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Seven Laws of the Learner

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					Seven Laws of the Learner Summary                                                 Teaching Dynamics



                           Seven Laws of the Learner
                     The First Law of Learning: The Law of the Learner

Seven Learner Maximums
1. Teachers are responsible to cause the students to learn.
2. Teachers will stand accountable to God for their influence.
3. Teachers are responsible because they control subject, style,
   setting, and speaker.
4. Teachers should judge their success by the success of their
   students.
5. Teachers impact more by their character and commitment than
   their communication.
6. Teachers exist to serve the students.
7. Teachers who practice the Seven Laws of Learning can become master teachers.
Seven Learner Maximizers
1. Love your students consistently and unconditionally.
2. Express the subject in terms of the students’ needs and interests.
3. Alter your style regularly according to each situation.
4. Rest in your talents and gifts and be yourself.
5. Note constantly your student’s attitudes, attention, and actions.
6. Excel by using your strengths to compensate for your weaknesses.
7. Rely on the Holy Spirit for teaching that is supernatural.
Key Concepts
1.    “The teacher who makes little or no allowance for individual differences in the classroom is
     an individual who makes little or no difference in the lives of his students.”
2. “To look is one thing. To see what you look at is another. To understand what you see is a
   third. To learn from what you understand is still something else. But to act on what you
   learn is all that really matters.”
3. “God holds people accountable only for that which is in their control.”
4. Give students choices when giving assignments.
5. The Law of the Student: The student is responsible to learn regardless how bad the teacher
   is.




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Seven Laws of the Learner Summary                                                Teaching Dynamics


                  The Second Law of Learning: The Law of Expectation

Seven Expectation Maxims
1. Expectations exist in everyone about everything all the time.
2. Expectations impact ourselves and others. Remember section 2.
3. Expectations are rooted in the past, influence the present, and
   therefore impact the future.
4. Expectations are exposed through our attitudes and actions.
5. Expectations influence the future whether stated or unstated.
6. Expectations impair others if set too low or too high for too long.
7. Expectations empower others if guided by love.
Seven Expectation Maximizers
1. Employ opportunities (to communicate high expectations) purposely.
2. Express high expectations creatively through prayer, indirect compliments, cards, phone
   calls, and gifts.
3. Pick your words precisely. Make them look good before others.
4. Establish eye contact directly.
5. Communicate high expectations with your body language carefully—lean forward, palms
   up.
6. Touch others appropriately. We all crave human touch.
7. Set high expectations confidently. With the proper encouragement, people usually arise to
   the occasion.
Key Concepts
8.   “Both he who expects great things of others and he who expects little, will receive what he
     expects.”

9. “If silent expectations have a direct impact on others—and they do—just consider how
     multiplied an impact a positive expectation that one vocalizes can have.”

10. “People who are out to find fault seldom find anything else.”

11. “Encouragement is oxygen to the soul.”

12. The higher the expectation and the lower the reality, the greater
    the disappointment.
13. Interpersonal intelligences has a higher correlation with success
    than any other, including verbal or mathematical.




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Seven Laws of the Learner Summary                                                Teaching Dynamics


                    The Third Law of Learning: The Law of Application


Seven Application Maximums
1. Application is the central reason for God’s revelation. The goal of
    the Bible is change. –2 Timothy 3:16,17
2. Application is the responsibility of the teacher—not the Holy Spirit.
    The goal of application is transformation.
3. Application and information should be appropriately balanced with
    between 50 and 70 % application.
4. Application focuses Scripture on the students’ needs. One of the
    greatest needs of our day is the application of the Word of God.
5. Application has maximum influence when the student personally
    sees its Biblical basis. Change is strengthened when learners come face-to-fact with God’s
    Word. –Job 34:4 NIV
6. Application that has impacted the teacher tends to impact the student more effectively.
    Teachers need to apply it in their own lives before teaching it to others.
7. Application must ultimately lead the student from studying the Bible to obeying the Lord. God
    is more interested our relationship with Him than our work for Him.
Seven Application Maximizers
8. Ask God to develop in you an applier’s heart. Learners are not changing because teachers
    are not applying.
9. Prepare applications in relation to your students’ needs.
10. Plan all parts of the lesson to contribute to the application. Pick out the most important
    concept and relate everything to it. The point of teaching is life-change.
11. Lead your students beyond general application to specific steps of obedience. Allow them
    to see how to apply the general principles through specific applications.
12. Illustrate the application with Scripture, history, personal experience, and imagination. Use
    word pictures. Application becomes alive when it is illustrated.
13. Employ an appropriate style when calling for commitment. Rebuke when learners need
    rebuke. Exhort when learners need exhortation. Encourage when learners need
    encouragement.
14. Strengthen application with student accountability. Don’t teach until they know it, teach
    until they do it. Change is brought about by persuasion: Are you going to do this? Will you
    tell God you will do this? Teaching for life-change leads to holiness, sanctification, power,
    restored marriages, and children who have their lives together.
Key Concepts
15. “The Scriptures were not given for our information, but for our transformation.” –D. L.
    Moody
16. “People run wild when the truth is not applied.”
17. Each time Jesus explained a truth He told how that truth was to impact the lives of His
    listeners.




