Search results for: Pedagogy
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In this article we analyze moviemaking as a unique pedagogy that is used in a preservice semester in Israel program for the preparation of Israel educators: Students create their own short films about an aspect of Israeli society and/or their relationship with it. We analyze the students’ movies, together with students’ reflective papers about the process of making them, and show how this pedagogy exhibits the major characteristics of progressive constructivist education. We also show how the pedagogy enables students to grapple with difficult aspects of Israel in a personally compelling fashion.
Updated: Mar. 18, 2015
Michel de Montaigne’s L’art de Conférer offers a moral groundwork for students’ learning of havruta, a traditional Jewish form of studying in pairs, based on collaborative critical text-based learning, that can be applied to students everywhere. The article attends to the nature of havruta learning and to cultural norms that make it difficult for students to become open to their partners’ opposing ideas. Students’ critical discussion of Montaigne’s essay is then conceptualized as a pedagogical tool for cultivating the welcoming of opposing viewpoints and opening their own ideas to critical scrutiny in text- and discussion-based learning.
Updated: Feb. 19, 2015
The Kohelet Foundation announces the creation of the Yeshiva Lab School (YLS). Rooted in a constructivist model of education, YLS hopes to advance the Jewish day school field by employing replicable, empirically supported and developmentally appropriate methods of pedagogy. To meet the needs of the growing Orthodox community, this school will also be the first philosophically Modern Orthodox elementary school in the Philadelphia area.
Updated: Nov. 12, 2014
Students perform best under conditions that activate their preferred learning style. There is no greater predictor of success than a fantastic teacher. Effective teaching has long put the unique interests of the learner up front, allowing teachers to meet the needs of more students more of the time. Now, advocates of differentiated instruction have found a true partner in the form of flipped learning, the pedagogical approach in which direct instruction moves from the group learning space to the individual learning space. Call it “fliperentiated” instruction.
Updated: Nov. 05, 2014
This year DigitalJLearning Network schools went through a mini-planning process to articulate how the blended learning they are doing supports academic needs and goals. For many, it was a new way of thinking. But in going through the process and asking the right questions, schools that did it well noticed the benefits almost immediately.
Updated: Jul. 21, 2014
Sharpening the Message: Recommendations for Improving the Effectiveness of Religious Education in Yeshiva High Schools
With the help of a fellowship generously provided by ATID, I took some time during a mid-career pause in my own work as an educator to ask two questions that I know plague other mechanchim as they have plagued me for the past few decades: How well are we accomplishing our tasks, and what can we do to improve? I determined that the current state of Modern Orthodox education – indeed of Modern Orthodoxy itself – can be described as a paradox: on the one hand, our efforts over the past few decades have been phenomenally successful, and at the same time there is so much that cries out for improvement. Both halves of that sentence are true and neither one negates the other.
Updated: Jun. 29, 2014
Book Review: Jon A. Levisohn and Susan P. Fendrick, Editors, Turn It and Turn It Again: Studies in the Teaching and Learning of Classical Texts
In Turn It and Turn It Again: Studies in the Teaching and Learning of Classical Jewish Texts, edited and published in 2013 by Jon A. Levisohn and Susan P. Fendrick, we have a volume that certainly lives up to its name. The volume provides a rich and diverse range of viewpoints on and orientations to the teaching and learning of Jewish texts, such that I feel remiss only reading it once. That the authors invoke the famous quote of Ben Bag Bag from Pirkei Avot 5:22 seems especially appropriate in the context of Levisohn and Fendrick’s anthology, given its similarity with Pirkei Avot’s ability to blend both pedagogic and ideological purposes.
Updated: May. 27, 2014
Complexity has become such a buzzword in Israel education that it's in danger of losing its meaning. In this essay, I'm going to present a 'typology' of complexity that will help us as a field to become more sophisticated in our interpretation and use of the term. In preparing this paper, I searched the websites of five major organizations that deal with Israel education, The David Project, The iCenter, Makom, Shalom Hartman Institute, and Encounter, for the terms complex or complexity in order to examine their usage. I present my findings and analysis below.
Updated: May. 26, 2014
This case study examines the contours of culturally relevant pedagogy in an undergraduate preservice teacher education program for Jewish women. The case describes how the assigned reading of Albarelli’s (2000) narrative of teaching in a Hasidic Jewish school, Teacha! Stories from a Yeshiva, disrupts the classroom community, diminishes student engagement with the course, and undermines student confidence in the instructor. This research explores what happens when “respect for” challenges “reflection about.” The study finds that differential cultural understandings surrounding the concept of “respect” mediate the discourse. The author raises questions about the ethics of social justice in religious teacher education, probes the poverty of educational reform in a landscape of nondiscussables, and offers strategies for navigating this tender terrain.
Updated: May. 26, 2014
The Second Annual Frisch RealSchool Summer Sandbox is coming, July 21-13, 2014 at The Frisch School in Paramus, NJ. The Sandbox is a time for you, someone who is passionate about Jewish education, to get together with those who are like-minded in order to make a project you can implement in your educational setting. Our focus this year is on creativity: how to imbue it into the classroom; use it to redesign your courses; and make space for it in the larger educational setting.
Updated: May. 25, 2014