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This paper examines how, in his article, Richard Rothstein illustrates the significance of incorporating songs, stories, questions, and differentiated learning in general instruction strategies in order to meet the different learning needs and capabilities of students. It looks at how he cites the example of the Passover festival in which Jewish children are given information about Jewish history in the manner that makes the instruction and learning quite interesting and exciting and how, unlike the common standardized teaching strategies adopted in classrooms around the country, Passover uses a different strategy, which, on the one hand, keeps in view the different learning capabilities of children, and on the other, makes learning an 'involving' process in which children are actively engaged.
From the Paper:"While it is true that children have different educational needs and capabilities and not all students are interested in learning through standardized methods, Richard Rothstein's suggestions about adoption of Passover instruction method or something similar are not exactly practical or reasonable. We all know that religious teaching and instruction differs from general education because of the differences in text and scripts used as sources. since religious teaching mainly originates from sacred texts and Holy books with their own unique style of writing, it is easier to tell them by adding songs and stories. the same however cannot be done in the case of instruction of other subjects."
Cite this Article Review:
Passover Teaching (2004, August 16) Retrieved July 12, 2020, from https://www.academon.com/article-review/passover-teaching-52242/
"Passover Teaching" 16 August 2004. Web. 12 July. 2020. <https://www.academon.com/article-review/passover-teaching-52242/>