transformational leadership development 223 contextualized...

Transformational Leadership Development 223 Contextualized Churches Portfolio

Equip Biblical Institute 1 © 2011 www.shadowmountain.org/ebi [email protected]

Name ____________________________________ Date _____________________Course Grade ____

Session 1: The Emerging Global Context ................................................................................... 8 Session 2: Breaking the Missional Code .................................................................................. 11 Session 3: Responding to the Commissions of Jesus .............................................................. 15 Session 4: The Missional Church Shift ..................................................................................... 18 Session 5: Transitions of Missional Ministry ............................................................................. 21 Session 6: Contextualization and Emerging Strategies ............................................................ 25 Session 7: Spiritual Formation and Revitalization .................................................................... 29 Session 8: Planting Missional Churches and Emerging Networks ........................................... 33 Session 9: Breaking the Code without Compromising the Faith .............................................. 38 Session 10: The Process of Breaking the Code and New Frontiers ........................................ 43 Session 11: Final Exam ............................................................................................................ 48 Session 12: Group Presentations ............................................................................................. 51 Session 13: Sermons or Individual Projects ............................................................................. 51 Session 14: Booklet Presentations ........................................................................................... 51

Course Description

This course focuses on how to start healthy contextualized, missional churches in multicultural environments. Topics include the role of the Christian, the church leader, the sending church, the new church, and the denomination in church planting. Small groups and understanding Millennials will also be discussed. Students will create a checklist and an action plan for planting churches cross-culturally and cross-generationally.

Required Textbooks

1. The Holy Bible. A translation, such as the New International Version, the New American Standard Version, or the New King James Version is recommended for study.

2. David J. Hesselgrave. Planting Churches Cross-Culturally: North America and Beyond, 2

nd ed. Grand Rapids, MI: Baker, 2000. 9780801022227

http://www.bestwebbuys.com/9780801022227

3. Ed Stetzer and David Putman. Breaking the Missional Code: Your Church Can Become a Missionary in Your Community. Nashville, TN: Broadman

and Holman, 2006. http://www.bestwebbuys.com/9780805443592

Recommended Books

4. Larry Osborne. Sticky Church. Grand Rapids, MI: Zondervan, 2008. http://www.bestwebbuys.com/9780310285083

5. Nelson Searcy. Fusion: Turning First-Time Guests into Fully-Engaged Members of Your Church. Regal, 2007. http://www.bestwebbuys.com/9780830745319

6. Thom Rainer and Jess W. Rainer. The Millennials: Connecting to America’s Largest Generation. Nashville, TN: B&H Books, 2011. http://www.bestwebbuys.com/9781433670039








Books can be ordered through a local bookstore or on the Internet. To receive the MS Word version of the portfolio email the professor. Internet Resources

http://sub.namb.net/cp/Multiplication/thinking_ethnic.asp http://sub.namb.net/cp/About_CPG/brochures.asp#working_hispanics http://www.namb.net http://www.churchplantingvillage.net

Student Requirements First, successfully complete the quizzes in the Portfolio before class. This will assist student-leaders in focusing on core information and developing the time-on-task study skills and writing skills essential to effective learning and long-term memory. Second, maintain the journal in the Portfolio. (1) What is God teaching you in this session? (2) How are you going to apply these concepts to your life, family, and ministry? (3) How can your church apply these concepts to making disciples and developing leaders? This will assist student-leaders in developing reflection, application, and decision-making skills essential to spiritual growth. Third, each session discuss the quizzes and journal in the Portfolio. (1) What are we as a group learning about the Bible and transformational leadership in this course? (2) How can we as leaders apply these concepts to our lives, families, and ministries? (3) How can our churches apply these concepts to making disciples and developing leaders? This will assist student-leaders in developing the relational, speaking and creative/critical thinking skills essential to effective teaching and servant-leadership. Fourth, complete the final exam in the Portfolio. Summarize how to become a contextualized church in 1,000 words. This will assist student-leaders in developing long-term memory through multiple reviews of the core material and in focusing on transformational leadership and teaching skills. This will serve as the basis for the booklet or term paper. Week 11 Fifth, contribute to a group presentation titled Planting Churches in a Multicultural Context on one of the following: The Christian and the Christian Mission (1-3); The Christian Leader and the Christian Mission (4-7); The Sending Church and the Christian Mission (8 and 17); The Emerging Church and the Christian Mission I (9-12); or the Emerging Church and the Christian Mission II (13-16). This group project can be a PowerPoint presentation, dramatic skit, role-play, or a set of charts or drawings (20-25 minutes). This will assist student-leaders in developing the creative/critical thinking and teamwork skills essential to effective teaching and servant-leadership. Week 12 Sixth, create a typed, double-spaced, four-page sermon manuscript or individual project titled Contextualized Church Starting Checklist. The individual project is an illustrated checklist or timeline for starting a church for use with training church starting teams (5- to 10-minute class presentation). This will assist student-leaders in developing their learning and teaching style skills essential to effective servant-leadership. Week 13 Seventh, create a typed booklet or term paper titled Action Plan for Becoming a Missionary in Your Community for distribution in your church planting team. Be sure to footnote all the ideas, paraphrases, and direct quotes in your paper, whether from books or the Internet. Booklet should be at least 3,000 words in length. Text should be single-spaced. Font should be Times New Roman 12. Begin with an introduction and conclude with an application or call for commitment. Include illustrations and charts. This will assist student-leaders in developing the creative/critical thinking and writing skills essential to effective servant-leadership. Week 14

