Havruta Inspired Pedagogy: Fostering An Ecology of Learning for Closely Studying Texts with Others

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dc.contributor.author Cook, Allison
dc.contributor.author Kent, Orit
dc.date.accessioned 2016-12-21T21:37:20Z
dc.date.available 2016-12-21T21:37:20Z
dc.date.issued 2012
dc.identifier.citation Kent, Orit and Allison Cook (Forthcoming, 2012). "Havruta Inspired Pedagogy: Fostering An Ecology of Learning for Closely Studying Texts with Others." Journal of Jewish Education. [Preprint-PDF]
dc.identifier.uri http://hdl.handle.net/10192/33194
dc.description.abstract Reading texts closely and discussing and interpreting them with others is a core and complex practice for learners of many ages, in many contexts. In this article, we present a pedagogical framework for reading texts with others, "havruta inspired pedagogy." The framework is comprised of three overlapping domains: teaching structures, teaching stance and teaching and learning practices. We define each of these domains and illustrate through teachers' words and classroom practices how teachers in one context work within these domains to support rich student text-learning experiences. This conceptual framework grows out of a year-long program of design research at a Jewish supplementary school and our ongoing documentation and analysis of how teachers implemented their professional development learning in their K-7 classrooms. The pedagogical framework is a conceptual evolution of earlier work and is applicable not only to havruta dyads, but also to small group and whole group lessons and discussions.
dc.language English
dc.language.iso en
dc.publisher Routledge
dc.rights Copyright by Orit Kent & Allison Cook 2012
dc.subject havruta study
dc.subject pedagogy of Jewish studies
dc.subject Tanakh
dc.subject Jewish text study
dc.subject Jewish texts
dc.title Havruta Inspired Pedagogy: Fostering An Ecology of Learning for Closely Studying Texts with Others
dc.type Article


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