-
Share a biblically integrated assignment or assessment you use in your classroom. In what way(s) does it work well? Is there room for improvement? If you don’t currently have any biblically integrated assignments or assessments, share an idea you have for one.
-
Write an essay- Using biblical evidence and recent findings to explain why evolution is false. (10 marks). Rubric yet to be created.
-
I assign essays that have students grapple with biblical questions as they pertain to the literature we are reading. For example, how does the idea of revenge in “The Cask of Amontillado” coincide with the biblical principle regarding revenge? And also, is this idea of revenge something that is prevalent in our culture? How should we as Christians react when someone wrongs us?
I have the students be as specific as possible and to make connections to their real life.
-
In teaching Riemann Sums in Calculus, I have developed the following integration:
Rieman sums are a way of showing the accumulation of a function or a value. What are things that people can spend their time and their lives trying to accumulate?
The Bible warns about laying up treasures on earth or working just to accumulate more and more. Instead, Christians should work to lay up treasures in heaven.
Bible verses: Luke 12:13-21; Matthew 6:19-21
-
In a lesson about genetics and Gregor Mendel’s pea plants I can introduce the concept of variation within species and how it confirms the biblical concept of God creating organisms “according to its kind”. This can show evidence of microevolution, that organisms can reproduce and create variations within species. But with macroevolution, a species evolving into another species, reproduction is impossible.
-
As a counselor I regularly have students take a topic that they are seeing me for and have them do an inductive Bible study on that topic. When we meet again we go over what God says about that subject and what the world says. My goal is for them to have the skill of searching the Bible for answers.