Course Objective. Our mission is to bring glory to God by assisting local churches to equip believers of various cultures and languages to live and minister biblically based on the inerrant Word of God. This equipping includes Bible knowledge, Christian character, and ministry skills. The objective is to take student-leaders from where they are and move them to where they need to be. Students will learn how (1) to read with their brains, (2) to remember what they have read, (3) to sharpen their thoughts through

http://sub.namb.net/cp/Multiplication/thinking_ethnic.asp

http://sub.namb.net/cp/About_CPG/brochures.asp#working_hispanics

http://www.namb.net/

http://www.churchplantingvillage.net/



journaling, (4) to speak effectively before others, (5) to work as learning teams of leaders, and (5) to biblically apply what they are learning to life, family, and ministry. Adults learn in multiple ways and so this course incorporates multiple learning styles. According to the Cone of Learning, writing, discussing, and applying are more effective learning strategies than the passive lecture used in most schools. The portfolio is foundational to learning because students remember more of what they write, discuss, and apply. By applying these concepts of champion learners, students will experience transformational growth. We are entering difficult times—this course will prepare you for them. Welcome to the disciple-making process, team leadership development, and missional church planting.

Welcome to simple church and the disciple-making process!

Your mentors in this course are Dr. David Hesselgrave, Dr. Ed Stetzer, Dr. Thom Rainer, and your

professors.



Accelerated Transformational Adult Learning Our mission is to bring glory to God by assisting local churches to equip believers of various cultures and languages to live and minister biblically based on the inerrant Word of God. This equipping includes building biblical knowledge, Christian character, and ministry skills through church-based training centers. The course objective is to take student-leaders from where they are and move them to where they need to be. Students will learn how (1) to read with their brains, (2) to remember what they have read, (3) to sharpen their thoughts through journaling, (4) to speak effectively before others, (5) to work as learning teams of leaders, and (5) to biblically apply what they are learning to life, family, and ministry. Adults learn in multiple ways and so this course incorporates multiple learning styles. According to the Cone of Learning, writing, discussing, and applying are more effective learning strategies than the passive lecture used in many schools. The portfolio is foundational to learning because students remember more of what they write, discuss, and apply. The portfolios are designed to guide students in training themselves to read with their brains, how to summarize information, how to write and speak effectively, how to reflect and apply what they are learning, and how to work in groups. The purpose of the quiz is to train your mind to actively reflect, analyze, and summarize key concepts which will then be synthesized and applied in journal reflection and group discussion. Learners remember more of what they actively discuss and apply than what they passively read and listen to. This is a key component of accelerated adult learning. Each student must do his part of the assignment so that the entire group can advance. The purpose of the journal reflections is to guide/mentor you in discovering that genuine learning is about life change and developing Christian character. Writing down what you are learning and discussing how to apply it make learning both meaningful and transformative. Reflection on Christian virtues (purity, integrity, honesty, self-control, charity, generosity, diligence, persistence, patience, kindness, compassion, courage, and humility) is a key component of character development. The purpose of the group activity and presentations is to train you in how to display your thinking in charts, graphs, illustrations, and drawings. Displaying your thinking brings ideas to life in a special way and engages the whole group in the creative thinking process. Students learn better together. Over 80% of adults are visual learners. This is a key component to creativity, collaboration, cooperation, and team leadership—as well as in teaching the Bible. The purpose of the final exam is to provide an opportunity to put your thoughts together so that you can act on them and experience life change. The final exam provides multiple exposures to key concepts. Writing clarifies and sharpens your thoughts. The final exam is where students collect the ideas of mentors in order to fully develop and utilize them. By reviewing the final exams on an annual basis you will be able to harvest and retrieve what you have learned when you need it (otherwise you will lose it). Evaluated writing is a key component of learning, communicating, and leading. The purpose of the group presentations is for students to learn to work together. Students benefit from group interaction as they communicate, cooperate, and collaborate. The public speaking component of this assignment along with formative feedback helps students gain experience and confidence. Students learn best in professional learning communities. The purpose of the sermon or individual project is for students to improve by using their preferred learning strengths and creativity. Students benefit from using their unique God-given personality, gifts, and abilities as they teach and train others. The public speaking component of this assignment along with formative feedback help students gain experience and confidence in teaching and preaching. The purpose of the booklet or term paper is for students to enhance their writing skills. Students multiply their ministry as they communicate what they are learning to family, friends, and those they minister to in written form. Writing helps clarify ideas. Students benefit from the opportunity to both write and speak in formal settings. The public speaking component of this assignment along with formative feedback helps students gain experience, confidence, and vital ministry skills.



