What is an On Site and Online Community of Practice?

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices, and demonstrate how these best practices can be applied in the real (i.e. physical) and virtual (online) classroom for both Jewish teaching and teacher training. Accordingly in this section of the blog we will describe how the internet can serve as a supplemental resource for instruction and the mentoring of pre-service and in-service Jewish educators. In this post we will share a definition and a video explaining on site and online community of practice, CoP.

What is an On Site and Online Community of Practice?

A community of practice, a CoP, is a term that describes a group of people who share a common interest, a craft, or a profession. It is through the process of sharing information and experiences that members can develop both personally and professionally. CoPs can exist on site such as in the lunchroom, in an occupational or other physical location, or online through a blog such as ours, a discussion board or forum, or a  professional social network such as Integrating Technology into Jewish Education of the Jewish Education Change Network of JESNA .


Click here and see a video explaining a CoP.

Introduction of the New Focus for the Blog: the Application of Web 2.0 Tools for Jewish Education, Teacher Training and Mentoring

This post will serve as the introduction to the new focus for our blog, the application of web 2.0 tools for Jewish education and teacher training.

Up to this point, our blog on mentoring Jewish students and teachers has emphasized research-based and clinically tested instructional best practices for the physical classroom in which the teacher and the students interact. Beginning with this post we will be discussing the application of internet resources and applications that can enhance Jewish teaching and teacher training in both the real (i.e. physical) and the virtual (i.e. online) classroom.

Why are we changing the focus of the blog?

It appears obvious to this blogger that the future of both general and Jewish education will be moving toward the use of the internet as a vehicle for teaching and teacher training. Accordingly, we want our students, and our pre-service and in-service Jewish teachers to know how to apply this new technology (i.e. Web 2.0) in teaching Judaic content and training/mentoring Jewish educators.

In all candor, I don’t want to portray myself as an expert in the application of web 2.0 technology to Jewish education and teacher training/mentoring. In fact, I am a novice in this new field. Over the course of time I will be sharing with you, the reader of this blog, what I have learned and pass that new knowledge on to you. More importantly, I am hoping and , in fact, requesting that you will share your knowledge base and skills with me, and the readers of this blog.

Before we begin our exploration of web 2.0 and the various web tools, let’s talk a bit about on site and online communities of practice, CoPs, which will be the subject of our next blog post.

Title of Lesson: Differentiated and Individualized Instruction: Part Five

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 “Differentiated and Individualized Instruction”. Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here are the first, second, third and fourth parts of this lesson. The fifth part of the lesson follows.

3. The teacher distributes and explains these specific instructions to the class. Those instructions are located at the top of this post.

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

While students are working on their team projects, the teacher is monitoring the activity, answering questions, and distributing materials if requested by the team (i.e. chart paper, magic markers, index cards, etc.).

Independent Activities: (Students practice new skill/s or strengthen previously learned skills outside of the class.)

Note: As the preparation for this activity may extend beyond the class period, students are invited to work on the Team Project after class as well.

Developmental Activity Continued:

After the teams have given their presentations the teacher explains the IEP (Individualized Educational Program/Plan) and the ILP (Individualized Learning Plan) for this lesson. Refer to page 119 in the Toolbox.

Closure: (Activity that summarizes and ends the lesson)

1. The members of each team (a) explain the procedures or processes they used to complete their team project and (b) what they learned about the content and process of working together on their project.

2. The teacher and the class give each team constructive positive feedback on their team project (i.e. One thing I liked about your presentation was ...).

In the next section of our blog we will be introducing a new focus, the application of web 2.0 tools for Jewish education, teacher training and mentoring.

Title of Lesson: Differentiated and Individualized Instruction: Part Four

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 “Differentiated and Individualized Instruction”. Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here are the first, second and third parts of this lesson. The fourth part of the lesson follows.

2. The teacher then distributes the readings to the members of each team. You can find the readings for teams four and five at the top of this post. The reading for teams one and two are listed in the previous posts.

