By Elliot Goldberg
Are we doing all that we can to support the development of early childhood educators as teachers of the Jewish tradition? Previously, I’ve argued that the learning of rabbinics begins in Jewish early childhood education settings. Awareness of the place of rabbinics in the curriculum gives us an important new perspective about the education of our youngest learners. Strengthening our schools’ ability to use the rabbinic canon to deliver a strong Jewish experience requires additional steps.
I recently spent two days with the faculty of an early childhood center (ECC) embedded in a Jewish day school, as a part of the Legacy Heritage Instructional Leadership Institute of the Davidson Graduate School of Jewish Education at the Jewish Theological Seminary. The visit was part of a two-year initiative to strengthen the teaching and learning of rabbinics in the school. A portion of the visit focused on developing an approach for incorporating the learning of Mishnah Bava Kamma, chapter 3, which deals with an individual’s responsibility for damages caused by personal property in the public domain, into the students’ school experience.
As we studied together, the ECC faculty made connections between the Mishnah and themes that are a part of school life at the start of the school year, especially teaching values and routines about cleaning up at the end of an activity and putting away personal property. It was striking how many examples of case law from the Mishnah resonated with situations that arise in a school’s hallways and classrooms. Our conversation about the various pathways we could use to bring the rabbinic material that we had studied into the classroom (a topic about which I hope to share more in the future) generated excitement and enthusiasm.
As we worked, a teacher raised her hand and asked a wonderful and challenging question, “How will we find texts as we explore other topics later, when there is no one here to provide them for us?” Continue reading
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 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
By Ziva R. Hassenfeld
This year marked the beginning of an exciting new chapter in Jewish education. A few weeks ago, Prizmah, a new organization comprising the five major day school networks, held its first conference. Thousands of educators from across the country gathered to compare notes, share best practices, and chart the future of Jewish education in North America.
This moment represents an opportunity to take a fresh look at what day schools, regardless of their particular ideology, share: the study of Jewish texts, however defined. For the last 15 years, the Jewish Day School Standards and Benchmarks, developed by the William Davidson School of Education at JTS, have offered a clear picture of what it looks like to read Tanakh successfully. The first standard, for example, states that students will be “independent readers of the biblical text.” They should notice textual details and ambiguities, and will be able to “cite a text to prove a point opinion or claim.”
But how do we get students to that point? Continue reading