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Seven Laws of the Learner Summary                                                   Teaching Dynamics


                    The Fourth Law of Learning: The Law of Retention

Seven Retention Maximums
1. Retention of facts by the student is the teacher’s
    responsibility. The teacher is responsible for causing
    student to remember facts.
2. Retention of facts is effective only after they are
    understood.-Where the rubber meets the road.
3. Retention increases as the students recognizes the
    content’s real-world relevance . The Bible—it’s not just for
    church anymore.
4. Retention requires the teacher to focus on the facts that are
    most important. Separate the important from the unimportant by
    prioritizing the content and forgetting the dirt.
5. Retention arranges the facts so they are easy to memorize by incorporating acrostics,
    alliteration, charts, graphics, illustrations, and outlines.
6. Retention strengthens long-term memory through regular review. Illustrations are an effective
    way to rehearse information without being boring.
7. Retention minimizes time for memorization to maximize time for application. The goal is to
    teach twice the material in half the time.
Seven Retention Maximizers
1. Represent the facts in a picture. A picture is worth a thousand words. We all have
    visual/spatial intelligence: Parables. Photos also supports naturalistic intelligence.
2. Express the facts with logic. We all have logical/mathematical intelligence: Romans.
3. Transfer facts by the alphabet. We all have verbal/linguistic intelligences that appreciates
    alliteration, acrostics, and word-crafting: Psalm 119; Proverbs
4. Associate facts with objects and actions. We all have body/kinesthetic intelligence that learns
    best with hand motions and association.
5. Impress the facts through drama and role-play. We all have interpersonal/relations
    intelligence that learns with others: Passover, Lord’s supper, Baptism.
6. Note the facts through music. We all have musical/rhythmic intelligence that learns through
    jingles and songs: Psalms.
7. Summarize the facts with graphs and charts. This supports interpersonal/reflective
    intelligence as well as visual/spatial intelligence.
Key Concepts
1. “It s not what is poured into the student, but what is planted, that counts. Seminary is
    supposed to be a seed-bed of theological ideas.
2. Teachers must present the whole before its parts to help students master the irreducible
    minimum.



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Seven Laws of the Learner Summary                                                    Teaching Dynamics


3. There are three things to remember when teaching school: (1) know your stuff, (2) know
    whom you are stuffing, then (3) stuff them elegantly.
4. Incorporate case studies and problem-based learning in your active learning.
5. The teacher should enable students to enjoy maximum mastery of the irreducible minimum.
6. Master teachers don’t teach subjects; they teach students. I haven’t taught until all my
    students have learned to obey.
Five concepts for enhancing learning in chapter 4, “The Law of Retention” in Almost Every
Answer for Practically any Teacher!
1. The Power of Memory: We remember by subconscious association. Mnemonics. There is
    no limit to the capacity of the memory. There is no such thing as a bad memory; there are
    only trained or untrained memories.
2. Memory Joggers: (1) Write a memorial book of God’s victories and faithfulness in your life
    and rehearse these to your children for their own battles ahead. (2) Share with your children
    the events, people, victories, and struggles that God has used to shape and mold you. (3)
    Collect and display the Bible verses that most powerfully direct, comfort, and correct you. (4)
    Celebrate spiritual birthdays, holidays, victories, and Christian heritage days. (5) Write a
    book on how God brought you through the hills and valleys of your life.
3. Secrets to Strengthen Your Memory: (1) determine your learning style: audio, visual,
    kinesthetic, (2) clarify your motivation for memorizing, (3) focus your concentration, (4) tap
    into your emotions, (5) visualize what you read, (6) read the material aloud and tape it, (7)
    listen to yourself on a tape recorder, (8) look for any patterns, (9) make up an artistic outline
    of the material, (10) develop symbols to associate with the material, (11) associate as much
    as possible*, (13) use body movements in your memorizing, (13) review what you have
    memorized.
4. Improve Your Memory in Seven Easy Steps: (1) external memory, (2) chunking, (3)
    mediation, (4) associations, (5) reliving the moment, (6) mnemonic pegboards, (7) weaving it
    into the web by connecting it to the many related items you already know.
5. Why Do Students Fail Tests: (1) there is simply too much material to retain. (2) The
    important material receives no greater emphasis than other material. (3) The presentation of
    the material lacks general organization and clarity. (4) The material is presented with such a
    lack of vigor that the student is not captivated. (5) The exam is too long. (6). The questions
    are ambiguous. (7) Teachers teach one way but test another. (8) Teachers do not clearly
    spell out their expectations. (9) The questions are too long and too complicated.
* Things can be associated by (1) being placed on top of the associated object, (2) crashing or
penetrating into each other, (3) merging together, (4) wrapping around each other, (5) rotating
around each other or dancing together, and (6) being the same color, smell, shape, or feeling.




