Search results for: Lipsky Eliana
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To teach the “whole child” necessitates that we understand that child, including being attentive to who she is and wants to be throughout her time in school. It follows that hearing the student voice should play a significant role in studying texts. After conducting a one-year qualitative, collaborative action research study in one Modern Orthodox Humash class, my data show that giving students opportunities to dialogue authentically with parshanim (classical commentaries) and the teacher is essential to teaching the whole child, especially in a religious studies class.
Updated: Mar. 07, 2017
With increasing text accessibility and information overload, the 21st century requires educators to radically shift the way they define and understand what texts are and how they and their students use and relate to those texts. We assert that critical thinking with critical literacy prepares students as 21st century glocal citizens by providing an avenue to examine the constant incoming information. Incorporating the lens of critical literacy in education is a transformative process that occurs over time. In this paper, we first define glocalization, then we define critical literacy and examine why it is important now. Finally, we present examples of how teachers can include critical literacy skills in the Jewish day school classroom.
Updated: Jul. 22, 2014