Search results for: Talmud studies
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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
This past summer I directed an immersive Talmud Fellowship program for high school women at Drisha, and over the course of a very intensive five weeks, I came to realize that the traditional Jewish learning culture may be more powerful than ever as a force to combat the pernicious effects of technology, and enhance its benefits. Certain aspects of the “old school” way of learning are uniquely equipped to address the new challenges that confront us and in that way, are themselves revolutionary. I will focus on three aspects of that learning.
Updated: Feb. 12, 2018
While rabbinic texts have long played a central role in the development of contemporary Judaisms and Jewish day school curricula, we don’t know very much about students’ learning. While we have some sense of what teachers and other experts think constitutes an understanding of rabbinics (Levisohn 2010, and Kanarek and Lehman 2016), there is little data about what students actually know about or are able to do with particular texts, or what sense they make of rabbinics as a whole. In the spring of 2017, as part of the Mandel Center’s Students’ Understanding of Rabbinics project, we interviewed twenty students recruited from two Jewish community day high schools about their study of rabbinics.
Updated: Nov. 09, 2017
Congratulations to the 2016-2017 Educational Partnership Initiative cohort for a fruitful school year! Starting in 2014, Sefaria launched the Partnership to invite teachers of Torah to formally be part of building Sefaria. The initiative, which began with four day schools and 100 students, was created to: (1) help teachers harness digital tools effectively and improve pedagogy around Jewish texts; and (2) provide Sefaria with a cohort of educators who use Sefaria in the classroom and deliver feedback on product development and refinement. This past school year, the program directly served 19 day schools, along with nine communal institutions, and reached more than 1,000 students.
Updated: Jul. 12, 2017
The Herzog College in The Etzion Bloc invites Jewish teachers and school principals from all over Europe to participate in our summer seminar in Vienna on July 16-24, 2017. This seminar is the first step in implementing our broad vision creating an academic credited program for Diaspora teachers. The seminar is aimed at enriching the participants' toolbox in teaching Judaism and pedagogy. Academic credits will be awarded to seminar participants who complete course requirements. The seminar will be held at Maria – Theresia's Castle in English and French as well as in Ivrit subject to demand.
Updated: Jun. 05, 2017
As part of a larger study of student understandings of rabbinics—what it is, how it is learned, and what it’s for—it was clear to the research team that it would be important to include the voices of day school educators who teach rabbinics. We interviewed ten educators, including those who teach rabbinics and those who supervise its teaching.
Updated: May. 03, 2017
HESBER develops educational resources that are designed for enhancing Torah study of all ages. With materials designed for middle schools, high schools, and adult learning, HESBER aims to create a completely integrated, homogeneous and comprehensive curricular series spanning from elementary/middle school all the way through high school.
Updated: Apr. 26, 2017
Gemara Academy is an online program that is meant to be used by teachers and/or students for teaching and learning gemara. Gemara Academy utilizes technology to visually engage students with flowcharts, animations, and quizzes that transform the classroom. Instead of competing for a student’s attention, Gemara Academy takes advantage of technology to bring the gemara text to life.
Updated: Mar. 07, 2017
As of this week, Sefaria, the organization that is assembling a free library of Jewish texts online, is making available the William Davidson Talmud, the first free Creative Commons-licensed digital edition of the Babylonian Talmud. On behalf of the public, Sefaria has secured rights to Rabbi Adin Steinsaltz Even Israel’s complete Modern Hebrew and English translations of the Talmud from the Koren Talmud Bavli. Their website, sefaria.org, features the traditional commentaries interlinked, and linked to other texts in the Jewish canon.
Updated: Feb. 15, 2017