In the next post we will share the fifth part of a five part lesson on differentiated and individualized instruction.

Title of Lesson: Differentiated and Individualized Instruction: Part Three

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 “Differentiated and Individualized Instruction”.Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here are the first and second parts of this lesson. The third part of the lesson follows.

2. The teacher then distributes the readings to the members of each team. You can find the readings for teams two and three at the top of this post. The reading for team one was in the previous post.

In the next post we will share the forth part of a five part lesson on differentiated and individualized instruction.

Title of Lesson: Differentiated and Individualized Instruction: 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 “Differentiated and Individualized Instruction”.Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here is the first part of this lesson. The second part of the lesson follows.

Anticipatory Set: (Motivation activity that prepares students for the objective/ learning outcome)

Suggested Motivational Statement:

The teacher says: "In our previous lesson we discussed interventions that teachers can use to address the challenges that students with special needs present in the classroom. In today's lesson we are going to explore some new ideas, differentiated and individualized instruction, and related interventions."

Introductory Activity: (Initial exercise to focus on the objective/learning outcome)

The teacher gives each student a number from 1 to 5. The teacher then says: "All students assigned the number one, meet in that area of the room. You are team number one. All the two's meet here... all the students with the number five sit over there and you are team number five."

Developmental Activity: (Set of steps or procedures to reach the objective/learning outcome)

1. The teacher explains the rules for engagement of Team Projects.

Team Projects is an elaborate cooperative learning procedure that includes these four steps: (1) The teacher assigns a different topic for each quad. (2) The members of each quad are assigned a role by the teacher or can choose a role to play in the project. (3) Quads complete the project. (4) Quads present the project to the entire class.

Note: A Team Project is done in quads, teams of four. Pairs Present is done in dyads or learning pairs.

2. The teacher then distributes the readings to the members of each team. You can find the reading for team one at the top of this post.

In the next post we will share the third part of a five part lesson on differentiated and individualized instruction.

Title of Lesson: Differentiated and Individualized Instruction: Part One

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 “Differentiated and Individualized Instruction”.Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here is the first part of this lesson.

Enduring Jewish Knowledge Rationale for the Lesson

In the Torah and the Talmud there are many references regarding the responsibility of parents to teach the Torah to their children including:

For example in Talmud Sanhedrin 91b it says: "Denying a child religious knowledge robs the child of an inheritance."

Accordingly, it is our responsibility as parents and teachers to transmit our Jewish inheritance to our children. The question that this chapter and the following lesson attempt to address is: how can we accomplish that sacred and profound obligation?

Essential Question/s: Can a teacher reach all of his or her students? What can a teacher do to reach all or his or her students? In particular, what can a teacher do to address the academic needs of students with learning and other challenges?

Assessment/s: (Initial, ongoing, and final activities designed to measure what the student has learned)

Students individually, in pairs, via classroom discussion and as a homework assignment discuss the answer to these questions: Can a teacher reach all of his or her students? What can a teacher do to reach all or his or her students?

Objective/Learning Outcome: (What the student is supposed to learn from this lesson)

In his or her own words, the students will

· Discuss various instructional methods teachers have at their disposal to reach all of their students.

Name of the Active Learning Procedures: Team Projects

In the next post we will share the second part of a five part lesson on differentiated and individualized instruction.

Title of Lesson: What Additional Provisions Can a Teacher Make to Reach All of His or Her Students? Part Three

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 additional provisions can a teacher make to reach all of his or her students?” Since there are 13 elements in each lesson plan we will divide this lesson plan into three parts. Here are the first and second parts of this lesson. The third part of the lesson follows.

4. At a point determined by the teacher when students have generated a list of challenges that students with special needs present in the classroom, the teacher invites the class to brainstorms possible solutions (i.e. instructional interventions) to address those challenges. The challenges and the solutions/instructional interventions can be recorded by the teacher and the students on the chart displayed at the top of this post.

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

The guided practice is subsumed within the developmental activity.

