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 are the first and second parts of the lesson on enduring Jewish knowledge. The third part of this lesson follows:
Introductory Activity: (Initial exercise to focus on the objective/learning outcome)
1. Pose these three questions to your students: (1) What Jewish knowledge is enduring? (2) What Jewish knowledge is important to know? (3) With what Jewish knowledge should Jewish people be familiar, but is neither essential nor enduring? Students can record their thoughts on the graphic organizer that appears at the top of this post.
Note: Your students have now completed the first two steps of Think, Write, Round Robin Brainstorming.
On the next post we will share the fourth part of this lesson on Jewish enduring knowledge.