Search results for: Constructivism
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This study examined the experiences of teachers in a Jewish early childhood center implementing constructivist theory and pedagogy through a Reggio Emilia-inspired model. Constructivist practices were described through interviews, surveys, classroom documentation, and observations.
Updated: Jan. 30, 2019
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
Teaching Sacred Texts in the Classroom: The Pedagogy of Transmission and the Pedagogy of Interpretive Facilitation
Empirical research in Jewish education has found almost exclusive use of transmission pedagogy among Jewish studies teachers. This study hoped to fill out the empirical landscape by studying Jewish studies teachers who prioritize student-driven interpretation. It followed six Jewish studies teachers in four different Jewish elementary schools who all professed a commitment to student-driven textual interpretation. It found that in such classrooms there was a clear pattern of teaching moves. This article offers a detailed portrait of the previously undocumented Jewish studies pedagogy, interpretive facilitation.
Updated: Nov. 15, 2017
Online programs are becoming more ubiquitous in higher education; however, there has been a lack of research on the merit of this style of educating. Using the concept of constructivism as a framework, the idea that individuals construct their own understanding of world experiences, the authors generated a case study to explore the efficacy of teaching “havruta study,” text analysis in student pairs with instructor facilitation, in an online format. Findings suggest that, through careful consideration of communication styles and student needs, highly interactive in-house courses can be adapted to online settings.
Updated: Nov. 09, 2017
The six apps reviewed here exemplify best practices in the nascent field of Holocaust education apps, particularly those that illustrate a constructivist approach, one that places students at the center of the educational experience and encourages active learning. Interacting with survivors in the classroom and online has provided students with this opportunity until now, but as the witnesses pass away, teachers can turn to digital technology to offer another form of interactive engagement. Designed for today’s generation, these apps reflect our awareness that knowledge is constructed from and shaped by experience.
Updated: Mar. 02, 2016
The Kohelet Foundation announces the creation of the Yeshiva Lab School (YLS). Rooted in a constructivist model of education, YLS hopes to advance the Jewish day school field by employing replicable, empirically supported and developmentally appropriate methods of pedagogy. To meet the needs of the growing Orthodox community, this school will also be the first philosophically Modern Orthodox elementary school in the Philadelphia area.
Updated: Nov. 12, 2014
Previously, I argued for the importance of Jewish literacy as providing a richer and more powerful framework for discussion of the mission of Jewish day schools, compared with the prevalent emphasis on Jewish. Here I’d like to expand upon that idea to explore ways that Jewish literacy can lead to new, creative forms of Jewish action, through embracing contemporary modes of learning. In a technological reality that literally puts virtually everything that can be known into the palm of your hand, the traditional memory-based learning model is becoming less relevant. What emerges instead is the great opportunity to emphasize the application of knowledge, ideally in ways that foster collaboration, draw on creativity, and bring about positive change and lasting good.
Updated: May. 29, 2014