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.

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