How to Write a Project Proposal

Proposals come in all kinds of sizes and shapes. This presentation is built on what I have learned about proposal writing as an administrator, from working with both the well-thought-out and tightly organized to the unrealistic or incomplete. As a result of the information that follows, you should be able to develop a convincing program proposal for your business, church, or school.

Clark is a floor supervisor at a company that manufactures fabric materials for the automobile industry. It is called “Eagle Wings Group,” or EWG for short. Crew members are highly competent at running industrial-level, heavy-duty sewing machines. Many are immigrants from Asian countries. They are hard-working employees but are new to West Michigan culture and often in need of support for navigating through basic life and employment responsibilities.

Clark’s company is led by individuals with a strong work ethic and commitment to moral and religious values. They care about their workers, even to the extent that the company’s mission statement includes the desire to “make a difference in one another’s lives.”

Clark has come up with the idea of starting a “coaching” program for his crew, and maybe even throughout the company. Clark, himself, has had coaches and mentors and would love to see others benefiting as he has.

However, Clark has never developed a proposal and is wondering what to include before bringing the idea of coaching to his boss. So, he shares the idea with his friend and mentor, Kent. Approaching Kent with the idea, Clark says, “I’ve been thinking about suggesting that we develop a coaching program for my crew. They are great at their jobs, but I think that their lives could be so much better if they could get some coaching in areas like communication and life skil
ls.” Kent offers to help.

Kent says, “Thanks for bringing up this topic. As you know, I have had a lot of experience with proposals. Let me share with you the things that I look for in a proposal.” At their next meeting, Kent brings a list of questions that he has used when writing or helping others to write program proposals.

Kent says, “I suggest that the following questions be answered about any proposed program. Some proposals may not include all of these, but at some point in the planning, they should all be addressed.

Need, Purpose, and Description
1. Why do we need to do it? (statement of need and purpose)
2. What are we going to do? (description of the program)
3. Who is it for? (target audience)
4. Does it fit? (ways in which the program contributes to the character or values of our organization)

Personnel
5. Who is responsible for doing it? (leadership roles and functions)
6. Who else is on the team? (number and roles of other personnel)
7. To whom will the leader report? (organizational accountability)

Operations
8. When do we plan to begin and end? (start and stop dates)
9. Can it be approved? (potential for authorization)
10. How much will it cost? (budget: income and expenses)
11. How many people will it affect? (number of actual participants and those impacted indirectly)

Effectiveness
12. What kind of results should we expect? (outcomes)
13. How will we know if we are doing it correctly? (evaluation)
14. What is it that we will not be doing (or doing as well) because we are doing this? (priorities)

Sample Proposal
Following is an example of a “starter proposal” that could be presented to selected individuals whose advice is respected. The text of this starter proposal is also in the description section of this video.

The phrase, “starter proposal” is used here because, in many cases, a first submission opens the door to the need for proposal revisions. Think of this first draft of the proposal as an introduction of the project idea to one or more of the gatekeepers of your organization.

Using the above 14 questions, Clark got to work and with the help of Kent developed the following proposal.

Sample Proposal
Coaching and Eagle Wings Group (EWG)
A Proposal for a Pilot Program
Submitted by Clark Kalel after review by Human Resources Director Lois Cane

Need and Purpose
This proposal introduces a strategy for coaching that will enhance the mission and productivity of Eagle Wings Group (EWG). The approach to coaching that is described here may also empower individuals to better define their own goals within their work, home, faith, relationships, health, and financial settings.

Coaching has the potential to increase job satisfaction, work quality, and retention. In addition, coaching can improve how individuals understand and participate in the values and mission of Eagle Wings Group (EWG); in particular, the mission statement characteristics of “live with faith… do things right… make a difference in one another’s lives.” These characteristics are of particular importance to EWG because of its multi-cultural and multi-lingual workforce, where miscommunication is a frequent issue.

Coaching Defined
The term coaching (as used in this proposal) is a participatory process of supportive communication that has mutual benefits for employees and employer. While focused on the individual employee (person being coached), it will be facilitated by in-house trained coaches and conducted in consultation with each employee’s supervisor.

Coaches come alongside individuals to help them correctly interpret their work and life environments and determine what is needed for productivity and growth. A coach is a listener, sounding board, awareness-raiser, and resource person who, by asking the right questions and providing helpful information; helps participants identify and accomplish their growth goals.

