Search results for: Pedagogy
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What does it mean for teachers to “know their subject matter” and what are—or might be—the sources of teachers’ knowledge? The article contends that there is an underutilized potential resource for Jewish teachers that Judaica scholarship about classic texts may offer to pedagogy. The article examines, as a model, the Rabbinic tale—stories found in Rabbinic literature about the Rabbis themselves—homing in on the ways that this literature is viewed by scholars today. It then explores the pedagogic implications of this scholarship and suggests both the advantages and complexities in using Judaica scholarship in this fashion.
Updated: Jul. 18, 2021
A qualitative practitioner research study was conducted with 31 high school students studying religion contemporary Israeli society. The purpose of the study was to understand how using cartoons written and illustrated by the religious Jewish-Israeli settler Shay Charka challenged students to think about religion in Israeli society in new ways and whether introducing perspectives that were foreign to their North American Jewish education led to new ways of relating to and understanding Jewish-Israeli communities. Results of this small-scale study yielded that the comics were successful in introducing new ways of thinking about religion and in introducing a more complex portrait of Israeli society. As a pedagogical device, comics proved to be of salience and interest to the learners, which also led students to be motivated to study them. Students were particularly interested in the ways that Charka subverted their assumptions of gender in religious-Israeli communities and this specifically led to increased awareness of religious diversity in Israeli society.
Updated: Jul. 15, 2021
The school year is coming to a close in the northern hemisphere, and in-class parties (to the extent they are not on Zoom) have begun. A sine qua non is food, of course. But the typical end-of-year rituals include more than just treats: award ceremonies, outdoor fun in the fresh air, time capsules (lots of pandemic memories to store away for a later date), a recap of the past year, or sharing of summer plans. A Hebrew teacher in one of my schools ended the year in a most atypical way. She used the last week of school to continue teaching…but with games. Here are three of her favorites and the reasons why these games were my favorites too–even though I was only invited to observe, never to play.
Updated: Jun. 22, 2021
Although recent Gallup poll estimates show that 95% of American Jews have a favorable view toward Israel, and that number is likely higher in Modern Orthodox circles, major opportunities for improvement exist in the way we educate our youth about Israel. While our educational opportunities often center around celebrating Israel’s achievements, advocating for Israel and encouraging aliyah, we tend to skip over discussions about dilemmas in Israel’s history and complex issues at play in Israeli society today. We do not invite the same level of debate and critical thinking that we might encourage in other Judaic and general studies classes.
Updated: Apr. 22, 2021
Reimagine pedagogy in light of digital technology with Sefaria's newest online course. Discover new ways that teachers and students might use Sefaria’s tools to teach and learn more creatively. The 8-session course, completed at your own pace, includes tutorials with accompanying assignments for those interested in earning certification.
Updated: Apr. 19, 2021
The Jewish Education Innovation Challenge’s (JEIC’s) Developing Embedded Expertise in Jewish Day Schools Program (DEEP), funded by the Mayberg Foundation and with launch support from The AVI CHAI Foundation, has created a professional learning community (PLC) bringing together 18 educational providers to learn from each other and expand their own expertise and efficacy while surfacing synergies and potential collaborations that might serve the field.
Updated: Apr. 18, 2021
Join us on March 15, 2021, 1:30 – 2:45 PM EST, for a conversation with Aryeh Halivni, Founder and Executive Director of Toldot Yisrael (an organization documenting Israel’s 1948 generation), and Naomi Schrager, Director of Education of Lookstein Virtual Jewish Academy, where we will explore an incredibly rich resource for teaching about Israel.
Updated: Mar. 11, 2021
Teaching and testing in Hasidic schools: Skills, content, and knowledge automaticity as a model for other day school contexts
This article uses data from site visits to four Hasidic elementary schools in Brooklyn to examine how specific learning, review, and testing activities used in these schools might be applied in other Jewish education classrooms to build knowledge depth and automaticity.
Updated: Feb. 18, 2021
Nechama 21C: Enhancing Torah Instruction with Digital Tools: Where Nechama Leibowitz and Digital Technology Meet
Nechama 21C is a 10 hour online, self-paced course designed specifically for teachers of Torah and Navi on all grade levels, and shared on an interactive e-learning platform. Course participants engage with video presentations, tutorials, selected articles, web-based resources, interactive tools, and shared mediaץ
Updated: Feb. 18, 2021
Through individual research, the development of original literature and field-based practice, twelve exemplary educators will gather virtually over eight months to explore what is particular and unique about the pedagogies of Jewish education. Handpicked from a pool of hundreds of applicants, these fellows have been selected for the Jewish Pedagogies Circle – the first of two initiatives launching this year by M2: The Institute for Experiential Jewish Education, to address foundational questions in – and new possibilities for – the landscape of Jewish education.
Updated: Oct. 22, 2020