Introduction

Disciple-making Principles

1. Simple churches reveal that the best way to make disciples is to simplify the church calendar by eliminating good but nonessential programs.

2. Simple churches reveal that the best way to reach the unchurched is to free up busy church members to have more time to minister to the lost.

3. Simple churches reveal that the disciple-making process is all about loving God, loving others, and ministering to the unchurched community.

4. Simple churches focus on the worship service, small groups, and ministry teams. 5. Simple churches change slowly, realizing the members have strong emotional attachments and

loyalties—and need time to adapt to this new paradigm. 6. Churches can reach the lost through simplifying their organizational approach and adopting a

combination of (1) spiritual disciplines, (2) leadership development, (3) pastoral training, (4) mentoring, and (5) member equipping.

7. Simple Churches = Growing Churches 8. Essential Church = Discipling Young People

External Links

1. Apologetics http://www.4truth.net 2. Baptist Theology http://www.baptisttheology.org 3. Bible http://www.bible.org/series.asp?series_id=76 4. Bible Atlas Online http://anova.org/sev/atlas/htm/ 5. Bible Bulletin Board http://www.biblebb.com/ 6. Bible History http://www.bible-history.com/ 7. Bible in Pictures http://www.creationism.org/books/BibleInPictures/ 8. Bible Land Photos http://bibleplaces.com/ 9. Bible Study Notes by Dr. Thomas Constable of DTS http://www.soniclight.com/constable/notes.htm 10. Bible Study Resources www.bible.org 11. Biola http://www.go2rhcc.com/resources/OTHist/homepage.html 12. Blue Letter Bible Timeline http://www.blueletterbible.org/study/parallel/timeline/index.html 13. Blue Letter Bible Study Tools/Charts http://www.blueletterbible.org/study/ 14. Books of the Bible Daniel Akin – SEBTS http://www.sebts.edu/president/ 15. Christian Classics Ethereal Library ―World Wide Study Bible‖ http://www.ccel.org/wwsb/ 16. Crosswalk.com Bible study tools http://www.biblestudytools.net/ 17. E-sword.net Bible study tools http://www.e-sword.net/ 18. Got OT Questions http://www.gotquestions.org/Old-Testament-Survey.html 19. Holy Land Photos http://www.holylandphotos.org/ 20. Larkin’s Bible Charts http://members.citynet.net/morton/charts.htm 21. Names of God http://www.abu.nb.ca/ecm/topics/theme2.htm 22. Old Testament Summary http://www.bible.org/series.php?series_id=76 23. Old Testament Gateway http://www.otgateway.com/ 24. Online Bible links http://www.onlinebible.net/links.html 25. Willmington’s Bible Study Library (Theology and Bible Book Summaries) http://www.churchplantingvillage.net/site/c.iiJTKZPEJpH/b.784509/k.67FF/Wilmingtons_Bible_Study_Library_1__2.htm

http://www.4truth.net/

http://www.baptisttheology.org/

http://www.bible.org/series.asp?series_id=76

http://anova.org/sev/atlas/htm/

http://www.biblebb.com/

http://www.bible-history.com/

http://www.creationism.org/books/BibleInPictures/

http://bibleplaces.com/

http://www.soniclight.com/constable/notes.htm

http://www.bible.org/

http://www.go2rhcc.com/resources/OTHist/homepage.html

http://www.blueletterbible.org/study/parallel/timeline/index.html

http://www.blueletterbible.org/study/

http://www.sebts.edu/president/

http://www.ccel.org/wwsb/

http://www.biblestudytools.net/

http://www.e-sword.net/

http://www.gotquestions.org/Old-Testament-Survey.html

http://www.holylandphotos.org/

http://members.citynet.net/morton/charts.htm

http://www.abu.nb.ca/ecm/topics/theme2.htm

http://www.bible.org/series.php?series_id=76

http://www.otgateway.com/

http://www.onlinebible.net/links.html

http://www.churchplantingvillage.net/site/c.iiJTKZPEJpH/b.784509/k.67FF/Wilmingtons_Bible_Study_Library_1__2.htm

http://www.churchplantingvillage.net/site/c.iiJTKZPEJpH/b.784509/k.67FF/Wilmingtons_Bible_Study_Library_1__2.htm



