Title of Lesson: Can a Teacher Reach All of His or Her Students? Part Four

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 a Teacher Reach All for His or Her Students?”. Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. Here are the first, second, and third parts of this lesson on what a teacher can do to reach all of his or her students. The fourth part of this lesson follows.

Independent Activities: (Students practice new skill/s or strengthen previously learned skills outside of the class.)

Students individually or in pairs (e.g. discuss by phone, email or video mode such as Skype or Isight), complete the chart that appears at the top of this post.

Closure: (Activity that summarizes and ends the lesson)

Summarize the lesson by posing these questions to your students:

Having completed today's lesson, how would you now answer these two questions:

1. Is it possible for a teacher to reach all of his or her students?

2. Taking human variability into consideration, as a teacher how would you try to reach all of your students?

On the next post we will begin our lesson on how can a teacher discover the multiple intelligences preferences of his or her students.

Title of Lesson: Can a Teacher Reach All of His or Her Students? Part Three

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 a Teacher Reach All for His or Her Students?”. 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 this lesson on what a teacher can do to reach all of his or her students. The third part of this lesson follows.

Developmental Activity: (Set of steps or procedures to reach the objective/learning outcome)

1. The teacher implements the You're the Teacher procedure to facilitate a whole class group discussion on the two questions posed: (1) Is it possible for a teacher to reach all of his or her students? (2) Taking human variability into consideration, as a teacher how would you try to reach all of your students?

2. If your students do not mention that learning can be maximized by teaching though activating the senses, explain the research of Dunn and Dunn on learning styles (Toolbox, pages 105-106). See handout #1 at the top of the post.

3. As an example of how to teach Judaic content through the different learning styles or senses, share the chart below or refer to the one on page 106 in the Toolbox.

Guided Practice: (Students apply new skill/s or strengthen previously learned skills during classroom instruction.)

Place students into new learning dyads and invite them to complete the chart, handout #2 at the top of the post.

In the next post we will share the fourth part of a four part lesson on what a teacher can do to reach all of his or her students.

Title of Lesson: Can a Teacher Reach All of His or Her Students? Part Two

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 a Teacher Reach All for His or Her Students?”. 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 what a teacher can do to reach all of his or her students. The second part of this lesson follows.

Anticipatory Set: (Motivation activity that prepares students for the objective/ learning outcome)

Suggested Motivational Statement:

1. The teacher says: "Have you noticed that in every class there are students who have different abilities and talents? Have you also noted that you are more competent in certain subjects and skill areas, and less capable in other areas? Are all students in academic classes highly proficient in reading, writing, computing, speaking, problem solving, collaborating, and observing? Do you believe that students placed in low level classes lack the ability and imagination to become high academic achievers? Indeed, given human variability, have you ever thought about the possibility that tracking students into high ability and low ability classes, also called homogeneous classes, (i.e. grouping students with apparent similar abilities) is questionable?"

2. The teacher then says: "Think about these questions and answer the following two questions on the lines below:

(1) Is it possible for a teacher to reach all of his or her students?

(2) Taking human variability into consideration, as a teacher how would you try to reach all of your students?”

Record your individual thoughts regarding these questions on the lines provided.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Introductory Activity: (Initial exercise to focus on the objective/learning outcome)

1. The teacher says: "Before sharing what you have written with the entire class, turn to your neighbor and discuss your thoughts on the two questions you have answered."

2. The teacher adds: "Be prepared to discuss your ideas with your classmates after you have discussed these questions with your neighbor."

In the next post we will share the third part of a four part lesson on what a teacher can do to reach all of his or her students.

Title of Lesson: Can a Teacher Reach All of His or Her Students? Part One

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 a Teacher Reach All for His or Her Students?”. Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. Here is the first lesson on what a teach can do to reach all of his or her students.

Enduring Jewish Knowledge Rationale for the Lesson: In the Torah and the Talmud there are many references regarding the responsibility of parents to teach the Torah to their children including:

For example, in Talmud Sanhedrin 91b it says: "Denying a child religious knowledge robs the child of an inheritance."

Accordingly, it is our responsibility as parents and teachers to transmit our Jewish inheritance to our children. The question that this chapter and the following lessons attempt to address is: how can we accomplish that sacred and profound obligation?

