Mentor's Manual

106 For the Nex t Generat i on: The Urban Mi n i s t r y I ns t i tute ’ s Mentor Manua l

minutes in length, but can be divided up as you see fit for student comprehension.)

3. Remind the students that they can follow along with the video presentation using their Student Workbook which contains a general outline of the material presented and Scripture references as well as other supplementary materials referenced by the speaker. For Foundations courses, the workbooks coincide with the audio teaching, with some adjustment for student interaction.

B. Adapt the flow of the Content sections of your courses with the capability and comprehension of your students.

1. Do not hesitate to stop the video and review the material with the students if it is plain that they are having diffi- culty with the concepts being presented. Additionally, you may wish to view or listen to a portion of the teaching a second (or twenty-second time!) in order for the issues, concepts, or questions to be fully understood. 2. Once you have viewed the Capstone video segment, answer the Segue One questions to review the ideas covered on video. Focus on questions they may have about the content, and confirm that they grasp both the data and implications of the presented content. 3. After this discussion, you may need to take a break or change the pace of your presentation. Exploring the content of your lessons will be both exhilarating and exhausting! Monitor how your students are wrestling with the data, and do all you can to make their learning as hassle-free as possible. 4. The rule of thumb is simple: organize the Content section in order to ensure that the students understand the critical objectives being covered by the content in any classroom session . The goal is not to cover ground but to master concepts and principles which help us grapple with the overall objectives of the course, whether a Capstone or Foundations course.

Leading a Capstone or

Foundations Class Session