Andrew Kern examines Christ’s person and His accomplishments, as well as their influence over the establishment of the foundations and goals of our teaching.
John Mays presents an overview of a tested and proven mastery-oriented approach to instruction.
Lori Jill Keeler presents a seminar for you if you want to be more con dent in your role as a classroom teacher.
Christopher Schlect discusses the need to teach our history students to interrogate the historical narratives that frame our conceptions (and misconceptions) of the past:
Rob Williams share the necessity for winsome instruction and practical examples of how it might be achieved in the classroom.
Rick Trumbo discusses practical ideas for instructing students in writing in the context of an interdisciplinary Humanities course.
Sean Riley explores ways of structuring space (primarily classroom architecture) and time (scheduling) to promote the flourishing of faculty and students.
Paul Wolfe gives a brief overview of major epochs of Christian hermeneutics in order to set up a demonstration of the distinctions and similarities between pre-modern, modern, and post-modern interpretive pre-suppositions.
Christopher Perrin considers Highet’s contention that teaching is an art and contrast it to the scienti c, technical approach of so much of modern education.
John Scholl examines Jesus’ teaching methods, in particular his practice of discipleship, his use of stories and parables, and his skillful deployment of questions.