Stretching out from one corner of the room was a gold canopy. The canopy was placed about four feet off the floor and extended three feet from the wall. Attached to the wall on one end, it was held up by a pole on each corner of the opposite end.

Under the canopy was a straw floor. As I opened the door and entered the room a man wearing a colorful robe patterned after those of many centuries ago was coming out from under the canopy. His hair and beard were gray and full and he appeared to be a man of wisdom. Several of the children pointed to the canopy with awe as I entered the room. “Do you know who that is?” one asked as she pointed to the man. “That’s Solomon,” several of the children informed me with one voice.

I left the room and moved down the hall to another room. As I approached this room I could hear the noise of children coming from inside. As I opened the door the teacher was the only person I saw at first glance. The teacher had brought sheets from home. She had the children place all the chairs in the room in circles of four, each chair facing out. Then each group of three or four children covered one circle of chairs with a sheet (to make a tent).   As I entered the room all of the children were lying on the floor in their tent listening to the teacher as she described the events of the day’s lesson.

I exited and moved on to another room. It was quiet as I opened the door. Inside were two students and a substitute teacher, and a table. The teacher was sitting on one side of the table and the students on the opposite side. The teacher had his Sunday school book and Bible open as he read the lesson. The two students sat unenergetically with their books open in front of them.

All three classes were studying the same scripture. It was a lesson on King Solomon preparing to build the temple for God replacing the tabernacle (tent).

In the first classroom a live picture was being painted in the minds of the students. The story came to life for the children as it was told to them by Solomon himself (in character). Dramatization helps lock into the mind details and principles that we automatically adjoin to our existing beliefs and understanding. There was no doubt that learning was taking place that day in the first classroom.

The children in the second classroom were invited to be involved in the story. Make your tent, then lie in your tent as the Israelites did while we explore the lesson. Learning was taking place because children were involved in the lesson. The lesson came alive for the children in the second classroom.

I am not certain what learning was taking place in the third classroom. While I was in the classroom, the children did not look enthused about being there.

What was the difference? Why were the children in the third classroom seemingly uninterested, while the children in the other classrooms were excited and eager to listen? One key factor was involvement.

The learning retention scale for all ages demonstrates that retaining information is directly related to the amount of learner involvement. In other words we retain more when we are actively involved in the learning process.

The learning retention scale shows that we may retain up to 10% of what we hear, 30% of what we see, and up to 50% of what we see and hear. As the scale moves forward it demonstrates that we retain up to 70% of what we say and 90% of what we “do” (take part in) in the learning experience. The more you, the teacher, involve me, the learner, in the learning experience, the more true learning I will experience.

The word experience is a word revealing action. To experience something you must have some type of involvement If I am only allowed and expected to sit still and listen to the teacher, where is the experience? Involve your learners in each session you teach.

It is true this was three children’s classes. Yet, it does not matter what age you teach or who you lead, learner involvement is crucial in the learning process. If you are not allowing class participation – learner involvement – I can guarantee you there is no life changing learning taking place. Involve your learners in the learning experience. Let them experience learning for life change. Wisdom in teaching and leading comes from allowing, encouraging, and incorporating participation among class members and followers. Teach for life change. This is Teaching That Bears Fruit!