Deborah Carpenter and Dana Bincer of Biblical Integration Ideas share an engaging instructional strategy you can use to help your students connect what they study and what the Bible teaches:

Want to turn your classroom into a hotbed of discussion? Get your students thinking about and discussing biblically based open-ended questions. Lively discussions don't just have to occur in debate or ethics class. Challenge your students to think about how the topic you are teaching has ethical components.

• How is the knowledge of the topic being taught used and abused?
• What are some different worldviews regarding the topic?
• What are the ramifications of operating from those different worldviews?

Getting the class to discuss controversial issues not only lets the teacher know what the students believe, but provides a great opportunity to share Truth with them. 

Students love to talk.  Some will talk about anything.  Others will wait until they feel they’ve got something to say.  The beauty of a well crafted discussion starter is that most students will feel like they have something significant to contribute.

Ideally, a Biblically based discussion starter helps students ponder and process issues pertaining to the topic being taught and the Christian worldview.  Some question may not appear at first blush to be biblical, but will turn out to be in discussion.

Should one pay taxes while visiting or living in a foreign country, especially if one disagrees with the political status of that country? 

The question seems neutral enough, but it is fairly similar to the question posed to Jesus in Luke 20:19-26.  On the surface, the question is about taxes.  After further discussion, it could easily lead to discussions on obligation, citizenship, law, and morality. 
 
Things to Consider
That is the beauty of a well written discussion starter.  It should bring the topic into a whole new light.  There are a few simple things to consider when coming up with a discussion starter.

1. It should be open-ended.  Students should not be able to answer it with a yes, a no, or a simple answer.
2. It should be a little broad, encompassing a couple of ideas, but not too broad that it is too hard to discuss
3. It should touch on Biblical truths.
4. It should involve thinking at one of the top three levels of Bloom’s taxonomy.

How to Write Discussion Starters
Ok, so it should be a broad, open-ended, higher level thinking question that focuses on a biblical truth.  Sounds easy enough, but how do you write it?  It helps to have a topic and Biblical truth picked out ahead of time.  What is the class going to be learning about?  What is the basic Biblical truth that encompasses that?

It might help to think about what students like to talk about: themselves, entertainment (movies, music, books), their beliefs, justice and morality, etc.  The following are just a few ideas to generate discussion starters.

• How is the knowledge of the topic being taught used and abused?  (How is the topic manipulated for good or evil?)
• What controversial or counterintuitive issues can be discussed about the topic?
• What are other worldviews regarding that topic?
• What are the ramifications of the different worldviews?
• Do all cultures view the topic the same way?
• Can an absolute standard be applied to the topic for all cases at all times?
• How does the topic relate to the students, their family, society at large?
• What are the current events regarding the topic, and do the current events reveal a religious or philosophical position?
• Does the topic differ when applied to children, youth, adults, or the elderly?
• Which form of entertainment reveal the topic at a controversial or absolute level?

Benefits of Discussion Starters
Classroom discussions not only give the teacher insight into what students think and believe, it helps the teacher see which areas may warrant further discussion.  When a teacher lectures all day, it is hard to tell what is going on in the students’ minds. 

Classroom discussions will be most effective if the teacher has considered the questions ahead of time, and has a general direction he wants to take.  Students may have differing opinions before, during, and after the discussions, but by-and-large, the teacher should try to help the students to come across the Biblical truths. 

Even after Biblical truths have been discussed, students may not wish to believe them, but that is a personal decision.  The teacher’s job is to highlight the truth with grace, and help students find where the truth has been twisted or distorted.  If the teacher takes a strong-arm approach and rams the truth down students’ throats, those with different viewpoints may become less willing to share in class discussions.
With a little practice, you really can turn your class into a hotbed of discussion.


To see a list of sample discussion starters, click here.

Dan Beerens, vice president of learning services at Christian Schools International, focuses on Christian education in his blog Nurturing Faith. In this blog entry, he writes about telling narratives/faith stories, an instructional strategy you can use to help your students connect what they study and Biblical teaching.

