A couple of week ago, I wrote about the hallmarks of a good Sunday School curriculum (specifically, Growing in Christ published by Concordia Publishing House). Among the benficial characteristics I mentioned was that the curriculum is unified.
A unified curriculum is designed to teach the same topics to all students in a given lesson. In Growing in Christ, the same Bible text is presented in all levels of the curriculum each Sunday. Not all curricula are unified. Even CPH Sunday School material has not always been unified, at least not on all levels. (Mission: Life is probably the most obvious example; published in the 1970s, this curriculum provided topical units that were completely different for each level of the curriculum. The Life in Christ and New Life in Christ curricula, which followed Mission: Life, were largely unified, but had a few weeks when especially the younger grades did not tackle the same texts as the upper grades.)
What are the pros and cons of a unified curriculum?
The chief benefit, the one that convinced the Growing in Christ team to prepare a completely unified curriculum, is that the entire family can, if the congregation chooses, study the exact same Bible text each week, children of all ages, junior high and high school students, and even adults. This provide the natural opportunity for the family to continue the discussion and learning in the home. The normal question, asked by so many parents each week, "What did you study in Sunday School today?" becomes a springboard, as each family member can enter such a conversation informed, armed with an understanding of the text appropriate to his or her age level.
This can also benefit the family's participation in worship during the seasons (generally December through May) when the Growing in Christ curriculum often mirrors the Gospel lesson read and perhaps preached on in the worship service.
There is some small potential that a few Bible accounts may stretch the developmental ability of a family's youngest children. I can honestly say, though, that our editors at the early childhood and lower grades levels of Growing in Christ have done a masterful job of addressing even difficult biblical subjects in ways that young children can comprehend.
Given that God's love for us, shown best in the gift of His Son as a sacrifice for our sin, is at the heart of every Sunday School lesson we create, it is not surprising that even the youngest of children can come away having gotten the main point.
Is the curriculum you use unified?
What do you see as the challenges and benefits of this approach?
What advice do you have for CPH as we prepare new and revised curriculum for Fall 2012 and beyond?
Monday, January 24, 2011
Monday, January 17, 2011
Teaching about Vocation
One of the characteristics of Lutheran Sunday School curriculum is that is should teach children about their vocations. (No, not vacations, wonderful though those are.) In Lutheran theology, one's vocation is the way(s) God provides the Christian to server our neighbor.
On occasion, I receive articles submitted for Teachers Interaction, the magazine I publish for volunteer Sunday School teachers, in which the author focuses on spiritual gifts. I recognize that the Bible teaches us about spiritual gifts in the New Testament letters of Paul, and in my years of service as a director of Christian education I occasionally tried to use these passages in ways I thought would be helpful to the faith and life of members of the congregations I served. But some of the ways in which those Bible passages are applied in the Church today can create issues rather than solve them.
I'm more inclined these days to emphasize vocation rather than gift. Our vocations are objective and obvious. They don't have to be discovered or taught. God has made me at various times in my life a son, student, citizen, employee, congregation member, husband, and father. In each of these vocations, I have had opportunities to serve others (parents, teachers and classmates, community, boss, congregation, wife, children, and others) with all the gifts God has given me.
As it is with all of life this side of heaven, my service in these vocations has been less than perfect. In these roles, I have at times, by God's grace, been helpful to others. In these roles, I have at times, in my sinful nature been less than helpful. In these roles, I have sought God's grace in confession and absolution, known God's forgiveness, and continued to serve as best I could strengthened by God's Word.
Our vocations are marred by sin (laziness, improper motive, weakness, and imperfect effort) but they are blessed by God and used for His purposes in spite of sin. The dichotomy of simul justus et peccator is lived out in the Lutheran understanding of vocation.
Most often, in the "We Live" section of a lesson I've edited, this is what you'll find as you teach God's children His Word.
How often do you see vocation in the lessons you teach?
What do you find most helpful about this doctrine as you teach children?
On occasion, I receive articles submitted for Teachers Interaction, the magazine I publish for volunteer Sunday School teachers, in which the author focuses on spiritual gifts. I recognize that the Bible teaches us about spiritual gifts in the New Testament letters of Paul, and in my years of service as a director of Christian education I occasionally tried to use these passages in ways I thought would be helpful to the faith and life of members of the congregations I served. But some of the ways in which those Bible passages are applied in the Church today can create issues rather than solve them.
