Using Lang's 'Small Teaching' Principles in the Biblical Studies Classroom: Six Proven Examples
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| Title: | Using Lang's 'Small Teaching' Principles in the Biblical Studies Classroom: Six Proven Examples |
|---|---|
| Language: | English |
| Authors: | Heather Marie Burrow (ORCID |
| Source: | Teaching Theology & Religion. 2025 28(2):124-129. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Religious Education, Biblical Literature, Teaching Methods, Educational Principles, Educational Philosophy, Sense of Belonging, Class Organization, Story Telling, Positive Reinforcement, Reading Assignments, Curriculum Design, Instructional Effectiveness, Learner Engagement |
| DOI: | 10.1111/teth.70009 |
| ISSN: | 1368-4868 1467-9647 |
| Abstract: | This essay discusses six proven examples of implementing James M. Lang's small teaching philosophy from his book entitled "Small Teaching: Everyday Lessons from the Science of Learning" (2016, 2021). I first provide a helpful summary explanation of Lang's nine research-based principles that structure the book. Then I give new teaching examples related to some of the principles. The first set of three examples relates to the principles of belonging and motivating and includes the recommended utilization of a class seating chart, telling dramatic biblical stories, and recognizing and praising student efforts. The second set of three examples relates to the principles of connecting and explaining and includes the recommended utilization of a four-part scriptural exegesis assignment, a presentation showing how scripture is manifested in our culture, and a metanarrative framework to organize course designs. The result was an increase in instructional effectiveness, which led to an increase in student attention, engagement, and learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497017 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFK5juJIJkBUYWRmbDWgI5cAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDKCYXXKFfK8KEDYVhQIBEICBm1AAKB9TCQSZ8yl_Sv3-mlQWNeAYyK6K2WERd-bW-m-TJz2UpQUKxlG6p5nVrhS75wfqiO2FBnsI3PdA0JpHnmXm_9cUbWeMH9cyLXBS4j9KxwvAgXq3vS8O_i_ddnwmFSW-Y-aa8dCgba5cyniY9IorKRWmU7sxZwULTrEaSpg025I-WGUuSB4Tgfc642ERH4aDuOTo38pna3Bn Text: Availability: 1 Value: <anid>AN0191516596;7qh01jul.25;2026Feb14.03:48;v2.2.500</anid> <title id="AN0191516596-1">Using Lang's "Small Teaching" Principles in the Biblical Studies Classroom: Six Proven Examples </title> <p>This essay discusses six proven examples of implementing James M. Lang's small teaching philosophy from his book entitled Small Teaching: Everyday Lessons from the Science of Learning (2016, 2021). I first provide a helpful summary explanation of Lang's nine research‐based principles that structure the book. Then I give new teaching examples related to some of the principles. The first set of three examples relates to the principles of belonging and motivating and includes the recommended utilization of a class seating chart, telling dramatic biblical stories, and recognizing and praising student efforts. The second set of three examples relates to the principles of connecting and explaining and includes the recommended utilization of a four‐part scriptural exegesis assignment, a presentation showing how scripture is manifested in our culture, and a metanarrative framework to organize course designs. The result was an increase in instructional effectiveness, which led to an increase in student attention, engagement, and learning.</p> <p>Keywords: belonging; biblical studies; connecting; explaining; James M. Lang; motivating; small teaching</p> <hd id="AN0191516596-2">Introduction</hd> <p>I came across James M. Lang's book entitled <emph>Small Teaching: Everyday Lessons from the Science of Learning</emph> ([<reflink idref="bib1" id="ref1">1</reflink>]) a few years ago. It has changed how I teach more than any other book on teaching, given advice from others, or classroom experimentation of my own. The book offers nine practical, research‐based principles that teachers can implement in easily manageable ways to enhance student learning and engagement. The nine principles are as follows: retrieving, predicting, interleaving, connecting, practicing, explaining, belonging, motivating, and learning.[<reflink idref="bib1" id="ref2">1</reflink>]</p> <hd id="AN0191516596-3">Summary Explanation of the Nine Principles</hd> <p>Below is a brief summary of each of the nine principles.</p> <p>PART ONE: Expanding Knowledge</p> <p></p> <ulist> <item> Predicting</item> <p></p> <item> DO: Encourage students to make predictions through pre‐tests or open‐ended questions to anticipate information before learning about something new.</item> <p></p> <item> RESULT: Predictions engage students' prior knowledge, activate curiosity, and help with deeper processing, even if the students' predictions are wrong.