Search results for: Pedagogy
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Another scandal. Another rabbi/educator accused of all kinds of outrageous, inappropriate behavior with female students. This time it is severe enough that rabbis who live across the world, in Israel, New York and Los Angeles, and who span the Modern Orthodox-Chareidi-Chasiddishe spectrum, have come together to sign a letter warning the public to stay away. This time the person involved is thought to have performed hundreds (!) of indecent acts and to have ruined countless lives. And yet with all the talking, I feel that the real issue is not being spoken about at all. And therefore, despite my deep reluctance to write publicly about any person or place, I want to tell another part of this story.
Updated: Jul. 06, 2016
The study and practice of the arts can serve as a powerful vehicle for learning. This issue of Hayidion presents ways that the arts can deepen intellectual inquiry as well as sparking creativity, engage students' hearts and minds in science, literature, and all aspects of Jewish studies, expose learners to provocative, contemporary issues of culture and politics, and draw meaningful connections across the curriculum and among people.
Updated: Jul. 06, 2016
Yeshiva Lab School, an educationally progressive Modern Orthodox elementary school serving the Lower Merion, PA Jewish community, announced today that due to overwhelming interest in its innovative pedagogy and distinctively Modern Orthodox and Zionist philosophy, it will open a middle school for the 2017- 2018 academic year. According to YLS Principal, Mrs. Becky Troodler, YLS Middle School will deliver the same highly individualized, skills-based approach to student learning for which its elementary school has already become known. Like the elementary school, the middle school will embrace multi-age learning environments and attention to pre-assessments followed by small group, collaborative and independent work tailored to each student’s needs and abilities. Parents can also expect to see an emphasis on creativity and critical thinking. “All too often, kids enter elementary school filled with creative and out-of-the-box ideas only to graduate with almost no trace of that sort of thinking still intact,” notes Troodler. “Yet, these abilities are the most valued by the 21st century world to which our children are headed.”
Updated: Jun. 08, 2016
When Bible and Science Interact: Teachers’ Pedagogic and Value Challenges in Teaching Religious Minority Students in Higher Education Settings
The integration of highly religious minority students into institutions of higher education poses significant pedagogical and value challenges for students and teachers alike. We offer a framework for analyzing such challenges, distinguishing between practical concerns, identity issues and value conflicts. By contrasting a deficit perspective to ‘Diversity as resource’, we argue that the latter enables teachers to utilize a collaborative knowledge model in class, surmounting some of the value challenges involved. We present the case of ultra-orthodox students (UO) in Israel who have recently entered the gates of higher education for the first time in this society's history.
Updated: Jun. 01, 2016
For the 2016-2017 school year, Sefaria seeks creative educators who are ready to innovate and are open to new ways of thinking about teaching and learning. We plan to include up to 10 day schools in this Initiative. Each school will need one or two lead educators who are committed to working closely with Sefaria over the course of the year. We invite you to read more and consider applying!
Updated: May. 26, 2016
‘Students Get Bogged Down’: How Religious Israeli Elementary Teachers View Problems and Solutions in Bible Teaching
Bible teachers in contemporary society confront serious problems related to the nature of the biblical text and the socio-cultural context of their teaching. This study, based on semi-structured interviews, examines the problems that five expert religious Israeli elementary school teachers encounter in their teaching and the solutions they employ. Our findings show two major domains of pedagogic issues: unfamiliar biblical linguistics and problematic content. Teachers reported student difficulties in understanding biblical Hebrew. Problematic content includes irrelevant topics, emotionally laden material, and age inappropriate issues.
Updated: May. 22, 2016
'Touch It Lightly”: Israeli Students' Construction of Pedagogical Paradigms About an Emotionally Laden Topic
Early childhood educators are increasingly being called upon to deal with emotionally charged topics, which include natural and manmade disasters, war, terror, death, and other traumatic events. At our teachers college, we prepare students to deal with a challenging issue, memory of the Holocaust, through a series of activities and workshops spread over 3 years. In this study, we examined the students' emerging pedagogical paradigms for dealing with the Holocaust in the early childhood classroom in Israel. The results of this research shed light on development of pedagogic content knowledge (PCK) related to emotionally laden topics among preservice teachers.
Updated: May. 22, 2016
Jewish educators and Jewish educational policy makers often use the language of transformation when describing the effects of programs. We aim for more than just cognitive achievement; we want our programs to make a meaningful, lasting difference in the lives of the participants. But the language of transformation needs to be explored more critically. What do we really mean, when we talk about transformative Jewish education? How do we think that transformation occurs? What does it look like when it happens? There are many pockets of excellence across the Jewish educational landscape – but for the most part, those examples remain isolated and hidden. The best and most creative educational work is neither visible nor documented, so no one outside these programs is learning from them. This conference was a step towards improving that situation by bringing together some of those programs, and creating an opportunity for leading educators to study them systematically.
Updated: Apr. 20, 2016
Reading Sacred Texts in the Classroom: The Alignment Between Students and Their Teacher’s Interpretive Stances When Reading the Hebrew Bible
This study investigated the voices of students interpreting Hebrew Bible texts in one fourth-grade classroom. Through think-alouds on the Biblical text with each student, exit interviews, teacher interviews, and classroom observations, this study found that those students whose interpretive stances were more aligned with the teacher’s were given greater voice in classroom text discussions than students whose interpretive stances were misaligned. Drawing on neo-Vygotskian education theory, I argue that Jewish educators need to take students’ interpretive stances seriously; attempting to force students into an interpretive framework that is set by the teacher will only undermine student learning and engagement.
Updated: Mar. 30, 2016
The Philosophies, Contents and Pedagogies of Environmental Education Programs in 10 Israeli Elementary Schools
In this study, our aim was to understand how environmental education has been implemented in Israeli elementary schools. We selected ten schools that had implemented Education for Sustainability programs and analyzed their mission statements and curriculum documents. We observed each school’s activities and interviewed teachers. Our analysis shows ambiguity with respect to the rationales and the theoretical foundations of the programs
Updated: Mar. 30, 2016