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 Presentation Model of Teaching?” Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here is the first part of this lesson on the direct instruction model of teaching.

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**Enduring Jewish Knowledge Rationale for the Lesson: **We have established in the previous chapters and lesson that (a) a parent is obligated to teach or hire a teacher to instruct his or her child** **in the study of Torah and (b) Judaic lesson planning is a mitzvah in that the teacher is preparing a written and thoughtful strategy to engage students in the study of Torah, la’asok b’divrei Torah. The lesson plan itself is designed to motivate and empower students to acquire, apply, and create Judaic knowledge. A model of teaching is a pathway or approach to transmit Judaic knowledge to students. One teacher-directed Model of Teaching is the Direct Instruction model.

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**Essential Question/s: **What is the Direct Instruction Model of Teaching? Under what conditions would you use the Direct Instruction Model of Teaching for instruction?

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**Assessment/s: (Initial, ongoing, and final activities designed to measure what the student has learned)**

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Students individually, in pairs, via classroom discussion and as a homework assignment discuss the answers to these questions. What is the Direct Instruction Model of Teaching? How can the Direct Instruction Model of Teaching be applied in the Judaic classroom? Students will be able to write mini-lesson lesson plans incorporating the Direct Instruction Model of Teaching.

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**Objective/Learning Outcome: (What the student is supposed to learn from this lesson)**

In his or her own words, the student will be able to:

· Explain and create a mini-lesson using the Direct Instruction Model of Teaching

· Explain how the Direct Instruction Model of Teaching can be applied in the classroom

· Teach a mini-lesson applying the Direct Instruction Model of Teaching

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**Name of the Active Learning Procedures: Partners Present**

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In the next post we will share the second part of a four part lesson on the Direct Instruction Model of Teaching

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