Search results for: Pedagogy
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I’ve taught beginning Mishna for almost ten years and have never found a method that satisfies me. Mishna suffers from several curricular handicaps: It is the new limmud on the block; It’s legal, rather than narrative; And it usually loses in the battle for classroom minutes. To understate the matter, Mishna is rarely the favorite subject of my fifth graders. I saw an uptick in interest when I added videos and some augmented reality, but never the constant excitement I’d hoped for. This year I intend for that to change. And you’re going to help me. I’m writing this journal to elicit feedback for my new project and commit myself too publicly to give up. I hope to share my plans and gimmicks, successes and failures, great moments and course corrections. To my knowledge this type of gamification has never been tried before in elementary Jewish Education, perhaps for good reason.
Updated: Oct. 15, 2018
This article offers a conceptual framework for understanding the diversity of pedagogies found in Talmud classrooms. It looks at how two different Orthodox Talmud teachers responded to an academic article about constructivist learning practices in the context of a professional development program. The case study presented in this article helps to illuminate Lev Vygotsky’s theory of learning.
Updated: Oct. 08, 2018
Just over a year ago with the release of the William Davidson Foundation & Jim Joseph Foundation SmartMoney technology report, there was renewed interest within the Jewish community about how technology could enhance student learning. Further ideas were voiced through eJewish Philanthropy's Continuing Conversations on Leveraging Educational Technology. This article aims to enhance the conversation by suggesting a shared language and theoretical framework for moving Jewish ed tech from important yet disparate conversations to a more cohesive systematic goal focused dialogue.
Updated: Jul. 04, 2018
Sefaria, a free living library of Jewish texts and their interconnections, is inaugurating two new ways to help Jewish educators around the world use the Sefaria platform to augment their teaching: The Sefaria Training Course for Educators and Sefaria’s Innovation Circle.
Updated: Jun. 13, 2018
This report, based on a four-year study of day schools that are introducing and implementing blended learning practices with support from The AVI CHAI Foundation, presents overall patterns of these schools’ goals and progress. Between fall 2012 and spring 2016, we visited schools, usually for two days of observing classes across grade levels and subjects and conducting interviews with teachers and administrators. We studied 23 schools, visited 80 classrooms, interviewed 120 teachers and administrators, and reviewed dozens of school and classroom documents in print and online. We also spoke with program providers and funders and tried out many of the online sites and programs the schools were using.
Updated: Jun. 06, 2018
I am passionate about this subject, nowhere more than in Jewish studies in Jewish day schools. You’ll argue that if we don’t give kids grades, they won’t take their classes seriously. I argue that most kids aren’t taking bad teaching seriously anyway. They’re just throwing away a love of subject to something more worthy, where they feel good about themselves. A Talmud teacher confessed to me that he had an excellent student but gave him a B-plus because he often came late to class. Not surprisingly, that student disengaged from Talmud study altogether. He saw his teacher as a person with the wrong priorities. Think about it. Most of us can’t remember what we learned years ago. We remember feelings about certain teachers that got transmitted to the subjects they taught. Associations linger.
Updated: May. 30, 2018
Our Mandel Center for Studies in Jewish Education at Brandeis conference this year, chaired by my colleague Jonathan Krasner and me, focused on Jewish day schools. But more specifically, we wanted to draw attention to questions of teaching and learning. Hence our title: “Inside Jewish Day Schools.” Some of our plenary sessions explored questions of race and ethnicity, class and economic justice, and gender and sexuality. Other sessions focused on pluralism, teacher preparation, and teachers’ conceptions of purposes, as well as on the teaching and learning of classical Jewish texts, Hebrew language, and Israel.
Updated: May. 16, 2018
The Center for Israel Education (CIE) has trained thousands of educators with effective strategies for teaching Israeli history, politics, economics, and culture. Now, through a generous grant, CIE is able to extend our impact to meet schools where they are and guide them to achieve new successes in the teaching and learning of Israel. Over the next three years, CIE will mentor the faculty of eight schools to enhance their teachers’ content knowledge and pedagogic approaches leading them to create new impactful Israel curricula for all ages. We will be visiting schools in the U.S and Canada to deliver customized professional development and resources for teachers of Judaics, Hebrew, social studies, science, art, and more.
Updated: Apr. 11, 2018
Gleanings is the ejournal of the William Davidson Graduate School of Jewish Education of the Jewish Theological Seminary. When we sign up our children to participate in Jewish educational experiences, what are we hoping for? Is our goal merely to have our kids become active and knowledgeable Jews? Or, if we dig deep down into our souls, might we hope that everyone—not only our children—who engages in Jewish learning and community is more fulfilled as a result? In this issue, we learn how the idea of thriving aligns with ancient philosophies, Jewish texts, and today’s training of the next generation of Jewish educators. We will also see evidence of this approach in Jewish education emerging across the continent, from the early childhood classroom to the JCC to the synagogue school.
Updated: Mar. 28, 2018
Putting Students Front and Center in the Hebrew Bible Classroom: Inquiry-Oriented Pedagogy in the Orthodox and Liberal Classroom
Inquiry-oriented pedagogy is a difficult pedagogy to enact in the classroom. By placing students’ questions and textual ideas at the center, the teacher opens the door to unanticipated and sometimes off-the-wall comments in text discussion. And yet, research has shown that it is exactly this type of pedagogy that leads to increased engagement and comprehension. This study examines two elementary school Hebrew Bible teachers’ enactment of inquiry-oriented pedagogy. It explores how one pedagogy can look very different in different contexts and the contrasting motivations teachers hold.
Updated: Mar. 13, 2018