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Wednesday, July 21, 2010

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.

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