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Section archive - Formal Education

Page 9/38 378 items
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81
Hebrew for What?: Hebrew at the Heart of Jewish Day Schools
Authors: Prager Yossi
The AVI CHAI Foundation is delighted to release a new research report by Dr. Alex Pomson and Dr. Jack Wertheimer on the teaching of Hebrew language in Jewish day schools. As a foundation that has devoted significant energy and tens of millions of dollars toward Hebrew teaching and learning, we see a number of opportunities for future action emerging from the report. We hope that the reflections below will be helpful to others who share a passion for producing a new generation fluent in the texts and language of the Jewish people.
Published: 2017
Updated: Apr. 05, 2017
82
The Parent Perspective: Disabilities and Jewish Day Schools
Authors: Uhrman Abigail L.
The following study describes the experiences of parents with a child with a disability in Jewish day schools. The findings suggest marked differences in the experiences of parents whose child was able to remain in the day school and those who left as a result of their child’s disability. In the latter group, the themes of loneliness and marginalization were common. Although parents hoped to feel included in the Jewish community—with Jewish day school an important expression of this desire and commitment—many found few appropriate programs and services and a general lack of awareness of and sensitivity to disability issues in the Jewish community.
Published: 2017
Updated: Mar. 07, 2017
83
Teaching the Whole Child by Evaluating Students’ Voices
Authors: Lipsky Eliana
To teach the “whole child” necessitates that we understand that child, including being attentive to who she is and wants to be throughout her time in school. It follows that hearing the student voice should play a significant role in studying texts. After conducting a one-year qualitative, collaborative action research study in one Modern Orthodox Humash class, my data show that giving students opportunities to dialogue authentically with parshanim (classical commentaries) and the teacher is essential to teaching the whole child, especially in a religious studies class.
Published: 2016
Updated: Mar. 07, 2017
84
Ethical Dilemmas: The Right Answer, or the Right Answer for Me?
Authors: Lipman Matthew
The use of ethical dilemmas is a wonderful way to engage students with the rich nature of Jewish texts but of equal importance is the way they can be used to challenge them to develop critical thinking and the ability to defend a position which is reflective of their own values. There are many creative ways to present the dilemmas, many of them are presented in popular culture and then used as a platform to develop arguments for and against. Some of the potential topics that could be taught in the context of an ethical dilemmas class include: abortion, capital punishment, organ donation, allocation of scarce resources, etc. – the list is almost inexhaustible. Below I describe some sample core questions, issues and sources related to the topic of triage.
Published: 2016
Updated: Mar. 07, 2017
85
How Do I Provide More Opportunities for My Students to Speak Hebrew Inside and Outside the Classroom?
Authors: Heyman Hadas
As a Hebrew language teacher, I’ve always asked myself this question over and over again. My students spend a short amount of time in my class every day, and this time is so precious and valuable. Every second should be planned effectively. My students know that wasting time is a big pet peeve of mine. There is time to write, read, use technology tools to enhance students’ learning, ask questions, discuss, work in a small group or with a partner and also to play games. As teachers, we want to make sure that our students use the new gained skills outside our classroom. How can I do this in my Hebrew class? What are some good ways to encourage my students to converse in Hebrew and become more proficient in speaking the language?
Published: 2017
Updated: Mar. 01, 2017
86
Whole Child Growth Through Jewish Integrated Learning
Authors: Milder Rebecca
At the Jewish Enrichment Center, children involve their whole selves in Jewish learning: they dive into a Jewish text with peers, and wrestle, refine, and recreate their own personalized meaning through creative, in-depth projects which unfold over several months. The teaching modality we use is called integrated learning, in which children grapple with a complex question or idea for an extended period. As they work, children explore text and their relationship with text, wrestle with peers’ varied responses and our tradition, while practicing essential life skills, such as cooperation, engagement with diverse perspectives, and resilience. The projects are not supplemental to the learning, but the projects are the path through which children learn. This article will describe our third through fifth children’s exploration of the driving question, “What is berakhah?,” with insight into how the project process builds children’s Jewish knowledge as well as social-emotional skills.
Published: 2016
Updated: Mar. 01, 2017
87
Call for Proposals for Hayidion: Summer Homework
Authors: Rabin Elliott
Prizmah's publication, Hayidion, invites you or a colleague to submit an article proposal for its summer issue. The theme of the issue is Summer Homework. Article topics may include, but are not limited, to the following topics: issues surrounding summer homework for students; summer enrichment; continuing Jewish behaviors and learning, including tefillah and middot; the 'summer slide': how real, how serious; connecting camp and school.
Published: 2017
Updated: Feb. 22, 2017
88
Learning to Read Hebrew in a Jewish Community School: Learners' Experiences and Perception
Authors: Walters Sue
This paper presents findings from a qualitative study conducted in a large Reform Jewish Sunday school in the UK. It focuses on learners’ experiences and perceptions of learning to read Hebrew in the school as well as in the other sites in which they were learning to read. These experiences and perceptions are neglected in other research accounts. The findings reveal important insights into learners’ experiences, enjoyments, frustrations and expectations regarding both the purposes and the processes of learning to read in Hebrew and raise issues about learning and teaching. The findings contribute to wider debates about literacy and learning to read and address questions raised in the literature concerning what children do with, and make of, the language learning they experience in their community school setting.
Published: 2017
Updated: Feb. 22, 2017
89
What Are the Goals of Kindergarten? Teachers’ Beliefs and Their Perceptions of the Beliefs of Parents and of Agents of the Education System
Authors: Aram Dorit, Sverdlov Aviva
The study examined the beliefs of kindergarten teachers (K-teachers) regarding the goals of kindergarten. We asked K-teachers to reflect on their own beliefs, their understanding of parents’ beliefs, and their understanding of the beliefs that guide agents of the education system. We further examined differences between K-teachers based on the type of kindergarten in which they worked (religious or secular) and the socioeconomic status of children’s families (middle-high or middle-low). A total of 120 K-teachers responded to closed questionnaires, and 12 teachers also participated in a semistructured interview.
Published: 2016
Updated: Feb. 22, 2017
90
Jewish Educational Leadership. Winter, 2016 – Teaching the Whole Child
Authors: Lookstein Center for Jewish Education in the Diaspora – Bar Ilan University
There is no automatic translation of Torah text study from an academic enterprise to a life-guide. I interviewed dozens, if not hundreds of students exiting elementary school all of whom wanted to demonstrate their proficiency in Talmud. They could recite the various opinions of the sages as well as a range of commentaries, but when I asked them to describe what they would do if they found a lost object in the hallway I was met with a glazed stare. That basic translation into real life had simply not been part of the learning. How many students have studied the laws of mourning but have no idea what to say when entering a shiva home? It is these questions that are at the core of this issue of the journal. How can we transform the classroom into a place of discovery that can help ensure that the student is not just covering the material and learning the information but is growing as a person on the path to healthy, Jewish adulthood?
Published: 2016
Updated: Feb. 08, 2017
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