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 is the first part of this lesson.
Enduring Jewish Knowledge Rationale for the Lesson
In the Torah and the Talmud there are many references regarding the responsibility of parents to teach the Torah to their children including:
For example in Talmud Sanhedrin 91b it says: "Denying a child religious knowledge robs the child of an inheritance."
Accordingly, it is our responsibility as parents and teachers to transmit our Jewish inheritance to our children. The question that this chapter and the following lessons attempt to address is: how can we accomplish that sacred and profound obligation?
Essential Question/s: Can a teacher reach all of his or her students? What can a teacher do to reach all or his or her students? In particular, what can a teacher do to address the academic needs of students with special needs?
Assessment/s: (Initial, ongoing, and final activities designed to measure what the student has learned)
Students individually, in pairs, via classroom discussion and as a homework assignment discuss the answer to these questions: Can a teacher reach all of his or her students? What can a teacher do to reach all or his or her students? In particular, what can a teacher do to address the academic needs of students with special needs?
Objective/Learning Outcome: (What the student is supposed to learn from this lesson.) In his or her own words, the students will
· Discuss various instructional methods teachers have at their disposal to reach all of their students.
· In particular, discuss what a teacher can do to address the academic needs of students with special needs.
Name of the Active Learning Procedures: Group Discussion and Group Problem Solving
Anticipatory Set: (Motivation activity that prepares students for the objective/ learning outcome)
Suggested Motivational Statement:
The teacher says: "In our previous lessons we have discussed how the theory of learning styles by Dunn and Dunn, and the theory of multiple intelligences of Howard Gardner can help us reach certain students, today we are going to focus on how we can address the academic needs of students with special needs. Accordingly, I have two questions for you to reflect upon: 1. What does it mean to be a student with special needs? 2. What kinds of students with special needs can you expect to find in your classroom?
In the next post we will share the second part of a three part lesson on interventions a teacher can implement to reach all of his or her students.