Expository TeachingSeminar

Grace Baptist Church20 Sep 2014

Care Group Ministry (in collaboration with the Christian Education on Sunday Ministry)

(1) INTRODUCTION

1.1 Goal of the Seminar

To provide an introductory understanding of how to teach in an expository fashion.

1.2 Schedule for Today’s Seminar

Time Scheduled Items

Morning

(9.30 am – 12.30 pm)

Welcome & Prayer Section 1. Introduction to Expository Teaching Sections 2-3. Developing a Teacher’s Understanding for

Teaching

Lunch

(12.30 pm – 1.30 pm)

Free-and-easy

Afternoon

(1.30 pm – 4.30 pm)

CLOBS Study on Matt. 6:7-15 Section 4. Developing a Lesson Q&A (if time permits) Closing Feedback

1.3 Filming of the Seminar

To help others who cannot attend the seminar learn from today’s seminar, we will be filming the seminar and uploading it onto the GBC website. It will only be accessible via password (to be circulated later to all seminar participants) to GBC members only.

If you do not wish to be filmed, please inform Eddie during the first break. He will edit you out of the video. If you do not inform Eddie in this way, we will assume that you have given implicit consent to be filmed and to allow the video to be uploaded online for GBC member use.

1.4 References

Much of the material in this set of notes is drawn from Dr Rick Griffith’s teaching in Singapore Bible College. Other relevant insights were also drawn from the teaching of Dr Jeffrey Arthurs (Gordon-Conwell Theological Seminary), Dr Haddon Robinson (Gordon-Conwell Theological Seminary), Dr Bryan Chapell (previously Covenant Theological Seminary) and Dr Richard Ramesh (Dallas Theological Seminary).

Specific references footnoted in this set of materials: Arthurs, Jeffrey. Preaching with Variety: How to Re-Create the Dynamics of Biblical Genres . Grand Rapids, Mich.:

Kregel Academic & Professional, 2007.

Broadus, John A. On the Preparation and Delivery of Sermons. Edited by J.B. Weatherspoon. New York, N.Y.: Harper & Row, 1944.

Chapell, Bryan. Christ-Centred Preaching: Redeeming the Expository Sermon. 2nd ed. Grand Rapids, MI: Baker Academic, 2005.

Liefeld, Walter L. New Testament Exposition. Zondervan, 1989.

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(2) WHAT IS “EXPOSITORY TEACHING”?

Learning Goals

In this section, you will:a. Learn what expository teaching is and is notb. Learn why you should teachc. Orient yourself rightly as a Christian who teaches

2.1 What is Expository Teaching?

Definition: Expository teaching “… explains a passage in such a way to lead the congregation to a true and practical application of that passage.”1

Note the following features of the above explanation:

a. “Passage” – Explains one primary passage of Scripture, i.e. all the main learning points (“main points”) of the teaching session are drawn from the text.

b. “Practical Application” – Goal is application of the primary passage and the changing of lives of Christians today.

c. “True” – The application is faithful to the author’s intention of the primary passage. Expository teaching is “saying what God says and doing what God does”.2

2.2 What Expository Teaching is Not

It is not the only way to teach . Consider the following:

Table 1. Different Types of Teaching Approaches3

Componentsof the

Teaching Session

Starts from a Primary Passage

OthersExpository Textual Topical

Broad Theme From theprimary passage

From theprimary passage

From theprimary passage

Examples:(1) Content-focused teaching(2) Training on apologetics

Main Points From theprimary passage

From theprimary passage Elsewhere

Application From theprimary passage Elsewhere Elsewhere

It is not characterised by a verse-by-verse teaching style but rather is focused on communicating the main ideas that the author intends from the text. However, expository teaching often takes a verse-by-verse style, especially if the passage studied is short.

It is not inductive Bible study .

1 Walter L. Liefeld, New Testament Exposition (Zondervan, 1989), 6.2 Jeffrey Arthurs, Preaching with Variety: How to Re-Create the Dynamics of Biblical Genres (Grand Rapids, Mich.:

Kregel Academic & Professional, 2007).3 Adapted from Bryan Chapell, Christ-Centred Preaching: Redeeming the Expository Sermon, 2nd ed. (Grand Rapids,

MI: Baker Academic, 2005), 129–130.Page 2

It is not that different from expository preaching ! When compared to preaching, teaching has the same goals (transformation) and has the same authoritative source (a Scriptural passage) while appearing in a slightly different context (a classroom or a small group or a family group, instead of a pulpit). This suggest that we can apply insights from the field of preaching to the field of teaching and vice versa!

