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 Presentation Model of Teaching?”Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here are parts one, two and three of this lesson on the presentation model of teaching. The fourth part of this lesson follows.

The teacher explains the steps of *Pairs Compare* described below:

**The Steps for Pairs Compare**

(1) The teacher assigns a task for each learning pair (i.e. create a mini-lesson using the Presentation Model of Teaching.).

(2) Each learning pair engages in the task.

(3) Learning pairs meet again as quads (i.e. teams of four) to compare results and share feedback.

3. The teacher forms quads of four students. Each quad is made up of two learning pairs.

4. The teacher explains what each learning pair/dyad is expected to do:

· Each learning pair creates a mini-lesson (i.e. 5 to 10 minute lesson) using the Presentation Model of Teaching. Each learning pair may choose any Judaic topic.

· *Note*: If desired, the class can brainstorm topics for the mini-lesson.

· The lesson must follow the four steps of the Presentation Model of Teaching (see those steps at the top of this post).

· When each learning pair completes its mini-lesson plan, it must teach its lesson to the other learning pair in its quad.

· Each learning pair gives its corresponding learning dyad feedback on how the presented mini-lesson followed the four steps of the Presentation Model of Teaching. (This is the *pairs compare* portion of this cooperative procedure.)

· Each quad discusses how the Presentation Model of Teaching can be used for instruction.

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

1. The teacher gives his or her students sufficient time to create a mini-lesson using the Presentation Model of Teaching, and follow the steps described under item 4 in the developmental portion of this lesson plan.

2. The teacher monitors the interactions of the learning pairs.

3. The teacher facilitates a classroom discussion on how the Presentation Model of Teaching can best be utilized for instruction.

**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 mini-lesson using the Presentation Model of Teaching. Students can use the form displayed at the top of this post.

In the next post we will share the fifth part of this five part lesson on the Presentation Model of Teaching.

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