The Hardest Lesson I’m Grateful I Learned

The Hardest Lesson I’m Grateful I Learned

When she turned and dramatically pointed her finger at me, I felt the room began to spin.

“Tell us, right now, pastor!” she demanded.

“Tell us what you actually believe.”

Even my ordination examination on the floor of Presbytery had…

Learning and Experience

A couple of educators I know are high on what they call “experiential learning.”

They try to be “creative” in the use of “interactive” learning methods in their teaching: skits, simulations, role-play, art activity, dramatizations, etc.

Given the dearth of…

How you know you’ve had an effective learning experience

I remember when I had the opportunity to attend several lifelong learning events some time ago.

They were refreshing in the sense that I got to be a participant, and sometimes, a spectator.

My family teased me about going to…

Education by Israel Galindo

Creating Courses That “Kill”

For some years I worked with a group of teachers who were motivated, and committed, to improve their courses and their classroom teaching performance.

These teachers had been in a teacher in-service seminar I gave some years previously (almost a…

Keep your learners attention with these eight ways

Much of what we do by way of teaching takes the form of classroom instruction.

It’s a pedagogy that is highly dependent on teacher performance. So much so that we can identify around 49 specific instructional acts that are teacher-specific.

Perennial Principles About Learning You Should Know

As educators, we are sometimes prone to “miss the forest for the trees” when preparing a course or a lesson.


That is, we often focus on the immediacy of crafting a lesson outline, selecting learning methods, creating teaching resources,…

Show us your moves

No, this isn’t about dancing.

The “moves” I’m referring to is movement in your teaching process.

A great communicator once said that how you communicate is just as important as what you say.

In terms of teaching…

Unfortunately, learning is not an outcome of teaching

The counter-intuitive notion that learning is not an outcome of teaching can be a challenging concept.

This is natural, for several reasons.

First, due to our experiences, we tend to naturally associate teaching with learning.

Second, despite the logical connection…

What you should know about Effective Learning groups

We have all experienced effective and non-effective learning groups.

Why is it that some are effective and others are not?

I would argue that learning experiences that provide more time for critical reflection and dialogue result in more effective learning.

Learning through Constructivism

The increase in the use of instructional technologies in seminaries over the past decade, especially online learning, has lived up to the term “disruptive technologies.”

As faculty become more adept at using instructional technology they have become more aware of the…

Imagination and Resilience: Your Keys to Success in Unusual Times

With such devastating pandemic news looming over our heads each day, how do we find ways to illuminate the shadow in the world’s mind? To regain, hold onto or spark a sliver of hope and resilience in these unusual times?

Old Dogs, New Tricks, and Learning

February 12, 2018—A participant in a recent online course introduced himself as an “old dog,” and expressed trepidation about managing his first online learning experiencea “new trick” for him. Ultimately he did just fine, with the help of an attentive…

Education by Israel Galindo

Best Procedure for Teaching Facts

By Israel Galindo, Associate Dean for Lifelong Learning and Director of Online Education.

September 18, 2017—While facts are not altogether the most important thing in learning, they remain, nevertheless very important. Acquiring factual knowledge is fundamental, but not rudimentary….

Education by Israel Galindo

Why We Should Pay Attention to Brain Research

January 26, 2017—Why should the church pay attention to brain research? With everything else happening in and around us, why should we attempt to understand and apply scientific research about the brain? What difference would it, could it make? Consider these scenarios:

Why We Should Pay Attention to Brain Research

For the Bookshelf: How to Think Theologically

While many persons might consider theological reflection to be a practice best suited for religious scholars, Howard Stone and James Duke, in How To Think Theologically, present the case that all Christians should be theologians.

For the bookshelf seeds for the future by Adam Tyler