Essential Question/s: Can a teacher reach all of his or her students? What can a teacher do to reach all of his or her students?

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

Students individually, in pairs, via classroom discussion and as a homework assignment discuss the answer to these questions: Can a teacher reach all of his or her students? What can a teacher do to reach all of his or her students?

Objective/Learning Outcome: (What the student is supposed to learn from this lesson) In his or her own words, the students will

· Discuss the various instructional methods teachers have at their disposal to reach all students.

Name of the Active Learning Procedures: Turn to Your Neighbor, You're the Teacher Group Discussion Procedure

In the next post we will share the second part of a four part lesson on what a teacher can do to reach all of his or her students.

Title of the Lesson: What are Some of the Major Differences between the Student-engaged and Teacher-directed Models of Teaching? Part Four

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 are Some of the Major Differences between the Student-engaged and Teacher-directed Models of Teaching”. Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. Here are the first, second, and third parts of this lesson on the major differences between the student-engaged and teacher directed models of teaching. The fourth part of this lesson follows.

Closure: (Activity that summarizes and ends the lesson)

The teacher ends the lesson by inviting students to complete these six sentences:

1. If I were teaching about the Hagim, I would use the presentation model of teaching to ...

2. If I were teaching about the Hagim, I would use the direct-instruction model of teaching to ...

3. If I were teaching about the Hagim, I would use the concept attainment model of teaching to ...

4. If I were teaching about the Hagim, I would use the classroom discussion model of teaching to ...

5. If I were teaching about the Hagim, I would use the cooperative learning model of teaching to...

6. If I were teaching about the Hagim, I would use the problem-based model of teaching to ...

On the next post we will begin our exploration of lesson plans designed to help mentees understand how to implement best practices to reach all students in the classroom.

Title of the Lesson: What are Some of the Major Differences between the Student-engaged and Teacher-directed Models of Teaching? Part Three

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 are Some of the Major Differences between the Student-engaged and Teacher-directed Models of Teaching”. 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 this lesson on the major differences between the student-engaged and teacher directed models of teaching. The third part of the lesson follows.

Guided Practice: (Students apply new skill/s or strengthen previously learned skills during classroom instruction.)

1. The teacher places students into dyads and invites them to compare the two charts; i.e. the one they created with the one displayed on the previous post.

2. The teacher then facilitates a classroom discussion comparing the two charts.

Independent Activities: (Students practice new skill/s or strengthen previously learned skills outside of the class.)

1. Students individually write an essay on the major differences between the student-engaged and teacher directed models of teaching.

2. Students complete the chart displayed at the top of this post.

In the next post we will share the fourth part of a four part lesson on the major difference between the student-engaged and the teacher-directed models of teaching.

Title of the Lesson: What are Some of the Major Differences between the Student-engaged and Teacher-directed Models of Teaching? Part Two

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 are Some of the Major Differences between the Student-engaged and Teacher-directed Models of Teaching” . 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 the major differences between the student-engaged and teacher directed models of teaching. The second part of the lesson follows.

Anticipatory Set: (Motivation activity that prepares students for the objective/ learning outcome)

Suggested Motivational Statement:

1. The teacher says: "Now that we have discussed, experienced. and reflected upon the three different teacher directed (i.e. Presentation, Direct Instruction, and Concept Attainment) and three different student-engaged (i.e. Classroom Discussion, Cooperative Learning, and Problem-Based) models of teaching, let's discuss the major differences between these teaching models."

2. The teacher invites students to locate the handouts describing the three teacher-directed and the three student-engaged models of teaching. These models of teaching can be found in the Toolbox on pages 50-59 and 69-96.

Introductory Activity: (Initial exercise to focus on the objective/learning outcome)

1. Teacher distributes the first handout at the top of this post entitled, “Chart Explaining Some Major Differences Between the Student-Engaged and the Teacher-Directed Models of Teaching”.

Developmental Activity: (Set of steps or procedures to reach the objective/learning outcome)

1. The teacher facilitates a classroom discussion on this question: What are some of the major differences between the student-engaged and the teacher-directed models of teaching?

2. The teacher or one of the students records the major differences between these models of teaching on the chart displayed above.

