Title of Lesson: What is the Direct Instruction Model of Teaching? Part Five

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 is the Direct Instruction Model of Teaching?” 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 the direct instruction model of teaching. The fifth part of this lesson follows.

Closure: (Activity that summarizes and ends the lesson)

The teacher summarizes the lesson by (a) reviewing the five steps of the Direct Instruction Model of Teaching, (b) explaining that it is best used to teach a skill, procedure and (c) sharing the chart at the top of this post.

In the next post we will begin discussing the Presentation Model of Teaching.

Title of Lesson: What is the Direct Instruction Model of Teaching? Part Four

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 is the Direct Instruction Model of Teaching?” 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 the direct instruction model of teaching. The fourth part of this lesson follows.

3. The teacher explains these steps of Pairs Present:

· The teacher places students into new learning pairs.

· Each learning pair creates a mini-lesson using the Direct Instruction Model of Teaching. Each learning pair may choose any Judaic topic. Note: If desired, the class can brainstorm topics for the mini-lesson. Note: The length of the mini-lesson is pre-determined by the teacher (e.g. 5 to 10 minutes).

· The lesson must follow the five steps of the Direct Instruction Model.

· When each learning pair completes its mini-lesson plan, it must teach that lesson to another learning pair, a quad, or the entire class (a decision to be determined by the teacher).

· After the mini-lesson is presented the students (a) give the presenters feedback on how faithfully they followed the five steps of the Direct Instruction Model of Teaching, and (b) discuss how this model of teaching can be used for instruction.

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

1. The teacher gives his or her students sufficient time to create a mini-lesson using the Direct Instruction Model of Teaching, and follow the steps of Pairs Present as explained under item 3 of this lesson plan.

2. The teacher monitors the interactions of the learning pairs.

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

Students individually or in pairs (e.g. by phone, email or video mode such as Skype or Isight) create another mini-lesson using the Direct Instruction Model of Teaching. Students can use the form at the top of the post.

In the next post we will share the fifth part of a five part lesson on the Direct Instruction Model of Teaching.

Title of Lesson: What is the Direct Instruction Model of Teaching? 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 is the Direct Instruction Model of Teaching?” Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here are the first and second parts of this lesson on the direct instruction model of teaching. The third part of this lesson follows.

To demonstrate this model of teaching, we will now insert a lesson on how to tie a tzitzit into the five-step Direct Instruction Model of Teaching template. See that lesson at the top of this post.

Developmental Activity: (Set of steps or procedures to reach the objective/learning outcome)

1. The teacher demonstrates the Direct Instruction Model of Teaching by following the lesson on tying the tzitzit that was described above.

2. The teacher facilitates a classroom discussion on this model of teaching and poses this question. When would the Direct Instruction Model of Teaching be applied in the classroom? When the teacher is satisfied that students understand this model of teaching and how to apply it in the classroom, he or she moves to the next step.

In the next post we will share the fourth part of a five part lesson on the Direct Instruction Model of Teaching.

Title of Lesson: What is the Direct Instruction Model of Teaching? Part Two

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 is the Direct Instruction Model of Teaching?” 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 the direct instruction model of teaching. The second part of this lesson follows.

Anticipatory Set: (Motivation activity that prepares students for the objective/learning outcome)

Suggested Motivational Statement:

1. Teacher says: "Now that we have studied models of teaching in general, and the Presentation Model of Teaching in particular, let me pose this question to you. Under what circumstances is the Presentation Model of Teaching an ideal way for transmitting knowledge to students? Think about this question for a moment, and discuss it with your learning partner." (The learning partner may be selected by the student or the teacher.)

2. After students have had sufficient time to discuss the question in pairs, conduct a classroom discussion on the issue. If your students do not mention these points about the application of the Presentation Model of Teaching, share the following information:

The Presentation Model of Teaching is ideal when the teacher wants to directly transmit information that follows in logical order in a step-by-step progression. In this model of teaching the teacher presents an advance organizer of the information, gives detailed explanations of difficult points, provides students with concrete and varied examples, and checks for student understanding.

