What`s so hard about hevruta learning?

Transcript What`s so hard about hevruta learning?

Understanding the Complexity of Havruta Learning

The Directive

"Our future depends on our ability to provide children with opportunities to become 'different individuals'-individuals who know how to listen, who acknowledge and respect diverse points of view, who work with others to solve complex problems, and who can interpret and understand the world in increasingly complex ways." (294) -Mara Krechevsky & Ben Mardell, “Four Features of Learning in Groups” © Copyright 2009 by Orit Kent

Purposes of Session

Begin noticing complexity of havruta learning and all that it entails 2.

Develop language for talking about what we see taking place in havruta 3.

Three Partners of Havruta Text Study

Understanding havruta as a… Jewish

A historic Jewish approach that is now being used in modern settings

Interpretive Social Learning Practice

Based around meaning-making activity (not just summarizing or translating) Assumes learners are partners – working with, learning from and responsible to and for each other Not just techniques; potential for learning about oneself, the text, one’s partner and life; emphasizes learning through doing © Copyright 2009 by Orit Kent

Three Streams of Related Research

• Text interpretation and interpretive discussion, e.g. Sophie Haroutunian Gordon • Collaborative/Cooperative learning, e.g. Elizabeth Cohen • Classroom Discourse, e.g. Sarah Michaels, “accountable talk” © Copyright 2009 by Orit Kent

Background to Case

• 4th havruta meeting • Debbie: 2nd summer of DeLeT; attended Hebrew schools and Hebrew high school, majored in Jewish studies and attended seminary in Israel for 3 months • Laurie: 1st summer of DeLeT; attended Jewish day school for 9 years and took Jewish studies courses in college © Copyright 2009 by Orit Kent

Listening and Articulating

Definition

: paying attention to (can have multiple foci of attention)

Kinds

Listening and Articulating

Definition:

Expressing one’s ideas out-loud

Kinds:

•Thinking out loud, stream of consciousness of ideas, “exploratory talk” •Stating an interpretive idea in order to a. hone your idea, b. elicit a response, or, c. make a claim © Copyright 2009 by Orit Kent

Listening and Articulating in Havruta Person # 2 Listen Articulate Listen No one’s ideas are articulated clearly enough to work with them Articulate Person #2’s ideas take center stage Person #1’s ideas take center stage Ideas are verbalized but no space to reflect on them together Listen & Articulate Listen and Articulate

Take turns listening and articulating ideas

How do we listen to all three partners simultaneously?

Focusing and Wondering

FOCUSING: concentrating attention Often takes form of zeroing in on a particular idea or textual interpretation. Need this in order to deepen an interpretation and come to some conclusion about the meaning of the text. WONDERING: feeling curious “What does this text mean?” Often takes form of working on different ways of understanding the text. Questions are key. Need this in order to generate creative ideas and get lost in the text. © Copyright 2009 by Orit Kent

Supporting and Challenging

Definition:

•Helping one's havruta develop her ideas; we even support that with which we don't agree

Kinds:

•Supporting language: “hmm, I agree, etc.” •Moves to help develop partner’s idea: asking questions, offering supporting evidence •Implicit support by building on your partner’s idea © Copyright 2009 by Orit Kent

Supporting and Challenging

Definition:

•Question ideas on the table

Kinds:

How does this impact how we think about havruta?

• Six practices in dynamic relationship • Not just talk, but listening too • Questions are crucial and serve multiple roles • Useful to stop at various points and “take stock”/self-assess • Strong working relationship with partner is the key to navigating the tensions and balancing each other’s strengths and weaknesses © Copyright 2009 by Orit Kent

How does this impact teaching havruta?