3. Afterward the teacher distributes the second handout at the top of this post to the students.

In the next post we will share the third part of a four part lesson on the major difference between the student-engaged and the teacher-directed models of teaching.

Title of the Lesson: What are Some of the Major Differences between the Student-engaged and Teacher-directed Models of Teaching? Part One

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 are Some of the Major Differences between the Student-engaged and Teacher-directed Models of Teaching”. 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 the major differences between the student-engaged and teacher directed models of teaching.

Enduring Jewish Knowledge Rationale for the Lesson: We have established in the previous chapters and lessons 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. There are three teacher-directed (i.e. Presentation, Direct Instruction, and Concept Attainment) and student-engaged (i.e. Classroom Discussion, Cooperative Learning, and Problem-Based) models of teaching.

Essential Question/s: What are the major differences between the teacher-directed and student-engaged models of teaching?

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

Students individually, in pairs, via classroom discussion and as a homework assignment discuss the answer to this question: What are the major differences between the teacher-directed and student-engaged models of teaching?

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 the major differences between the teacher-directed and student engaged models of teaching

Name of the Active Learning Procedures: Unstructured Paired Discussion and Whole Classroom Discussion

In the next post we will share the second part of a four part lesson on the major difference between the student-engaged and the teacher-directed models of teaching.

Title of Lesson: What is the Concept Attainment Model of Teaching? Follow Up Lesson: Part Three

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 Concept Attainment Model of Teaching? Follow Up Lesson”. Since there are 13 elements in each lesson planwe will divide this lesson plan into three parts. Here are parts one and two of this three part follow up lesson. The third part of the lesson follows.

4. The teacher explains the rules for engagement for Stand Up, Hand Up, Pair Up, described below.

Rules for Engagement of Stand Up, Hand Up, Pair Up

Assumption: Students are prepared to share information with other students. In this case they have prepared homework to implement the Concept Attainment Model of Teaching.

1. After students have had time to prepare for sharing what they have learned (e.g. the application of the four steps of the Concept Attainment Model of Teaching), the teacher announces, 'Stand Up' and the students follow accordingly.

2. The teacher then gives the second direction, 'Hand Up'. This means all students raise one hand over their head and walk around the room.

3. The teacher then announces the third direction, 'Pair Up'. This means all students find a new learning partner by placing their raised hand next to the hand of another student. If desirable, they can touch the raised hand of their new learning partner.

4. The teacher then shares the fourth direction, 'Share'. This means one student explains his/her concept attainment exercise that he or she had prepared for homework to his/her learning partner. They then reverse roles.

5. After exchanging their applications of the Concept Attainment Model of Teaching, the teacher invites pairs to discuss how this model of teaching can be used for instruction.

6. The teacher conducts a classroom discussion on the application of the Concept Attainment Model of Teaching for instruction.

Guided Practice: (Students apply new skill/s or strengthen previously learned skills during classroom instruction.)

The teacher monitors student interaction for the Stand Up, Hand Up, Pair Up interactive procedure vis-a-vis their concept attainment mini-lessons.

Independent Activities: (Students practice new skill/s or strengthen previously learned skills outside of the class.)

1. The students are invited to explain Stand Up, Hand Up, Pair Up, and apply the Concept Attainment Model of Teaching with the members of their family and with friends.

2. Students should come to class prepared to share their experiences with their classmates.

Closure: (Activity that summarizes and ends the lesson)

1. The teacher reviews the steps involved in the Concept Attainment Model of Teaching.

2. The teacher distributes the handout below and asks students to explain how each model of teaching can be most effectively applied for instruction in the classroom.

On the next post we will begin a new lesson entitled, "What are Some of the Major Differences between the Student-engaged and Teacher-directed Models of Teaching?"

Title of the Lesson: What are Some of the Major Differences between the Student-engaged and Teacher-directed Models of Teaching? Part Two

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 are Some of the Major Differences between the Student-engaged and Teacher-directed Models of Teaching” . 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 the major differences between the student-engaged and teacher directed models of teaching. The second part of the lesson follows.

