Academic

This peer-reviewed journal article presents the first biologically-based model of how to teach based on how the brain learns. It re-conceptualizes experiential learning by building cognitive neuroscience, Dynamic Skill Theory, and effective experiential education practices into a self-adjusting fractal-like cycle that we call Co-Constructed Developmental Teaching Theory (CDTT). CDTT is a biologically driven model of teaching. It is a cohesive framework of ideas that have been presented before but not linked in a coherent manner to the biology of the learning process. In addition, it orders the steps in a neurobiologically supported sequence. CDTT opens new avenues of research utilizing evidenced-based teaching practices and provides a basis for a new conversation.

This short book chapter contains a simple introduction to our theory of teaching called, Co-Constructed Developmental Teaching Theory. It provides short descriptions of the 5 phases of CDTT, as well as practical examples of how the whole model looks as it plays out in real time.

Originally presented in 2015 at the Elemental Conference in Toronto, this paper captures Jessie’s seminal argument for considering a 4th space of ministry – the online world. In this article looks at both the challenges and opportunities that come from a world that increasingly finds itself online, both from a neuro-psychological perspective and a ministry point of view.