2.3 Why Learn Expository Teaching?

2.3.1 Why Learn to Teach in an Expository Manner?

Given that there are so many different teaching approaches, why are we focusing on expository teaching? Consider the following advantages and disadvantages of expository teaching:

Table 2. Advantages and Disadvantages of Expository TeachingAdvantages Disadvantages

Guards against our deceitful hearts

Balancing Holy Spirit inspiration and the Heart’s deceitfulness

Guards against our human fallibility

Balancing Holy Spirit inspiration and Human limitedness

Protects the Teacher

Source of authority Allows us to rebuke without pointing fingers Easiest way of teaching to pick up

Relatively Narrower in Focus

Single passage vs multiple passages

Can lead to problems if not done right (applies to all styles of teaching but expository teaching has its own set of typical problems, e.g. unwarranted principalizing)

Can lead to a “this-is-the-only-way-to-teach” mentality (applies to all styles of teaching, but seems particularly prevalent among those who advocate the expository style)

2.3.2 Why Learn to Teach?

Consider the following familiar passage:

18 And Jesus came and said to them, "All authority in heaven and on earth has been given to me. 19 Go therefore and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, 20 teaching them to observe all that I have commanded you. And behold, I am with you always, to the end of the age." (Mat 28:18-20 ESV)

Question: What does the passage say about teaching?

Answer: __________________________________________________________________

The Great Commission is not just a Great Commission to go forth in missions, it is a Great Commission to go forth to teach as well! Thom Rainer, the Founding Dean of the Billy Graham School for Missions, Evangelism, and Church Growth (Southern Baptist Theological Seminary) said, “The role of preaching [/teaching] is the number one correlated factor related to the evangelistic growth of the church.”

Similarly, consider the logic therefore of Grace Baptist Church’s Vision and Purpose Statements:

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Purpose Statement: We are called by God to glorify Him by obeying the Great Commission through proclaiming the Gospel, teaching His Word, and living it out together.

Vision Statement: A disciple-making church that transforms lives with the gospel and love of Jesus Christ

2.3.3 Obstacles to and Benefits of Teaching

Discuss: What sort of challenges/obstacles do you encounter when you are asked to teach?

Table 2. Obstacles to and Benefits of Teaching“Obstacles” to Teaching Benefits of Teaching

Fear … of getting it wrong / “unequipped” of having nothing to give of criticism of public speaking

Not my job a wrong theology of gifts

gifts are for edifying developing a gift

levels of teaching

Time

Teaching helps us grow us Christians

Teaching helps us learn to rely on God more

Obedience

Be a blessing to others

“We learn how to do things by doing the things we are learning how to do.”– Aristotle

Pastoral Observation: Many obstacles to teaching are based on a “me”-centric vision of teaching. But teaching is never about the teacher; rather it is about The Teacher – His Word, His power and His mission!

2.4 The Right Orientation towards Teaching

As we think about teaching, we need to have the right mindset:

Passion to want to teach others God’s Word o It is our duty and our joy

Joy in growing in the process of teaching God’s Wordo We learn more when we teacho We have to apply it to ourselves before we teach it

Humility as we teach God’s Wordo Humility is required because teachers are sometimes exalted and sometimes criticised.

Diligence as we teach God’s Wordo A typical sermon preparation time is between 10 (very seasoned) to 25 (newbie) hourso Teaching is (usually but not always) an easier task, but for newer teachers, it is still

usually a ratio of 5-10 hours for each hour of teaching.

Discuss: How do you feel about teaching? How do you feel about the four points above?

