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.