The EWG Coaching Process
A coach meets weekly with a selected employee. The meeting is voluntary and takes place before or after work or during a lunch break. The coach’s meeting with the employee includes topics such as company mission, work relationships, performance strengths and limitations, job satisfaction, and current work and life challenges.

Coaching meetings include three phases over three months. These are:
1. Discovery - emphasis on identifying employee strengths, challenges, and goals;
2. Exploration and information giving - attention to available resources for the exploration of a preferred future;
3. Recommendation – coach provides written notes to a participant that give suggestions for growth.

Training, worksheets, and other resource materials are provided to guide coaches. Recommendations may include programs for training and certification, such as MTech, MichiganWorks, community college or vocational courses; personal or family counseling; and other steps.

Number of Participants
Based on an approximate number of 200 available employees, a pilot program is proposed that includes five assembly line level volunteer employees and five coaches who are mid-level or executive-level volunteers meeting once a week for three months. The writer of this proposal will be one of these coaches and coordinator of the program in conjunction with the Human Resources Department.

Accountability and Training
The coaching program would come under the Human Resources Department. The first five coaches will be trained by the consulting firm Growth Group Associates at one of their regional seminars. Additional information can be provided about this company.

Terms and Conditions
The proposed program is for three months, with an option for renewal with a larger group if judged to be successful. The requested budget is $5,000 for attending a Growth Group Resources training seminar. Participants and coaches are volunteers. The HR Department is asked for a time commitment of three hours per week to assist with this three-month pilot program.

Proposal Summary

The proposed coaching program provides a unique opportunity for EWG to increase the visibility of its values, particularly that of “making a difference in people’s lives.” This proposal requests an initial three-month commitment. At the end of the three-month pilot program, participants and coaches will be interviewed to identify program results in the areas of productivity, job satisfaction, work quality, communication, and retention. A summary report about program effectiveness, follow-up interviews, and recommendations will be submitted to the HR department.

Presentation Overview and Summary
This presentation has provided an overview of proposal writing. It has focused on identifying needs, program purpose and description, personnel, operations, effectiveness, and results. A sample proposal was provided as an example. Those writing proposals are encouraged to communicate in ways that are relevant to their context and begin with brief documents that are shared with organizational leaders whose feedback they respect.

Resources
Devereaux-Nelson, Robin. How to Write a Non-profit Grant Proposal. https://amzn.to/3vI0ymI
Jamal, Margaret. Faith Legacies: Program And Development Guide For Faith-Based Nonprofits. https://amzn.to/47Gy7mu
Sample Proposals. https://www.communityservices.org/resources/acs-grants-program/acs-grant-applications/samples-of-proposals/

YouTube link to narrated PowerPoint video: https://youtu.be/nnYlolcdNpk

As an Amazon affiliate, I may receive compensation for purchases from their site.
Supplementary online resources may be included from ChatGPT, Google Search, Google Bard, Bing, Claude, and Wikipedia

John Amos Comenius: Father of Modern Education

John Amos Comenius (1592-1670) was a Czech educator, Bishop in the Moravian Brethren Church (pre-reformation protestant), and philosopher. He has been referred to as the Father of Modern Education. The use of visual media and instruction that is respectful of a child’s stage of development has its roots in the writings of Comenius.

Jean Piaget speaks to the importance of Comenius in the following quote. "Comenius, in the 17th century, had already formulated, with remarkable clarity and foresight, the essential principles of an education based on the child's development... He demanded respect for the child's personality, for its spontaneous activity, and for its natural interests. He condemned all mechanical methods of instruction and insisted on the necessity of relating teaching to the child's own experience and stage of development" (Jean Piaget, Education and Psychology, p. 186, 1970).

Background
Comenius lived during Europe’s Thirty Years’ War (1618-1648, Catholic-Protestant conflict). During this war, his home and possessions were burned, and his first wife and children died. As a result, he moved throughout Europe, finding refuge in Bohemia, Poland, Lithuania, Transylvania, Sweden, and the Netherlands, all the while continuing to work as an educator and pastor.

Overview of His Life Contributions
• Studied philosophy and theology (1607-1613) at University of Heidelberg and Herborn Academy (1613-1614).
• Appointed professor and rector of Calvinist College in Saros-Patak (Northern Hungary, 1614-1618).
• Served as teacher and pastor in Leszno, Poland (1618-1628).
• Published extensively in the field of education.
• Appointed as Royal Chaplain of Sweden (1641) and commissioned by the Swedish government (1638) and British Parliament (1641) to design their educational systems. He also influenced educational reform in Hungary.

