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Tuesday, October 13, 2009

Sample Applications of the Concept Attainment Model of Teaching in Seven Different Judaic Content Areas

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly our mentees should know about the Concept Attainment Model of Teaching.

On the chart below you will find some additional lesson plan ideas in seven content areas that can be transmitted by the teacher using the Concept Attainment Model of Teaching.

Judaic Topic

Content Applications for the

Concept Attainment Model of Teaching

TANACH (Bible)

Males vs. females, stories in the Torah vs. non-Torah stories, stories from Genesis vs. non-Genesis stories, stories about Moses and non-Moses stories, writing of one prophet (e.g. Isaiah) vs. other prophets, poems from the Song of Songs vs. non-Song of Songs writings.

TEFILAH (Prayer)

Morning and non-morning prayers, holiday vs. non-holiday prayers, Yom Kippur prayers vs. non-Yom Kippur prayers, prayers at home vs. prayers said in the synagogue.


Modern (from 1948) vs. earlier history, 1948 war vs. other wars, events associated with the first Temple vs. the second Temple, events related to King Solomon vs. events related to King Saul.


Letters that have a sofeet and non-sofeet letters, masculine vs. feminine words, verbs vs. nouns.


Things associated and not associated with each holiday.


Coastal vs. non-coastal cities, vegetables and non-vegetables, landmarks in Jerusalem vs. non-Jerusalem landmarks, musicians vs. non-musicians, poets vs. non-poets.



Middot vs. mitzvot, introspective (e.g. being slow to anger) vs. interpersonal (e.g. loving and honoring others) middot.

On the next post we will begin our discussion of the student-engaged models of teaching.

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