Search results for: Cook Allison
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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