Learning about Learning

Jack, Joseph and Morton Mandel Center for Studies in Jewish Education, Brandeis University

Tag: learning (page 4 of 5)

When General Education Research Informs the Teaching of Sacred Text

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

Learning How Jews Think: How Educators Conceptualize the Study of Rabbinics

By Arielle Levites

As part of a larger study of student understandings of rabbinics—what it is, how it is learned, and what it’s for—it was clear to the research team that it would be important to include the voices of day school educators who teach rabbinics. We interviewed ten educators, including those who teach rabbinics and those who supervise its teaching. We sought diversity by denomination (of the school and its students), geography, perceived sophistication of the school’s curricular approach by the standards and benchmarks team, and the educator’s pre-service preparation (rabbinic ordination, graduate level study of education, academic study of rabbinic text). We asked them how they conceptualized rabbinics and what understandings they wanted to develop in their students.

The educators we spoke with respected the complexity of rabbinic texts and the possibility that one could teach for multiple understandings. Yet when asked what understandings they prioritized in their teaching, almost everyone emphasized promoting an understanding of rabbinics as a model for reasoning and ethical decision making. Continue reading

Creating a Pedagogical Vision for Tanakh Education

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

Cultivating Dispositions while Learning to Read Talmud

Today we hear from Jane Kanarek (Hebrew College) who, with  Marjorie Lehman (JTS), led the Mandel Center’s Learning to Read Talmud project. In June, they convened ten scholars of rabbinic literature to reflect on how students learn to read Talmud. Here, Jane considers how learning to read Talmud can cultivate certain dispositions in students.

In its simplest and most straightforward sense, learning to read means learning to decode. It involves learning to assemble letters into words, words into sentences, and sentences into paragraphs. Of course, this understanding of reading is far too narrow. First, it ignores the blog post block quoteimportance of sense-making, of forming some kind of coherent understanding of these different words, sentences, and paragraphs. Second, it elides the fact that learning to read is not a linear process.

Continue reading

On the Scholarly Dimensions of Teaching Talmud


Today we hear from Marjorie Lehman (JTS) who, with Jane Kanarek (Hebrew College), led the Mandel Center’s Learning to Read Talmud project. In June, they convened ten scholars of rabbinic literature to reflect on how students learn to read Talmud. Here, she shares some of the questions about teaching and learning that surfaced.

2016-6-28 Lehman PQScholars in the field of Talmud and Rabbinics who also teach rarely have an opportunity to reflect, analyze, and discuss their successes and challenges in the classroom. While we attend academic conferences to discuss our work, and publish research in books and articles, we spend little time learning from one another about what we do in our courses or reflecting together on how the pedagogical decisions we make affect the learning outcomes of our students.

All of us spend a great deal of time preparing to teach our students how to read rabbinic texts. We articulate goals based on the teaching contexts in which we find ourselves, think about appropriate assignments, and examine what we can learn about our students’ abilities from them, but we tend not to gather to discuss our pedagogy–as important as it is. Furthermore, few of us ever take on the task of writing about how we translate our scholarship into teaching, or of reflecting on the extent to which teaching well and researching well do—or do not—inform one another. Continue reading

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