Making Councils Action-Oriented and Inclusive

This is a rebroadcast of a podcast episode from Teaching Restored, a podcast exploring the how of teaching the restored gospel of Jesus Christ to bring others unto Him, helping gospel teachers become more confident, converted, and consecrated. Hosts Kevin Jones and Julie Hillyard are both former guests on the Leading Saints Podcast and you can join Kevin for further teaching-related discussion in Zion Lab.

Links

Teaching Restored
Teaching Restored on YouTube @teachingrestored
Teaching Sunday School with Questions | An Interview with Kevin Jones
Stimulating Sunday School Discussion… But Not Too Much | An Interview with Julie Hillyard
Watch the video and share your thoughts in the Zion Lab community
Transcript available with the video in the Zion Lab community

Highlights

Kevin and Julie explore the concept of “flipped” learning as a model for “home-centered, church-supported” gospel study. They discuss transitioning from a lecture-based church experience to a “laboratory” environment where members act as a council to solve problems and apply doctrines learned at home.

Key Insights

The Flipped Classroom Model: In a traditional setting, teachers lecture and students do “homework” alone; in a flipped model, students learn the material at home and use class time to work through practical applications with the teacher’s help.

Defining Scriptural Understanding: Citing Elder Bednar, Kevin notes that scriptural “understanding” is not merely mental comprehension, but occurs when the heart confirms what the mind has learned.

The “Preparer” as the Primary Learner: The person who prepares a talk or lesson historically learns the most. The goal of a flipped church is to elevate every member to the status of a “preparer” before they arrive at Sunday meetings.

Accountability Through System Changes: To motivate home study, Kevin suggests “blowing up” the traditional lecture system. If members know they will be required to participate in a solution-based council rather than listen to a lecture, they are more likely to engage with the materials at home.

Utilizing Existing Tools: Julie highlights that the Come, Follow Me manuals and Gospel Library app already provide the necessary “lab” prompts—such as writing a eulogy for Joseph Smith—but these are often ignored in favor of passive reading.

Leadership Applications

Transitioning from Teacher to Moderator: Leaders can “release” traditional teachers and instead call “discussion heads” or moderators. This shifts the burden of learning onto the quorum or class members and prevents “spiritual engines” from turning off during a lecture.

Implementing Solution-Based Councils: Instead of sharing “happy thoughts,” leaders should present specific ward or family conundrums—such as helping elderly members attend the temple—and ask the council to generate actionable solutions.

Closing the Feedback Loop: When a council generates a solution, leaders must take those ideas to the Ward Council or Bishopric and report back to the members. This demonstrates that their participation has a direct impact on the ward’s operation.

00:04:22 – Introduction to Flipped School Concept
00:06:25 – New Year’s Resolutions and Teaching Goals
00:07:07 – Understanding Flipped School Model
00:09:05 – Home-Centered, Church-Supported Learning
00:10:24 – The Role of Preparation in Learning
00:12:01 – The Importance of Family Engagement
00:13:05 – Elder Oaks on Family Togetherness
00:17:02 – The Challenge of Utilizing Extra Time
00:19:04 – Elder Bednar on Understanding and Revelation
00:21:44 – The Need for Personal Preparation
00:24:51 – Tools for Effective Gospel Study
00:28:32 – Practical Application of Come Follow Me
00:30:32 – The Role of Motivation in Learning
00:32:08 – Innovative Elders Quorum Model
00:36:05 – Benefits of Council-Based Learning
00:40:34 – Youth Engagement in Problem Solving
00:43:00 – The Importance of Practice in Councils
00:46:34 – Reframing Youth Teaching Opportunities

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