Closure: (Activity that summarizes and ends the lesson)

The teacher closes the lesson by summarizing the challenges and solutions generated by the students as recorded on the above chart.

In the next post we will share a lesson plan on teaching your mentee about differentiated and individualized instruction.

Title of Lesson: What Additional Provisions Can a Teacher Make to 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 “What additional provisions can a teacher make to reach all of his or her students?” Since there are 13 elements in each lesson plan ( we will divide this lesson plan into three parts. Here is the first part of this lesson. The second part of the lesson follows.

Introductory Activity: (Initial exercise to focus on the objective/learning outcome)

The teacher distributes the handout on students needs (below) and invites students to record their thoughts on the two questions posed.

Handout on Students with Special Needs

Directions: Think about the two questions written below, and record your reflections in the space provided.

1. What does it mean to be a student with special needs?

2. What kinds of students with special needs can you expect to find in your classroom or what kinds of challenges do students with special needs present to the teacher?

Developmental Activity: (Set of steps or procedures to reach the objective/learning outcome)

1. When the teacher judges that all students have completed their handouts he or she places students in learning pairs.

2. Each member of the learning pair discusses his or her thoughts on the above two questions.

3. The teacher then facilitates a classroom discussion related to these questions and places the list at the top of the post on a white board, chalk board, transparency, etc. During the discussion when a class member identifies a challenge that a student with special needs might present in the classroom, the teacher or a student records that challenge on the list.

Alternative: Teacher can use nominal brainstorming for generating a list of challenges that students with special needs present to the teacher and others in the classroom community.

In the next post we will share the third part of a three part lesson on interventions a teacher can implement to reach all of his or her students.

What Additional Provisions Can a Teacher Make to Reach All of His or Her Students? Part One

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 additional provisions can a teacher make to reach all of his or her students?” Since there are 13 elements in each lesson plan we will divide this lesson plan into three parts. Here is the first part of this lesson.

Enduring Jewish Knowledge Rationale for the Lesson

In the Torah and the Talmud there are many references regarding the responsibility of parents to teach the Torah to their children including:

For example in Talmud Sanhedrin 91b it says: "Denying a child religious knowledge robs the child of an inheritance."

Accordingly, it is our responsibility as parents and teachers to transmit our Jewish inheritance to our children. The question that this chapter and the following lessons attempt to address is: how can we accomplish that sacred and profound obligation?

Essential Question/s: Can a teacher reach all of his or her students? What can a teacher do to reach all or his or her students? In particular, what can a teacher do to address the academic needs of students with special needs?

Assessment/s: (Initial, ongoing, and final activities designed to measure what the student has learned)

Students individually, in pairs, via classroom discussion and as a homework assignment discuss the answer to these questions: Can a teacher reach all of his or her students? What can a teacher do to reach all or his or her students? In particular, what can a teacher do to address the academic needs of students with special needs?

Objective/Learning Outcome: (What the student is supposed to learn from this lesson.) In his or her own words, the students will

· Discuss various instructional methods teachers have at their disposal to reach all of their students.

· In particular, discuss what a teacher can do to address the academic needs of students with special needs.

Name of the Active Learning Procedures: Group Discussion and Group Problem Solving

Anticipatory Set: (Motivation activity that prepares students for the objective/ learning outcome)

Suggested Motivational Statement:

The teacher says: "In our previous lessons we have discussed how the theory of learning styles by Dunn and Dunn, and the theory of multiple intelligences of Howard Gardner can help us reach certain students, today we are going to focus on how we can address the academic needs of students with special needs. Accordingly, I have two questions for you to reflect upon: 1. What does it mean to be a student with special needs? 2. What kinds of students with special needs can you expect to find in your classroom?

In the next post we will share the second part of a three part lesson on interventions a teacher can implement to reach all of his or her students.

Title of Lesson:How Can A Teacher Discover the Multiple Intelligences Preferences of His/Her Students Through A Community Building Activity? Part 5

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 “How can a teacher discover the multiple intelligences preferences of his or her students through a community building activity”? Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here are the first, second, third and fourth parts of this lesson on how a teacher can discover the multiple intelligence preferences of their students. The fifth part of this lesson follows.