</item> <p></p> <item> Retrieving</item> <p></p> <item> DO: Regularly ask students to recall information from memory through quizzes, exercises, or brief questions.</item> <p></p> <item> RESULT: Retrievals enhance memory retention through active recall and makes learning more durable.</item> <p></p> <item> Interleaving</item> <p></p> <item> DO: Mix topics or problem types rather than teaching in blocks and utilize cumulative quizzing or testing.</item> <p></p> <item> RESULT: Interleaving promotes long‐term retention by mixing different topics or skills.</item> </ulist> <p>PART TWO: Deepening Understanding</p> <p></p> <ulist> <item> Connecting</item> <p></p> <item> DO: Encourage students to connect new, individual pieces of information in specific contexts to what they already know and real‐life experiences to form interconnected, meaningful networks of knowledge that can be applied in novel contexts.</item> <p></p> <item> RESULT: Enhances comprehension by helping students activate, organize, and relate new information to existing knowledge to form better mental models, especially in order to see the bigger picture.</item> <p></p> <item> Practicing</item> <p></p> <item> DO: Provide opportunities for students to practice and refine skills (e.g., identifying assumptions, thinking critically, and developing arguments), giving feedback as needed and possible opportunities to re‐do again.</item> <p></p> <item> RESULT: Helps develop proficiency through repeated, mindful engagement.</item> <p></p> <item> Explaining</item> <p></p> <item> DO: Encourage students to explain or teach concepts verbally or in writing to peers, audience, self, or instructor.</item> <p></p> <item> RESULT: Deepens understanding of content through articulation.</item> </ulist> <p>PART THREE: Provide Inspiration</p> <p></p> <ulist> <item> Belonging</item> <p></p> <item> DO: Cultivate a sense of community, sociality, and inclusivity in the classroom to enhance student engagement and retention.</item> <p></p> <item> RESULT: Builds rapport with students and affirms students' sense of fit and ability to make contributions at the institution.</item> <p></p> <item> Motivation</item> <p></p> <item> DO: Foster intrinsic motivation in students through emotional engagement, praising of efforts, and by connecting course content to students' interests and real‐world applications which will capture their attention.</item> <p></p> <item> RESULT: Provides a sense of purpose, especially self‐transcendent purpose, which can inspire students to make a positive difference in the world.</item> <p></p> <item> Learning</item> <p></p> <item> DO: As teachers, continue to expand and improve approaches, courses, and skills.</item> <p></p> <item> RESULT: Ongoing instructional learning ensures teachers remain enthusiastic and effective.</item> </ulist> <hd id="AN0191516596-4">How to Implement These Principles</hd> <p>Lang uses three basic strategies or approaches to implement the nine principles that require minimal preparation or grading, including: (<reflink idref="bib1" id="ref3">1</reflink>) a brief 5‐ to 10‐min learning activity; (<reflink idref="bib2" id="ref4">2</reflink>) a one‐time intervention activity; and/or (<reflink idref="bib3" id="ref5">3</reflink>) small changes in course design or communication with students. These small changes do not require overhauling an entire course or changing how you teach, but can be implemented within existing structures. Since most teachers do not have the time or energy to revamp or reconceive whole courses, this is good news.</p> <p>Lang helpfully offers some practical examples or models connected to each "small teaching" principle in each chapter using one of the three possible strategies that I have implemented in my own courses. I have been especially interested in utilizing some of the brief learning activities, though I have also integrated one‐time interventions and tweaked course designs.</p> <p>I teach mainly undergraduate classes in the area of theology and biblical studies. Most students enter my classroom with very little knowledge related to these subjects. Thus, in this essay, I will discuss additional, proven "small teaching" examples that I have implemented in my courses based on Lang's nine principles.</p> <hd id="AN0191516596-5">Examples That Invoke Inspiration</hd> <p>My first set of three examples relates to Lang's seventh and eighth principles regarding belonging and motivating. Regarding belonging, Lang recommends knowing and using students' names, recognizing good work, and emphasizing students' capabilities. Regarding motivation, Lang recommends opening classes with a story connected to the day's content, engaging with students in casual conversation before classes begin, and warming up the language of your course documents. Here are three more recommended examples.