Bro. Brian K. Ashton (Oct. 18): "The Father"

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The Activity:

  1. Make sure that everyone has a copy of the talk and something to write with (I recommend paper copies).
  2. On the board draw a table with 3 columns and at least 4 rows.  Label the columns, respectively, "quote," "characteristic," "application"
  3. Read para. 4 "My objective today . . . plan for us."
  4. Introduce the chart to the class by explaining how each box will be filled out.  The first box is for a quote; the second box is for what characteristic of the Father we learn from the quote; the last box is for how that characteristic applies to our lives.  For example, para. 16 (quote):  "The Father raised . . . obtain immortal bodies."  (characteristic):  He has met all of His part of the plan.  (application):  I can trust him to do ALL he can for my salvation.
  5. Ask the class members to look through the talk for a quote that strikes them.  Have them think about how they would fill in all parts of the chart using the quote they find.
  6. Give them time to complete this, including time to ponder on their quote.
  7. Ask them to share in small groups of 3-4, discussing what they have found.
  8. Come back together as a class and discuss the most powerful ideas from the group. 
  9. Fill in a few on the board.
Using the Activity:

There are several important points of teaching I want to point out in this activity.  First, the use of a paper copy of the talk.  I know that we live in a digital age, but repeatedly research shows that people remember more of what they read on paper than what they read digitially-- this applies to all age groups, even younger generations who have been raised in a digital world.  So, I encourage paper copies of talks for everyone.  Second, you might want to provide a handout of the table so that people have to write things down themselves (this also increasses retention and understanding).  Also, it provides something that the class members can take home to remember the lesson.  Third, I would encourage the class members to use "I" statements in the table.  The brain recognizes I statements and they have a greater impact on behavior than we statements.  Next, you may want to assign parts of the talk for people to skim so that you have a fair representation of the entire talk.  Finally, I would point out that a single quote may be read more than one way.  So, ask about other characteristics and/or applications arising from a single quote.  This will allow more sharing.  Plus, it will help class members to feel more validated in their understandings of a quote.  Often, these differences arise becasue the Spirit speaks to us individually and one person's needs/readiness are not the same as another person's needs.  We need to reinforce that classes are a place to receive revelation.  By acknowledging multiple readings of a quote, we make room for that revelation.

As always, I hope that this idea is helpful to you.  As a teacher of the gospel (and we are all teachers), your calling is of eternal value when done as the Father would have us do it.  I hope that the ideas in this blog are helping you to teach in that way.  God bless you for all you do as teachers of the gospel.

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