Publications
Comenius is noted for having published over 150 books and manuscripts. Descriptions, quotes, and images from three of his primary works follow.

The Gate of Languages Unlocked (Janua Linguarum Reserata), 1631.
This is one of the earliest textbooks written for the specific purpose of teaching how to make language learning easier and more accessible. He aimed to "unlock the gate of languages" for more people by creating a text that presented languages in a logical, step-by-step manner.

The Great Didactic (Didactica Magna), 1632-1638.
This is the foundational work of Comenius. He proposes a comprehensive educational philosophy aimed at universal education, emphasizing practical learning, the use of visual aids, gradual instruction, language proficiency, and the integration of general, moral, and religious education.

The Visible World in Pictures (Orbis Sensualium Pictus), 1658.
The first children's picture textbook for teaching Latin vocabulary (and other languages) through pictures of everyday life. The introduction to the first English edition (1659) says, “A picture and nomenclature of all the chief things that are in the world; and of men’s employments therein.”

Selected Quotes

The following quotes are from several of his publications, not limited to the above three texts, but intending to represent his key ideas.

Teaching and learning
“The saying ‘He who teaches others, teaches himself’ is very true, not only because constant repetition impresses a fact indelibly on the mind, but because the process of teaching itself gives deeper insight into the subject taught.” The Great Didactic (Didactica Magna), 1632.

Education for everyone
“Not the children of the rich or of the powerful only, but of all alike, boys and girls, both noble and ignoble, rich and poor, in all cities and towns, villages and hamlets, should be sent to school. Education is indeed necessary for all, and this is evident if we consider the different degrees of ability. No one doubts that those who are stupid need instruction, that they may shake off their natural dullness. But in reality those who are clever need it far more, since an active mind, if not occupied with useful things, will busy itself with what is useless, curious, and pernicious.” Universal Education (Pampaedia),1657.

Experiential learning
“The proper education of the young does not consist in stuffing their heads with a mass of words, sentences, and ideas dragged together out of various authors, but in opening up their understanding to the outer world, so that a living stream may flow from their own minds, just as leaves, flowers, and fruit spring from the bud on a tree.” The Great Didactic (Didactica Magna), 1632.

Learning by doing
“What has to be done must be learned by practice. Artisans do not detain their apprentices with theories, but set them to do practical work at an early stage; thus, they learn to forge by forging, to carve by carving, to paint by painting, and to dance by dancing. In schools, therefore, let the student learn to write by writing, to talk by talking, to sing by singing, and to reason by reasoning.” The Great Didactic (Didactica Magna), 1632.

Student growth
“Three things give the student the possibility of surpassing his teacher: ask a lot of questions, remember the answers, teach.” The World of Pictures (Orbis Sensualium Pictus), 1658.

Teaching methods
“Let the main object [be]… to seek and to find a method of instruction, by which teachers may teach less, but learners learn more.” The Way of Light (Via Lucis), 1668.

Lifelong learning
“If, in each hour, a man could learn a single fragment of some branch of knowledge, a single rule of some mechanical art, a single pleasing story or proverb (the acquisition of which would require no effort), what a vast stock of learning he might lay by. Seneca is therefore right when he says: ‘Life is long, if we know how to use it.’ It is consequently of importance that we understand the art of making the very best use of our lives.” The Way of Light (Via Lucis), 1668.

Summary
In summary, John Amos Comenius was a 17th-century educator, theologian, and philosopher who is considered the father of modern education. He emphasized the importance of education for all, regardless of social status or background, and advocated for teaching methods that were respectful of children's developmental stages and interests.

Comenius is best known for three major works: The Gate of Languages Unlocked, on language learning; The Great Didactic, on educational theory and reform; and The Visible World in Pictures, the first children's picture textbook. The contributions of Comenius have had a profound impact on education around the world, and his legacy is seen in today’s inclusive and experiential approaches to teaching and learning. His spiritual and moral values are yet to be realized.