</p> <hd id="AN0191516596-6">Example One: Belonging Through a Class Seating Chart</hd> <p>During the pandemic, I was required to use a seating chart that assigned seats to students for contact tracing. The seating chart worked so well to nurture a sense of community among clusters of students and to facilitate peer connections that I have kept using this one‐time intervention activity ever since. In order to initiate this belonging from the outset of the semester, in the first class I ask students to find a permanent seat by the third class session. I then create a seating chart using their names matched to their chosen seat. Then I memorize it. For the rest of the semester, I can refer to my students by their names during class time, even in classes with 30+ students. I have found that students who feel they are seen, known, and belong by the teacher and peers are also more motivated to participate and learn. This chart also allows me to take attendance quickly and easily before the class starts as students find their saved seat, saving time. It allows students to get to know their seat neighbors more intimately and to be more likely to ask them for notes from a class they missed. And it allows me to hand back graded student work (hardcopies) easily and quickly with praise for work that was done well.</p> <hd id="AN0191516596-7">Example Two: Grab Attention Through Storytelling</hd> <p>Lang recommends being more deliberate about using stories in the classroom in order to activate students' attention, emotions, and memory. For courses involving scriptural narratives, it means having pre‐existing stories to tell. In this brief learning activity, I do not require note‐taking, just active listening during this 5‐ to 10‐min story time. I dramatically read narrative biblical passages such as David fighting Goliath (1 Samuel 17) or the Parable of the Prodigal Son's Return (Luke 15:11–32). I display and read the scriptural text on PPT slides mixed with images from https://<ulink href="http://www.freebibleimages.org/">www.freebibleimages.org/</ulink> to set the pace of the story. I usually mix in some questions asking for possible predictions or known connections during the story to ensure students are actively listening. This is followed by some group discussion. Afterwards, the students resume taking notes on the key takeaways from the story told. It makes the story more memorable and enjoyable. And it connects our class time to an ancient oral tradition of reciting scripture. I have found that most students do not miss quiz or exam questions related to these stories I tell in class.</p> <hd id="AN0191516596-8">Example Three: Praise Efforts Through Recognitions</hd> <p>Lang recommends praising efforts rather than praising abilities in order to encourage and motivate students. With this in mind, I now email each of the top two highest scorers on any exam to let them know that they received the highest scores and to congratulate them on their hard work. I also highlight academic‐related accomplishments at the midpoint and the endpoint of the semester, making this a two‐time intervention activity. I do this by creating PPT slides which reveal student names one by one, including those with perfect attendance, a perfect assignment completion rate, and no late assignments submitted. I have found that this encourages students to continue or improve these successful habits in future classes they take with me and my fellow teachers.</p> <hd id="AN0191516596-9">Examples that Increase Understanding</hd> <p>My second set of three examples relates to Lang's fourth and sixth principles regarding connecting and explaining, which both involve increasing and deepening understanding. Regarding connections (often called scaffolding), Lang recommends providing the organizing framework for the course material, pointing back to this structure frequently, and consistently helping students fit new material into the framework. Regarding explaining, Lang recommends using a modified version of the well‐known think‐pair‐share activity in class and for an assignment requiring students to create teaching materials related to course content. Here are three more recommended examples.