Theme: language teaching methods contemporary and classical approaches

Helping students better understand the context and content of the scriptures. Analyze questions can help students expand their understanding of the scriptural text and events by helping them examine passages in the context of their historical and cultural background, or in the light of other passages of scripture. Such questions can also help students clarify the meaning of words or phrases and assist them in analyzing the details of the story line for greater meaning. This process prepares students to be able to identify principles and doctrines.
Examples of these types of questions include:
How does Jesus’s explanation in Matthew 13:18–23 help us understand His teachings in verses 3 through 8?
What differences do you see between Laman and Lemuel’s response to the angel’s direction and Nephi’s response? (see 1 Nephi 3:31; 4:1–7).
What led to the loss of the 116 pages that prompted the Lord to counsel Joseph Smith that he “should not have feared man more than God”? (D&C 3:7).
Helping students identify gospel principles and doctrines. As students develop their understanding of the context and content of the scriptures, they are better able to identify the principles and doctrines they contain. Analyze questions can help students draw conclusions and articulate clearly the principles or doctrines found in the scripture block (see section 2.5.1, “Identify Doctrines and Principles” on page 26).
Some examples of these questions include:
What principle is illustrated by Nephi’s success in obtaining the brass plates despite great difficulty? (see 1 Nephi 3–4).
What doctrines concerning the nature of God can we learn from the First Vision? (see JS—H 1:15–20).
What lesson can we learn from the effort made by the woman with the issue of blood to reach the Savior, and His response to her as a result? (see Mark 5:24–34).
Helping students develop a deeper understanding of principles and doctrines. In addition to identifying principles and doctrines, students need to understand them before they can be meaningfully applied. Questions that lead to a clearer understanding of the meaning of a particular principle or doctrine, that encourage students to think about a principle in a modern context, or that invite students to explain their understanding of a principle are particularly helpful. The following are some examples:
What would be evidence that we loved God with all our “might, mind and strength?” (Moroni 10:32).
Why would praying always help you gain the spiritual strength necessary to overcome such temptations as speaking unkindly to others or participating in entertainment that is offensive to the Spirit? (see D&C 10:5).
What behaviors and characteristics would you see in the life of someone who was building on the foundation of Christ? (see Helaman 5:1–14).
Using what we have learned in Alma 40, how would you explain the doctrine of resurrection to a friend who is not of our faith?
Questions That Invite Feelings and Testimony [5.1.3]
Some questions help students think about and understand gospel principles and doctrines, while others can cause them to reflect on spiritual experiences and lead students to feel more deeply the truthfulness and significance of a gospel principle or doctrine in their lives. Many times, those feelings engender a stronger desire in the hearts of students to live a gospel principle more faithfully. In an address to CES religious educators, Elder Henry B. Eyring referred to these kinds of questions when he said:
“Some questions invite inspiration. Great teachers ask those. … Here is a question that might not invite inspiration: ‘How is a true prophet recognized?’ That question invites an answer which is a list, drawn from memory of the scriptures and the words of living prophets. Many students could participate in answering. Most could give at least a passable suggestion. And minds would be stimulated.
“But we could also ask the question this way, with just a small difference: ‘When have you felt that you were in the presence of a prophet?’ That will invite individuals to search their memories for feelings. After asking, we might wisely wait for a moment before calling on someone to respond. Even those who do not speak will be thinking of spiritual experiences. That will invite the Holy Ghost” (“The Lord Will Multiply the Harvest,” 6).
Such questions invite students to reflect on the past, to “search their memories for feelings,” and to think of their spiritual experiences related to the gospel doctrine or principle being discussed. Often, these questions result in students sharing those feelings and experiences or bearing testimony of a doctrine or principle. These questions help bring the gospel from students’ minds down into their hearts. And when they feel in their hearts the truthfulness and importance of a gospel doctrine or principle, they are more likely to apply it in their lives.
Here are some examples of questions that can encourage feeling and invite testimony:
When have you felt the peace and joy that comes from forgiving someone?
Think of a time when the Lord directed your decisions because you trusted in Him rather than relying on your own understanding (see Proverbs 3:5–6). How were you blessed for doing so?
If you could personally express your gratitude to the Savior for His sacrifice for you, what would you tell Him?
How is your life different because of what happened in the Sacred Grove?
When have you seen others respond faithfully to trials? How has that influenced you?