Anticipatory Set: (Motivation activity that prepares students for the objective/ learning outcome)

Suggested Motivational Statement:

1. The teacher says: "Now that we have discussed, experienced. and reflected upon the three different teacher directed (i.e. Presentation, Direct Instruction, and Concept Attainment) and three different student-engaged (i.e. Classroom Discussion, Cooperative Learning, and Problem-Based) models of teaching, let's discuss the major differences between these teaching models."

2. The teacher invites students to locate the handouts describing the three teacher-directed and the three student-engaged models of teaching. These models of teaching can be found in the Toolbox on pages 50-59 and 69-96.

Introductory Activity: (Initial exercise to focus on the objective/learning outcome)

1. Teacher distributes the handout at the top of this post entitled, “Chart Explaining Some Major Differences Between the Student-Engaged and the Teacher-Directed Models of Teaching”.

Developmental Activity: (Set of steps or procedures to reach the objective/learning outcome)

1. The teacher facilitates a classroom discussion on this question: What are some of the major differences between the student-engaged and the teacher-directed models of teaching?

2. The teacher or one of the students records the major differences between these models of teaching on the chart displayed above.

3. Afterward the teacher distributes the second handout at the top of this post to the students.

In the next post we will share the third part of a four part lesson on the major difference between the student-engaged and the teacher-directed models of teaching.

Title of Lesson: What is the Concept Attainment Model of Teaching? Follow Up Lesson: Part One

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 Concept Attainment Model of Teaching?” Since there are 13 elements in each lesson plan we will divide this lesson plan into three parts. Here is the first part of this three part lesson on the concept attainment model of teaching.

Essential Question/s: What is the Concept Attainment Model of Teaching? Under what conditions would you use the Concept Attainment Model of Teaching in your classroom?

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

Students individually, in pairs, via classroom discussion and as a homework assignment discuss the answer to this question. What is the Concept Attainment Model of Teaching? In addition, students will be able to explain how the Concept Attainment Model of Teaching can be applied in the classroom. Students will be able to write and teach a mini-lesson using the Concept Attainment Model of teaching to their classmates.

Objective/Learning Outcome: (What the student is supposed to learn from this lesson) After completing this lesson the student will be able to:

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

· Explain how the Concept Attainment Model of Teaching can be applied in the classroom

· Write and teach a mini-lesson applying the Concept Attainment Model of Teaching

Name of the Active Learning Procedures: Pairs Present

Anticipatory Set: (Motivation activity that prepares students for the objective/learning outcome)

Suggested Motivational Statement:

Teacher says: "Today we are going to play an intellectual game which you might call, 'Guess My Concept'. In other words, I have a Jewish concept in my mind right now about which you have no idea. I am going to give you some clues and we'll see if you can 'Guess My Concept'. Are you ready for this challenge?"

In the next post we will share the second part of a three part lesson on the Concept Attainment Model of Teaching, Follow Up Lesson.

Title of Lesson: What is the Concept Attainment Model of Teaching? Part Four

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 Concept Attainment Model of Teaching?” Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. Here are the first, second, and third parts of this four part lesson on the concept attainment model of teaching. The fourth part follows.

Guided Practice: (Students apply new skill/s or strengthen previously learned skills during classroom instruction.)

1. Teacher places students in dyads or quads and they create their own concepts with a list of examples (i.e. correct clues) and non-examples (i.e. incorrect clues). The handout at the top of the post is distributed to the students.

2. When the Guess My Concept Chart is completed, dyads/quads play the Guess My Concept Game with another dyad or quad.

3. The teacher monitors the interactions of the dyads or quads.

Independent Activities: (Students practice new skill/s or strengthen previously learned skills outside of the class.)

Students individually or in pairs (e.g. by phone, email or video mode such as Skype or Isight) create another concept with a list of examples and non-examples. They can play this game, Guess My Concept, with their family at home, but must come prepared to demonstrate the activity in class for part-two of this lesson.

Closure: (Activity that summarizes and ends the lesson)

The teacher reviews the steps involved in the Guess My Concept Game, and adds: "The Guess My Concept exercise is not only an intellectual game, it is a model of teaching that teachers use to help students think more deeply. This model of teaching is actually called The Concept Attainment Model and is designed to help students compare and contrast ideas, and apply deductive and inductive reasoning.

In the next post we will share a follow-up lesson on how to teach your mentees to implement the Concept Attainment Model of Teaching.