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.

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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.