posal. In this context it would be possible for the three teachers to plan together their approach, with emphasis on specialization of the talents and experiences of each. There would be times when the three classes would meet all together and other times when they would meet in groups of various sizes. One of the teachers would be selected as the master teacher and would lead in planning, evaluation and teaching the most difficult material, usually to the entire group using the method of lecture and demonstration. This teacher would be selected for this position on the basis of ability and resourcefulness. The other teachers would have a responsibility for prep aration of m a te ria ls, supervising smaller groups, serving as resource and discussion leaders for small group projects. The students will still receive the highest caliber of instruc tion in the lecture presentation and at the same time will receive per sonal attention by the other teachers in the smaller groups. An example of this took place last summer in a church in Southern California. During Vacation Bible School, a team-teaching approach was used for the junior high department. Approximately 70 students attended each day. Five master teachers were selected from the church, based on their teaching capabilities. They were to teach for just two days dur ing the program. They taught the entire group, using lecture and vis ual aids. Thus they had ample time for preparation, realizing they would be teaching just two lessons each. Seven other discussion leaders were selected who conducted the smaller groups for 45 minutes each day. They were just as well prepared as the master teachers but were used where they could make their greatest con tribution. They also were able to give more time to individual instruc tion. On occasion,,the master teach er met with the discussion leaders to train them and guide them in their part of the day’s activities. Another suggested variation of team-teaching would allow the stu dents to circulate from room to room to receive instruction from each of three or four teachers during the class period. In one room, a teacher may be teaching sacred music, an other working with only the craft materials. In the third room the in structor would be teaching inductive Bible study, and the last, teaching through the demonstration method. Here each teacher can specialize and have more time for better prepara tion. Each would give his presenta tion several times, depending on the
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by NORMAN WRIGHT Representative, Gospel Light Publications, Glendale, California T h e a g e o f innovations in method ology has been ushered into the program of Christian Education within the local church. The decade of the 50’s saw the implementation of Team Teaching in public educa tion. Now we consider the adaptation of this method to the Church’s edu cation program for it may be a means of more effectively communi cating the Gospel of Jesus Christ. The National Education Associa tion has defined team teaching as follows: “Team teaching provides that two or more teachers are given responsibility for working together for all or a major part of the in struction of a group of students. These teachers assume joint respon sibility for planning, presenting and evaluating instruction.” Any subject matter is likely to receive four kinds of instruction. Some material will be more effective ly presented in large groups, others in small group instruction. Then too we find that some topics require in dividual instruction with others ne cessitating special laboratory facili ties. How will this differ from a typi cal Bible class in the church’s pro gram? Basically, if we have three separate Bible classes, we assign a teacher to each class and have them meet consistently with that class in the same location. In a team-teaching procedure, the three classes would be assigned to the three teachers as a group with three rooms at their dis-
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