Search results for: Havruta
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Relational Learning as a Foundation for Professional Development in Technology Integration for Jewish Educators
This study explores how the relationships between congregational school Jewish educators built during ongoing havruta (partner-based) text study can carry over into a professional relationship that is aimed toward learning to integrate technology. Participants cited multiple relational contexts as prominently supporting both text and technology learning.These relational building blocks formed a foundation for a rich, supportive community of Jewish educator-learners expanding pedagogy to include new technologies.
Updated: Jul. 11, 2019
This article presents original qualitative research applying paired text study, havruta learning, to the secular college classroom. I adapted this method to a first-year seminar in a public university and found that students perceived that havruta improved their abilities to verbalize their understandings through reading text aloud and debating one another, opened their eyes to new perspectives, engaged them in argumentation, and empowered them to take charge of learning.
Updated: Feb. 20, 2019
The January issue of Sh’ma Now explores the Jewish sensibility of “chavruta/learning partnerships – whether the traditional study method of the beit midrash could be applied to other arenas where we work in partnered ways. What might we draw and apply from the pedagogy of chavruta?
Updated: Feb. 13, 2019
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
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 False Promise of Group Harmony”: The Centrality of Challenging Practices in Teachers’ Professional Development
This article discusses an action research study of a week-long Summer Teachers Institute which immersed teachers in the study of Jewish historical and cultural texts. We investigate how this kind of cultural immersion created opportunities for transformative learning – the kind of learning that would not merely be the application of “new lessons,” but that would also help teachers reconceptualize their teaching practices regarding Jewish religion and culture. Our findings suggest that text study practices of challenging – in tandem with practices of supporting and voicing – were central in constructing a “relational learning community.” Such a community was a necessary condition for transformative learning.
Updated: Apr. 30, 2014
This article explores ways the hevruta methodology can function as a means for increasing student empowerment and autonomy through mutual interdependence. It also explores how this traditional learning method requires adaptation when applied to contemporary non-Orthodox Jewish educational settings.
Updated: Sep. 13, 2012
The Spring, 2012 issue of Jewish Educational Leadership explores the question of empowerment. Why? How? What are the boundaries? What are the benefits and dangers? What does empowerment look like in a Jewish school? In Jewish studies?
Updated: Sep. 13, 2012
Reading texts closely and discussing and interpreting them with others is a core and complex practice for learners of many ages, in many contexts. In this article, the authors present a pedagogical framework for reading texts with others, 'havruta inspired pedagogy'. The framework is comprised of three overlapping domains: teaching structures, teaching stance and teaching and learning practices.
Updated: Apr. 02, 2012