When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “The Middot As Enduring Jewish Knowledge”. Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. This is part one of the lesson. The second part of this lesson on the middot as enduring Jewish knowledge follows:
Introductory Activity: (Initial exercise to focus on the objective/learning outcome)
The teacher distributes the list of selected middot to his or her students. See the list of middot at the top of this post.
On the next post we will share part three of this lesson on the middot as enduring Jewish knowledge.