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 the Direct Instruction Model of Teaching?” Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here are the first and second parts of this lesson on the direct instruction model of teaching. The third part of this lesson follows.
To demonstrate this model of teaching, we will now insert a lesson on how to tie a tzitzit into the five-step Direct Instruction Model of Teaching template. See that lesson at the top of this post.
Developmental Activity: (Set of steps or procedures to reach the objective/learning outcome)
1. The teacher demonstrates the Direct Instruction Model of Teaching by following the lesson on tying the tzitzit that was described above.
2. The teacher facilitates a classroom discussion on this model of teaching and poses this question. When would the Direct Instruction Model of Teaching be applied in the classroom? When the teacher is satisfied that students understand this model of teaching and how to apply it in the classroom, he or she moves to the next step.
In the next post we will share the fourth part of a five part lesson on the Direct Instruction Model of Teaching.
No comments:
Post a Comment