3. Teacher then says: "Today we are going to examine another teacher-directed model of teaching called Direct Instruction. It is used when the teacher wants to teach a new skill or new way of thinking."

Introductory Activity: (Initial exercise to focus on the objective/learning outcome)

The teacher distributes the handout at the top of this post on the Direct Instruction Model of Teaching.

In the next post we will share the third part of a five part lesson on the Direct Instruction Model of Teaching.

Title of Lesson: What is the Direct Instruction of Teaching? Part One

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 is the Presentation Model of Teaching?” 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 the direct instruction model of teaching.

Enduring Jewish Knowledge Rationale for the Lesson: We have established in the previous chapters and lesson that (a) a parent is obligated to teach or hire a teacher to instruct his or her child in the study of Torah and (b) Judaic lesson planning is a mitzvah in that the teacher is preparing a written and thoughtful strategy to engage students in the study of Torah, la’asok b’divrei Torah. The lesson plan itself is designed to motivate and empower students to acquire, apply, and create Judaic knowledge. A model of teaching is a pathway or approach to transmit Judaic knowledge to students. One teacher-directed Model of Teaching is the Direct Instruction model.

Essential Question/s: What is the Direct Instruction Model of Teaching? Under what conditions would you use the Direct Instruction Model of Teaching for instruction?

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 answers to these questions. What is the Direct Instruction Model of Teaching? How can the Direct Instruction Model of Teaching be applied in the Judaic classroom? Students will be able to write mini-lesson lesson plans incorporating the Direct Instruction Model of Teaching.

Objective/Learning Outcome: (What the student is supposed to learn from this lesson)

In his or her own words, the student will be able to:

· Explain and create a mini-lesson using the Direct Instruction Model of Teaching

· Explain how the Direct Instruction Model of Teaching can be applied in the classroom

· Teach a mini-lesson applying the Direct Instruction Model of Teaching

Name of the Active Learning Procedures: Partners Present

In the next post we will share the second part of a four part lesson on the Direct Instruction Model of Teaching

Title of Lesson: How do You Write A Lesson Plan Using the Five-Step Backward Design Process? Part Five

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 do you Write a Lesson Plan using the Five-Step Backward Design Process?” 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 four parts of this lesson. The fifth part of the lesson follows.

Closure: (Activity that summarizes and ends the lesson)

1. The teacher poses these three questions to his or her students;

(1) what did you learn about lesson planning from this exercise?

(2) what did you learn about the five step Backward Design lesson planning process?

(3) what did you learn about teaching from this exercise?

2. Teacher implements a Community Round Robin Community.

Optional Activity: If deemed appropriate, you can discuss curriculum mapping after your students have completed their team lesson plans. Curriculum mapping is discussed on pages 42-44 in the Toolbox.

On the top of this post are three sample templates for long term lesson planning.

In the next post we will discuss how to train mentees to create lessons using the Direct Instruction Model of Teaching.

Title of Lesson: How do You Write A Lesson Plan Using the Five-Step Backward Design Process? Part Four

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 do You Write a Lesson Plan using the Five-Step Backward Design Process?” 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. The fourth part of the lesson follows.

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

Students individually or in pairs (e.g. by phone, email or video mode such as Skype or Isight) apply the five steps of Backward Design by placing content in the third column in the Backward Design Lesson Planning Template shown at the top of this post.

In the next post we will share the fifth part of this five-part lesson .

Title of Lesson: How do You Write A Lesson Plan Using the Five-Step Backward Design Process? 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 “How do You Write a Lesson Plan using the Five-Step Backward Design Process?” Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here are the first and second parts of this lesson. The third part of the lesson follows.

Developmental Activity: (Set of steps or procedures to reach the objective/learning outcome)

1. After distributing the two handouts shared in the previous post, the teacher explains the four steps involved in the cooperative learning procedure called Team Projects.