I'm more inclined these days to emphasize vocation rather than gift. Our vocations are objective and obvious. They don't have to be discovered or taught. God has made me at various times in my life a son, student, citizen, employee, congregation member, husband, and father. In each of these vocations, I have had opportunities to serve others (parents, teachers and classmates, community, boss, congregation, wife, children, and others) with all the gifts God has given me.
As it is with all of life this side of heaven, my service in these vocations has been less than perfect. In these roles, I have at times, by God's grace, been helpful to others. In these roles, I have at times, in my sinful nature been less than helpful. In these roles, I have sought God's grace in confession and absolution, known God's forgiveness, and continued to serve as best I could strengthened by God's Word.
Our vocations are marred by sin (laziness, improper motive, weakness, and imperfect effort) but they are blessed by God and used for His purposes in spite of sin. The dichotomy of simul justus et peccator is lived out in the Lutheran understanding of vocation.
Most often, in the "We Live" section of a lesson I've edited, this is what you'll find as you teach God's children His Word.
How often do you see vocation in the lessons you teach?
What do you find most helpful about this doctrine as you teach children?
Monday, January 3, 2011
Hallmarks of a Great Curriculum NOT!
I was asked recently to identify my personal choices for the five most significant characteristics of the Growing in Christ Sunday School curriculum. Further into this post, I plan to comment briefly on some items that I did not include and why.
The exercise was a helpful one and one I suspect Sunday School leaders should be asking themselves:
What characteristics do you think are important for a Sunday School curriculum? What things should define the material we use to teach the next generation of God's children His Word?
Here are the five I chose:
1. Christ-centered
2. Lutheran
3. Unified
4. Integrates with the congregation's worship
5. Age-appropriate
I will expand on each of these characteristics in future posts to this blog.
But let me return to the antithesis. What characteristics are not included?
Fun? No, I am not committed to insuring that Sunday School is boring for children. It's a sin to bore children with God's Word. But fun is not the goal for which I think we should strive, just a by-product of the interaction between teacher, student, and Word that are the essence of the Sunday School experience.
Flash? The reality of the publishing experience makes it difficult to be trendy and cool in the material we produce. We invest millions of dollars in curricula that will serve the Church for many years. Our goal is an abiding relevance not any passing fad.
Technology? CPH wants to be on the cutting edge, but not the bleeding edge, here. I see many intriguing applications of digital media that the Church could find tremendously helpful in our mission to share Christ with the nations. And I know that some churches have embraced technology in a big way. But our core constituents are not there yet, not by a long shot. CPH is diligently seeking ways to better serve those who are embracing technology, but we are committed to serving all our customers.
Easy to prepare? This is a tough one for me. I could easily buy in to this one, because I know that many, many teachers step into class each week with a bare minimum of advance preparation. The era of weekly teachers' meetings and teacher training conferences, workshops, courses, and certificates seems to have gone the way of Mayberry RFD. But I know that the quality of the classroom experience goes up exponentially with the amount of time spend in preparation. I'm not ready yet to let the Sunday School teacher off the hook. At CPH, we continue to seek ways to make our teacher materials as accessible as possible, while providing solid biblical teaching each week at all levels.
Did you make your own list? Are you willing to share?
Thanks to all who teach God's children His Word!
The exercise was a helpful one and one I suspect Sunday School leaders should be asking themselves:
What characteristics do you think are important for a Sunday School curriculum? What things should define the material we use to teach the next generation of God's children His Word?
Here are the five I chose:
1. Christ-centered
2. Lutheran
3. Unified
4. Integrates with the congregation's worship
5. Age-appropriate
I will expand on each of these characteristics in future posts to this blog.
But let me return to the antithesis. What characteristics are not included?
Fun? No, I am not committed to insuring that Sunday School is boring for children. It's a sin to bore children with God's Word. But fun is not the goal for which I think we should strive, just a by-product of the interaction between teacher, student, and Word that are the essence of the Sunday School experience.
Flash? The reality of the publishing experience makes it difficult to be trendy and cool in the material we produce. We invest millions of dollars in curricula that will serve the Church for many years. Our goal is an abiding relevance not any passing fad.
Technology? CPH wants to be on the cutting edge, but not the bleeding edge, here. I see many intriguing applications of digital media that the Church could find tremendously helpful in our mission to share Christ with the nations. And I know that some churches have embraced technology in a big way. But our core constituents are not there yet, not by a long shot. CPH is diligently seeking ways to better serve those who are embracing technology, but we are committed to serving all our customers.
