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.