Instructions You are beginning one of the most important studies of your life based on the Word of God. Much depends on the effort and dedication you invest in these sessions. Although this course is designed to require three or four hours to complete each session, every minute you spend will increase your understanding of God’s will and ways. To get the most out of the course it is vital that you do the following: 1. Read your Bible and the textbooks each day. 2. Type answers to the Quiz Questions before class in preparation for discussion. 3. Type in your Journal brief personal reflections over each session. 4. Prepare for Group Activities before class. 5. Work on group presentations, individual projects, and booklets. Grade and Discuss the Quiz (60 minutes). Share your answers to the take home quiz questions. Discuss the Journal and Applications (20 minutes). Share your reflections to the journal questions. Group Activity and Presentations (40 minutes). Students learn more by discussing and doing. Explore ways to better teach and apply what you are learning by creating illustrations, charts, drama, role-play, visuals, etc.

I read and I forget. I see and I remember. I do and I understand.

Adults learn in multiple ways. The purpose of the portfolio is to apply active learning through the Cone of Learning. Student-leaders are guided in reading, hearing, seeing, speaking, thinking, writing, participating, discussing, illustrating, presenting, and applying truth to their lives, families, and ministries. This results in transformational life-change.



Meditation and Application Cards

During the course place these on mirrors, in the kitchen, in the car, at work—and review daily.

Principle #1: The emerging global context Applications:

Principle #6: Values of leaders and churches that break the code Applications:

Principle #2: Breaking the missional code Applications:

Principle #7: Contextualization and emerging strategies Applications:

Principle #3: Responding to the commissions of Jesus Applications:

Principle #8: Spiritual formation and revitalization Applications:

Principle #4: The missional church shift Applications:

Principle #9: Planting missional churches and emerging network Applications:

Principle #5: Transitions to missional ministry Applications:

Principle #10: Breaking the code without compromising the faith Applications:



Session 1: The Emerging Global Context Name ___________________________________________ Date __________________ Points ______ Prayer Overview of Syllabus (20 minutes). Share samples of individual projects and booklets. Grade and Discuss this Take Home Quiz (60 minutes). Complete this quiz before class. Each answer should be 50 words. Each exam is worth 50 points. Writing answers to quiz questions is an opportunity to train your mind to actively reflect, analyze, and summarize key concepts which will then be synthesized and applied in journal reflection and group discussion. Learners remember more of what they actively discuss and apply than what they passively read and listen to. This is a key component of accelerated adult learning. Each student must do his part of the assignment so that the entire group can advance. Students learn better together. 1. What are the key ideas in the introduction in Breaking the Missional Code? (1-3) 2. How are cultural and spiritual barriers blinding people from understanding the Gospel? (4-8) 3. How has the culture changed? (8-15) 4. What are the specific people groups, population segments, and/or cultural environments that make up your geographical context? (15)



5. What are some practical ways you can begin to expose those you minister with to opportunities to break the code? 6. What are church leaders called to do—and what must they see? (25-27) 7. What is the heart of the Christian mission in chapter 1 of Planting Churches Cross-Culturally? (17-23) 8. Why was Paul so successful? (23-25) 9. What is the church’s mission in the modern era? (25-29) 10. Why is cross-cultural church planting today’s priority? (29-32)



Journal Reflections (20 minutes) Writing journal reflections is an opportunity to experience transformational life change and develop Christian character. Thinking about what you are learning and discussing how to apply it with others has a way of making learning practical and meaningful. Reflection on Christian virtues (sexual purity, integrity, honesty, self-control, charity, generosity, diligence, persistence, patience, kindness, compassion, courage, and humility) is a key component of character development. 1. What is it that you really want to learn in this course? In light of the textbook readings, group discussion, and/or recommended resources, what is God teaching you? How did this session strengthen your relationship with Jesus? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes) In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role-play, or visuals. The group activity and presentations is an opportunity to display your thinking in charts, graphs, illustrations, and drawings. Displaying your thinking brings ideas to life and engages the whole group in the creative thinking process. Students learn better together. Over 80% of adults are visual and relational learners. This is a key component to creativity, collaboration, cooperation, and team leadership—as well as in teaching the Bible.



