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 “What is Enduring Jewish Knowledge?” Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. Here is the first part of the lesson on enduring Jewish knowledge. The second part of this lesson follows:
Name of the Active Learning Procedures: Think, Write, Round Robin Brainstorming
Anticipatory Set: (Motivation activity that prepares students for the objective/ learning outcome)
Suggested Motivational Statement:
Distribute and explain Wiggins and McTighe’s (1998) approach to the three types of subject matter content. (The graphic depicting the three types of subject matter appears at the top of this post.)
Describe and display this graphic organizer which presents the three priorities of (Judaic) knowledge:
First priority: Knowledge that is enduring, essential information that students must know
Second priority: Knowledge that is important, but not essential for students to know
Third priority: Knowledge with which students should be familiar (but is neither essential or enduring)
On the next post we will share the third part of the lesson on enduring Jewish knowledge.
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