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.
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