</p> <hd id="AN0191516596-10">Example Four: Deepening Understanding Through Berean Responses</hd> <p>Lang recommends facilitating connections among course content for the students and requiring explanation to build comprehension. Thus, one weekly assignment I use is a four‐part Berean Response (see Figure 1), named for the Bereans of Acts chapter 17 who examined the scripture every day to see if what Apostle Paul said was true. It requires students to complete four sections as follows: (<reflink idref="bib1" id="ref6">1</reflink>) read the assigned biblical passage in two translations and note observations; (<reflink idref="bib2" id="ref7">2</reflink>) connect the passage to prior learning and reflect on translation differences; (<reflink idref="bib3" id="ref8">3</reflink>) then research what a scholar has said about the passage and include two quotes and a correct citation; and lastly (<reflink idref="bib4" id="ref9">4</reflink>) reflect on the passage and its meaning to them. In class on the day the assignment is due, they form small groups (which I mix up every time to encourage belonging), introduce themselves, and explain to each other their responses for the assigned passage. I have found that by choosing significant passages—like Exodus 3:1–15 (Moses at the Burning Bush), Deuteronomy 6:1–9 (The Shema), or 1 Corinthians 13:1–13 (Paul's Love Passage)—my students give me deep reflections on the text connected to their current lives.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/7QH/01jul25/teth70009-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="teth70009-fig-0001.jpg" title="1 An example of the Berean Response worksheet with four segmented parts." /> </p> <p></p> <hd id="AN0191516596-12">Example Five: Making Relatable Through a Scripture Presentation</hd> <p>Lang also recommends facilitating connections between specific course content and students' lives by inviting students to pursue what interests them within assignments and then explaining it to peers. With this in mind, a popular class activity I use is a student in‐class presentation on a scriptural text of their choice. I require students to select a biblical passage and present in 5 min 8 to 10 different ways the scripture is manifested in our culture, from posters to songs to tattoos. This presentation gives students practice with making connections, explaining, and low‐stakes public speaking. They have to explain why they picked the scriptural passage, what is being shown, and why they like or dislike the items shown. For 2 weeks midsemester, three or four students each present on their assigned day. This assignment usually works better for class sizes under 20 students. I have found that most students enjoy showing what amazing, weird, or practical examples of scriptural manifestations they have discovered.</p> <hd id="AN0191516596-13">Example Six: Providing a Framework Through a Metanarrative</hd> <p>Most importantly, Lang recommends teachers assist students in organizing and connecting concepts and information in meaningful and memorable ways. Thus, I design most courses to provide a framework that structures the learning from week to week. For courses focused on either the Hebrew Bible/Old Testament or New Testament, I use a metanarrative framework in which the overall biblical story is seen as a four‐act metanarrative. The first act encompasses the setup (Creation, Genesis 1–2). The second act encompasses the inciting incident, which creates a problem and subsequent fallout (Fall, Genesis 3–11). The long third act encompasses the solution unfolding (Redemption, Genesis 12 through Revelation 3). The fourth act encompasses the solution being fully realized (Restoration, Revelation 4–22). Their first in‐class activity requires them to complete a handout (see Figure 2) in which they fill in the details for each of the four acts. Throughout the course, I help students recognize where new material fits into this larger framework, and I continually connect back to it within later assignments and discussions. I have found that this metanarrative framework is one of the biggest takeaways for students, and it is often cited in student evaluations as being the most helpful part of the course.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/7QH/01jul25/teth70009-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="teth70009-fig-0002.jpg" title="2 An example of the learning activity worksheet students complete related to the biblical metanarrative framework that organizes the course. It is shown with answers filled in for reference." /> </p> <p></p> <hd id="AN0191516596-15">Conclusion</hd> <p>Small changes in teaching strategies based on solid principles which are grounded in cognitive and neuroscience research can lead to significant improvements in student engagement, learning, and long‐term retention of course material. It can also increase your enjoyment and satisfaction in teaching. In Lang's second edition, his last chapter on the ninth principle of learning encourages teachers to continually be learning about new ways to teach, the best ways we all learn, and about new communities of students and their needs. It is how we as teachers can maintain or renew our enthusiasm for teaching and reasons for being in the classroom. With this in mind, I am already planning my tweaks for my courses for next semester. It is my hope that this essay gives you reasons to do so as well.</p> <hd id="AN0191516596-16">Acknowledgments</hd> <p>The author presented an earlier version of this article at the annual meeting of the Society of Biblical Literature, which was held in San Diego, November 2024.