Heart-Deep Teaching was composed for leaders, parents, and students of the Word of God who wants to apply its standards in life-changing ways. The idea of “heart-deep teaching and learning” depends on a Hebrew comprehension of the "heart" as the deepest substance of a man that includes the brain, feelings, and will. At the point when the heart is locked in by the force of the Holy Spirit inside of the setting of God's Word, both character and behavioral changes happen.
To effectively connect with student's feelings, psyche, will, and body in taking in, a heart-profound instructor utilizes methods including communication, dramatization, reflection, narrating, wonder, development, innovativeness, carrying on, critical thinking, and grappling with the standards found in the religious content. By coordinating specific systems for breaking down the religious content and ebb and flow research in showing and taking in. The book endeavors to offer teachers some assistance with understanding the hypothetical and viable aptitudes to make their particular lessons, adjust lessons from distributed educational modules and enhance their specific methods of considering and showing the Word of God.
Newton divided Heart-Deep Teaching into four parts "Explaining the Problem," "Preparing the Heart of the Teacher," "Designing Deeper Learning Experiences," and "Structuring the Lesson." He did this to help leaders, parents, and students to understand how to teach, help, and explain the Word of God to those who want or need to know more of who Christ is.
Part I: "Explaining the Problem" only consists of the first chapter. This chapter clarifies the issue of "Shallowness in Biblical Teaching" in the congregation. The writer distinguishes six broken yet generally held rule that frequently impact Christian educational programs essayists and Leaders. Cases are given to represent the wrong way of every standard. Newton gives us approaches that put a high value on the retention of factual information by reciting facts to prepare for standardized tests. These approaches are based on six faulty principles which the author identifies as: "(1) all fun activity equals good; (2) all interaction equals good learning; (3) keeping students busy is more important than accurately teaching facts and principles; (4) simple points are more important than depth; (5) since most people learn through their experience, experience must be the basis of truth; and (6) accomplishing measurable behavioral objectives is more important than changing students’ character" (pp. 8-13).
Part II: "Preparing the Heart of the Teacher" consists of chapters two through four, teaching leaders, parents, and students how to understand what the heart is and the depths of it and how to dig deeper into God's Word as a teacher.
"Understanding the Mystery of the Heart," analyzes the term heart from a scriptural, religious, and philosophical point of view. Essayists, for example, Dallas Willard shed light on this subject. Consideration will be given to the way of the individual, the part of God's Word, and the quintessence of discipleship as the change of the entire individual.
"Mapping the Journey to the Depths of the Heart," considers instructive examination managing the scientific categorizations identified with each of the four parts of the individual: full of feeling, subjective, volitional, and behavioral. The motivation behind this section is to offer the instructor some assistance with understanding how to move more profound in each of the spaces to change the heart of the individual.
"Digging Deeper into the Word for Yourself as a Teacher," challenges the instructor to add to a person propensity for contemplating the Bible inductively, without continually depending on an educator's manual or discourse. Changing the heart of the understudy starts with the instructor's demonstrating the procedure of "diving more profound into the Word." This procedure of inductive Bible study incorporates: dissecting the point of interest of the content; building up a diagnostic layout; distinguishing the real topic, standards, and the Big Idea; applying the Big Idea to life; setting particular, individual objectives; and building up responsibility measures for achieving those goals. Just by moving more profound through the intellectual, full of feeling, volitional, and developmental levels of learning can the instructor show the procedure of heart-profound learning for understudies.
Part III: "Designing Deeper Learning Experiences" consists of the chapters five through eight, showing us how to look at the Bible as students, setting goals as encouragement for students, understanding how others learn, and create experiences that are encouraging for deep learning.
"Looking at the Biblical Text Through Students' Eyes," clarifies how Leaders can apply their investigation of the religious content to their understudies' setting. At this phase of readiness, instructors will figure out how to investigate the things understudies battle with inwardly, mentally, volitionally, and behaviorally associated with the Big Idea. By thoroughly considering the Big Idea from the viewpoint of the dissatisfactions, concerns, and ambiguities of the understudies, the educator will probably interface at a more profound level with the understudies. This part will concentrate on the most efficient method to peruse a content from the understudies' point of view, searching for representations, connectives, parallels, stories, and applications that could clear up and enlighten the disclosure process.