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(3) DEVELOPING A TEACHER’S KNOWLEDGE FOR TEACHING

Learning Goals

In this section, you will:a. Appreciate how a teacher’s understanding is crucial in teachingb. Understand the difference between a teacher’s and a learner’s understandingc. Learn and use a series of questions to use to develop a more nuanced teacher’s

understanding to strengthen your teachingd. Learn how to clearly articulate the purpose and learning outcome of a specific biblical

text

3.1 The Teaching Iceberg

If the various teacher-related factors contributing to the success of a teaching session is compared to an iceberg, we can make the following observation:

Above the surface (visible)

Notes The delivery of the lesson Ability to answer questions

Below the surface (invisible)

Teacher’s Understandingo Understanding of the texto Understanding of the audience

Teacher’s Planningo Of the learning journey (what ideas, feelings

does the audience experience, in what order)o For possible questionso Of timeo Preparation of venue

Just like how ships crash against the iceberg that is below the waterline, similarly, it is a teacher’s failure to prepare carefully that can often wreck a lesson.

Hence, the rest of today’s teaching is divided into two halves, to investigate these things that are below the surface.

Morning . Teacher’s understanding. Afternoon . Teacher’s planning.

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3.2 What Does a Teacher Need to Understand?

Compare the knowledge that a learner needs to know against that which a teacher needs to know:

Table 3. Christian Learner vs Christian Teacher: Difference in KnowledgeThe Learner Needs to Know … The Teacher Needs to Know …

Text What the text means (“passage

meaning”) What the text wants him/her to do

(“application”)

Same as the learner, but he/she needs to know more!

Text Details of the text (e.g. more nuanced understanding,

different interpretations of the text)

Learner Concrete ways that the learner can apply the text How the learner will understand/misunderstand the text How to teach the text to the learner effectivelyetc

But note: depending on the context, it may not always be necessary to be fully equipped. Formal settings tend to require more preparation that informal settings.

please turn over

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3.3 Skill 1: Questioning to Develop a Deeper Understanding of the Text

Reminder of Learning Goal. Learn and use a series of questions to use to develop a more nuanced teacher’s understanding to strengthen your teaching

Step 1 Read through the passage you are going to teach carefully. As you read through the passage, keep in mind the people you will be teaching. Then list down as many questions as possible your learners may have about the text . If you

yourself have any questions about the text, this is a good time to list them down as well. Do not “censor” your questions at this point. Ask as many as possible, even if they sound silly.

Try Step 1 in your small groups with the following passage

Let your speech always be gracious, seasoned with salt,so that you may know how you ought to answer each person. (Col 4:6 ESV).

Key Observation: Learning is often more about asking the right questions than knowing the right answers!

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Looking through the questions that you stated, you will notice that they tend to fall into two main categories:

Text-Centric Learner Centric

For example (not exhaustive): What does this word/phrase mean? Who is this text addressing? What is the context of this verse? What is the text trying to do? Why does the text say to do this?

For example (not exhaustive): How will my learner understand or misunderstand this text? What possible objections or challenges may he/she raise? How can my learners apply this text? Where in my learners’ lives can they apply this text? Why should my learner obey this?

Step 2 Answer the questions you deem relevant. Solutions can include (not exhaustive):

o Taking time to study the Word by yourself / Reading a good commentaryo Coming to CLOBS and asking your questions theno Asking a senior member of your group

3.4 Skill 2: Articulating what the Lesson is about (Main Idea & Action)

Reminder of Learning Goal. Learn how to clearly articulate the purpose and learning outcome of a specific biblical text

After the previous two steps, you will likely have clarified your understanding of the passage to a substantial degree. However, it will not then do to go to a class and “teach the passage”. One reason is that you need clarity about what the lesson should be about. Without clarity about what the lesson will be focused on, you will end up confusing your audience.

“A mist in the pulpit is a fog in the pew.” – Howard Hendricks

But what kind of objectives should a lesson have? Consider the earlier quotation:

Expository teaching is “saying what God says and doing what God does”.4

Therefore, we should have two objectives clearly spelled out for every expository teaching lesson: What is the main idea of the text? (i.e. what information is the author trying to communicate?) What is the main pastoral action of the text? (i.e. what is the author trying to do?)

These two things are not the same! In fact, what we say is often very different to what we are trying to do!

Step 3 Corresponds to “what God says” Summarise the passage you are teaching in a question-answer format

(a) The question is typically framed as one of the following question-types:- Who? What? Where? When? Why? How?

(b) The question and answer should be stated in plain English (to ensure that you understand).(c) If the passage is long, start this process with smaller units by writing a Q&A for each individual

unit. Then synthesise the Q&As for smaller units into a summary Q&A for the larger passage. (Note that these smaller unit Q&As often will the key sub points of your lesson!)