Session 2: Breaking the Missional Code

Name ___________________________________________ Date __________________ Points ______ Prayer Grade and Discuss this Take Home Quiz (60 minutes) Complete this quiz before class. Each answer should be 50 words. Each question = 5 points. Each exam is worth 50 points. 1. Why do we need to break the missional code? (16-21) 2. What is involved in a calling from God and exegeting the community? (21-24) 3. What is involved in examining ways God is working in similar communities and finding God’s unique vision for your church? (24-28) 4. What would your church look like if it broke the code of your community? (28)



5. What adjustments do you need to make in light of what you are learning? (28) 6. Why is it necessary to plan for church planting? (33-35) 7. What are the three sources of missiology—and how do they relate? (36-41) 8. What was Paul’s church planting strategy? (42-46)



9. What are the ten logical elements in Paul’s master plan of evangelism? (47-49) 10. What are four important aspects of the Pauline Cycle? (49-51) 11. What are the main points in Sticky Church 1 Notes?



Journal Reflections (20 minutes) 1. In light of the textbook readings, group discussion, and/or recommended resources, what is God teaching you? How did this session strengthen your relationship with Jesus? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes) In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role-play, or visuals about breaking the missional code or sticky churches or sources of missiology or the Pauline Cycle.



Session 3: Responding to the Commissions of Jesus Name ___________________________________________ Date __________________ Points ______ Prayer Grade and Discuss this Take Home Quiz (60 minutes) Complete this quiz before class. Each answer should be 40-50 words. Each question = 5 points. Each exam is worth 50 points. 1. What does it mean to respond to the commissions of Jesus? (29-38) 2. What is our message and what is our empowerment? (38-42) 3. How can you help your church see the divots in your community? (43) 4. What does it mean for your church to be the missionary in your community? (43) 5. Why is leadership important for home missions in Planting Churches Cross-Culturally? (55-58)



6. Why is leadership important for overseas missions? (59-61) 7. How do you think we should decide on priorities? (62-65) 8. What was Paul’s selection strategy? (65-72) 9. What are the main points in Sticky Church 2 Notes?



Journal Reflections (20 minutes) 1. In light of the textbook readings, group discussion, and/or recommended resources, what is God teaching you? How did this session strengthen your relationship with Jesus? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes) In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role-play, or visuals about responding to the commissions of Jesus or leadership or selecting target areas.



Session 4: The Missional Church Shift

Name ___________________________________________ Date __________________ Points ______ Prayer Grade and Discuss this Take Home Quiz (60 minutes) Complete this quiz before class. Each answer should be 50 words. Each question = 5 points. Each exam is worth 50 points. 1. Why does the church exist and what is missional church shift? (44-48) 2. What is missional church? (48-50) 3. How does a church break the code? (50-58) 4. What are some steps you can take to become more missional? (58)



5. What is the role of missionaries, evangelists, and laypersons in planting churches cross-culturally? (73-75) 6. How does the use of teams, spiritual gifts, and material resources fit into planting churches? (75-79) 7. What are the basic questions relating to church growth? (80-83) 8. How can we measure and analyze growth in a church? (83-89) 9. What are the main points in Sticky Church 3 Notes?



Journal Reflections (20 minutes) 1. In light of the textbook readings, group discussion, and/or recommended resources, what is God teaching you? How did this session strengthen your relationship with Jesus? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes) In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role-play, or visuals about missional church or sticky church or resources or measuring growth.



Session 5: Transitions of Missional Ministry

Name ___________________________________________ Date __________________ Points ______ Prayer Grade and Discuss this Take Home Quiz (60 minutes) Complete this quiz before class. Each answer should be 50 words. Each question = 3 points. Each exam is worth 50 points. 1. What should be our response to a changing culture? (59-64) 2. How do we move from attractional churches to incarnational churches? (65-71) 3. In which specific areas listed in this chapter does your church need to transition to a more missional approach? (71) 4. What does breaking the code include? (72-75) 5. What does discipleship include? (75-79)



6. What does reaching the unchurched/unreached include? (79-84) 7. What do community, service, and spiritual warfare include? (84-88) 8. What are the values you need to develop if you are going to break the code? (88) 9. How should individuals and teams be selected for planting churches cross-culturally? (93-99) 10. How should individuals and teams be prayed for, encouraged, and trained? (99-107)



11. What is the preliminary consideration of first contact? (111-117) 12. What should we remember about pre-evangelistic contacts? (117-122) 13. What should we remember about evangelistic contacts? (123-133 14. What should we include in our master plan? (133-141) 15. What are the main points in The Millennials 1 Notes?



Journal Reflections (20 minutes) 1. In light of the textbook readings, group discussion, and/or recommended resources, what is God teaching you? How did this session strengthen your relationship with Jesus? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes) In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role-play, or visuals about spiritual formation, individual and team selection and support, first contact, and the Millennials.



