Damascus, bigla siyang napalibutan ng nakakasilaw na liwanag mula sa
langit at siya ay natumba.
Narinig ni Saulo ang isang tinig na nagsasabi “Saulo, Saulo! Bakit mo ako inuusig?” At sagot ni Saulo, “Sino po
ba kayo?”
Sinagot siya ng tinig “Ako si Hesus na iyong inuusig. Tumayo ka at pumunta sa lungsod, doon ay may magsasabi
sa iyo kung ano ang dapat mong gawin”.
Ang mga kasama ni Saulo ay hindi din nakapagsalita. Nakatayo lang sila, natigilan at narinig nila ang boses,
pero wala silang nakita. Tumayo si Saulo, pero sa pagmulat ng kanyang mga mata ay hindi na siya makakita
kaya naman inakay siya ng kanyang mga kasama hanggang sa Damascus.
Nanatili at nangaral si Saulo kasama ng mga tagasunod ni Hesus sa Damascus. Ipinangaral nila na si Hesus ay
Anak ng Diyos. Saan man naroroon si Saulo ay buong tapang niya na ipinapangaral ang tungkol sa ating
Panginoong Hesus.

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 TEACHING STRATEGIES
SESSION 2

LECTURE-BASED TEACHING METHODS

HOOK, BOOK, LOOK, TOOK
Hook – The teacher may ask a question, introduce a craft, or prompt the
students to perform a skit.

Book - The teacher's time to share and explain the

Scripture passage. Teachers are encouraged to use handouts or ask questions
to ensure
that the students are engaged and interested.

Look - helps the students understand the relevance of the Scripture to their
lives

Took - causes the learners to decide how to apply the lesson to their lives.

PERSONAL ILLUSTRATION - .The teacher shares an experience from his own life and
provides a lesson or parallel to the Bible.

Entry, asking questions or engaging students in an activity related to the topic.

Exploration consists of a discussion to consider and analyze the subject. This step
may include fun or informative video clips as well.

Diving In, students interact with the lesson; the teacher may ask students to make
a model or representation of an item from the story, or the teacher can lead a
more comprehensive discussion on the topic.

Application, the instructor helps the students understand the proper biblical
response to the lesson
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STORY TELLING - The teacher shares an experience from his own life and provides a
lesson or parallel to the Bible.

Choosing the Right Story, the author described five story types: plot story, problem
story, quest story, journey story, and character story.

The plot story leads to a climax. The problem story refers to a difficulty the
characters face. The quest story describes an expedition in which the characters are
searching for an item, location, or person. The journey story is similar to a quest story,
but the characters in a journey story may be unaware of the specific object or
destination they are seeking. The character story focuses on one character for a
portion or all of his life, including any changes that the character confronts.

Prepare and Practice Your Story.

Focus Your Story - maintain only one plot throughout story time

Involve Your Learners in Discovery- is the last step and requires that the teacher
provide a comfortable learning environment.

SMALL GROUP BASED TEACHING METHODS

GUIDED DISCOVERY LEARNING
a. are required to organize the subject matter and discover it for themselves.
b. The teacher guides students to understand the relationships or
connections between topics or other information.

QUESTION AND ANSWER

The teacher asks questions of the students to engage their mind and help
engage the students with the topic. Alternatively, the teacher may request
that the students ask questions regarding the topic to aid in their
understanding as well.

SHARED LIFE EXPERIENCE

a. Discussion about happenings in each person's life
b. Exploring shared experiences refers to introducing to the topic and
comparing each person's experience
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LECTURE, EXPERIENCE GROUPS, OUTCOME (LEGO)

The teacher begins with a lecture for about ten minutes to establish the topic
of the lesson. Then, students form groups of two and the teacher asks a broad
question. Each pair of students lists their answer on the board. The teacher then
puts the students in groups of three and asks a more focused question on the
same topic. While in groups of three, the students discuss their answers to the
questions, and then the teacher provides other sources of information to guide
the students. Lastly, each group shares their answer or solution with the class.

LEARNING CENTERS
Can provide a unique experience for students. The teacher prepares one or
more stations throughout the classroom

TEACH THROUGH ACTIVITIES

INFORMAL ACTIVITIES
Skit - students read or recite a script pertaining to the lesson. The Skit may
teach the main idea of the lesson or provide an example from the lesson.

Tactile Teaching - allows the students to have a hands-on experience with

the lesson. Options include making a model of an item, writing about it, or
bringing in items that stimulate senses similar to those in the lesson or passage.