4 Arthurs, Preaching with Variety.Page 8

Exercise. Try the following three examples:

Example 1:

6 Let your speech always be gracious, seasoned with salt,so that you may know how you ought to answer each person. (Col 4:6 ESV)

Question: __________________________________________________________________________

Answer: __________________________________________________________________________

Action: __________________________________________________________________________

Pastoral Purpose:

__________________________________________________________________________

Example 2:

11 "Blessed are you when others revile you and persecute you and utter all kinds of evil against you falsely on my account. 12 Rejoice and be glad, for your reward is great in heaven, for so they persecuted the

prophets who were before you. (Matt. 5:11-12 ESV)

Question: __________________________________________________________________________

Answer: __________________________________________________________________________

Action: __________________________________________________________________________

Pastoral Purpose:

__________________________________________________________________________

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Example 3:

13 "You are the salt of the earth. But if the salt loses its saltiness, how can it be made salty again? It is no longer good for anything, except to be thrown out and trampled underfoot. 14 "You are the light of the

world. A town built on a hill cannot be hidden.

15 Neither do people light a lamp and put it under a bowl. Instead they put it on its stand, and it gives light to everyone in the house. 16 In the same way, let your light shine before others, that they may see your good

deeds and glorify your Father in heaven.(Matt. 5:13-16 NIV)

For Matt. 5:13-14

Question: __________________________________________________________________________

Answer: __________________________________________________________________________

Action: __________________________________________________________________________

Pastoral Purpose:

__________________________________________________________________________

For Matt. 5:15-16

Question: __________________________________________________________________________

Answer: __________________________________________________________________________

Action: __________________________________________________________________________

Pastoral Purpose:

__________________________________________________________________________

Overall

Question: __________________________________________________________________________

Answer: __________________________________________________________________________

Action: __________________________________________________________________________

Pastoral Purpose:

__________________________________________________________________________

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Step 4 Corresponds to “what God does” Identify the type of action performed by the author (“God”) in the text. Some examples (non-exhaustive) of what passages are doing are: Exhort, Rebuke, Encourage,

Defend/Answer, Charge, Thank etc.

Exercise. Now, go to the previous page and attempt Step 4 with each of the passages.

3.4 Skill 2: Articulating what the Lesson is about (Application)

Remember that the goal of expository preaching is to explain a passage so as “… to lead the congregation to a true and practical application of that passage.”5 Application is at the heart of expository preaching. The father of modern expository preaching, John Broadus, says:

“application [of a passage] is not merely an appendage to the discussion or a subordinate part of it, but is the main thing to be done”.6

With application in mind, we can how Steps 3 and 4 shed light how to apply the text in two ways:

a. Step 3 allows us to clarify what is the pastoral purpose of the text. It tells us which aspect of the fallen human condition7 the text is addressing.

Step 5Based on the Q&A you derived in Step 3, identify the pastoral purpose (sin or broken situation in life) that each passage is addressing. (Note: How is each of these fallen human conditions application to your learners?)

Exercise. Now, go the previous page and try to identify what is the pastoral purpose of each passage (either sin or brokenness).

b. The action identified in Step 4 allows us to determine how the text should be applied because our application should match the action that the text does. Using this approach, we can check our application of the text. If the way we apply the text is different from what the text is trying to do, then we must honestly review our application of the text.

We cannot make any application we wish from the text! Doing this is essentially just reading the Word of God in any way we wish.

For example:

e.g. 1 Cor 12 : exhort & warn vs dissuaded from teaching

e.g. Matt. 5:19-20: exhort vs dissuaded from seeking righteousness

5 Liefeld, New Testament Exposition, 6.6 John A. Broadus, On the Preparation and Delivery of Sermons, ed. J.B. Weatherspoon (New York, N.Y.: Harper &

Row, 1944), 210.7 This term is borrowed from Bryan Chapell, who calls it the “Fallen Condition Focus”. cf. Chapell, Christ-Centred

Preaching: Redeeming the Expository Sermon.Page 11

Summary of Steps

Development of Greater Understanding

Step 1. Ask as many question as possible of the text, putting yourself into the shoes of the learner.

Step 2. Answer those questions through various means.

Articulating Lesson Goals

Step 3. Summarise the passage you are teaching using a Q&A format.

