Search results for: Bible studies
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Mekorot Blended Learning seeks to improve both the quality and affordability of Jewish day schools by producing curricula in Judaic Studies for students in grades five through high school that are teacher-led, student-centered, differentiated, and employ Blended Learning. Better education and lower cost creates a virtuous cycle of sustainability. In this article, we will explain our Design Thinking approach by defining the problem to be solved, presenting the motivation of the persons who want the problems solved, our idea for solving them, our prototype (Mekorot Learning), and our plans for testing the proposed solution.
Updated: Jul. 22, 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
Practitioner research was conducted on Grade 10 students’ arts-based projects of Numbers Chapter 12 in order to assess the value of using the arts in Jewish secondary schools. Based on interview transcripts, projects, and written statements, three themes emerged that demonstrated why teachers should use the arts in their classes. The arts provided students the opportunity to act as commentators, form personal connections to the text, and meet educational and curricular goals like memory retention and enhanced group skills. The following article provides a case study of two projects that used the same storyline in order to provide evidence for the importance of using the arts in Jewish education.
Updated: May. 26, 2014
YCT Rabbinical School is pleased to invite all Judaic Studies teachers as well as lovers of serious Tanakh and Mahshavah study to their Twelfth Annual Yemei Iyun on Bible and Jewish Thought on Sunday, June 29 - Monday, June 30, 2014 at the Manhattan Day School. The program, co-sponsored with Beit Morasha of Jerusalem, Drisha Institute for Jewish Education, Center for Modern Torah Leadership, Institute for Jewish Ideas and Ideals, Yeshivat Maaleh Gilboa, Midreshet Ein HaNatziv, Yeshivat Maharat, and Torah in Motion will feature 50 shiurim in five tracks given by the leading lights of Tanakh and Jewish thought both in Israel and in the United States.
Updated: May. 25, 2014
The Israeli Antiquities Authority has launched an upgraded version of an online archive of the Dead Sea scrolls, enabling web users to view thousands of high-quality images of the ancient texts along with explanations and translations into various languages. The new website, officially opened on Tuesday, is the second incarnation of the Leon Levy Dead Sea Scrolls Digital Library and has over 10,000 photographs of the ancient texts that were found in a series of caves at Qumran in the Judean Desert.
Updated: Feb. 19, 2014
The MOFET Hebrew Teachers' Online Forum invites you to participate in an online Hebrew language webinar on December 22, 2013 at 19:00-21:30 Israel Standard Time. Rachel Halabe of British Columbia University in Vancouver, Canada, will be giving an introduction to Biblical Hebrew for teachers of Modern Hebrew. This free online webinar is the third webinar in Hebrew of the MOFET Hebrew Teachers' Online Forum in this school year.
Updated: Dec. 23, 2013
October is the final month during which schools may register for the 2013-2014 US Chidon HaTanach (Bible Contest). The National Bible Contest (Chidon HaTanakh) is a contest that the Jewish Agency for Israel sponsors for American Jewish youth in grades 6-11. The contest divides students by grade level into separate groups for junior high students and high school students. Within each age group, Day School students (of all denominations) take exams in Hebrew, while others take exams in English. On the basis of preliminary exams, high scorers are invited to the national finals in New York in May.
Updated: Oct. 13, 2013
'The Bible Project” is a new online resource which connects Hebrew Songs and Israeli Dances based on words from the Hebrew Bible (Tanach) with their original sources. It links to the weekly Torah reading (Parsha), or other Biblical section in which the words appear. It cross-references to the Jewish festivals and other occasions for special readings; and it cites the Talmud references where appropriate. In addition, we've included some basic explanations of synagogue liturgy and custom under the headings of Aliyah, Haftarah, the Hallel Prayer, and Daf Yomi, the Daily Talmud readings.
Updated: Oct. 06, 2013
What Did the Teacher Say Today? State Religious Kindergarten Teachers Deal With Complex Torah Stories
This study deals with the way in which kindergarten teachers in state religious kindergartens in Israel tell the Torah stories to children. It examines the influence of the teachers’ identity, being part of the religious Zionist society, on the way in which she tells the stories. These kindergarten teachers function at a crossroads of identities. It is to be expected that their identity will be complex, reflecting the built-in dissonance of their lives. The Torah stories include an additional complexity based on the characters. The present study deals with the teachers’ manner of dealing with the above-mentioned complexities.
Updated: Sep. 30, 2013
This article examines how students and teachers at a non-Orthodox Jewish day school in New York City negotiate the use of translation within the context of an institutionalized language policy that stresses the use of a sacred language over that of the vernacular. Specifically, this paper analyzes the negotiation of a Hebrew-only policy through the ethnographic examination of language choices during activities surrounding scripture study and prayer.
Updated: Sep. 11, 2013