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LEARNING PREFERENCES
·Learning Preferences refer to a person's self-described favorite way for the teacher to
present a lesson.

Neil Fleming's learning preferences; VARK Model

Visual (spacial) learners learn best by seeing

Auditory (aural) learners learn best by hearing
Reading/writing learners learn best by reading and writing
Kinesthetic (physical) learners learn best by moving and doing

VISUAL LEARNERS

Visual learners remember and learn what they see the most.
When studying and learning, visual learners prefer the use of maps, outlines,
diagrams, charts, graphs, designs, and patterns
They do well with color coding their notes with different colored pens or
highlighters

LESSON IDEAS TO HELP VISUAL LEARNERS

Use Colors
Draw Reasoning
Use gestures
Posters
Charts and Graphs
Draw text
Props
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AUDITORY LEARNERS
Auditory learners learn best by hearing and carefully listening
They are very likely to volunteer to answer questions and to actively
participate in classroom discussions.
Some popular methods include lectures, audiobooks, discussion, and verbal
processing.

LESSON IDEAS TO HELP AUDITORY LEARNERS

Audio Books
Socratic Method
Speeches
Record Notes
Text to Speech
Debate

READING/WRITING LEARNERS
Auditory learners learn best by hearing and carefully listening
They are very likely to volunteer to answer questions and to actively
participate in classroom discussions.
Some popular methods include lectures, audiobooks, discussion, and verbal
processing.

LESSON IDEAS TO HELP READING/WRITING LEARNERS

Handouts
Essays and reading assignments
Vocabulary stories
Think, pair, share

KINESTHETIC LEARNER
Kinesthetic learner learns best by going through the motions or actually
doing something
They learn best from seeing something first hand, watching live videos, and
going on field trips.

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LESSON IDEAS TO HELP KINESTHETIC LEARNER

Experiments
Field Trips
Physical Props
Take a stand
Act it Out
Tableaux Vivants
Demonstration Speeches

LEARNING ORDER
Approach is an introductory activity related to the lesson. This activity
engages the student's mind, helps focus the class on the teacher, and
prepares each student to think about the lesson to come
Explore, students engage in Bible study or interact with a model of an item
from the story
Discover, the students go through an experience similar to the events in the
Bible passage, which helps students remember the ideas and impact of the
lesson
Assume Responsibility refers to making the Bible passage applicable to the
student's life. The class suggests ideas for practical application of the
Scripture

TEACHING ORDER
Opening Prayer
Closing Prayer
Memory Verse
Games
Activities
Worship Time
Engagement Time
Story Time
Mini Ceremony
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 LEARNING STRATEGIES
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LESSON IDEAS TO HELP KINESTHETIC LEARNER

Experiments
Field Trips
Physical Props
Take a stand
Act it Out
Tableaux Vivants
Demonstration Speeches

LEARNING ORDER
Approach is an introductory activity related to the lesson. This activity
engages the student's mind, helps focus the class on the teacher, and
prepares each student to think about the lesson to come
Explore, students engage in Bible study or interact with a model of an item
from the story
Discover, the students go through an experience similar to the events in the
Bible passage, which helps students remember the ideas and impact of the
lesson
Assume Responsibility refers to making the Bible passage applicable to the
student's life. The class suggests ideas for practical application of the
Scripture

TEACHING ORDER
Opening Prayer
Closing Prayer
Memory Verse
Games
Activities
Worship Time
Engagement Time
Story Time
Mini Ceremony
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EXAMPLE:

2:45 PM - 3:00 PM Opening Prayer

3:00 PM - 3:15 PM Engagement Activity
Memorize each of their classmate's
name through favorite things

3:15 PM - 3:25 PM Games

Group Cooperative Game. Shepherd and
Sheep Hunt

3:25 PM - 3:40 PM Story Telling Time

Teaching Method : Story Telling
Learning Preference : Visual Aids using
Slideshows, Socratic Method, Using Gestures

3:40 PM - 3:45 PM Water Break Time and Preparation for

Activity

3:45 PM - 3:55 PM Activity Time

Order of Events and Matching Type

3:55 PM - 4:00 PM Worship Song and Closing Prayer

OBJECTIVES:
At the end of engagement activity , each student will be able to memorize
the names of their classmates through "favorite thing" challenge
After the story's introduction, the students will be able to give/describe
their own personal story parallel to the game activity.
During the lesson activity, the student will be able to arrange the story's
sequence through numbering of the given pictures
After the lesson, the students will be able to believe that each is a sinner
who is dearly loved and cared by God.

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SESSION 2

ACTIVITY:

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