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
Do we need to cultivate the inner spiritual life of our Jewish educators, as Aryeh Ben David claims? Certainly we do. But as Ziva Reimer Hassenfeld has argued in response, based on recent empirical research at the Mandel Center for Studies in Jewish Education at Brandeis, many teachers already bring a passion for Judaism to their teaching. Passion is not enough. What those teachers need, she continues, is “the professional development necessary to foster skilled, reflective practitioners.”
I agree with Ziva’s argument, but I’ve also been thinking recently about another aspect of the issue. Sometimes passion is not enough—but sometimes it is too much. When a teacher demonstrates passion, when a class seems to get drawn into a focus on the teacher’s persona, does that inevitably threaten the boundaries between teacher and student? Does it interfere with learning? Is it simply too dangerous? Continue reading