1. Teaching Doctrine To Youth Craig Shakarji (SEWC 2011)

3. Garden Kitchen

4. Overview The Main Point Organizing the Teaching Creating Hooks for Doctrinal Truth Illustrations, Examples, Stories, and Visuals When Teaching Local Church Doctrine, Emphasize the Positive Putting it all together in an example

5. The Main Point A doctrinal concept should be able to be summarized in a sentence (maybe two). Ideally, every young person should walk away knowing what that is. How should that be achieved? Tell them!

6. Winston Churchill: “If you have an important point to make, don't try to be subtle or clever. Use a pile driver. Hit the point once. Then come back and hit it again. Then hit it a third time—a tremendous whack.”

7. Organizing the Teaching

8. Compare resume style with text simply written out: One can get much more information on the page with text simply written out (no paragraph breaks, no white space used, no bold type or underlining) Even though much more information would be visible, less would be conveyed.

9. Organizing the Teaching

10. Give a map of the message up front. Let people know where you are going. Avoid being a “magician” that does not tell what is going to happen awaiting the big surprise. Use time to talk about what you are teaching. Like white space on a resume. Remove all material that will detract.

11. Organizing the Teaching Practice taking this content from the “garden to the kitchen.” Large owls eat rabbits, skunks, and rats. Owls sometimes have pointy ears. Owls live in forests, deserts, and jungles. The "screech owl" name might indicate that the sound they make is a screech, but it comes closer to singing. Small owls eat insects and mice. Owls make their homes in many places--even birdhouses. Owls are brown--some are gray. The owl's feathers are silent in flight. Most owls have yellow eyes. Owls can eat small birds, fish, and even young deer.

12. Organizing the Teaching Subject – Owls – What they look like Owls sometimes have pointy ears. Owls are brown--some are gray. Most owls have yellow eyes. – What they eat Small owls eat insects and mice. Large owls eat rabbits, skunks, and rats. Owls can eat small birds, fish, and even young deer. – Where they live Owls live in forests, deserts, and jungles. Owls make their homes in many places--even birdhouses.

13. Organizing the Teaching What about the other two sentences? The "screech owl" name might indicate that the sound they make is a screech, but it comes closer to singing. The owl's feathers are silent in flight These two are removed from the message. They will only clutter, obscure, and dilute the points that are trying to be made. Use the “extra time” instead to emphasize and clarify the points trying to be made.

14. Organizing the Teaching Phil 2 Attitude taught, then examples of: the Lord Jesus, Paul, Timothy, Epaphroditus

15. Creating Hooks for Doctrinal Truth

16. People’s minds are like flat walls. You cannot just hang a bag of truth on it and expect it to stay. You must first put a hook into the wall and then hang the truth on it! In other words: Why should anyone remember this truth you are about to tell them?

17. Creating Hooks for Doctrinal Truth Severe implications of the “answer” being one thing or the other: Puzzles (how can we explain this puzzle) Questions to lead them Stories where this truth was vital Cheat—just come out and say this is utterly important—“if you did not get anything else, get this!”

18. Illustrations, Examples, Stories, and Visuals

19. Illustrations – The concept is like … Examples – Cases where concept is true Stories – Biblical stories or others where the concept came into play Visuals – Something to look at—on a screen, on a board, or in your hand

20. Illustrations, Examples, Stories, and Visuals When well used illustrations, etc.. are extremely valuable. They must be “tightly coupled” to be effective. Ask if you believe the illustration will make an abstract concept much more understandable. Make an important point memorable. Stress the vividness or importance of a point. Ask yourself if this is simply something to be used since it loosely relates to the subject.

21. Examples from Everyday Secular Usage Can be Helpful Most Biblical doctrines have secular uses: Reconciliation Propitiation Church order Etc.

22. When Teaching Local Church Doctrine, Emphasize the Positive

23. NOT simply, “We don’t have the commonly seen single-Pastor system,” or, “we do not have a headquarters” Instead, emphasize the exercise within the church, the growth that occurs as a result, etc.

24. Putting it all together “Justification” LOTS of information Prayerfully cut down the content!!! Say three things – convey three things NOT Say ten things – convey no things

25. Putting it all together “Justification”

26. Pare down to three things: Definition Instantaneous Does not change me directly. Practical change in this life comes from knowing the fact of it.

27. Putting it all together “Justification” Hook needed (Why should I listen to what you are about to teach on this subject??) “Value of having a good handle on this one truth. Knowing this ONE TRUTH well, puts you ahead of millions of people in many religions.”

28. Putting it all together “Justification” Plan: Start with subject and key reference. Give them the reason to listen (hook) Give them the MAP 1 … 2 … 3. Start – definition: everyday life examples and Biblical references. Transition from one step to another clearly (talk about what you are about to say). Repeat major truths again and again like a refrain while moving through teaching.