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Seven Laws of the Learner Summary                                                   Teaching Dynamics


                         The Fifth Law of Learning: The Law of Need

Mindset steps to meeting needs: (1) Seize attention. (2) Stir curiosity. (3) Stimulate felt need. (4)
   Surface real need. (5) Satisfy real need.
Seven Need Maximums
1. Need building (worries, fears, concerns, and problems) is the responsibility of the teacher.
2. Need meeting is the teacher’s primary calling—not teaching the Bible. //books have no
    needs—people do. Ask, what are the problems faced by my students and how can I hep
    them find the Biblical answer?
3. Need building is the teacher’s main methods to motivate students. Always address the
    students’ needs to take them where you want them to go. Use the correct bait; if the class
    isn’t interested, change your bait.
4. Need motivates to the degree it is felt by the student. It does not matter if you like the bait—
    do they like it?
5. Need building always precedes new units of content. Before beginning a new series, build
    the need of the people until they feel it intensely. Unless they are dying for the answer, don’t
    give it to them. A good fisherman hides the hook.
6. Need should be built according to the audience’s characteristics and circumstances. They
    are struggling with worries, fears, concerns, problems, relationships, parents, work, conflict,
    disappointment. How did your lesson help them with these struggles?
7. Need building may be hindered by factors beyond the teacher’s control. Build the need: The teacher
    should surface the students’ real need before teaching the content.


Five Steps of the Need Method
(1) Find the need. (2) Focus on one need. (3) Forecast the need. (4) Feel the need. (5) Fulfill
    the need.
Seven secrets to helping students feel the need:
1. Describe the need in a factual presentation – information. Find facts that are shocking.
    Present facts form a new perspective by using graphs or charts.
2. Express the need through storytelling – identification. Use word pictures. The key is that the
    students must identify emotionally with the story. Nathan’s story. Prodigal son.
3. Sensitize to the need through drama – involvement and monologue. Act out the3 feelings of
    the person—become the prodigal son, the father, the brother, the servant, the pig, or a tree.
    Argue with someone in the audience. Get two or more arguing while you make comments.
4. Increase the need through your delivery – intensity. Use your voice, eyes, hands, body to
    communicate anger, sarcasm, depression. Vary intensity to move your audience.
5. Raise the need through music – inspiration. Amazing Grace, Chariots of Fire, Hallelujah
    Chorus, Rocky.



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Seven Laws of the Learner Summary                                                    Teaching Dynamics


6. Exhibit the need with a diagram. You can talk to your drawing in ways you cannot talk to a
    live person.
7. Symbolize the need with a picture. Photos can communicate emotion. E.g. Word pictures in
    Revelation. Represent the facts in a picture. A picture is worth a thousand words. We all
    have visual/spatial intelligence: Parables. Photos also support naturalistic intelligence.
Key Concepts
1. “A great teacher is not simply one who imparts knowledge to his students, but one who
    awakens their interest in it and makes them eager to pursue it for themselves. He is a spark
    plug, not a fuel pipe.” “The basic problem most people have is that they are doing nothing to
    solve their basic problem. If attendance is down, you are not meeting needs.” “The lesson
    does not have a need—the students do. The lesson is only the tool you use to meet the
    needs of your students.”
2. The Bible is equally inspired, but not equally relevant. Lest ten positive effects of learning this
    truth and ten negative consequences of not learning it. You can’t meet the need until you
    find the need. Everyone wants God’s answers, and few are giving
    them. Don’t give the answer until they are hungry for it.
Feedback Questions: (1) The biggest struggle I have at work is… (2)
When my wife and I argue its usually over…. (3) When I get angry or
depressed its usually over… (4) If I could change one thing in my
life… (5) I guess you could best characterize my spiritual life as… (6)
When I get ticked with God it is when He…. (7) The sin that always
seems to trip me up no matter how hard I try, is…
1. How to Successfully Motivate Students. Get students physically involved. Brag on them.
   Give credit to student ideas. Let them taste success. Let them teach. Show enthusiasm. Use
   positive peer pressure. Try something new: question-and-answer, discussion, drama,
   research, debate. Build rapport. Expect success. Give feedback. Use unannounced
   rewards. Show relevance. Get to know them. Make them feel important. Pray for them.
2. How Kids Learn. Reinforce you student’s strengths, rather than continually pointing out
   mistakes caused by their weaknesses. Provide for different learning styles and include
   visual, auditory, and kinesthetic/tactile approaches.
3. The Need for Suspense. The missing link in most teaching is intrigue, suspense, or
   tension. Suspense traps the mind. The introduction must turn voluntary attention into
   involuntary attention. Suspense makes learning enjoyable. Suspense is the backbone of the
   inductive method of communication. Build suspense with “life-related” problems, conflict, a
   striking statement, change-tension, a story, Christian fiction, and humor.
4. The Art of Listening. Listen in an active manner (paraphrase, clarify, and give feedback to
   what they say), with empathy (seeing the situation from their point of view), with openness
   (as an anthropologist), and with awareness (asking probing questions).




