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 “Can Students Generate Essential Questions that Relate to Jewish Knowledge that is Enduring?" Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. Here is the first part of this lesson on empowering students to generate questions relating to enduring Jewish knowledge. The second part of this lesson follows:

Step 2. Direct students to form *learning pairs* and invite them to create an enhanced web containing the ideas of both students. See the sample combined web (graphic organizer #1 at the top of this post).

*Note*: This completes step two of the *Pair-Web* procedure.

Step 3. Students then *Share* their pair-webs with their classmates.

Then the mentor teacher explains (a) how he would weave the student-generated questions and thoughts into the body of enduring Jewish knowledge that he intends to teach, and (b) invites his student teacher to implement the Think-Web, Pair-Web, Share procedure during her practice teaching. For example, the student teacher might be expected to direct her students to create a web on Israel. See the second graphic organizer or web on Israel at the top of this post.

On the next post we will share the third part of this four part lesson on how students can generate essential questions relating to enduring Jewish knowledge.

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