Difference between revisions of "Motivators – Shemot 18/0"
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(Original Author: Neima Novetsky) |
(Original Author: Neima Novetsky) |
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<category>Art | <category>Art | ||
| − | <p>Art is a great motivator to get less textually oriented students involved in class. Have students compare the two different portraits of Yitro's visit as an entree into chapter 18 and some of the questions the chapter raises. For details, see < | + | <p>Art is a great motivator to get less textually oriented students involved in class. Have students compare the two different portraits of Yitro's visit as an entree into chapter 18 and some of the questions the chapter raises. For details, see <a href="Yitro's Arrival in Art" data-aht="page">Yitro's Arrival in Art</a>.</p> |
</category> | </category> | ||
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<li>Write on the board: | <li>Write on the board: | ||
<q>"Ralbag claims that due to Moshe's deep spirituality he would often err in mundane matters, and did not have good administrative skills. Do you agree?"</q></li> | <q>"Ralbag claims that due to Moshe's deep spirituality he would often err in mundane matters, and did not have good administrative skills. Do you agree?"</q></li> | ||
| − | <li>After students engage in "board discussion,"<fn>In this technique, students react to the provocative question by writing on the board itself. No talking is allowed. Students can respond to the initial question or to other students' responses, with a statement, question, etc. Students can come to the board as many times as they like. It is a great way to get quieter students participating and allow restless ones to stand up and move around!</fn> lead into < | + | <li>After students engage in "board discussion,"<fn>In this technique, students react to the provocative question by writing on the board itself. No talking is allowed. Students can respond to the initial question or to other students' responses, with a statement, question, etc. Students can come to the board as many times as they like. It is a great way to get quieter students participating and allow restless ones to stand up and move around!</fn> lead into <a href="Did Moshe Need Yitro's Advice" data-aht="page">Did Moshe Need Yitro's Advice</a>?</li> |
</ul> | </ul> | ||
</category> | </category> | ||
<category>Room for Debate | <category>Room for Debate | ||
| − | <p>See < | + | <p>See <a href="Shabbat Table Topics – Shemot 18" data-aht="page">Shabbat Table Discussions</a> under the Family menu.</p> |
</category> | </category> | ||
| − | <p style="text-align:center">These are some samples.<br/> Educators – please <a href="mailto:resources@alhatorah.org | + | <p style="text-align:center">These are merely some samples.<br/> Educators – please <a href="mailto:resources@alhatorah.org" class="mail">write in</a> and share your creativity with others!</p> |
</page> | </page> | ||
</aht-xml> | </aht-xml> | ||
Latest revision as of 08:10, 20 July 2015
Motivators – Shemot 18
Art
Art is a great motivator to get less textually oriented students involved in class. Have students compare the two different portraits of Yitro's visit as an entree into chapter 18 and some of the questions the chapter raises. For details, see Yitro's Arrival in Art.
Chalk Talk
- Write on the board:
"Ralbag claims that due to Moshe's deep spirituality he would often err in mundane matters, and did not have good administrative skills. Do you agree?"
- After students engage in "board discussion,"1 lead into Did Moshe Need Yitro's Advice?
Room for Debate
See Shabbat Table Discussions under the Family menu.
These are merely some samples.
Educators – please write in and share your creativity with others!
