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?"