Search results for: Pedagogy
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MOFET JTEC - Jewish Teacher Education Community of The MOFET Institute is proud to present an online webinar to the global Jewish education community with Dr. Nurit Nathanel on “Teaching Hebrew Literary Texts on the Topic, 'Between Parents and Children' on Wednesday, February 6, 2013 - 7:00-8:30P.M. - Israel time. 12:00 – 13:30 EST.
Updated: Jan. 29, 2013
MOFET JTEC - Jewish Teacher Education Community of The MOFET Institute is proud to present an online webinar to the global Jewish education community with Dr. Tzvi Kanarek on “The Talmud as a Teacher of Teachers!” on Wednesday, January 30, 2013 - 7:00-8:30P.M. - Israel time. 12:00 – 13:30 EST.
Updated: Dec. 30, 2012
The winter issue of 'Conversations,' the Journal of the Institute for Jewish Ideas and Ideals, focuses on Tanakh study within the Orthodox Jewish world. How is Tanakh studied and taught? What is the relationship between traditional Yeshiva approaches and academic approaches? What can we learn from non-Orthodox sources? What new ideas can we bring to the study and teaching of Tanakh? The Institute offers teachers in Jewish Day Schools and Yeshivot a free copy of this issue until December 31, 2012.
Updated: Dec. 18, 2012
This paper highlights two aspects of the culture of empowerment that held sway in the yeshiva, the modern Talmudic academy that developed in Eastern Europe in the nineteenth century. The first aspect is the adversarial atmosphere that reigned in the classroom, and the second aspect is the joint endeavor of peer-teaching. The author's choice of these two features is guided by the sense that to varying extents they are not employed in our day school systems, but could foreseeably be included in the teacher’s toolbox.
Updated: Sep. 27, 2012
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
Rabbi Aaron Ross has recently been devoting considerable effort to introducing Problem-Based Learning to the Judaic studies classroom in order to take our most ancient texts and teach them in a new and hopefully more thought-provoking fashion. While engaged in this endeavor he confronts the nagging question: is PBL countercultural to Jewish tradition?
Updated: Aug. 09, 2012
Mark S. Young writes that Jewish experiential learning is not 'fun' which takes place outside the classroom as some would have it. Experiential learning as an approach to Jewish education has the ability both to strengthen one’s Jewish literacy and to create strong, positive emotional bonds with Jewish life. Further, this approach can take place anywhere, both inside and outside the classroom.
Updated: Jul. 31, 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
Immersive Jewish Service-Learning (IJSL) for North American young adults has been an area of focus for Repair the World since its founding in July 2009. The purpose of this report is to share the progress of Repair the World’s 2010-11 grantee-partners and the IJSL field following the close of its second program year.
Updated: Mar. 04, 2012
Lo Alekha Ha-m’lakha Ligmor - A Review of the Teaching and Learning Section of the International Handbook of Jewish Education
This essay reviews the Teaching and Learning section of the International Handbook of Jewish Education published in 2011.
Updated: Jan. 01, 2012