"Setting Goals to Encourage Deeper Student Learning," clarifies how instructors can set objectives for their lessons in light of the Big Idea and significant standards of the religious content identified with the needs, premiums, and connections of their learners. "For the young adults to accomplish the purpose of this lesson, they will be stretched emotionally, cognitively, volitionally, and behaviorally. The overall objective of the lesson is for them to progress to deeper levels of learning to accomplish the stated purpose. The purpose is integrative involving all of the domains" (pp. 99).
"Understanding How People Learn," clarifies the part of substantial involvement in the learning procedure and the estimation of intelligent experiential learning in finishing more profound learning results. "In designing learning experiences to accomplish goals, the teacher must put himself in the place of the students and ask how that person would most naturally learn the goals of a lesson" (pp. 107).
"Designing Learning Experiences that Encourage Heart-Deep Learning," will clarify an assortment of multisensory techniques for guideline alongside the procedure of how to plan powerful learning encounters to fulfill objectives. The voluntary association between the reason and objectives of the lesson and the outline of the learning encounters will be stressed.
Part IV: "Structuring the Lesson" is the last part of the book, and it consists of chapters nine through twelve. This part of the book teaches us how to prime students hearts, getting students to focus on the Word, stimulating student talk, and encouraging students heart change in life.
"Priming Students' Heart Pumps," Concentrates on the most effective method to make a sincerely and socially warm environment conducive to sharing from the heart. Different techniques will be talked about for how to identify the genuine concerns and needs of understudies. Utilizing the "posterior of the Big Idea" as a springboard for understudy reflection, proposals are given on the best way to motivate understudies to investigate their musings and sentiments identified with the religious subject. The objective of this a portion of the lesson is to mix up understudies' enthusiasm for truth and to prime their hearts to learn and change.
"Getting Students to Dig Deeper into the Word," talks about how to furnish understudies to grapple with God's Word at more profound levels by managing them to find truth from the religious content for themselves. This section depends on the presumption that individuals of all ages learn at deeper levels when they assume liability for learning. Leaders will be urged to utilize more critical thinking, narrating, carrying on entries, addressing, dynamic tuning in, gathering assignments, and scrutinizing. Leaders will figure out how to give sufficient structure to such learning encounters to guarantee that understudy will locate the essential subtle elements and standards from the religious content. Exceptional consideration is given to procedures to offer understudies some assistance with discovering and brilliant the Big Idea in their words. By coordinating dynamic learning strategies with voluntary Bible study standards, leaders will dodge the mistake of scriptural triviality.
"Stimulating Student Heart Talk," Concentrates on procedures to challenge deep and volitional reflection and application in understudies' souls. In light of the Big Idea they find, the understudies will be tested to think about imaginatively its suggestions for their lives. Understudies will be urged to share restraints, reasons for alarm, wavering, and states of mind they experience in applying the Big Idea. Advantages and favors of applying the Big Idea are additionally distinguished and examined. In this segment of the lesson, understudies will be tested to grapple with the ramifications of the Big Idea to their lives at the most profound level conceivable.
"Encouraging Heart Change in Life," clarifies the last yet regularly overlooked some portion of the lesson. Most Leaders are fulfilled if students simply recognize a couple general methods for applying the Big Idea to their lives. The center of this section will be to recommend approaches to motivate understudies to set and perform individual or gathering objectives in light of that to which they have conferred their hearts in light of the Big Idea of the content. This section will cover judicial setting procedures, getting ready for change, executing arrangements, responsibility structures, and appraisal. Trust and classification are significant segments of a domain that energize heart-profound change.
Jesus’ teaching always focused on changing and transforming human hearts which is the center of all human capacities. Followed by His model, Christian education must be transformed to focus on the heart so that every aspect of the person becomes progressively more Christ-like. Leaders need to stimulate deeper student learning by providing engaging teaching processes and programs that lead to students’ character and behavioral changes. To do so, teachers need to create and organize a lesson carefully based on students’ contexts and environment, while asking students to apply the learning to their life situations. This book provides a set of practical examples and various cases to improve all Christian teachers’ strategies and instructional tactics.