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Seven Laws of the Learner Summary                                               Teaching Dynamics


                       The Sixth Law of Learning: The Law of Equipping
Seven Equipping Maximums

    1. Equipping is the responsibility of the teacher.
    2. Equipping occurs best when the teacher assumes the biblical
        role of coach, not just a dispenser of information.
    3. Equipping is best evaluated by what the student does after the
        class is over.
    4. Equipping should impact both character and conduct.
    5. Equipping should focus more intensely on the most committed (2 Tim. 2:2).
    6. Equipping requires knowledge, skill, and long-term commitment—it takes time.
    7. The ultimate goal of equipping in independent equippers—the goal is that they will not
        only do the ministry, but train others to do it as well.
Five Steps of the Equipping Method

    1. Instruct:         Prepare the information.        I tell you.
    2. Illustrate:       Preview the information.        You watch me.
    3. Involve:          Practice the information.       We do it together.
    4. Improve:          Perform the information.        I watch you.
    5. Inspire:          Perfect the performance.        Keep it up.

Seven Equipping Maximizers

    1. Train your students until they are successful, independent uses of the skill. Don’t teach
        until a person know; teach until they do.
    2. Reproduce yourself by focusing on students’ skill, not your style. Let them use their own
        personality.
    3. Alter equipping according to your students’ characteristics and circumstances. Make
        allowances for individual differences.
    4. Increase student motivation by relationship, retribution, and reward. What is rewarded is
        repeated.
    5. Nail down the basics before developing advanced skills.
    6. Encourage students more frequently during early training.
    7. Reaffirm students’ value independent of their level of performance. Affirm effort even
        when it is not “successful.”




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Seven Laws of the Learner Summary                                                      Teaching Dynamics


                     The Seventh Law of Learning: The Law of Revival

Five Steps of the Revival Model
   1. Commissioned: Believe that God sends me to people in sin.
        Prepare them by building a need by telling a story-word picture.
    2. Confront: Name the sin specifically. Say it out loud to them. Point it
        out.
    3. Commandments: Bring the sin to the Bible. Prove
    4. Consequences: Help them to see the negatives of sin. A vain imagination sees only
        the benefits of sin. Talk about the future. Perils.
    5. Confession: Profess.
Seven Revival Maximums
   1. Revival is spiritual restoration and is the spiritual teacher’s responsibility.
    2. Revival is possible only for those who have first experienced the second birth.
    3. Revival is not a completed event but a continuing activity.
    4. Revival can occur in the life of an individual, group, or nation.
    5. Revival always requires true repentance and the forsaking of known sin.
    6. Revival always results in seeking and serving Christ with renewed fervency.
    7. Revival reestablishes life’s central priority system—your relationship with God.
Five Steps of the Revival Method
   1. Revelation: God’s Word. Double-edged sword.
    2. Reprove: Rebuke sin. Confront sin, commands violated, consequences in the future.
    3. Repent: Change of mind. Conviction, contrition, confession.
    4. Recommit: Do what is right in the future. Nail it down.
    5. Restore: Joy, courage, strength, victory.
Seven Revival Maximizers
   1. Realize that revival is needed by most Christian most of the time.
    2. Earnestly seek revival through intense and persistent private and public prayer.
    3. Vary your delivery according to your students’ spiritual response.
    4. Instruct your students in the knowledge and practice of the spiritual disciplines: Bible
        intake, prayer, fasting, worship, service, evangelism, solitude, journaling.
    5. Verbalize the final call for revival clearly and expectantly.
    6. Anticipate revival to be accompanied by intense spiritual warfare. Expect
        satanic opposition in your life and theirs.
    7. Lay yourself before the Lord as a clean vessel committed to revival.



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