Jewish Portal of
Teacher Education
The online resource of pedagogical and academic content on teaching and Jewish education
Search results for: Learning theory
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Advancing the Learning Agenda in Jewish Education (2018), coedited by Jon Levisohn and Jeffrey Kress, is an exhortation to our field and a strong step forward toward creating the agenda they wish to see. From the very title, Levisohn and Kress make their aim explicit: they want their audience, the scholars, policymakers, and stakeholders in Jewish education, to take the next step in improving our field by putting learning higher on our agenda. They contend that for all the efforts in the past 30 years to reinvigorate Jewish education through new organizations, materials, and pedagogical approaches, stakeholders (including researchers) have paid insufficient attention to what they call “the learning agenda.”
Published: 2020
Updated: Sep. 09, 2020
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In spite of its successes in the field of education, Finland has chosen to adopt an educational system conceived in Israel. The program, conceived and developed by Professor Reuven Feuerstein, focuses on imparting cognitive and learning abilities and has already been implemented in hundreds of schools and education and training institutions in Israel and in 40 countries including the US, Holland, France, Brazil and Indonesia.
Published: 2012
Updated: Jun. 14, 2012
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Modern educational scholarship has not substantially investigated the learning practice of havruta, paired study and focused conversation around classical Jewish texts. In this article, the author analyzes videotapes and transcripts of real-life havruta interactions and proposes a theory of havruta learning as composed of three pairs of core practices: listening and articulating; wondering and focusing; and supporting and challenging. Through a close analysis of one particular havruta session, the author illustrates and probes the havruta practices and the ways in which they can give rise to generative, textually grounded interpretive discussions of classical Jewish texts. This theory may also be a helpful lens for both studying and elucidating text-based discussions of other kinds of texts in small and large group settings.
Published: 2010
Updated: Dec. 22, 2010