1. Entry points are used to develop learning experiences aimed directly at developing understanding of key concepts (usually identified in the learning objectives)
2. Entry points “validate” instantiations of the target entry point. (E.g., an aesthetic entry point activity must tap into and apply the aesthetic entry point.)
3. Entry point-based learning experiences require students to engage actively, and think with, and about, content and concepts in novel ways.
4. Rich learning experiences employ a range of entry points to the content (i.e., introductory or “messing about” experiences that invite students with varying backgrounds, experiences, and expertise to work thoughtfully with the content).
-A springboard into the Protestant Reformation, Counter-Reformation, the Thirty Years’ War, and other events in seventeenth-century Europe.
-The importance and significance of Biblical themes
-The philosophical concept of aesthetic: beauty.
Entry points can be used at any point in the lesson, not just the beginning. Remember that the function of the entry point is to lead into concepts-attainment.I have used the following with students as entry points for segments for concepts attainment in the learning process:
-A video clip of ballet dancers to understand the concept of triangles and homeostasis
-Playing with clay to understand Aristotle’s form-matter hypothesis
-Playing the game Cranium to understand the concept of multiple intelligences
-A slide show of paintings and sculptures to understand different philosophies of aesthetic interpretation
-A movie to understand “postmodern” concepts
-Creating a board game to understand group dynamics and the “rules about rules.”
*See Israel Galindo, How To Be the Best Christian Study Group Leader (Judson Press, 2007).