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.**

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