To effectively connect with student's feelings, psyche, will, and body in taking in, a heart-profound instructor utilizes methods including communication, dramatization, reflection, narrating, wonder, development, innovativeness, carrying on, critical thinking, and grappling with the standards found in the religious content. By coordinating specific systems for breaking down the religious content and ebb and flow research in showing and taking in. The book endeavors to offer teachers some assistance with understanding the hypothetical and viable aptitudes to make their particular lessons, adjust lessons from distributed educational modules and enhance their specific methods of considering and showing the Word of God.
Newton divided Heart-Deep Teaching into four parts "Explaining the Problem," "Preparing the Heart of the Teacher," "Designing Deeper Learning Experiences," and "Structuring the Lesson." He did this to help leaders, parents, and students to understand how to teach, help, and explain the Word of God to those who want or need to know more of who Christ is.
Part I: "Explaining the Problem" only consists of the first chapter. This chapter clarifies the issue of "Shallowness in Biblical Teaching" in the congregation. The writer distinguishes six broken yet generally held rule that frequently impact Christian educational programs essayists and Leaders. Cases are given to represent the wrong way of every standard. Newton gives us approaches that put a high value on the retention of factual information by reciting facts to prepare for standardized tests. These approaches are based on six faulty principles which the author identifies as: "(1) all fun activity equals good; (2) all interaction equals good learning; (3) keeping students busy is more important than accurately teaching facts and principles; (4) simple points are more important than depth; (5) since most people learn through their experience, experience must be the basis of truth; and (6) accomplishing measurable behavioral objectives is more important than changing students’ character" (pp. 8-13).
Part II: "Preparing the Heart of the Teacher" consists of chapters two through four, teaching leaders, parents, and students how to understand what the heart is and the depths of it and how to dig deeper into God's Word as a teacher.
"Understanding the Mystery of the Heart," analyzes the term heart from a scriptural, religious, and philosophical point of view. Essayists, for example, Dallas Willard shed light on this subject. Consideration will be given to the way of the individual, the part of God's Word, and the quintessence of discipleship as the change of the entire individual.
"Mapping the Journey to the Depths of the Heart," considers instructive examination managing the scientific categorizations identified with each of the four parts of the individual: full of feeling, subjective, volitional, and behavioral. The motivation behind this section is to offer the instructor some assistance with understanding how to move more profound in each of the spaces to change the heart of the individual.
"Digging Deeper into the Word for Yourself as a Teacher," challenges the instructor to add to a person propensity for contemplating the Bible inductively, without continually depending on an educator's manual or discourse. Changing the heart of the understudy starts with the instructor's demonstrating the procedure of "diving more profound into the Word." This procedure of inductive Bible study incorporates: dissecting the point of interest of the content; building up a diagnostic layout; distinguishing the real topic, standards, and the Big Idea; applying the Big Idea to life; setting particular, individual objectives; and building up responsibility measures for achieving those goals. Just by moving more profound through the intellectual, full of feeling, volitional, and developmental levels of learning can the instructor show the procedure of heart-profound learning for understudies.
Part III: "Designing Deeper Learning Experiences" consists of the chapters five through eight, showing us how to look at the Bible as students, setting goals as encouragement for students, understanding how others learn, and create experiences that are encouraging for deep learning.
"Looking at the Biblical Text Through Students' Eyes," clarifies how Leaders can apply their investigation of the religious content to their understudies' setting. At this phase of readiness, instructors will figure out how to investigate the things understudies battle with inwardly, mentally, volitionally, and behaviorally associated with the Big Idea. By thoroughly considering the Big Idea from the viewpoint of the dissatisfactions, concerns, and ambiguities of the understudies, the educator will probably interface at a more profound level with the understudies. This part will concentrate on the most efficient method to peruse a content from the understudies' point of view, searching for representations, connectives, parallels, stories, and applications that could clear up and enlighten the disclosure process.