Independent Activities: (Students practice new skill/s or strengthen previously learned skills outside of the class.)

Students individually practice applying (a) the four methods to determine a student's learning styles and multiple intelligence preferences and (b) the four sample learning style assessment questions. Students can record their comments on the first handout at the top of this post.

Closure: (Activity that summarizes and ends the lesson)

Summarize the lesson by completing the second handout at the top of this post.

In the next post we will discuss other interventions a teacher can implement to reach all of his or her students.

Title of Lesson:How Can A Teacher Discover the Multiple Intelligences Preferences of His/Her Students Through A Community Building Activity? Part 4

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 “How can a teacher discover the multiple intelligences preferences of his or her students through a community building activity”? Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here are the first, second and third parts of this lesson on how a teacher can discover the multiple intelligence preferences of their students. The fourth part of this lesson follows.

5. The teacher explains and demonstrates (a) the four methods to determine a student's learning styles and multiple intelligence preferences and (b) the four sample learning style assessment questions.

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

1. The teacher places students into new learning dyads and invites them to practice (a) the four methods to determine a student's learning styles and multiple intelligence preferences and (b) the four sample learning style assessment questions.

2. The teacher monitors the guided practice.

In the next post we will share the fifth part of a five part lesson on what a teacher can do to discover the multiple intelligences preferences of his or her students through a community building activity.

Title of Lesson:How Can A Teacher Discover the Multiple Intelligences Preferences of His/Her Students Through A Community Building Activity? Part 3

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 “How can a teacher discover the multiple intelligences preferences of his or her students through a community building activity”? Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here are the first and second parts of this lesson on how a teacher can discover the multiple intelligence preferences of their students. The third part of this lesson follows.

4. The teacher facilitates a classroom discussion on how the 24 behavioral statements (e.g. 1. Plays a musical instrument________________) relate to the seven multiple intelligences (i.e. MUSICAL/RHYTHMIC and BODY/KINESTHETIC). See the key for this exercise at the top of this post.

5. The teacher poses this statement and question: "We see how students can self-identify their multiple intelligences preferences. Now what other ways can a teacher determine a student's preferred learning style or multiple intelligences?" The teacher facilitates a classroom discussion on the question posed.

Note: Here are the student responses you hope to elicit from them during the discussion.

Four Methods To Determine a Student’s Learning Styles

and Multiple Intelligence (MI) Preferences

1. Teacher Observation: When teaching a complex lesson or unit such as the one on Hachnasat Orchim described in chapter three in the Toolbox the teacher notices and records which students respond best to visual, auditory, kinesthetic, and tactile stimuli. The teacher also records the names of students who especially enjoy doing verbal, mathematical, musical, and artistic activities.

2. Student Interview: The teacher asks students to describe their learning preferences. You may find that many of your students already know that they like hands-on, drawing, reading, writing, music, or problem-solving activities.

3. Parent Interview: Many parents and guardians welcome the opportunity to meet you, the teacher, and discuss the special needs of their children. These meetings serve many purposes, not only to learn about a child’s learning differences and preferences, but also to provide a way to enhance parent-teacher communication.

4. Assessments: Assessments are measures to determine what a student knows. As teachers we can create simple assessments to measure a student’s learning style and multiple intelligences preferences. Here are four sample assessment questions which can be done either orally or kinesthetically (i.e. students raising their hands).

Four Sample Learning Style Assessment Questions

1. When learning a new word, do you prefer to see it (visual), sound it out (auditory), or write it down (kinesthetic and tactile)?

2. When you meet a new person, do you prefer to watch him (visual), listen to him (auditory), or get him to stop talking, and do some activity with him (kinesthetic)?

3. When given a class activity, do you prefer to watch how it is done (visual), listen to how it is done (auditory), or do it (kinesthetic and tactile)?