Session 6: Contextualization and Emerging Strategies

Name ___________________________________________ Date __________________ Points ______ Prayer Grade and Discuss this Take Home Quiz (60 minutes) Complete this quiz before class. Each answer should be 50 words. Each question = 3 points. Each exam is worth 50 points. 1. How can we reintroduce people to church and ultimately to Christ? (89-99) 2. How is worship experienced in contextualized missional churches? (100-102) 3. How does evangelism take place in contextualized missional churches? (102-104) 4. How does disciple-making take place in contextualized missional churches? (104-107) 5. Describe the emerging strategy that you are most interested in. (108-118)



6. What are the objectives in evangelistic communication? (142-153) 7. What are the varied methods of Gospel communication? (153-157) 8. What are the ways of selecting media and measuring audience understanding and response? (157-162) 9. What do we need to incorporate in our master plan of planting churches? (162-166) 10. What are the four objectives in relation to conversion? (167)



11. Why is conversion important? (167-171) 12. What is the proper motivation for conversion? (171-175) 13. What are the alternatives in religious decisions to convert? (175-182) 14. Why are baptism and confession of faith important? (182-187) 15. What do we need to incorporate in our master plan of planting churches? (187-191) 16. What are the main points in The Millennials 2 Notes?



Journal Reflections (20 minutes) 1. In light of the textbook readings, group discussion, and/or recommended resources, what is God teaching you? How did this session strengthen your relationship with Jesus? What are some practical steps you can make to become more contextually relevant? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? What practical steps can your church take in order to reach unreached people groups including young people? Group Activity and Presentations (40 minutes) In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role-play, or visuals about the missional code or the Gospel or conversion or Millennials.



Session 7: Spiritual Formation and Revitalization

Name ___________________________________________ Date __________________ Points ______ Prayer Grade and Discuss this Take Home Quiz (60 minutes) Complete this quiz before class. Each answer should be 50 words. Each question = 3 points. Each exam is worth 50 points. 1. What does it mean to be a follower of Jesus Christ? (119-127) 2. What does it mean to ―make disciples‖? (127-134) 3. What does Jesus mean by ―all nations‖? (134-136) 4. What are the five objectives of congregating believers? (192) 5. Why do we need communities of believers? (192-199)



6. What is belongingness—and why is it so important? (199-205) 7. What do we know about group functions, the place of meetings, and the times of meetings? (205-213) 8. What do we need to incorporate in our master plan of planting churches? (213-218) 9. How does instruction confirm the faith of new believers? (219-227) 10. How does worship confirm the faith of new believers? (228-235)



11. How does service confirm the faith of new believers? (235-239) 12. How does witness confirm the faith of new believers? (239-243) 13. How does stewardship confirm the faith of new believers? (243-248) 14. What do we need to incorporate in our master plan of planting churches? (248-253) 15. What are the main points in The Millennials 3 Notes?



Journal Reflections (20 minutes) 1. In light of the textbook readings, group discussion, and/or recommended resources, what is God teaching you? How did this session strengthen your relationship with Jesus? What are the steps you need to make to develop a more holistic discipling process? Why is it important to have a missional heart and not simply an evangelistic strategy? Who are the people that can give you honest feedback from an outsider’s perspective? What are your next steps for beginning a transitional process? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes) In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role-play, or visuals about the missional code, congregating believers, confirming faith, and Millennials.



Session 8: Planting Missional Churches and Emerging Networks

Name ___________________________________________ Date __________________ Points ______ Prayer Grade and Discuss this Take Home Quiz (60 minutes) Complete this quiz before class. Each answer should be 50 words. Each question = 2.6 points. Each exam is worth 50 points. 1. What is a better approach than franchising the successful models of mega churches? (153-155) 2. What are some of the models and methods of church planting? (156-158) 3. What is the first milestone of church planting—Am I ready to plant? (158-160) 4. What is the second milestone of church planting—Are my teams in place? (160-161)



5. What is the third milestone of church planting—Have I resolved the resource challenge? (161-163) 6. What is the fourth milestone of church planting—Have I determined the right place to plant? (163-164) 7. What is the fifth milestone of church planting—Do I have a clear vision? (164-166) 8. What is the sixth milestone of church planting—Have I networked my community? (166-167) 9. What is the seventh milestone of church planting—Do I have an assimilation process in place? (167-169)



10. What are the three objectives of consecrating leaders? (254) 11. How can we develop qualified leadership for the local church? (254-262) 12. How can we effect permanent organization in the local church? (262-270) 13. How can we maintain spiritual discipline in the local church? (270-275) 14. What do we need to incorporate in our master plan of planting churches? (275-278)



15. What are the preliminary considerations for withdrawing church planters? (279-284) 16. How should we prepare for transitions in Christian leadership? (284-287) 17. How should we prepare for the continuation of the ministries? (287-289) 18. What do we need to incorporate in our master plan of planting churches? (289-292) 19. What are the main points in Fusion 1 Notes?