Step 4. Identify the pastoral action of the text based on the Q&A.

Step 5. Identify the pastoral problem of the text based on the Q&A.

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(4) DESIGNING A LESSON

Learning Goals

In this section, you will:a. Learn a general approach to lesson designb. Appreciate how this approach is used in the context of an enacted lessonc. Practise (at home) using this approach, and the skills of the previous session, to design

your own study

4.1 Intermission: Reorienting Ourselves

Steps

Reading the Bible

Understand the text in their

town

Measure the gap

Cross the Principalising

Bridge

Check against Gospel map

Apply the text in our town

Expository Teaching

Understand the text as a teacher

Understand the text’s

relationship to our learners

Articulating the learning outcomes for our learners

Lesson Design focusing on Application

|-------------------------------------Morning-------------------------------------| |---Afternoon---|

4.2 Inductive Example

This section will be preceded by us going through the CLOBS session for Matt. 6:7-15.As you go through the study, ask this question:

Why was the study designed in this way? Would I do anything differently?

4.3 A Template for Lesson Design

Reminder of Learning Goal. Learn a general approach to lesson design

A Bible lesson typically has the following components (listed in “standard” order):# Component Goal Answers What Question of the Learner?

1 Create need Why should I care?

2 Introduction of subject of study What am I learning?

3 Provides context for the Bible passage Where am I?

4 The Bible passage itself What is God’s Word regarding this?

5 Systematic explanation of main points What must I learn?

6 Summary of main points What have I learned?

7 Application of main points What must I do? What does it look like?

As you become more mature in your understanding of teaching, you will find it necessary and meaningful to deviate from this order. For example, instead of leaving application to the end (a “simple” structure), you may find it helpful to place application at the end of each main point (an “cyclical” structure). Or instead of stating the main points at the end (“inductive” structure), you can state the main point at the start (a “deductive” structure).Page 13

4.4 Studying the Example Lesson

Reminder of Learning Goal. Appreciate how this approach is used in the context of an enacted lesson

We will discuss the example lesson, and comment on its various components in order to learn from a concrete example. List down your learning points in the table below.

# Component Goal Learning Points

1 Create need

2 Introduction of pastoral problem to be answered

3 Provides context for the Bible passage

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# Component Goal Learning Points

4 The Bible passage itself

5 Systematic explanation of main points

6 Summary of main points

7 Application of main points

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4.4 Practising the Approach

Reminder of Learning Goal. Practise (at home) using this approach, and the skills of the previous session, to design your own study

Remember these two things we have already mentioned:

“We learn how to do things by doing the things we are learning how to do.” – Aristotle

Our orientation towards teaching should include “diligence as we teach God’s Word”

Hence, we have prepared for you a take-home exercise to further consolidate your learning.

Instructions for Take Home Exercise

For Bible Study Facilitators who will be leading the study for Matt. 7:1-12

Please do the following before coming for the CLOBS session on 8 Nov 2014 (2 sessions from now):

Prepare a Bible study for Matt. 7:1-12 by:

Apply Steps 1-5 that we taught you on the passage.o (For Step 1, if you have any questions that you cannot answer, raise it during the CLOBS

session on 8 Nov 2014).

Design a Bible study based on the Table in Section 4.3.

If you wish detailed feedback on your study before the session, please send your lesson notes to ces.at.gbc@gmail.com by 3 Nov 2014. You will receive a reply by 6 Nov 2014.

Feel free to direct any questions you may have to either Pastor Oliver or myself (but we seek your understanding if we take some time to reply).

On 8 Nov 2014, during the CLOBS session, we will break up into small groups to discuss the Bible studies that you designed. The discussion will be led by a facilitator.

Please note that no notes will be provided by the CG Ministry Team for Matt. 7:1-12. The conduct of that Bible Study is really up to you!

For other attendees who wish to practise and receive feedback

Prepare a study based on any text of the Bible (we suggest you design a study for a lesson that you will actually teach).

If you wish for feedback, please send your lesson notes to ces.at.gbc@gmail.com by 3 Nov 2014. You will receive a reply by 6 Nov 2014.

4.5 Concluding Words

This seminar is meant to be the first in a series of seminars to support and train Care Group leaders. Please let us know if there are any areas you would like us to address for future seminars.

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--- THANK YOU ---

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