Equipping Selected Members with Essential Small Group Disciple-Making Skills at Woodmont Baptist Church, Florence, Alabama

Hess, Chad Edward

Etd

Equipping Selected Members with Essential Small Group Disciple-Making Skills at Woodmont Baptist Church, Florence, Alabama

Öffentlichkeit Deposited

MLA citation style (9th ed.)

Hess, Chad Edward. Equipping Selected Members with Essential Small Group Disciple-making Skills At Woodmont Baptist Church, Florence, Alabama. rim.ir.atla.com/concern/etds/edb95729-8ece-40db-89f3-d2a994a3e0b7?locale=de.

APA citation style (7th ed.)

H. C. Edward. Equipping Selected Members with Essential Small Group Disciple-Making Skills at Woodmont Baptist Church, Florence, Alabama. https://rim.ir.atla.com/concern/etds/edb95729-8ece-40db-89f3-d2a994a3e0b7?locale=de

Chicago citation style (CMOS 17, author-date)

Hess, Chad Edward. Equipping Selected Members with Essential Small Group Disciple-Making Skills At Woodmont Baptist Church, Florence, Alabama. https://rim.ir.atla.com/concern/etds/edb95729-8ece-40db-89f3-d2a994a3e0b7?locale=de.

Note: These citations are programmatically generated and may be incomplete.

Schöpfer

Hess, Chad Edward

Rechteerklärung

In Copyright

Abstrakt

The purpose of this project was to equip selected members of Woodmont Baptist Church, Florence, Alabama, with essential small group disciple-making skills. To accomplish this purpose, I, the project director, conducted research in the fields of discipleship and curriculum development. From this research, I identified essential skills of a disciple-maker: character of Christ, disciplines of Christ, communion with Christ, and humility of Christ. Once these skills were identified, I developed a five-session curriculum and implemented this curriculum in a two-day weekend workshop. In the weekend workshop the project director utilized different teaching techniques to engage participants; cognitive, affective, and psychomotor domains of learning. The attendants participated in various evaluations specific to each of the three domains of learning. I used various assessments to evaluate the cognitive, affective, and psychomotor domains of the participants. Experts in the fields of discipleship and curriculum development evaluated the quality of the project implementation.

Jahr