Journal Reflections (20 minutes) 1. In light of the textbook readings, group discussion, and/or recommended resources, what is God teaching you? How did this session strengthen your relationship with Jesus? What people groups, generational segments, or cultural environments require a church plant in order to be reached? With whom could you partner to break the code? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes) In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role-play, or visuals about planting missional churches or networking or consecrating leaders or transitioning.



Session 9: Breaking the Code without Compromising the Faith

Name ___________________________________________ Date __________________ Points ______ Prayer Grade and Discuss this Take Home Quiz (60 minutes) Complete this quiz before class. Each answer should be 50 words. Each question = 2.6 points. Each exam is worth 50 points. 1. What is the theological motivation of most missional churches? (180-182) 2. What is the missional motivation of most missional chruches? (182-186) 3. What is the emerging church? (186-191) 4. First best practice—How are leaders that break the code forward thinking? (192-196)



5. Second best practice—How are leaders that break the code willing to pay the price? (197-200) 6. Third best practice—How do leaders that break the code build great teams? (201-202) 7. Fourth best practice—How do leaders that break the code have a different beginning point? (202-203) 8. Fifth best practice—How do leaders that break the code connect the dots? (204-206) 9. Sixth best practice—How do leaders that break the code constantly work on it? (206-208)



10. Seventh best practice—How do leaders that break the code stay interested in kingdom growth? (208-210) 11. What is the first step of breaking the code—understanding self? (211-216) 12. What is the second step of breaking the code—understanding community? (216) 13. What should be the relationship between the church planter and the church? (293-297) 14. What should be the relationship between the new church and other churches? (297-302)



15. What should be the relationship between churches and missions? (302-305) 16. What do we need to incorporate in our master plan of planting churches? (305-307) 17. What are the main points in Fusion 2 Notes?



Journal Reflections (20 minutes) 1. In light of the textbook readings, group discussion, and/or recommended resources, what is God teaching you? How did this session strengthen your relationship with Jesus? What Scriptures have most shaped you as a leader? What experiences have most shaped you as a leader? What do you need to do to continue to cultivate a passion for breaking the code? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes) In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role-play, or visuals about missional churches or relationships or fusion.



Session 10: The Process of Breaking the Code and New Frontiers

Name ___________________________________________ Date __________________ Points ______ Prayer Grade and Discuss this Take Home Quiz (60 minutes) Complete this quiz before class. Each answer should be 50 words. Each question = 2.6 points. Each exam is worth 50 points. 1. What is the first step of breaking the code—understanding self? (211-216) 2. What is the second step of breaking the code—understanding community? (216-218) 3. How can you move beyond demographics? (218-224) 4. How can we combine missions and evangelism to break the code? (225-229) 5. What can we do to unreached people? (229-232)



6. How can we reach those on college campuses? (232) 7. What does breaking the code require that we do? (233-236) 8. What is the message of the epilogue? (238-240) 9. How can friends and family become the key to reclamation of young adults? (224-225) 10. What is the power of the invitation—and how can churches encourage this? (226)



11. How can life events become key opportunities to get the young adults to return? (227-229) 12. How can we become essential churches that reach the unchurched? (229-234) 13. How can we become more intentional? (234-236) 14. How can the pastors lead their churches to reach others? (236-239) 15. What lessons can be learned from the case study of Clear Springs Community Church? (242-254)



16. What is the church’s mission in Planting Churches Cross-Culturally? (311-318) 17. How should we participate in the church’s mission? (318-321) 18. What are the main points in Fusion 3 Notes?



Journal Reflections (20 minutes) 1. In light of the textbook readings, group discussion, and/or recommended resources, what is God teaching you? How did this session strengthen your relationship with Jesus? How can you cultivate a love relationship with your community? 2. How are you going to apply these concepts to your life, family, and ministry? Describe the culture to which you are called to minister in terms of music, dress, leadership style, learning approaches, and how people relate. What codes remain unbroken within your community? youth? college? What will it take to break the code? 3. How could your church apply these concepts in making disciples and developing leaders? How do you turn your church into an army for breaking the unbroken code? Group Activity and Presentations (40 minutes) In groups of three or four, apply what you are learning by creating illustrations, charts, drama, role-play, or visuals about the process of breaking the code or breaking unbroken codes or the church’s mission or fusion.



