Evaluating Curriculum and Other Resources
If a church should shape its facilities by the church’s programs, rather than allowing the facility to shape the programs, the key component in helping a church determine the "shape" of its educational ministries is the curriculum that guides teachers and leaders in their ministry. Curriculum materials not only define what to teach, they also lay out the pattern for how to teach.
Curriculum is essential to guide teachers, session after session, in implementing the objectives of the teaching ministry. Without such resources, teachers and leaders will muddle along, working in a variety of ways to fulfill a variety of goals, and they will accomplish little cooperation and momentum.
Choosing the best curriculum for a church is not simple. Each lesson for each age level contains numerous features and factors: Aims, content, methods, graphics, teacher helps, learner involvement aids, theological and denominational emphases, age -level appropriateness, and so on. Since churches realize the tremendous influence curriculum has on their educational ministries, periodically they ask someone to choose material.
The ten worst reasons for adopting a particular curriculum.
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It’s what we’ve always used; or it’s different from what we’ve always used. (Consistency is a virtue, but if that’s the best reason anyone can come up with for continuing to do something, things are pretty stagnant. Change is good, but change for the sake of change is not necessarily progress. Different is not always better.)
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We’re desperate for a teacher, and Mrs. Jones said she’d do it if she could pick her own materials. (If necessity is the mother of invention, desperation is often the father of disaster. Unless Mrs. Jones’ favored materials meet your church’s standards, you could be gaining a teacher and losing a program.)
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They’ll give us a free quarter of curriculum if we switch. (There’s no such thing as a free lunch, or a free quarter. You may end up paying for it by being obligated to use materials you would not have chosen otherwise. If you wouldn’t use it if you had to pay for it, don’t use it.)
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It’s what they use at Church A. (Remember David in Saul’s armor? What works for Church A may not fit the needs of Church B.)
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This publisher’s materials are very good for another age group. (Publishers don’t produce peas in a pod. just because one age level’s material is good does not automatically mean the materials for another age level are as well done.)
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I like their art the best. (A picture may be worth a thousand words, but beauty must be more than skin deep. Appealing pictures do not compensate if the philosophy, content, and methodology do not aid your staff in fulfilling your goals.)
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Their ads say it’s easy to use. (All curriculum ads claim ease of use. While it’s a valid factor to consider, there’s a point where things can get so easy-just glance over this page, and you’re ready to go-that little or no impact will result. If your objective is to conduct classes expending the least amount of effort possible, that’s one thing. If you yearn to see your ministries make a lasting difference in people’s lives, that’s another matter entirely.)
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It’s written just for our type of church. (It’s probably not the only one that addresses your church’s objectives. And, of those, it may not do the best job for you. Picking curriculum just because of its label may isolate you from other quality resources that could be more effective.)
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They’re all pretty much the same, so we just picked one. (If you’re not particular about what you accomplish, then this approach is probably as good as any other.)
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We’ve decided to write our own. (Why not reinvent the wheel while we’re at it? Only a fraction of the amount of time, creativity, and energy necessary to produce even mediocre curriculum would be needed to adapt or enrich some of the fine quality resources already available.)
How then should a church compare curriculum options? How can a leader or committee determine which resources to use? One approach is to rate curriculum on various factors, weighing the importance of each factor in light of the church’s goals. The following worksheet can help with this task.
Curriculum Evaluation
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| Age Level: | |
1. Objectives:
- Lessons and units have clearly defined objectives, stating in measurable terms (not vague generalities) what learners win do as evidence of their learning.
- Learning activities are suggested in each lesson that lead to the accomplishment of the stated objectives.
- Objectives are supportive of the goals established for the church’s educational ministries.
2. Theological Emphasis:
- The major doctrines our church wants to teach are clearly presented.
- Lesson content reflects an appreciation of essential truths as taught by our church.
- Examples and illustrations include church situations that are familiar to our people.
3. Biblical Interpretation:
- The Bible is clearly presented as God’s authoritative and reliable Word to all people.
- Lessons accurately present the teachings of Scripture passages being studied and do not impose arbitrary or external interpretations.
- Learners are encouraged and given frequent opportunities to explore the Scriptures themselves.
4. Life Application:
- All lessons guide learners to consider for their own lives the practical implications of the truths being studied.
- Ample time is provided in the session plan for both examination of content and consideration of applying the content to fife.
- All lessons provide learning activities that effectively move learners toward putting the lesson truths into practice.
5. Methodology:
- All lessons provide a balance of learning procedures, including both input from the teacher and active learner involvement.
- Throughout the duration of a course, a variety of learning activities is provided to accommodate the varied learning styles of participants.
- The suggested methods are ones that most teachers and learners find comfortable and are a mixture of ideas designed to encourage healthy creativity and innovation.
6. Flexibility:
- Session plans provide ample alternatives to fit a variety of class situations and teaching skills.
- Suggestions and tips are provided to aid teachers in effectively using or adapting the ideas presented.
- Ideas are given so teachers can offer appropriate choices to learners in order to meet the distinct needs of individuals.
7. Age-Level Appropriateness:
- Content to be taught is appropriate to the experiences and interests of the selected age level.
- Adequate help is given the teacher for ways to help students understand lesson content.
- Learning activities fit the abilities and attitudes of the age level.
8. Preparation Procedures:
- Each lesson provides guidance for the teacher’s own personal and spiritual growth in response to the content to be taught.
- Materials and supplies suggested for use in the sessions are inexpensive and readily obtained and prepared.
- Preparation of each lesson can easily be done within a reasonable time, enabling the average teacher to feel confident in approaching the session.
9. Appearance and Visual Appeal:
- All materialsintended for use by learners are visually attractive and designed appropriately for the intended age level.
- All materials intended for use by teachers are presented in a consistent, easy-to-read format.
- Graphics, photographs, and art accurately illustrate biblical settings and consistently reflect the full diversity of contemporary people to whom the church is called to minister.
10. Cost and Value:
- The price of the materials fairly represents the quality and workmanship of the products.
- The benefits the curriculum provides balance the cost.
- The cost of the materials fits within the amount we truly believe we should be investing in this ministry.