4. Let’s say your teacher wants to show you how to make latkes, what would be your favorite part of the activity? Would it be seeing how it is made (visual), hearing how it is made (auditory), making it (kinesthetic and tactile), eating it (gustatory), or smelling the latke (olfactory)?

In the next post we will share the fourth part of a five part lesson on what a teacher can do to discover the multiple intelligences preferences of his or her students through a community building activity.

Title of Lesson:How Can A Teacher Discover the Multiple Intelligences Preferences of His/Her Students Through A Community Building Activity? 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 “How can a teacher discover the multiple intelligences preferences of his or her students”? Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here is the first part of this lesson on how a teacher can discover the multiple intelligence preferences of their 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: "In our previous lesson we discussed that one way to reach our students is to activate their senses (i.e. visual, auditory, kinesthetic, tactile, gustatory, and olfactory). Today we are going to explore another approach to reaching all students. It's called 'multiple intelligences.' Now I'm going to draw a web on the board with the word 'smart' written in the middle of the circle. I want you to think about the seven words I place around that circle."

This is the drawing/web you will place on the board for your students. It is located at the top of this post.

Introductory Activity: (Initial exercise to focus on the objective/learning outcome/learning outcome)

1. The teacher distributes a handout with the graphic organizer displayed at the top of this post on it.

2. The teacher invites each student to record his or her thoughts or associations with the seven words placed around the word 'smart'. Here is a prompt that you might want to say to your students. "When I think of a person who is 'word' smart I think of a learner who ..." Then ask your students to complete their sentences and record those words on their individual webs.

Developmental Activity: (Set of steps or procedures to reach the objective/learning outcome)

1. When the teacher judges that all students have completed their individual webs, he or she places the students in learning pairs.

2. Each member of the learning pair discusses his or her web. In fact, learning pairs are encouraged to modify their individual webs based on their peer conversations. As an alternative, each learning pair or dyad can create a combined or paired web. This is the Pair-Web phase of the activity.

Alternative: After students have completed the Pair-Webphase of this activity, instruct them to mill and freeze and play music while they are walking around the classroom. When the music stops, students freeze and share their webs with new partners. In this way, many of the multiple intelligences of your students will be engaged in this activity.

In the next post we will share the third part of a five part lesson on what a teacher can do to discover the multiple intelligences preferences of his or her students.

Title of Lesson:How Can A Teacher Discover the Multiple Intelligences Preferences of His/Her Students Through A Community Building Activity? Part One

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 “How can a teacher discover the multiple intelligences preferences of his or her students through a community building activity”? Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here is the first part of this lesson on how a teacher can discover the multiple intelligence preferences of their students.

Enduring Jewish Knowledge Rationale for the Lesson

In the Torah and the Talmud there are many references regarding the responsibility of parents to teach the Torah to their children including:

For example, in Talmud Sanhedrin 91b it says: "Denying a child religious knowledge robs the child of an inheritance."

Accordingly, it is our responsibility as parents and teachers to transmit our Jewish inheritance to our children. The question that this chapter and the following lessons attempt to address is: how can we accomplish that sacred and profound obligation?

Essential Question/s: If we are to assume that it is the responsibility of the teacher to instill love for the teachings in the Torah, teachers are confronted with this essential question. Can a teacher reach all of his or her students? What can a teacher do to reach all or his or her students?

Assessment/s: (Initial, ongoing, and final activities designed to measure what the student has learned)

Students individually, in pairs, via classroom discussion and as a homework assignment discuss the answer to these questions: Can a teacher reach all of his or her students? What can a teacher do to reach all or his or her students? How can a teacher discover the multiple intelligences preferences of their students?

Objective/Learning Outcome: (What the student is supposed to learn from this lesson)

In his or her own words, the students will

· Discuss what a teacher can do to discover the multiple intelligences preferences of their students.

Name of the Active Learning Procedures: Mill and Freeze

In the next post we will share the second part of a five part lesson on what a teacher can do to discover the multiple intelligences preferences of his or her students through a community building activity.