Resources:
Hilmarova, K. John Comenius: The Bohemian Educator Who Changed the World, Kindle Edition. https://amzn.to/3tv1YjH

Huck, C. Children’s Literature in the Elementary School. https://amzn.to/41Bp98u

Petereson, D. L. Applying the Educational Principles of Comenius. https://www.aacs.org/assets/Journal-Vol-12-No-3/Vol-10-NO-3/Applying-the-Educational-Principles-of-Comenius.pdf

Piaget, J. Jan Amos Comenius. https://monoskop.org/images/1/12/Piaget_Jean_1993_Jan_Amos_Comenius_1592-1670.pdf

Supplementary online resources that may have been consulted include ChatGPT, Claude, Google Search, Google Bard, Bing, and Wikipedia.
Church And School Education (CASE) Resources is a participant in the Amazon Services LLC Associates
Program, of affiliate advertising designed to provide a means for sites to earn fees by linking to Amazon.com

This presentation is also available as a YouTube video at https://youtu.be/HengE67Jn1w

Adult Learning: Malcolm Knowles, Andragogy vs Pedagogy, Principles and Methods

When it comes to learning, not everyone dances to the same tune. And, it does not take a great deal of observation to see that children and adults dance differently from one another. The premise that there are ways in which adults learn differently from children was most famously championed by Malcolm Knowles (1913-1997).

Malcolm Knowles, Ph.D., spent over 30 years as a professor, consultant, trainer, and researcher in the field of adult education. His principles for learning continue to serve as a foundation of adult education theory and practice. Most notable is the distinction that he made between pedagogy and andragogy.

Pedagogy is the theory and practice of teaching children. It is based on the belief that children depend heavily on teachers to provide them with knowledge, skills, and learning processes.

Andragogy, on the other hand, is rooted in the premise that adults are more self-directed learners with a wealth of prior experience and the ability to make their own decisions about what, why, and how they want to learn.

Key Principles of Andragogy
The following principles are especially significant to adult learning. These are self-concept, experience, readiness to learn, orientation toward learning, and internal motivation.

Self-concept
Adults are responsible for their lives and decisions. This means that in learning situations, adults are more self-directed than children who, technically, are referred to as “dependents.”

Experience
As adults, learners have accumulated a wealth of life experiences. These serve as a valuable resource for connecting with new learnings. Educators can build upon these experiences by linking new learning processes with the richness of past learnings.

Readiness to learn
Adults are more interested in learning when a topic is connected with the self-identified needs, goals, problems, or concerns in their lives. Readiness to explore a topic is directly related to their real-life circumstances.

Orientation toward learning
Many adults are more easily engaged in a learning situation if the material being studied is presented as a problem to be solved rather than as information to be absorbed. Learning activities that are respectful of the experiences, interests, and needs of participants will draw them to one another and the topic being studied.

Internal motivation
Inner factors such as individual goals, personal growth and development, and practical needs will affect motivation to study or discuss a topic. While external motivators such as certificates or rewards are of some value, they are not as important as issues that are of personal relevance.

Teaching Methods for Adult Learning
Based on the above principles, we can identify examples of methods that are especially appropriate for adult learning. These are grouped into three categories: (1) discussion-based approaches, (2) individual reflection-related approaches, and (3) experiential learning activities. They can stand alone for a specific group meeting or be used in conjunction with one another or with information-giving methods such as lectures, speeches, readings, and videos.

Discussion-based approaches
Guided discussion can draw upon the life experiences of learners. Adults connect new concepts to their existing knowledge. These discussions often begin by asking questions such as, What has been your experience with…? Or, What do you know about…? Also, after presenting information, adults can be asked to talk about experiences that they have had that relate to the topic under consideration.

During group reflection, participants may consider the following questions:
What are the key ideas or learnings that I gained from today’s meeting?
How did the material that we discussed make me feel? What emotions did I experience?
What challenged me the most?
What questions are still lingering in my mind?
In what ways did our time together change or expand my perspective?

Problem posing is the presentation of real-world problems that allow learners to collaborate and suggest solutions. Begin a presentation with a problem-focused, rather than an information-oriented, approach. Then encourage participants to add their own problems that relate to the topic under consideration. After providing information, encourage participants to respond to the presentation as well as to one another’s issues. Problem posing supports the need of adult learners to use and apply knowledge to their life situations.

Individual reflection-related approaches
Journaling involves writing a reflective journal or log. It can be used to answer questions like the following: What is one takeaway from our meeting today? What information connects with my previous experience? How can I apply material from today's meeting to my personal or professional life?
Journaling adds precision to thinking and allows an individual to review the progression of their thoughts over time.

Debriefing and self-assessment questions are especially appropriate for individual reflection after a group or personal experience. Of course, they can also be applied to group discussion or journaling activities. These questions ask: What was the main thing that I learned? What new insights were gained? What questions has this meeting brought to my mind? What are the areas in which I may need additional information or support? What might I need to think, be, or do differently?

