By Ziva R. Hassenfeld
This post was originally published by The Wexner Foundation.
“Teachers cannot create and sustain the conditions for the productive development of children if those conditions do not exist for teachers,” wrote Seymour B. Sarason, Yale professor and psychologist. Sarason points out a truth that is self-evident to most teachers, and, upon reflection, applicable to all of us: We cannot teach what we are not actively engaged in. If we wish to develop our students with a curiosity, inquiry, and proclivity towards the critical thinking that propels learning, then we must provide teachers with the opportunity to be curious, inquire, and think critically.
By Ziva R. Hassenfeld
My toddler and I were outside of our house, drawing on the sidewalk with chalk, as we often do while my husband puts our baby to sleep. Out of nowhere, after weeks of drawing tic-tac-toe boards and hopscotch courts, my daughter drew two circles, connected them with a line, and said, “Look, Mama! It’s a car!”
In that moment, I experienced a new kind of parental joy. My child, unprompted, had reproduced a key illustration of my most beloved scholar’s work, an idea which sits at the center of my research.
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 Ziva R. Hassenfeld
In her recent piece on Mechon Hadar’s new Standards for Fluency in Jewish Text and Practice, Lisa Exler advocates for an approach that emphasizes student collaboration when studying Jewish texts in havruta. She suggests that the standards, alongside appropriate teaching techniques, “can transform classrooms and schools, empowering students to own their relationships to Jewish texts and to one another.” This is a powerful and compelling vision of successful Jewish text education, but even as Exler emphasizes the importance of collaboration, she ultimately treats the process of textual interpretation as an individual project. In her view, havruta is a sounding board one uses to clarify one’s own ideas.
But discussing texts with peers is not simply an opportunity to exchange interpretations, rather it is an opportunity to construct interpretations. Ideas about text come into being through talk, contingent on the dialogue that unfolds, and collectively constructed and reconstructed in the course of discussion (Aukerman, 2015).
I saw this in action in a second grade classroom I observed recently. Continue reading
By Rafi Cashman
We in the Jewish education community are really beginning to dive into general education research when it comes to teaching (and learning) sacred text. The Mandel Center’s recent two-day conference on developing independent readers of Tanach was a wonderful experience of how productive such a gathering can be—especially when conducted with a group of talented, thoughtful and committed educators. I entered the conference having spent the last three years with the Tanach PLC at my school trying to use the research on early literacy and reading complex texts to inform our teaching practices in the middle school. But our group felt as though we were doing this work alone, and encountering a larger body of research that we weren’t always sure how to apply. I left the conference with deeper knowledge, a series of new questions, a new community of practice, and new ways for thinking about the relationship between literacy research and the teaching of Tanach. Continue reading