Session 11: Final Exam

Name ___________________________________________ Date __________________ Points ______ Prayer Grade and Discuss this Final Exam (60 minutes) Complete this exam before class. Each question = 50 points. Each exam is worth 100 points. The final exam is an opportunity to put your thoughts together so that you can act on them and experience transformational life change. The final exam provides multiple exposures to key concepts. Writing clarifies and sharpens your thoughts. The final exam is where students collect the ideas of mentors in order to fully develop and utilize them. By reviewing the final exams on an annual basis you will be able to harvest and retrieve what you have learned when you need it. Evaluated writing is a key component of learning, communicating, and leading. 1. How would you summarize and/or apply Breaking the Code in 500 words?



2. How would you summarize and/or apply Planting Churches Cross-Culturally in 500 words?



Journal Reflections (20 minutes) 1. What is God teaching you in this course? 2. How are you going to apply these concepts to your life, family, and ministry? 3. How could your church apply these concepts in making disciples and developing leaders? Group Activity and Presentations (40 minutes) Prepare for group presentations. Peer review and revise your booklets.



Session 12: Group Presentations Name ___________________________________________ Date __________________ Points ______ Contribute to a group presentation titled Planting Churches in a Multicultural Context based on the textbook. This group project can be a PowerPoint presentation, dramatic skit, role-play, or a set of illustrated charts or drawings. This will assist student-leaders in developing the creative/critical thinking and teamwork skills essential to effective teaching and servant-leadership. Videotaping this assignment so that students can view themselves would help them improve as well. The group presentation is an opportunity for students to learn to work together. Students benefit from group interaction as they communicate, cooperate, and collaborate. The public speaking component of this assignment along with formative feedback help students gain experience and confidence. Students learn best in professional learning communities.

Session 13: Sermons or Individual Projects

Name ___________________________________________ Date __________________ Points ______ Present a typed individual project or sermon titled Contextualized Church Starting Checklist based on textbooks, online articles, course notes, and other sources. The individual project can be a chart, an outline, a painting, a scroll, a collage, a booklet, or a PowerPoint presentation. This will assist student-leaders in developing their learning and teaching style skills essential to effective servant-leadership. Videotaping this assignment so that students can view themselves would help them improve as well. The sermon or individual project is an opportunity for students to improve by using their preferred learning strengths and creativity. Students benefit from using their unique God-given personality, gifts, and abilities as they teach and train others. The public speaking component of this assignment along with formative feedback help students gain experience and confidence.

Session 14: Booklet Presentations Name ___________________________________________ Date __________________ Points ______ Present a typed illustrated booklet or term paper titled Action Plan for Becoming a Missionary to Your Community based on textbooks, online articles, course notes, and other sources for distribution in your church. Be sure to footnote all the ideas, paraphrases, and direct quotes in your paper, whether from books or the Internet. Booklet should be at least 2,000 words in length. Text should be single-spaced. Font should be Times New Roman 12. Begin with an introduction and conclude with an application or call for commitment. Include illustrations and charts. This will assist student-leaders in developing the creative/critical thinking and writing skills essential to effective servant-leadership. Videotaping this assignment so that students can view themselves would help them improve as well. The booklet or term paper is an opportunity for students to enhance their writing skills. Students multiply their ministry as they communicate what they are learning to family, friends, and those they minister to in written form. Writing helps clarify ideas. Students benefit from the opportunity to both write and speak in formal settings. The public speaking component of this assignment along with formative feedback help students gain experience and confidence.



Debriefing and Testimonials

1. What learning activities did you enjoy most about this course? How did they help you learn? 2. How have you applied what you learned during this course? What difference is it making? How did this course strengthen your relationship with Jesus?

Transfer of Credits to Southern California Seminary

To transfer credits from Equip Biblical Institute to Southern California Seminary, students must present a complete portfolio of their course work. The portfolio consists of the quizzes, journal reflections, booklets or term papers, and exams for each course. Upon successful completion of the course, students may transfer units into the Bachelor of Arts in Biblical Studies degree. If the portfolio for a course is not complete, the credits may not be transferable. Attendance Policy. Attending class on time is important to receive the most out of the course. Entering class late disrupts the learning process of all students. Students are permitted three absences for a 14-week semester course. For the semester (28 classroom hours plus 56 homework hours) courses, more than 10 minutes late is a Tardy; more than 20 minutes late is an Absence. Two tardies count as one absence. College credit cannot be transferred to Southern California Seminary when a student misses four or more class sessions. A grade of NC (No Credit) will be recorded when a student misses four sessions or does not complete coursework on time. Exceptions must be approved in writing by the class instructor, the Site Director, and the Director of Equip Biblical Institute and will involve additional assignments mandated by Equip Biblical Institute. Students who attend all 14 sessions will receive 100 points. Transformational Learning Tip: If you review this portfolio once a year (such as on New Year’s Day) as part of a commitment to life change—you will exponentially increase your memory and ability to apply this material to your life, family, and ministry.

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