Self-directed learning
The teacher should be viewed as a facilitator or coach rather than a director, a “guide on the side” rather than a “sage on the stage.” In many areas, adults are self-driven and independent. To support these self-directed inclinations, facilitators can provide supplemental resources for use outside of group meetings. These often include handouts with additional information, including links to websites, podcasts, and YouTube videos. And, when learners are ready, facilitators should assist learners in identifying their own learning goals and plans.

Experiential learning activities
Service projects
Learners participate in an organized service activity that meets community needs and directly or indirectly develops new understandings, attitudes, and skills.

Field activities
Learners participate in real-life activities (other than service projects). This includes internships, apprenticeships, shadowing, field trips, team-building activities, and challenge courses (e.g., climbing and ropes courses). These encourage participants to be stretched and interdependent.

Simulations
Learners take part in simulations that mirror real-life situations. Examples include case studies, role-playing, or computer-based virtual simulations. These allow for learning in a safe and controlled environment.

Conclusion
The blog has identified the difference between pedagogy (teaching children) and andragogy (teaching adults) and has described Malcolm Knowles' principles of andragogy. These state that adults learn differently from children due to their self-concept, accumulated experience, readiness to learn, orientation toward learning, and internal motivation. The material then provided examples of teaching methods suited for adult learners that are categorized into group discussion, individual reflection, and experiential activities. In summary, pedagogy and andragogy are contrasted and suggestions are given for understanding and facilitating adult learning that is respectful of adult development, interests, and needs. Following are suggested resources for additional reading and research.

The Modern Practice of Adult Education: Andragogy Versus Pedagogy. Knowles, Malcolm S. https://amzn.to/3MsMe76
The Adult Learner. Knowles, Malcolm S. and Holton, E. https://amzn.to/462SCZC
A Christian Educator’s Handbook on Adult Education. Gangel, K. and Wilhoit, J. https://amzn.to/3u1ZIR4
How to Teach Adults. Draves, William A. https://amzn.to/3QtU9lP
Learning Together in the Christian Fellowship. Little, Sara. https://amzn.to/49tjvZF
Ispring Solutions: https://www.ispringsolutions.com/blog/adult-learning-theories#best-adult-learning-methods-to-boost-engagement

Supplementary online resources that may have been consulted include ChatGPT, Claude, Google Search, Google Bard, Bing, and Wikipedia.
Church And School Education (CASE) Resources is a participant in the Amazon Services LLC Associates
Program, of affiliate advertising designed to provide a means for sites to earn fees by linking to Amazon.com

This presentation is also available as a YouTube video at https://youtu.be/AOxW2dWd4aI

Easy English Starter List of Bible Words and Their Meanings

 What words are basic to your understanding of the Bible and how do you define them?

This is my little list of Bible words from an easy English perspective. The teacher in me always wants to begin with simple definitions before becoming more complex. We go from known to unknown.

The definitions in this blog, obviously, are partial and incomplete. This is intentional and is why I am calling it a “starter list.” Resource materials will be suggested for more traditional, comprehensive, advanced, and theologically accurate definitions at the end of this material.

Marlene (my wife and best friend) and I have led many Bible study classes and small groups. We do this, realizing that there are many words that we assume participants know and understand but we often do not take time to define these terms. Also, there was a time when we were responsible for an English literacy program. We learned that new English speakers often lack a basic knowledge of everyday words and are especially clueless about Bible-related terms. Following is my starter list of Bible words. I may add new words later and welcome your comments and suggestions. The definitions are my own but probably, at some time in my life, have been read in commentaries, Bible dictionaries, or other reference works. Here they are.

A
Abraham, Isaac, and Jacob: Three important people from the Old Testament who are like the founding fathers of the Jewish people.
Adam and Eve: The very first humans created by God.
Angles: Messengers of God.

B
Baptize: When you get baptized, it is like celebrating that you have been cleaned and are starting fresh in your faith because of Jesus Christ. Baptism can be done by putting you in water, sprinkling water on you, or pouring it on you.
Believe (in Jesus): It means that you have faith and trust in Jesus for your salvation from sin and life everlasting.
Bible: A book made up of 66 documents, also called "books." It is all about God and how people should live with God and each other.
Born again (saved, converted): Becoming a new person through faith in Jesus Christ.

C
Christ: The word means "anointed one.".
Christian: Someone who follows Jesus.
Church: A group of people who meet together for worship, follow the teachings of the Bible, and have faith in Jesus.
Covenant: An agreement or promise that God makes with people.

D
Disciple: A person who is learning from someone else, especially from Jesus.
David: The most well-known king of Israel. He wrote many of the Psalms (a book of the Bible).

