Havruta: An old method of paired learning
Havruta is a Hebrew word that comes from the same root as the word for 'friend.' This kind of learning involves a deeper partnership in learning than typical paired work in a classroom.
Orit Kent of Brandeis University is one of the first to study this type of learning.
http://jewishvalueswebcase.org/
I'm still working out what the activity will look like in my classroom, but I hope to build the skills defined by Orit Kent. These skills are applicable beyond Havruta learning and, for the greatest effect, should be taught and practiced throughout the year. This might sound like a time-sucker when we have standards to teach, but in the end, these skills will help your class run smoothly and your students will use these skills for a lifetime.
Determine Structure
Choose Texts:
It's ideal to have shorter texts so students can focus on thinking skills.
Have a source sheet with questions to guide learning and thought, but remind students they can wander
Choose a text that has deeper meaning or something that will cause a struggle. Good texts should be difficult!
Set Goals
Have clear tasks and goals prepared (standards-based teaching!)
Foster independence, encourage students to take on the task on their own. In fact, cultivate an interdependence.
Pairs of skills:
1) Listening + Articulating = the engine
2) Wondering + Focusing = steering
3) Supporting + Challenging = accelerator and breaks
1) Listening is back and forth. When do students know that their partner is listening? Using eye contact, reframing ideas in questions, using clarifying questions, restraint and no interruption, leaving space for response
Articulating is clarity in stating an idea, I think..., How did you get there? Using Bloom's taxonomy of questions, silence (pause for thought), self-awareness, What is an example of that situation?
2) Wondering is the confidence to be wrong, thinking about other possibilities, "What about this option?," That reminds me of..., How does this apply to modern day?, anything that veers off course
Focusing is narrowing down thoughts, limiting, "Let's stick to the text," "five more minutes," staying on course, show me where this happens in the text
3) Supporting is "Tell me more," "that's awesome," backing up partner's thoughts with evidence, connecting and reinforcing an idea, affirming and identifying
Challenging is playing devil's advocate, "I see where you're coming from, but...," "Where is your evidence?" and pushing your partner to improve
Activity ideas:
Remember to set up the environment first
Havruta will be successful if the environment is set up, clear, and practiced!
Orit Kent of Brandeis University is one of the first to study this type of learning.
http://jewishvalueswebcase.org/
I'm still working out what the activity will look like in my classroom, but I hope to build the skills defined by Orit Kent. These skills are applicable beyond Havruta learning and, for the greatest effect, should be taught and practiced throughout the year. This might sound like a time-sucker when we have standards to teach, but in the end, these skills will help your class run smoothly and your students will use these skills for a lifetime.
Determine Structure
- How will desks be set up?
- Will students choose their havruta?
- Will students change havruta throughout the year?
- Decide the timing--how long will students be able to focus on the task and how much time will students need to flesh out the assignment?
Choose Texts:
It's ideal to have shorter texts so students can focus on thinking skills.
Have a source sheet with questions to guide learning and thought, but remind students they can wander
Choose a text that has deeper meaning or something that will cause a struggle. Good texts should be difficult!
Set Goals
Have clear tasks and goals prepared (standards-based teaching!)
Foster independence, encourage students to take on the task on their own. In fact, cultivate an interdependence.
Pairs of skills:
1) Listening + Articulating = the engine
2) Wondering + Focusing = steering
3) Supporting + Challenging = accelerator and breaks
1) Listening is back and forth. When do students know that their partner is listening? Using eye contact, reframing ideas in questions, using clarifying questions, restraint and no interruption, leaving space for response
Articulating is clarity in stating an idea, I think..., How did you get there? Using Bloom's taxonomy of questions, silence (pause for thought), self-awareness, What is an example of that situation?
2) Wondering is the confidence to be wrong, thinking about other possibilities, "What about this option?," That reminds me of..., How does this apply to modern day?, anything that veers off course
Focusing is narrowing down thoughts, limiting, "Let's stick to the text," "five more minutes," staying on course, show me where this happens in the text
3) Supporting is "Tell me more," "that's awesome," backing up partner's thoughts with evidence, connecting and reinforcing an idea, affirming and identifying
Challenging is playing devil's advocate, "I see where you're coming from, but...," "Where is your evidence?" and pushing your partner to improve
Activity ideas:
- Lead a discussion on what each of these skills mean and leave the poster of answers hanging
- Silent walk around with these topics around the room, each student with a marker, write what these words mean
- Practice listening 5 min then switch to articulating 5 min, record results and thoughts about the text on big papers afterwards to hang around the room and discuss results
- Fishbowl: have volunteers do a Havruta learning and rest of the class makes notes of each of the skills (teacher should provide some sort of worksheet to fill in - evidence of skills used?)
- Show a "Good/Bad" Havruta skit -- can have students create little skits
- Pass around a handout to help create Havruta partners (I would learn the most from..., I get along with..., This person is challenging for me to work with...)
- Create a ritual (include a song) to move into Havruta study. Time this ritual. Once the ritual is practiced, set up should take 2 minutes and break down should take 2 minutes
- Use texts in the beginning that teach a value ("value" texts) - perhaps that even connect to the skills for Havruta
Remember to set up the environment first
Havruta will be successful if the environment is set up, clear, and practiced!
