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Search Results for 'Pedagogy' (Keyword)
154 items found 1 / 16 Go to page 
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1   |   From section Formal Education
Teaching Sacred Texts in the Classroom: The Pedagogy of Transmission and the Pedagogy of Interpretive Facilitation
Empirical research in Jewish education has found almost exclusive use of transmission pedagogy among Jewish studies teachers. This study hoped to fill out the empirical landscape by studying Jewish studies teachers who prioritize student-driven interpretation. It followed six Jewish studies teachers in four different Jewish elementary schools who all professed a commitment to student-driven textual interpretation. It found that in such classrooms there was a clear pattern of teaching moves. This article offers a detailed portrait of the previously undocumented Jewish studies pedagogy, interpretive facilitation.
Publication Year: 2017    |    Updated in JTEC: November 22, 2017
2   |   From section Formal Education
What Really Matters in Synagogue Education: A Comparative Case Study of a Conventional School and an Alternative Program
This article examines case studies of two part-time synagogue education programs, a conventional “Hebrew School” and an alternative program modeled after Jewish summer camp. Using the lens of teaching of Bible to children in Grades 3–5, the study provides insight into similarities and differences between the two types of programs and the impact of the program structure on the proliferation and/or staying power of one or the other.
Publication Year: 2017    |    Updated in JTEC: November 22, 2017
3   |   From section Trends in Jewish Education
HaYidion - Prizmah's Journal of Jewish Education: Differentiation
Jewish day schools want every child to succeed in their learning and social-emotional development. How can schools accomplish those lofty goals while teaching many students in the same classroom? This issue of Hayidion explores that conundrum and showcases various ways that learning can be differentiated to meet the needs, capacities, and interests of different students. Articles address differentiation within the classroom, and supporting teachers to learn, transition to, and apply methods of differentiation. Authors discuss the "how-to" as well as the larger goals and vision.
Publication Year: 2018    |    Updated in JTEC: October 30, 2017
4   |   From section Teacher Education
Request for Proposals – Bringing Ayeka Soulful Education to Jewish Day Schools
Author . Ayeka
The AVI CHAI, Kohelet, and Mayberg Foundations are excited to announce their sponsorship of a 2-year partnership with Ayeka and four select Jewish day schools, beginning January, 2018. The purpose of this RFP is to solicit requests from Jewish day school leadership who are interested in transforming their school’s Judaic Studies faculty through Soulful Education training by Ayeka professional staff.
Publication Year: 2017    |    Updated in JTEC: October 3, 2017
5   |   From section Trends in Jewish Education
What Does It Take to Engage Our Students?
Studies suggest that even when students have above-average intelligence and come from families of high socioeconomic status, they will experience increased anxiety and anger and decreased academic achievement when they feel disengaged from learning. All the more astonishing is that engagement in learning is on the steady decline from entry into kindergarten and through high school, with children sometimes showing signs of disengagement as early as first grade. How do we take this ivory tower research and make sense of it within our Jewish educational system? How can we provide a Jewish education that fosters engagement, enthusiasm, psychological investment, rather than compliance – or even worse – rejection?
Publication Year: 2017    |    Updated in JTEC: September 13, 2017
6   |   From section Formal Education
A ‘Dybbuk Model’ for Holocaust Pedagogy: The Case of the Distribution of Ka-Tzetnik’s Books
Between 1990 and 2001, the Israeli Ministry of Education freely distributed to students countless copies of the books written by Holocaust author Ka-Tzetnik. This educational project has never been researched and, despite its magnitude and uniqueness, it has abruptly disappeared from public awareness as if it had never been carried out. The motivations that stand behind this initiative and the lessons it teaches about Holocaust pedagogy are the focus of this article.
Publication Year: 2017    |    Updated in JTEC: September 6, 2017
7   |   From section Conferences & Events
Center for Judaic Studies Seminar in Hebrew Pedagogy
The 2017 (October 20-22) Seminar in Hebrew Pedagogy of the University of Denver & Middlebury Language Schools is a weekend seminar on topics in Hebrew language pedagogy, featuring national scholars from a variety of specializations. The seminar’s theme this year is The Hebrew Lesson Plan: Maximizing Acquisition and Culture-Based Pedagogy. Some hands-on workshops/small groups’ work are planned during the seminar. Depending on the number of registrants and the age groups they teach, the presentations and the workshops will be tailored to address varied needs. As in past seminars, the objective of the seminar is to provide you with practical tools that can be applied to and incorporated into the classroom following the seminar.
Publication Year: 2017    |    Updated in JTEC: September 5, 2017
8   |   From section Learning Resources
Education with NLI (National Library of Israel)
Education with NLI (National Library of Israel) is a core project of Gesher L'Europa, a joint initiative of the National Library of Israel and the Rothschild Foundation (Hanadiv) Europe. The National Library of Israel houses millions of cultural and traditional treasures that should be shared with educators and learners throughout the Jewish world.
Publication Year: 2017    |    Updated in JTEC: July 17, 2017
9   |   From section Learning Resources
IWitness360 – The Power of Testimony and Virtual Reality
IWitness360 brings together individual testimonies and virtual reality (VR) film to promote empathy, among other positive educational outcomes. IWitness testimony-based activities and resources are effective in building the capacity for empathy, deepening learning, developing digital literacy skills and enhancing educational outcomes. Emerging VR research points to VR films as also having the potential to increase empathy. New IWitness360 activities are being developed to explore the combined power of testimony and VR to increase empathy and achieve other Social Emotional Learning outcomes.
Publication Year: 2017    |    Updated in JTEC: July 17, 2017
10   |   From section Trends in Jewish Education
Theocracy and Pedagogy: Public Education in a “Postsecular” Israel
The return of religion and religiosity, on almost all social, cultural, and political fronts, has informed the academic agenda of the last decade. It is marked by a growing scholarly use of the concept of the “postsecular.” Against this background, this article brings the concept of the postsecular to bear on the transformation of contemporary Jewish national education in Israel. Its main argument is that the arrangements currently on display between secular and sacral notions in national Jewish education illustrate the rise of a new theocratic vision for Israel. This neoreligious thrust challenges the former interplay between secular and religious notions, which has served as the basis for Jewish national (i.e., Zionist) education. The article also places the notion of a postsecular emergent society within a particular social and political context, pointing to a broader and much richer phenomenon than hitherto suggested.
Publication Year: 2017    |    Updated in JTEC: July 18, 2017
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