this is an article by Eric C. Puff, reprinted from Discipleship Journal.
Every time I prepare a Bible lesson, I use these four questions, asked from the perspective of my students. taken in order, they form a logical structure for teaching and discussion.
1. Why is this important to me?
To give students a reason to pay attention and to spark their desire for biblical truth, I try to highlight a troubling life experience, an area of confusion, or a nagging question they have. For instance, when teaching on Phil. 4:6-9 -- where Paul teaches the Philippians how to handle anxiety -- I might say, "Life can rob our joy and peace. What restores it?"
2. What do I need to know?
Next, I lead a discussion on the content and meaning of Scripture. The goal is to show students what the Bible says about God, life, and the world. In teaching Phil. 4:6-9, I might outline the following steps to peace: Pray about your anxieties. think about good things. Practice what you've learned.
3. How could this change my life?
A good lesson allows students to consider how a truth from Scripture might apply to modern-day contexts. Discussion should focus on practical, real-life possibilities. In teaching Phil.4:6-9, I might ask the group to list some things we should think about less and some things we should think about more.
4. What steps will I take this week?
It is one thing for students to discuss how they might change their lives; it is another thing from them to do it. During this part of the lesson, I encourage students to commit to practice -- in their homes, schools, and workplaces -- the biblical principles I've presented. Discussion should focus on personal application. In a lesson on Phil. 4:6-9, I might ask students to write one thing they will think about less and one thing they will think about more in the coming week.
Every time I prepare a Bible lesson, I use these four questions, asked from the perspective of my students. taken in order, they form a logical structure for teaching and discussion.
1. Why is this important to me?
To give students a reason to pay attention and to spark their desire for biblical truth, I try to highlight a troubling life experience, an area of confusion, or a nagging question they have. For instance, when teaching on Phil. 4:6-9 -- where Paul teaches the Philippians how to handle anxiety -- I might say, "Life can rob our joy and peace. What restores it?"
2. What do I need to know?
Next, I lead a discussion on the content and meaning of Scripture. The goal is to show students what the Bible says about God, life, and the world. In teaching Phil. 4:6-9, I might outline the following steps to peace: Pray about your anxieties. think about good things. Practice what you've learned.
3. How could this change my life?
A good lesson allows students to consider how a truth from Scripture might apply to modern-day contexts. Discussion should focus on practical, real-life possibilities. In teaching Phil.4:6-9, I might ask the group to list some things we should think about less and some things we should think about more.
4. What steps will I take this week?
It is one thing for students to discuss how they might change their lives; it is another thing from them to do it. During this part of the lesson, I encourage students to commit to practice -- in their homes, schools, and workplaces -- the biblical principles I've presented. Discussion should focus on personal application. In a lesson on Phil. 4:6-9, I might ask students to write one thing they will think about less and one thing they will think about more in the coming week.
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