Search results for: Kent Orit
Page 1/1 6 items
This study presents the cases of two teachers in a Jewish supplementary school whose experiences as learners in a year-long professional development (PD) program shaped their teaching practice. The PD program, based in a theory of havruta text learning, immersed the faculty in the very pedagogy they were being encouraged to use in their teaching and gave them tools to enact it to meet their classroom learning goals
Updated: Nov. 19, 2014
Orit Kent and Allison Cook of the Beit Midrash Research Project at the Mandel Center propose that a special type of instructional activity—the interpretive experience—become the centerpiece of meaningful student work on Tanakh. In years of observation of Tanakh classes in elementary through high schools they have seen that Tanakh learning tends to fall into two major types of student activity: language and/or translation exercises, and personalization. They suggest that the use of interpretive experience can greatly improve students' learning of Tanakh.
Updated: Mar. 05, 2013
This article presents a pedagogical framework for interpreting and discussing texts with others, “havruta inspired pedagogy.” The framework is comprised of three overlapping domains: structures, stance and practices. The authors illustrate each domain through teachers' words and classroom practices, depicting how teachers in one context work within these domains to support rich student text-learning.
Updated: Sep. 27, 2012
Reading texts closely and discussing and interpreting them with others is a core and complex practice for learners of many ages, in many contexts. In this article, the authors present a pedagogical framework for reading texts with others, 'havruta inspired pedagogy'. The framework is comprised of three overlapping domains: teaching structures, teaching stance and teaching and learning practices.
Updated: Apr. 02, 2012
Modern educational scholarship has not substantially investigated the learning practice of havruta, paired study and focused conversation around classical Jewish texts. In this article, the author analyzes videotapes and transcripts of real-life havruta interactions and proposes a theory of havruta learning as composed of three pairs of core practices: listening and articulating; wondering and focusing; and supporting and challenging. Through a close analysis of one particular havruta session, the author illustrates and probes the havruta practices and the ways in which they can give rise to generative, textually grounded interpretive discussions of classical Jewish texts. This theory may also be a helpful lens for both studying and elucidating text-based discussions of other kinds of texts in small and large group settings.
Updated: Dec. 22, 2010
Building off of research on reading and interpreting literary texts and sociocultural theories of learning, the author closely analyzes transcripts and videos of students studying in hevruta (text study in pairs) at the DeleT (Day School Leadership through Teaching) Program at Brandeis University.
Updated: Apr. 15, 2008