Easy to prepare? This is a tough one for me. I could easily buy in to this one, because I know that many, many teachers step into class each week with a bare minimum of advance preparation. The era of weekly teachers' meetings and teacher training conferences, workshops, courses, and certificates seems to have gone the way of Mayberry RFD. But I know that the quality of the classroom experience goes up exponentially with the amount of time spend in preparation. I'm not ready yet to let the Sunday School teacher off the hook. At CPH, we continue to seek ways to make our teacher materials as accessible as possible, while providing solid biblical teaching each week at all levels.
Did you make your own list? Are you willing to share?
Thanks to all who teach God's children His Word!
Monday, December 13, 2010
Cancel Sunday School the day after Christmas?
No!
I was almost tempted to just leave it at that, but let me expand briefly on my rationale.
I was almost tempted to just leave it at that, but let me expand briefly on my rationale.
- The Nativity is one of the biggest stories in Scripture. There is no better opportunity to teach this foundational account from Scripture than when the world's celebration of the event is fresh in the minds and hearts of children.
- Christmas holidays bring visitors to homes and churches. A positive Sunday School experience for visiting families sends a powerful message about the priority of place Christian education enjoys in your congregation.
- We maintain our other important routines on a daily and weekly basis (breathing, eating, sleeping, even attending church) through holidays. Attending Sunday School should be one of those routines---every Sunday, for all ages.
Yes, it will take some effort. Substitutes will need to be enlisted (tell them why you think it's important to have this opportunity in Sunday School). Material and classroom assignments may have to be adapted (no, this is not the time to break out a Veggie Tale movie and skip the Gospel; re-read the first bullet point above). Some special training may even have to be provided.
Do everything you can to make this Sunday School experience this Sunday (and every Sunday) a memorable, Christ-filled occasion. Those who attend will be blessed. Those who do not will hear that they missed something worthwhile.
"Will we have Sunday School this Sunday?"
"Of course!"
"Why?"
"Because it's what we do. We teach God's children His Word."
Monday, December 6, 2010
The Final Edition
I'll admit it. I am an imperfect Sunday School curriculum editor.
Partly, that's because I'm an imperfect human being, sinful by nature. However, that is also the reality of my work. The Sunday School lessons I create as a curriculum editor are not a final, perfect edition. And that's a good thing!
I create lessons for average children, of an average number, with average interests and abilities, taught by an average teacher, who has average skills, in an average classroom. Oh, it won't be a bad lesson, God willing. I, and many others---fellow editors who "second edit" my work, my senior editor who "reads behind" all the work of those of us she supervises, the anonymous doctrinal reviewer who checks my work for heresy and theological inaccuracy, the copyeditor (who checks my grammar, spelling, and punctuation, verifies Bible references and other facts, and makes sure what is written makes sense), the designer who creates a pleasing layout and images for the material, and the proofreader who follows behind for a final check---have created a lesson that does the basics---teaches the Bible text and shares the Gospel clearly and in a winsome manner. But it still is an average lesson.
But the children you teach are not average. They have specific skills and abilities. They have names and faces. You know their number, their parents, and the activities they enjoy. (I don't.)
The classroom in which you teach is not average. It has specifics good points and, no doubt, specific limitations. You know what activities can take place there. (I don't.)
And you are not an average teacher. You know specific things about the Bible and, no doubt, don't know many other things (me, too). You have favorite styles of instruction, special routines and traditions in your classroom, ways of saying things, and great new ideas about how to teach the children who come each week to hear God's Word.
So, in a real way, you have that harder job. You must, each week, take the average lesson I provide and adapt it for your students. "That activity will never work," you say; "What I need to do is . . . ." "Mr. Smith teaching on the other side of the partition will hate me if I try that, but I can . . . ." "My kids really don't like drama; instead I'll . . . ." "My students don't know very much about that concept, so first I will . . . ." "I could illustrate that better with what happened to me last week, when . . . ."
And there it is! The Final Edition! Yours! Better than mine, because it incorporates information that I didn't have when I edited the original. Thanks for taking the time each week to adapt and polish to create a lesson that truly teaches God's children His Word. I hoped that I helped get you started.
What sections of the lesson do you find yourself adapting most often?
Where do you think the editor of your material always seems to "miss the mark"?
Partly, that's because I'm an imperfect human being, sinful by nature. However, that is also the reality of my work. The Sunday School lessons I create as a curriculum editor are not a final, perfect edition. And that's a good thing!
