THE BIBLICAL AND THEOLOGICAL BASIS FOR FAMILY
THE THEORETICAL, PRACTICAL, AND HISTORICAL BASIS
ELEMENTS OF THE MINISTRY PROJECT
Assess Gospel-Mindedness
The first objective was to assess the evangelism of students and their parental figures at LAA with a pre-survey. An expert panel consisting of a senior pastor, a college professor, a high school Bible teacher, and a children's ministry director approved a gospel-focused study for students and their parental figures at LAA. The expert panel was expected to be accountable in reviewing the preliminary research and curriculum in the areas of biblical accuracy, teaching clarity, spiritual growth, academic soundness, and ministry.
The first objective was measured by the administration of the pre-survey approved by the expert panel.1 The survey had two parts: assessment before the teaching of the gospel-focused curriculum (pre-survey)2 and assessment after the teaching of the gospel- focused curriculum (post-survey).3 Surveys were distributed prior to the teaching of the. This goal was considered successfully met when 80 percent of parent figures and students successfully completed and submitted the survey. All thirty students completed and returned the gospel survey, while twenty-eight parent figures completed and returned the survey.
The data obtained using the results of the preliminary study showed a great diversity in the responses regarding the evangelization of students and parent figures (see Tables 1 and 2 below). The preliminary study showed that parent figures and students differed in answers in most categories. Parent figures were given a chance to talk to the pastor about the research and curriculum, but no one inquired.
Based on observation of the data, it was clear that the children and parent figures were not congenial. The students interviewed showed a lack of knowledge about who God is, and it was assumed that they were not aware of the biblical responsibilities of their parental figures. Tables 3 and 4 share data collected from parent figures in areas of biblical responsibilities, while tables 5 and 6 share data from students in the areas of.
Because LAA parent figures collectively neglect this particular aspect of discipleship (see Table 3 above), students may not have had an example of what it means to embrace a lifelong discipleship relationship with their parent figures. This dynamic revealed how meeting with other Christians for accountability is not a priority in the lives of LAA parents. These specific areas of focus determine students' prayer lives and how often they read their Bibles.
Develop a Gospel-Focused Curriculum and Receive Approval
Several students asked questions but received minimal explanation for credibility. This goal was measured by an expert panel that assessed biblical accuracy, clarity of teaching, spiritual growth, academics. In developing the fifteen-course curriculum, it was important to build an understanding of the gospel not by breaking down its essence into principles, but by telling the story of its existence.
Beginning with the creation and following with the fall, the proclamation of the redemption provided by Jesus and the empowerment of the Great Commission were areas of focus in the history of learning about salvation in Jesus. The idea that the gospel can be taught in this story format was borrowed from Robert Thune and Will Walker.4 Their book Gospel-Centered Living provides small group lessons that help individuals understand how the gospel can shape every aspect of their lives. The gospel-centered curriculum for LAA students needed a framework that covered meaningful and fundamental understandings.
The purpose of this lesson is to establish a framework for talking about the gospel.”5 The framework found in this book was intertwined with the lessons included in the curriculum. Because this curriculum had to be accessible to elementary students, much of the context had to be refined so that the material was compatible with the. The curriculum used the word "gospel" and broke it down as an acronym "G-O-S-P-E-L." Within each letter, the teacher unpacked theological and spiritual elements that support and maintain accountability to the truth in God's Word.
Teach the Gospel-Focused Curriculum to LAA Students
O.S.P.E.L. Curriculum Implementation
The material was a general overview and was intended to help elementary school students gain a basic knowledge of the gospel message of Jesus Christ. The purpose of this curriculum was to give students a basic understanding of the gospel message and to encourage them to start conversations with their parent figures at home and abroad. The hope behind this curriculum was that God would unleash a family revival through the students' conversations with their parent figures.
