Mentor's Manual

Sec t i on IV: Under s tand i ng the Mechan i cs of Cl as s I ns t ruc t i on 107

C. Master the Content section in stages and phases; be careful not to cover too much ground per classroom session.

1. After you have completed your discussion together on the first video segment, play the second video segment for the students. Depending on how you structure your class, this second segment may be viewed an entire week later! Pace is paramount when covering new concepts with adult learners; be like the bee (gather honey) not the butterfly (covering ground). 2. Use the same discernment and oversight to ensure through the viewing and the discussion of the Segue Two questions that your students grasp the scope and meaning of the content presented. Having covered carefully the main ideas of the lesson, you will now be ready to teach the Connection section of the lesson. 3. Highlight the central principles, insights, and concepts covered in the Content section. Typically, students will be exposed to a considerable amount of material, and it will be easy for them to get lost in the volume. Remember the lesson, module, and course objectives , and correlate the material covered with the actual educational objectives you have in the class itself.

V. Preparing and Facilitating the Connection Section

A. Review the Mentor’s Guide to understand the lesson objectives and gather ideas for possible Connection activities.

Leading a Capstone or

Foundations Class Session

B. Create a Connection section that helps students form new associations between truth and their lives (implications) and discuss specific changes in their beliefs, attitudes, or actions that should occur as a result (applications). 1. As you plan, be a little wary of making the Connection section overly specific. Generally this lesson section should come to students as an invitation to discover, rather than as a finished product with all the specific outcomes predetermined.