The Four Steps Involved in Team Projects

(1) The teacher assigns a particular topic for each quad or one for all the quads.

(2) Members of each quad are given or choose a role to play

(3) Quads complete the project.

(4) Quads present the project to another quad or the entire class.

2. The teacher divides the class into teams of four (i.e. quads). If the class has fewer members, place students in dyads or triads. Each team creates its own Backward Design lesson plan by following the example in the first handout, Sample Lesson Plan Incorporating Backward Design. Each team’s lesson plan should be written within the Sample Lesson Plan Template Incorporating Backward Design.

3. Upon completing its Backward Design lesson plan, each team either (a) explains how the lesson would be implemented in a classroom, or (b) actually implements the lesson through engaging the members of both teams during class time. Thus, in two quads, you will have eight students. The team who created the lesson determines the logistical issues with this proviso; all members of the quad should have a part in presenting the lesson. Accordingly, each team may divide its lesson in terms of these eleven component parts:

(1) Title of the lesson

(2) Enduring Jewish knowledge rationale

(3) Essential questions

(4) Assessment/s

(5) Lesson objective/learning outcome

(6) Anticipatory set

(7) Introductory activity

(8) Developmental activity/activities

(9) Guided practice

(10) Independent activity/activities

(11) Closure

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

The teacher monitors how each team implements its lesson plan.

In the next post we will share the fourth part of this five part lesson.

Title of Lesson: How do You Write A Lesson Plan Using the Five-Step Backward Design Process? Part Two

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 do you Write a Lesson Plan using the Five-Step Backward Design Process?” 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. The second part of the lesson follows.

Anticipatory Set: (Motivation activity that prepares students for the learning outcome)

Suggested Motivational Statement:

The teacher says, ”Now that we have discussed the eight elements of a lesson plan and the five steps of Backward Design, let’s apply those ideas and write, and then explain or teach our own team lesson to students in our class.”

Note: Prior to inviting students to create their own team lesson plans, the teacher may want to facilitate a whole class brainstorming activity generating lesson plan ideas. Toward that end, the teacher can share the seven Judaic topic areas including the Tanach, tefilah, history, Hebrew, the hagim, Israel, and other content possibilities (e.g. Jewish cultural contributions in music, art, literature, science, technology, math, social science, etc.)

Introductory Activity: (Initial exercise to focus on the objective/learning outcome)

Distribute these two handouts to your students: (1) Sample Lesson Plan Incorporating Backward Design and (2) Sample Lesson Plan Template Incorporating Backward Design). These handouts are located at the top of this post.

In the next post we will share the third part of this five-part lesson.

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Title of Lesson: How do You Write A Lesson Plan Using the Five-Step Backward Design Process? Part One

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 do you Write a Lesson Plan using the Five-Step Backward Design Process?” 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.

Enduring Jewish Knowledge Rationale for the Lesson: Judaic lesson planning is a mitzvah in that the teacher is preparing a written and thoughtful strategy to engage students in the study of Torah, la’asok b’divrei Torah. The lesson plan itself is designed to motivate and empower students to acquire, apply, and create Judaic knowledge. The five-step Backward Design process is an approach for making certain that the Jewish knowledge learning outcomes or objectives, the assessments, the anticipatory set, the introductory activity, the developmental activity or activities, the guided practice, the independent activity or activities, and the closure activity are all aligned or connected together.

Essential Question/s: How do you write a lesson plan for students in a Jewish day or supplemental school classroom applying the five-step Backward Design process?

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 answers to these questions. What is a lesson plan? What is the five step Backward Design lesson plan process? How do your write a lesson plan using the five-step Backward Design lesson planning process?