Why is story such a significant way to teach? It may be that we all enjoy stories because they engage us in the very personal aspects of our lives or the lives of others and convey a level of meaning in a way that facts cannot begin to imitate. Stories engage us because of the expression of emotion, passion, and commitment—thereby engaging both our heart and our head. Subsequent actions that flow from our hearts to our hands have been formed by the lessons and ideals of stories heard and experienced. Smith and Short state it this way: “The stories that surround us help to make us what we become. They shape our attitudes to life, form our ideals, and supply our visions” (The Bible and the Task of Teaching)....
 
As a teaching method, Jesus used story a great deal—yet as Brian McLaren points out (The Secret Message of Jesus) he (Jesus) resists being clear or direct in his stories. Instead Jesus’ stories were full of metaphor and usually raised more questions. I wonder why we so often, as teachers, take the mystery out of stories for our listeners by moralizing or “driving the nail through the wood?” Do we lack confidence in the hearer or the power of the story?
 
I have been personally inspired by the stories of those who have been public heroes of faith such as William Wilberforce (whose life story is told in the… critically acclaimed movie, Amazing Grace) but even more by the “home-grown” stories of those who are not famous. One of the most powerful assignments I have seen recently has been the interviewing of parents and grandparents about their faith journey, captured on video by students. These are true stories of inspiration and a powerful witness for students to hear first-hand accounts of God’s faithfulness and leading....

How are we using the Big Story and faith stories to encourage faith? What are ideas for further progress in this area?

Dan Beerens, vice president of learning services at Christian Schools International, focuses on Christian education in his blog Nurturing Faith. In this blog entry, he writes about modeling, an instructional strategy you can use to help your students connect what they study and Biblical teaching.

Without a doubt, the most important Faith Enhancing Practice is the practice of teacher modeling and testimony in and out of school. In his book Educating for Life, Nicholas Wolterstorff states: “Authentic Christian teaching is autobiographical teaching.” I doubt that one can be an effective Christian teacher if you are not passionate about your relationship with the Lord. Students quickly can tell you the things about which you regularly express passion. Hence the maxim “Students will not remember all you taught them, but will remember how you taught them.”
 
…Key words when we think of modeling as demonstrated by the authentic Christian teacher include love, forgiveness, congruence, service, and a passion for loving and serving God. Not only will the fruits of the Spirit be demonstrated, but testimony will be given to help connect students to the source of this passion and joy in living.

Dan Beerens, vice president of learning services at Christian Schools International, focuses on Christian education in his blog Nurturing Faith. In this blog entry, he writes about asking questions, an instructional strategy you can use to help your students connect what they study and Biblical teaching.

There is no school better equipped to wrestle with students about the difficult questions of life than a Christian school. Difficult questions occur naturally and spontaneously in the lives of our youth and in our classrooms. When I use the term difficult questions I am referring to these kinds of questions:

• If laws can’t make people good, why do we try to legislate morality?
• How should I measure my success in life?
• Why does a good God allow the consequences of evil to continue? Why doesn’t he simply wipe out evil as soon as it appears on the scene?

In a Christian school we see all things cohering in Christ, and through his life, death, and resurrection we have an eternal hope. We have the twin revelations of creation and the Bible with which to guide our thinking. Difficult questions that students pose give us a terrific opportunity to deal with things that should be priorities for us in Christian education – matters of life and death and faith.
 
Yet many of the questions we get asked don’t have easy answers. It is important for us to demonstrate to students that we don’t have all the answers – we wonder about these things too and acknowledge that our human understanding is limited. When our students raise the problem of pain – why certain people get sick or die – we like Job have to realize that we cannot expect to have the same understanding level as our almighty God. Our questions allow us the avenue into deep and meaningful discussion about things that are engaging our students’ minds and hearts.
 
Are we, as people who are responsible to nurture faith in our youth, prepared to deal with the difficult questions that are posed to us? Are we addressing these kind of questions in our curriculum? A good exercise is to take Chuck Colson’s book, Answers to Your Kid’s Questions, which contains difficult questions (such as the ones listed above) sent in to his organization by youth and then to see where these questions are addressed in the course of your curriculum.

