By Orit Kent and Allison Cook
What do we mean by teaching and learning? What do (we want) people (to) learn? And how do they learn both subject matter and values, ways of being in the world? Orit Kent and Allison Cook, co-founders of Pedagogy of Partnership, look at how teaching and learning happens in relationships — particularly in the context of student relationships and Torah learning. They aim to expand our understanding of what education is through the process of relationship-centered learning.
Imagine the following day school scene:
Morah Rebecca: “OK guys, time to wrap up your discussions!”
Fourth-graders shouting: “No! We are having SUCH a good Torah discussion. Can we have a few more minutes? Pleeeeaaase?”
Morah Rebecca: “This is the third time I’ve tried to wrap up. It is wonderful the discussions you are having. I’m hearing some great theories on the possible meanings of the word ‘yifga’enu’ [He will strike us] and who exactly the ‘us’ can be referring to and also about Pharaoh’s possible motivations in these psukim [Torah verses]. I’m putting on a timer: two more minutes, and that is really it! We have to come together to do the wrap-up and then you have to go to gym.”
This scene happens often in this fourth-grade Jewish studies classroom. Amazingly, these fourth-graders do not want their Torah discussions to end — they will choose to miss parts of recess, lunch and gym so that they can have a few more minutes in class. They have been learning Torah through the Pedagogy of Partnership (PoP), a student-centered approach for developing specific attitudes and skills to learn in relationship with Torah and with peers.
By Charlotte Abramson and Rabbi Sheryl Katzman
Building on 13 years of experience designing standards-based curriculum in TaNaKH, the Jewish Day School Standards and Benchmarks Project (now the Legacy Heritage Instructional Leadership Institute) of the William Davidson School of Jewish Education at the Jewish Theological Seminary of America, launched the Rabbinics Initiative to develop a compendium of standards and benchmarks for the teaching and learning of rabbinics. We began the process at our February 2014 advisory board meeting entitled A Collaboration of the Academy and the Field.
We brought together teachers, scholars and the leadership of the day school associations. Practitioners shared experience from the classroom and their knowledge of children. They represented schools from grades K-12 and a broad spectrum of religious affiliations. By design, they pushed the group to see the faces of diverse learners. Scholars from the fields of Jewish education and rabbinic literature supported the work and ensured that we remained authentic to the disciplines of rabbinics and education.
Inviting Jewish education scholars created a bridge between the field and the academy that had immediate impact on the work of developing standards and benchmarks for Jewish Day Schools. Inspired by their participation in the Rabbinics Initiative, the Davidson School and the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education at Brandeis University launched a partnership to develop a research project, Students’ Understanding of Rabbinics. The project brought the experiences of students to the forefront of our deliberation in new and invaluable ways during the writing and initial implementation phases of our work. During the initial writing phase, the voices of the students represented in the study helped us develop criteria to select which standards to develop. Those voices reminded the pilot schools to place student at the center when selecting standards to guide the development of their curriculum.
We had some trepidation about sharing this research with our schools. Continue reading
This post, by Diane Tickton Schuster, is based on her talk at the Mandel Center’s Conference on Transformative Jewish Education. She is a visiting senior research fellow at Hebrew Union College in Los Angeles.
The Conference on Transformative Jewish Education gave me a special opportunity to revisit conversations about this topic that several colleagues and I began in the early 2000s. It also provided me with a glimpse into the kinds of innovative educational programs that have recently emerged—exciting and creative programs that have the potential to build on the insights gleaned from research. Continue reading
By Sivan Zakai and Hannah Tobin Cohen
Imagine you’re playing in the Super Bowl. Would you rather have the encouragement of an enthusiastic cheerleader or the guidance of a skilled coach?
The field of Israel education is crowded with cheerleaders. Believing that it is their responsibility to champion Israel, teachers and parents aim to instill in young children positive feelings toward the Jewish state, in the hope that they will be protected from bad press and negative feelings about Israel as they grow older. The only problem: It’s not a winning strategy. Continue reading
Renee Rubin Ross, program officer at the Jim Joseph Foundation and former Mandel Center post-doctoral fellow, contributes today’s guest post.
Through the Jim Joseph Foundation’s investments in Hebrew Union College—Jewish Institute of Religion (HUC), The Jewish Theological Seminary, Yeshiva University, the Day School Leadership for Teaching (DeLeT) program, and the Jewish New Teacher Project, the Foundation has invested millions of dollars in educator training and support. The rationale behind this is straightforward: more well-trained and supported teachers and educators will lead to more effective and compelling learning experiences for young Jews, the central goal of the Foundation.
Strengthening teacher training and support has a number of elements, as two presentations at last month’s annual conference of the Network for Research in Jewish Education (NJRE) suggest. Continue reading