Each week, the sessions began with requests for prayer, tithing, the verse of the week, and a prayer given by a student. This was followed by a review of the previous week's work, review time, an object lesson, discussion time, closing remarks, and a closing prayer. Students were encouraged to stand whenever they spoke so they could build confidence in their public speaking skills and develop professional etiquette.
Vision Casting and Surveys
The instructor described how foolish it was and used this example to explain the truth found in childish and repeated sins. The following questions were asked: “Why do we return to the coarse things in life. Why do we keep returning to sin when it harms our faith and our loved ones?”.
G (Give)
O (Obey)
After everyone calmed down, the instructor started asking if the game was hard or easy. Then the instructor asked why it is so easy to obey simple and stupid commands, while it seems so difficult to obey God's commands. Jesus' promises are true and in John 14:23 he says, "Whoever loves me will obey my teaching." The instructor then asked, "What are some of Jesus' teachings and commandments?" The students then had to look up the verses and stand up and share.
S (Save)
The instructor used this time to teach about forgiveness and how to simply confess sins to God and ask for His forgiveness.
P (Prayer)
E (Equal)
After the students were seated, the instructor passed out a piece of paper and had the students write down Mark 8:33, which says, "'Get behind me, Satan!' said he [Jesus]. You do not have God's concerns on your mind, but only human concerns!'" This started the discussion about how Satan will use every tactic to divide, whereas the love of Jesus communicates unity and equality. Whether we are rich or poor, God is the Father and Jesus is the Savior.
The instructor talked about hating and judging others and how it divides while the love of Jesus unites. The instructor had the students play the game "Red Light / Green Light." After a few rounds, the game moved to the students. What are godly ways of thinking?” The instructor replaced God's words with "green light" and worldly words with "red light."
He then discussed the temptation to do the things of the world as opposed to the things of God.
L (Love)
It was important to teach the students that these areas of love should not be reserved when no one is looking.
Boys vs. Girls Review
Separated Groups Review
Peer Review
Poster Preparation
Presentation Practice to Peers and Teachers
Presentation to Pastors
Presentation to Parental Figures
Final Encouragement and Final Surveys
For future implementations of this curriculum, the instructor should sit down with pastors prior to the activity and discuss their role in this exercise. The instructor also used this time to announce the final amount raised for the local outreach. More importantly, the instructor thanked them for their trust in God's Word and the teachings of the gospel.
Evaluate Impact of Gospel-Focused Curriculum
PROJECT EVALUATION
THE G.O.S.P.E.L. CURRICULUM
The fourth goal was to evaluate the impact of the gospel-centered curriculum on the students and their parent figures after the students had taught the gospel to their parent figures. This is the framework of the gospel—the testimony of Jesus Christ proclaiming the good news of eternal life on behalf of the Father. Throughout the chapter, I use scriptural support to shed light on the neglect parental figures have shown and how the truth of the gospel can correct their hearts.
King David explained to his child why it is so important to walk the path. Parental figures must gain endurance at every step, for the disciple process is one of lifelong obedience. Contrary to the biblical plan of the family unit, it is argued that brokenness can be revived.
He followed in the footsteps of the mighty Solomon Stoddard, who happened to be his maternal grandfather. The first goal of the project was to assess the evangelical mindset of LAA students and their parent figures—needs, weaknesses, and other related issues. The fourth goal was to evaluate the impact of the gospel-centered curriculum on LAA students and their parent figures.
The trustees supported the project from the visionary phase to the final worship service. The goal of this lesson is to create posters for each letter of the gospel. OBJECTIVE: The goal of this lesson is to create posters for each letter of the gospel.
This project develops a learning and training system through which the students and parent figures of the Learning and Achievement Academy grow in their understanding of the gospel.
Pre-survey: “Do you know how to share the Gospel?”
Pre-survey: “Do you have salvation in Jesus Christ because of the
Pre-survey: “I meet with other Christians for the purpose of
Pre-survey: “I meditate on Scripture”
Pre-survey: “I pray”
Pre-survey: “I read my Bible”
Post-survey: “Do you know how to share the Gospel?”