Looking for ways to help your students increase their understanding and use of a Biblical perspective? Here’s a list of 10: 

1. Demonstrate to your students that you value using a Biblical perspective by giving and grading assignments that require students to demonstrate their understanding of and ability to use a Biblical perspective.
2. Teach your students three Biblical truths, for example, human beings are created in God’s image, Christians are not to practice favoritism, and language is a gift from God. Post these truths on your bulletin board, and refer to them throughout the year.
3. Before assigning an essay requiring students to use a Biblical perspective, have your students read two or more sample essays that demonstrate using a Biblical perspective effectively.
4. Regularly explain how your faith informs your selection of content, assessment, and instruction. For example, explain to your students that they are going to learn about ecology because God commands us to take care of His world.
5. Teach key vocabulary: Biblical perspective, integration of faith and learning, image bearer, temple of the Holy Spirit, and worldview.
6. Use engaging instructional strategies like discussion and debate.
7. Ask open-ended questions: Where do I belong? What’s wrong? How can I use my gifts and learning to serve God and others?
8. Give your students time to reflect in class. During each unit, have your students journal about connections between their faith and what they are studying.
9. Give assignments that require your students to connect course content, their lives, and a Biblical perspective: “Write a 500-word critique of a favorite song from a Biblical perspective. Explain the author’s meaning, the literary and poetic techniques the author uses to communicate the meaning, evaluate that meaning from a Biblical perspective, and weave in your response to the lyrics.”
10. In each unit, give your students practice using a Biblical perspective. Have them do case studies, projects, and presentations.

Anda Foxwell, 6th grade social studies teacher, reflects on her Biblical perspective unit, concluding that having students work together helps students connect course content and Biblical teaching.

Kim Essenburg serves with Christian Reformed World Missions by teaching English 10 at Christian Academy in Japan. Kim shares about the power of using 1 test question:

Learning involves reflection. Increasing understanding and application of a Biblical perspective involves reflection. And reflection involves time.

To cultivate student reflection and student understanding and application of a Biblical perspective, I provide 1 open-ended test question on each unit test.

What’s the question? “What is something significant that you learned this unit and have not yet had an opportunity to show on this test?”

My students take this question seriously; I take their responses seriously. Their responses are encouraging, and some of their responses involve Biblical perspective—which is great!

For example, we just finished a unit on Dante’s The Divine Comedy in English 10. Students took the unit test, which included my open-ended question. Below are 7 sample responses, 2 of which involve Biblical perspective and all of which encouraged me. My students are learning!

I recommend putting 1 open-ended question on each of your unit tests. It’s easy to do, it encourages student reflection, and it results in students thinking about Biblical perspective. And reading the answers always energizes and excites me.

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Sample student responses:

1. I learned that using strong imagery is more effective in writing than using a lot of difficult, vague words.
   
2. I had heard of The Divine Comedy but assumed it would be much too hard and boring to read, considering how long ago it was written and its subject matter (I expected it to be some dry, religious epic). After reading it, I was impressed by the vivid imagery and the fanciful imagination Dante must have had. The images were unconventional like Satan being trapped in ice and all the sinners frozen in grotesque positions. Also, I realized while writing my allegory what an insanely difficult task writing creatively is. Coming up with original images instead of using clichés was a challenge—and I am able to further appreciate Dante’s fresh images even more.
   
3. Reading some of Dante’s work made me realize the significance of sin has never changed even through a long period of time. Sin will always be my downfall, and the only way I can get back on my feet is to understand what sin really is, resulting in asking God to forgive me. Sin might be more powerful than I thought it was, and some how by reading Dante’s powerful descriptions of it has made me aware of that.
   
4. I learned to read, summarize what you just read, reread if you didn’t understand, and use the footnotes on the textbook. By doing that, I could understand the story more.
   
5. I learned that it becomes more fun in writing when I used stronger vocabulary.
   
6. While Dante used symbols to represent many things it made me realize how evil I am. I knew I was a terrible person to begin with. But the fact Dante was able to write so openly made me want to strive for something so pure, so innocent that it cannot be matched. That pure/divine love sounds like a beautiful thing and I want to try to be deserving of it.
   
7. I learned that I have to go through the painful things to achieve a goal.