I create lessons for average children, of an average number, with average interests and abilities, taught by an average teacher, who has average skills, in an average classroom. Oh, it won't be a bad lesson, God willing. I, and many others---fellow editors who "second edit" my work, my senior editor who "reads behind" all the work of those of us she supervises, the anonymous doctrinal reviewer who checks my work for heresy and theological inaccuracy, the copyeditor (who checks my grammar, spelling, and punctuation, verifies Bible references and other facts, and makes sure what is written makes sense), the designer who creates a pleasing layout and images for the material, and the proofreader who follows behind for a final check---have created a lesson that does the basics---teaches the Bible text and shares the Gospel clearly and in a winsome manner. But it still is an average lesson.
But the children you teach are not average. They have specific skills and abilities. They have names and faces. You know their number, their parents, and the activities they enjoy. (I don't.)
The classroom in which you teach is not average. It has specifics good points and, no doubt, specific limitations. You know what activities can take place there. (I don't.)
And you are not an average teacher. You know specific things about the Bible and, no doubt, don't know many other things (me, too). You have favorite styles of instruction, special routines and traditions in your classroom, ways of saying things, and great new ideas about how to teach the children who come each week to hear God's Word.
So, in a real way, you have that harder job. You must, each week, take the average lesson I provide and adapt it for your students. "That activity will never work," you say; "What I need to do is . . . ." "Mr. Smith teaching on the other side of the partition will hate me if I try that, but I can . . . ." "My kids really don't like drama; instead I'll . . . ." "My students don't know very much about that concept, so first I will . . . ." "I could illustrate that better with what happened to me last week, when . . . ."
And there it is! The Final Edition! Yours! Better than mine, because it incorporates information that I didn't have when I edited the original. Thanks for taking the time each week to adapt and polish to create a lesson that truly teaches God's children His Word. I hoped that I helped get you started.
What sections of the lesson do you find yourself adapting most often?
Where do you think the editor of your material always seems to "miss the mark"?
The Rhythm of the Lesson
I am indebted to my current senior editor, Deaconess Pam Nielsen, for many things she has taught me over the years about the practical application of Lutheran theology to Sunday School material. Among other things, she reminded me that every Sunday School will ideally follow a simple rhythm of Law > Gospel.
Note that progression. It is not open to revision.
In some Sunday School lessons I see (all too often in the materials prepared by many publishing outlets that are not overtly Lutheran and committed to our synod doctrinal review process) is the rhythm Law > Law > Law. The entire lesson is Law. God's Word is taught, surely, but not in its fulness. The lesson is all about what God expects of us, how we are to live, moralism, works righteousness. When Jesus Christ is taught at all, He is revealed as an example of perfect living, a model we should aspire to emulate. Or he is held out as the ultimate carrot-on-a-stick; Jesus' love and salvation are offered as the reward for good behavior.
Some Sunday School lessons I see (including a few that I edit) teach in a pattern of Law > Gospel > Law. This starts out right. God's Law must be taught honestly and fully, convicting the student of his or her sin. Without Law in the lesson, the Gospel has no wound to heal, no filth to wash, no terror to relieve, no rescue to provide. So the Law is taught in a way that shows each student the sinfulness that afflicts each of us. Then the Gospel can indeed be taught to bring new life and great joy! If only the lesson had ended there! Instead, the lesson-writer is mysteriously impelled to go on, adding a sort of life application that restores the power of the Law: "Go and do likewise! Since God loves us we ought to love one another." Biblical messages to be sure, but Law. Ended at this point, the lesson leaves that student in slavery to the Law, still a poor, miserable sinner. Don't we want to teach "life application"? Of course we do. But we don't want to leave the student in despair. When the lesson ends with instruction about what God expects us to do, we are in trouble. The sinful nature, this side of heave, can never live up to the standards of the Law.
A good lesson will end with the proclamation of Gospel. Yes, there are standards to which we aspire, but yes we are sinners and are certain to fail if our goal is to live up to those standards. What we, and our students need to hear that God loves us anyway. Because of the faith He has planted in our hearts through the Holy Spirit by His Word, He loves us and forgives us. The Gospel will always follow the Law.
This is not a simple task. I have written and taught lessons that have not adhered to this pattern. But I will leave those confessions for another post.
God's blessing as you teach God's children His Word---Law always followed by Gospel.
Note that progression. It is not open to revision.
In some Sunday School lessons I see (all too often in the materials prepared by many publishing outlets that are not overtly Lutheran and committed to our synod doctrinal review process) is the rhythm Law > Law > Law. The entire lesson is Law. God's Word is taught, surely, but not in its fulness. The lesson is all about what God expects of us, how we are to live, moralism, works righteousness. When Jesus Christ is taught at all, He is revealed as an example of perfect living, a model we should aspire to emulate. Or he is held out as the ultimate carrot-on-a-stick; Jesus' love and salvation are offered as the reward for good behavior.
