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 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.

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

Place students into new learning dyads or triads and invite them to complete the chart at the top of the post.

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

Students individually or in pairs (e.g. discuss by phone, email or video mode such as Skype or Isight) complete the chart above.

**Closure: (Activity that summarizes and ends the lesson)**

The teacher summarizes the lesson by posing these questions to his or her students:

Having completed today's lesson, how would you now answer these two questions:

1. Is it possible for a teacher to reach all of his or her students?

2. Do you support or reject this statement? Lessons that apply the theory of Multiple Intelligences are effective ways to reach all students. Be prepared to explain your opinion on this statement.

In the next post we will demonstrate how a teacher can discover the multiple intelligences of his or her students through a community building activity.

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