Objective/Learning Outcome: (What the student is supposed to learn from this lesson) In his or her own words, the student will be able to:

• Write a lesson plan using the five step Backward Design process

Name of the Active Learning Procedures: Team Projects

Team Projects

Team Projects is an elaborate cooperative learning procedure that includes these four steps: (1) The teacher assigns a topic for each quad or all the quads. (2) The members of each quad are given or choose a role to play in the project. (3) Quads complete the project. (4) Quads present the project to the entire class.

Ultimately, each quad creates and teaches its own lesson to another quad.

In the next post we will share the second part of this five-part lesson.

Title of Lesson: What are the Five Steps Involved in Backward Design Lesson Planning? Part Five

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 “Can Students Generate Essential Questions that Relate to Jewish Knowledge that is Enduring? “ Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. Here are the first, second, third, and fourth parts of this lesson on empowering students to generate questions relating to enduring Jewish knowledge. The fourth part of this lesson follows.

Anticipatory Set: (Motivation activity that prepares students for the objective/ learning outcome)

Suggested Motivational Statement:

The teacher asks these two questions: (1) What is the source or what are the sources for enduring Jewish knowledge? (2) Can enduring Jewish knowledge arise from the questions of students?

Introductory Activity: (Initial exercise to focus on the objective/learning outcome)

Invite your students to reflect and record their thoughts on these two questions: (1) What is the source or what are the sources forenduring Jewish knowledge? (2) Can enduring Jewish knowledge arise from the questions of students?

Developmental Activity: (Set of procedures or steps to reach the objective/learning outcome)

1. After students have individually recorded their responses to these two questions, place them in dyads, and invite them to discuss their thoughts.

2. Then explain and demonstrate how to make a concept web on the question: What is the Torah? See the concept maps on the Torah by clicking here and here.

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

1. When satisfied that your students understand how to create an individual web or concept map, invite them to make an individual concept web on this question: What would you like to know about Israel?

2. Place your students in dyads and invite them to create a paired concept web on the question; what would you like to know about Israel? Give your students a specific amount to time to complete their paired concept webs.

3. If desired, you can have dyads exchange their concept webs with another dyad. Invite each dyad to add to the concept web that they had received.

4. Post concept webs on the chalkboard or around the classroom and discuss these questions:

• Are there any common themes to the questions or statements written on the concept webs?
• Are there any questions posed on the concept webs that areessential or enduring questions? Essential or enduring questions are the fundamental inquiries that help us determine what isenduring Jewish knowledge. For example, here is an example of an essential or enduring question: Why is Israel so important to the Jewish people?
• Are there any statements written on the concept webs that are examples of enduring Jewish knowledge?

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

1. Students can create their own concept webs on any Judaic subject.

2. Students should come to class prepared to share their new concept webs.

Closure: (Activity that summarizes and ends the lesson)

Summarize the questions and statements created by your students on their concept maps. Emphasize that one source for enduring Jewish knowledge can arise from the questions that students pose.

On the next post we will begin a new lesson with the title: "How do I write a lesson using the five step backward design process?"

Title of Lesson: What are the Five Steps Involved in Backward Design Lesson Planning? Part Four

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 are the five steps involved in backward design lesson planning?” Since there are 13 elements in each lesson plan we will divide this lesson plan into five parts. Here are parts one, two, and three of this five-part lesson on the five steps involved in Backward Design lesson planning. The fourth part of this lesson follows.

5. Follow steps 3 and 4 under developmental activity for the remaining steps of Backward Design (i.e. steps 2 through 5). See the chart at the top of this post.

Note: This is an elaborate lesson plan and may take several class periods to complete. Indeed, given the maturity and cognitive level of students, each step in the Backward Design Lesson Planning process might take an entire class period or more.

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

1. Provide your students with sufficient time to complete the last column.

Note: As an alternative, you can use nominal brainstorming for sharing this information.

2. Monitor student interactions and at the appropriate time conduct a classroom discussion on student examples of enduring Jewish knowledge.

In the next post we will share the fifth part of a five part lesson on Backward Design lesson planning.

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