For the TEACHER: Teaching for Transformation

Although a myriad of different and unique nuances exist, three broad types of teaching styles exist.

These differ based on the relationship of the teacher and learner to the material or content. I see two broad skills for teachers, depending on the audience and the desired results. First, “draw out ” with questions of others what is already in there (and please don’t demean teaching by saying this is “merely facilitating!”) Then when gaps in necessary knowledge or skills lack, many teachers are also able to “put in” what lacks by telling. For small groups, first “draw out,” then as necessary “put in,” or tell. Both are good, proper. Choose the style that meets the aim of your group because both yield differing results.

1. Directive Teaching

Preaching or podcasts are the number one example. Because of how I learn (“I” in S-A-V-I learning), I have learned a great deal from this style of teacher. The teacher prepares the lesson to be taught, and teaches the group without much interaction, except a cursory interaction aimed at keeping the hearers alert. This may be the only way to teach when the audience is a large gathering and information transmission is crucial.

For a highly motivated audience when time is short and a large amount of information or a uniquest vision must be passed along in a relatively short time, this is the style to choose. Also, if the audience has a low motivation to learn, this is normally the chosen style, yet this puts a create demand on the teacher to keep it interesting and relevant. For instance, in order to jump-start a church, organization or a group that is lagging, a catalytic speaker is crucial. In this case, the teacher must be a strong orator to hold her/his audience and “put in” so people learn. The end result in either case focuses more on information or vision passed on.

Impassioned directive teaching and preaching of Scripture directed to the needs of the time have turned world history. Although I highly value solid, Bible-based teaching and preaching, including lecture on key topics, on this site I am underscoring smaller group DiscipleMaking and powerful ways to teach, motivate and encourage each to study for themselves. Resources are out there to learn this, so I’m just mentioning it’s valuable place in overall teaching on this sight.

2. Discussion Teaching 

The teacher brings the passage or topic and a series of open-ended questions to draw out truth. The group actively participates in the process, thus increasing learning. Questions guide the group to answers. The group grows, depending on how well-written the open-ended questions are and how skilled the teacher is in navigating the challenges of opening a group up to discussion (see “Turning Obstacles into Opportunities” for some tips).

This style begins on one side of the continuum from purely inductive where the teacher only asks questions. It ranges to my preferred style that flips learning so each prepares ahead of time. The teacher is actively involved in the group as one member, so adds short “bursts of teaching” at limited, appropriate times (I call this “popcorn teaching,” a short burst of energy resulting in something the group can leisurely enjoy together.)

3. Discovery Teaching

Each group has a teacher, yet the group is “group-led” rather than teacher-led. The teacher primarily focuses on the first act of teaching, “drawing out,” and less on “putting in.” The teacher keeps the group safe and guides it back on track when it moves off track. The teacher guides the group by choosing the passage to explore. The Bible itself is the authority, not the teacher. It’s this third type of discovery learning I have focused on since I believe this brings the most LifeChange.

Although there are many nuances, here are two types of group-led discovery

Discovery Bible Study (DBS):

This is an internationally known style that has been integral to planting many churches worldwide. It began with a mission-focus, inviting those with little or no knowledge of Scripture and so no preparation could be required. During the group, each learns by actively responding to a series of questions. Then each is asked to take a step of obedience through an “I will…” response. Committing to do one things based on what was learned. This is effective in early discipling stages, especially in “Come & See” kind of groups.

“Discovery by Doing” (DBD):

This is my name for interactive learning with each preparing before group and putting truth into practice. This “flips” learning, asking the group to come prepared with “fresh bread” from their time during the week. Each comes as both a learner and a teacher, accelerating their growth to begin to feed themselves. Obedience-based learning is still the focus. This requires a commitment beyond DBS, and is best to launch in the “Come & Follow Me” tier and beyond, training each to be a life-long life-learner and doer. My DiscipleMaking Companions are design like this so the material acts as a cultural architect”  to help form such a learning environment.

For a printable PDF of this page.

To deepen this style that “flips” learning, activates learning in each group member and emphasizes putting learning into action so truth encounters life, go to this link.