E
Eternal life: Living forever. It is a special gift from God, for both now and in the future, for those who have faith in Jesus.
Emmanuel: Another name for Jesus, meaning "God with us."

F
Faith (saving faith): Trusting in Jesus alone to save you.
Forgive: To wipe clean.
God: God is all-powerful and knows everything. Christians learn about God through the Bible, and they believe in God as the Creator and the one who saves. God is the ruler of everything in heaven and on earth.

G
Gospel: The good news about Jesus Christ.
Grace: A special gift from God that you did not earn or deserve.

H
Heaven (paradise): The perfect place where God, angels, and people who are saved live.
Hell: A really bad place where people who rebel against God are punished forever.
Holy: To be set apart, pure, spiritually whole, or complete.
Holy Spirit: The Holy Spirit is God. The Spirit is the third person of the Trinity, which includes the Father, Son (Jesus), and the Holy Spirit.

I
Israel: The name given to Jacob, the father of the 12 tribes, the name of God’s chosen people. Other similar names are Jewish and Hebrew.

J
Jerusalem: A very holy city.
Jesus: The one who saves people from their sins and gives eternal life.

K
Kingdom (of God): The rule of Jesus over everything.

L

Lamb: A symbol for Jesus because He sacrificed Himself for us, like a baby sheep being sacrificed as an offering.

M
Messiah: The Savior. A special leader sent by God.
Mercy: Being kind and forgiving.
Miracle: Something amazing that happens that we cannot explain with our regular rules. It shows the incredible power of God.
Moses: An important person in the first part of the Bible. He led the Israelites out of Egypt.

N
Nazareth: The town where Jesus grew up.
New Testament: The second part of the Bible with stories and letters about Jesus and the early church.

O
Obedience: Doing what God wants and following the teachings of Jesus.

Old Testament: The first part of the Bible with stories from creation until about 400 years before the coming of Christ.

P
Passover: A special Jewish holiday that celebrates when the Israelites left Egypt.
Pharisee: A leader in the Jewish religion.
Prayer: Talking to God.

Q
Quail: A kind of bird that God sent to give food to the Israelites after they left Egypt.

R
Redeemer: Someone who saves, and it is also a name for Jesus.
Repent (Repentance): To change direction and turn away from doing bad things.
Resurrection: When Jesus came back to life after He died. Christians celebrate it on Easter Sunday.
Righteousness (Righteous): Being right with God.

S
Satan (the devil): An angel who turned bad and tries to make people do wrong things.
Salvation: Being saved from the punishment for your sins.
Sin: When you miss the mark by doing something wrong or not doing what you should.
Son: Another name for Jesus. He is also called the Son of God and the Son of man.

T
Temple: A special place where people went to worship God in the Old Testament.
Trinity: One God in three persons: the Father, the Son (Jesus), and the Holy Spirit.
Truth: That which is real and right. Jesus is also called the Truth.

U
Unconditional love: God loves us completely and perfectly.

V
Vineyard: A place where grapes are grown. Jesus talked about vineyards in His stories.

W
Wisdom: Having knowledge and using it in the right ways.
Worship: Showing love and praise to God.

X
Xerxes: A king in a story in the Old Testament.

Y
Yoke: A wooden bar that goes on animals like oxen when they work together to pull heavy things.

Z
Zion: Another word for the city of Jerusalem. A special place for God's people

As mentioned in the introduction, this is a starter list. It is intentionally brief and basic and intended as a beginning frame of reference. I hope that it will generate creative expressions of English speech for educators who are blessed with the privilege of connecting biblical words to the thought processes of those for whom these words are new. The following are selected resource materials that are related to Bible words and their meanings.

Resources
Baker’s Evangelical Dictionary of Biblical Theology:
Free online:https://www.biblestudytools.com/dictionaries/bakers-evangelical-dictionary/
Purchase from Amazon: https://amzn.to/46MlvKG

Bridgeway Bible Dictionary:
Free online: http://www.bridgeway.org.au/books/BibleDictionary.pdf
Purchase from Amazon: https://amzn.to/3Fefef2

Easy English Bible: https://www.easyenglish.bible/bible/easy/

This blog is also available as a narrated video at https://youtu.be/CJTJ3XaL9Lw

Note
“Easy English" documents are often aimed at a grade level between 4th and 6th grade in the United States, which would typically correspond to ages 9 to 12. This level of writing aims to simplify vocabulary, sentence structure, and overall readability to make the content more accessible to a wider audience.