"Setting Goals to Encourage Deeper Student Learning," clarifies how instructors can set objectives for their lessons in light of the Big Idea and significant standards of the religious content identified with the needs, premiums, and connections of their learners. "For the young adults to accomplish the purpose of this lesson, they will be stretched emotionally, cognitively, volitionally, and behaviorally. The overall objective of the lesson is for them to progress to deeper levels of learning to accomplish the stated purpose. The purpose is integrative involving all of the domains" (pp. 99).
"Understanding How People Learn," clarifies the part of substantial involvement in the learning procedure and the estimation of intelligent experiential learning in finishing more profound learning results. "In designing learning experiences to accomplish goals, the teacher must put himself in the place of the students and ask how that person would most naturally learn the goals of a lesson" (pp. 107).
"Designing Learning Experiences that Encourage Heart-Deep Learning," will clarify an assortment of multisensory techniques for guideline alongside the procedure of how to plan powerful learning encounters to fulfill objectives. The voluntary association between the reason and objectives of the lesson and the outline of the learning encounters will be stressed.
Part IV: "Structuring the Lesson" is the last part of the book, and it consists of chapters nine through twelve. This part of the book teaches us how to prime students hearts, getting students to focus on the Word, stimulating student talk, and encouraging students heart change in life.
"Priming Students' Heart Pumps," Concentrates on the most effective method to make a sincerely and socially warm environment conducive to sharing from the heart. Different techniques will be talked about for how to identify the genuine concerns and needs of understudies. Utilizing the "posterior of the Big Idea" as a springboard for understudy reflection, proposals are given on the best way to motivate understudies to investigate their musings and sentiments identified with the religious subject. The objective of this a portion of the lesson is to mix up understudies' enthusiasm for truth and to prime their hearts to learn and change.
"Getting Students to Dig Deeper into the Word," talks about how to furnish understudies to grapple with God's Word at more profound levels by managing them to find truth from the religious content for themselves. This section depends on the presumption that individuals of all ages learn at deeper levels when they assume liability for learning. Leaders will be urged to utilize more critical thinking, narrating, carrying on entries, addressing, dynamic tuning in, gathering assignments, and scrutinizing. Leaders will figure out how to give sufficient structure to such learning encounters to guarantee that understudy will locate the essential subtle elements and standards from the religious content. Exceptional consideration is given to procedures to offer understudies some assistance with discovering and brilliant the Big Idea in their words. By coordinating dynamic learning strategies with voluntary Bible study standards, leaders will dodge the mistake of scriptural triviality.
"Stimulating Student Heart Talk," Concentrates on procedures to challenge deep and volitional reflection and application in understudies' souls. In light of the Big Idea they find, the understudies will be tested to think about imaginatively its suggestions for their lives. Understudies will be urged to share restraints, reasons for alarm, wavering, and states of mind they experience in applying the Big Idea. Advantages and favors of applying the Big Idea are additionally distinguished and examined. In this segment of the lesson, understudies will be tested to grapple with the ramifications of the Big Idea to their lives at the most profound level conceivable.
"Encouraging Heart Change in Life," clarifies the last yet regularly overlooked some portion of the lesson. Most Leaders are fulfilled if students simply recognize a couple general methods for applying the Big Idea to their lives. The center of this section will be to recommend approaches to motivate understudies to set and perform individual or gathering objectives in light of that to which they have conferred their hearts in light of the Big Idea of the content. This section will cover judicial setting procedures, getting ready for change, executing arrangements, responsibility structures, and appraisal. Trust and classification are significant segments of a domain that energize heart-profound change.
Jesus’ teaching always focused on changing and transforming human hearts which is the center of all human capacities. Followed by His model, Christian education must be transformed to focus on the heart so that every aspect of the person becomes progressively more Christ-like. Leaders need to stimulate deeper student learning by providing engaging teaching processes and programs that lead to students’ character and behavioral changes. To do so, teachers need to create and organize a lesson carefully based on students’ contexts and environment, while asking students to apply the learning to their life situations. This book provides a set of practical examples and various cases to improve all Christian teachers’ strategies and instructional tactics.
Work Cited
Newton,
G. (2012). Heart-deep teaching: Engaging students for transformed lives.
Nashville, TN: B & H Publishing
Group. ISBN: 978-0-8054-4776-7, 212 pages.
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