</p> <hd id="AN0191516596-17">Conflicts of Interest</hd> <p>The author declare no conflicts of interest.</p> <hd id="AN0191516596-18">Data Availability Statement</hd> <p>Data sharing is not applicable to this article as no new data were created or analyzed in this study.</p> <ref id="AN0191516596-19"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> The original 2016 edition is slightly different within Part III on the theme of inspiration. It includes motivating, growing, and expanding as the three principles explored.</bibtext> </blist> </ref> <ref id="AN0191516596-20"> <title> Reference </title> <blist> <bibtext> Lang, J. M. 2021. Small Teaching: Everyday Lessons From the Science of Learning. 2nd ed. Jossey‐Bass, a Wiley imprint.</bibtext> </blist> </ref> <aug> <p>By Heather Marie Burrow</p> <p>Reported by Author</p> </aug> <nolink nlid="nl1" bibid="bib2" firstref="ref4"></nolink> <nolink nlid="nl2" bibid="bib3" firstref="ref5"></nolink> <nolink nlid="nl3" bibid="bib4" firstref="ref9"></nolink> |
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| Items | – Name: Title Label: Title Group: Ti Data: Using Lang's 'Small Teaching' Principles in the Biblical Studies Classroom: Six Proven Examples – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Heather+Marie+Burrow%22">Heather Marie Burrow</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1489-1399">0000-0002-1489-1399</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Teaching+Theology+%26+Religion%22"><i>Teaching Theology & Religion</i></searchLink>. 2025 28(2):124-129. – Name: Avail Label: Availability Group: Avail Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 6 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Religious+Education%22">Religious Education</searchLink><br /><searchLink fieldCode="DE" term="%22Biblical+Literature%22">Biblical Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Principles%22">Educational Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Philosophy%22">Educational Philosophy</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Organization%22">Class Organization</searchLink><br /><searchLink fieldCode="DE" term="%22Story+Telling%22">Story Telling</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Reinforcement%22">Positive Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Assignments%22">Reading Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1111/teth.70009 – Name: ISSN Label: ISSN Group: ISSN Data: 1368-4868<br />1467-9647 – Name: Abstract Label: Abstract Group: Ab Data: This essay discusses six proven examples of implementing James M. Lang's small teaching philosophy from his book entitled "Small Teaching: Everyday Lessons from the Science of Learning" (2016, 2021). I first provide a helpful summary explanation of Lang's nine research-based principles that structure the book. Then I give new teaching examples related to some of the principles. The first set of three examples relates to the principles of belonging and motivating and includes the recommended utilization of a class seating chart, telling dramatic biblical stories, and recognizing and praising student efforts. The second set of three examples relates to the principles of connecting and explaining and includes the recommended utilization of a four-part scriptural exegesis assignment, a presentation showing how scripture is manifested in our culture, and a metanarrative framework to organize course designs. The result was an increase in instructional effectiveness, which led to an increase in student attention, engagement, and learning. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1497017 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/teth.70009 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 124 Subjects: – SubjectFull: Religious Education Type: general – SubjectFull: Biblical Literature Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Educational Principles Type: general – SubjectFull: Educational Philosophy Type: general – SubjectFull: Sense of Belonging Type: general – SubjectFull: Class Organization Type: general – SubjectFull: Story Telling Type: general – SubjectFull: Positive Reinforcement Type: general – SubjectFull: Reading Assignments Type: general – SubjectFull: Curriculum Design Type: general – SubjectFull: Instructional Effectiveness Type: general – SubjectFull: Learner Engagement Type: general Titles: – TitleFull: Using Lang's 'Small Teaching' Principles in the Biblical Studies Classroom: Six Proven Examples Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Heather Marie Burrow IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1368-4868 – Type: issn-electronic Value: 1467-9647 Numbering: – Type: volume Value: 28 – Type: issue Value: 2 Titles: – TitleFull: Teaching Theology & Religion Type: main |
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