Category Archives: Ch 3 – Learning Modalities

It is a rare opportunity for the visionary minority to encounter an interested audience with whom they may share their creative visions. The written workwill produce insights and documentation that the visionary minority will be eager to share with interested … Continue reading →

Assessment             Assessment is a particular strength of Understanding by Design. Typical curriculum development begins with concepts, then develops learning activities and concludes with assessment methods. Teachers who use Understanding by Design are encouraged to “think like an assessor” and … Continue reading →

After the Diagnosis Seminar, participants can organize a formal Discovery Group to study their local context and apply an objective diagnostic tool. The basic tool will be the Natural Church Development test. The advanced tool will be the Percept ReVision … Continue reading →

I intend to utilize feeder seminars as a means of sideways diffusion of the material. Portions of this material have been shared at cluster training events, Walk to Emmaus communities and presented as a part of training for Basic and … Continue reading →

In addition to seeking “top down” sponsorship, this project will use aspects of “word of mouth” or “viral marketing” to develop “bottom up” encouragement among local church lay leaders to participate in the training. An effective viral marketing strategy has … Continue reading →

Implementation Strategy: Timeline, Structure, and Resources             In 2004 the Office of Congregational Development of the Illinois Great Rivers Conference was given the responsibility of responding to requests from twelve district superintendents for consulting on church growth and revitalization in … Continue reading →

 “Innovators” and “Early Adopters” represent a “visionary minority” of 16% which functions as a reinforcing process trend for change; “Middle Adopters,” “Late Adopters” and “Laggards” are a pragmatic majority functioning as a balancing process to preserve homeostasis and control 84% … Continue reading →