Some Sunday School lessons I see (including a few that I edit) teach in a pattern of Law > Gospel > Law. This starts out right. God's Law must be taught honestly and fully, convicting the student of his or her sin. Without Law in the lesson, the Gospel has no wound to heal, no filth to wash, no terror to relieve, no rescue to provide. So the Law is taught in a way that shows each student the sinfulness that afflicts each of us. Then the Gospel can indeed be taught to bring new life and great joy! If only the lesson had ended there! Instead, the lesson-writer is mysteriously impelled to go on, adding a sort of life application that restores the power of the Law: "Go and do likewise! Since God loves us we ought to love one another." Biblical messages to be sure, but Law. Ended at this point, the lesson leaves that student in slavery to the Law, still a poor, miserable sinner. Don't we want to teach "life application"? Of course we do. But we don't want to leave the student in despair. When the lesson ends with instruction about what God expects us to do, we are in trouble. The sinful nature, this side of heave, can never live up to the standards of the Law.
A good lesson will end with the proclamation of Gospel. Yes, there are standards to which we aspire, but yes we are sinners and are certain to fail if our goal is to live up to those standards. What we, and our students need to hear that God loves us anyway. Because of the faith He has planted in our hearts through the Holy Spirit by His Word, He loves us and forgives us. The Gospel will always follow the Law.
This is not a simple task. I have written and taught lessons that have not adhered to this pattern. But I will leave those confessions for another post.
God's blessing as you teach God's children His Word---Law always followed by Gospel.
The Heart of Sunday School
Sunday School is all about sharing the Gospel, teaching God's children the truths of God's Word, that He loves them with an everlasting, unchanging, unconditional love and promises salvation to all who believe in His Son, Jesus, who died to redeem all people from sin, death, and the devil.
Sunday School is not about entertainment. That doesn't mean it can't be entertaining, but if it is only entertaining but does not share the Gospel, what's the point? Others can and will do a better job of entertaining children than we can. We have something a bit more substantial to share.
Sunday School is not about character development. Teaching children respect, honesty, and love for neighbor are not unimportant tasks, and these themes may arise in the course of many Sunday School lessons, but they are not core to Sunday School. Spare me dancing vegetables and dinosaurs, please.
Sunday School is not about moralism. Yes, Sunday School children are sinful human creatures, as you and I are, but once they have experienced the Law it is imperative that we share with them the one message that bring new life, joy, and salvation. Jesus loves and forgive them.
Will you be teaching God's children His Word this Sunday? Locate the Gospel message that is at the heart of the Bible text you will teach. Find out how it is shared with the students through the material you teach. If you can't find it, or feel it deserves to be strengthened, re-write the lesson until it does the job. Along the way, make sure the lesson will be enjoyable for you and for those you teach.
And if you find ways to improve the lessons I have edited (middle and upper grades for Growing in Christ from CPH), don't hesitate to let me know. I really do wish to practice what I preach.
Did you find clear Gospel in the material you will teach this week? How could that lesson be improved?
God's richest blessings as you teach God's children His Word!
Sunday School is not about entertainment. That doesn't mean it can't be entertaining, but if it is only entertaining but does not share the Gospel, what's the point? Others can and will do a better job of entertaining children than we can. We have something a bit more substantial to share.
Sunday School is not about character development. Teaching children respect, honesty, and love for neighbor are not unimportant tasks, and these themes may arise in the course of many Sunday School lessons, but they are not core to Sunday School. Spare me dancing vegetables and dinosaurs, please.
Sunday School is not about moralism. Yes, Sunday School children are sinful human creatures, as you and I are, but once they have experienced the Law it is imperative that we share with them the one message that bring new life, joy, and salvation. Jesus loves and forgive them.
Will you be teaching God's children His Word this Sunday? Locate the Gospel message that is at the heart of the Bible text you will teach. Find out how it is shared with the students through the material you teach. If you can't find it, or feel it deserves to be strengthened, re-write the lesson until it does the job. Along the way, make sure the lesson will be enjoyable for you and for those you teach.
And if you find ways to improve the lessons I have edited (middle and upper grades for Growing in Christ from CPH), don't hesitate to let me know. I really do wish to practice what I preach.
Did you find clear Gospel in the material you will teach this week? How could that lesson be improved?
God's richest blessings as you teach God's children His Word!
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