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    Design A Class Backwards

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    avis8303
    1. The document provides tips for designing an engaging Torah class, including starting with an exciting topic to grab students' attention, giving them pieces of information to understand the topic over time rather than all at once, and getting students to explore ideas and answer questions themselves rather than simply lecturing. 2. It suggests flipping traditional teaching methods, such as asking questions and then providing the answers, or presenting challenging counterarguments before resolving them. 3. The goal is to teach concepts without students realizing they are learning, through techniques like quoting sources to spark discussion and guiding students to their own understandings rather than directly feeding them conclusions.

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    Design A Class Backwards

    Uploaded by

    avis8303
    21 views2 pages
    1. The document provides tips for designing an engaging Torah class, including starting with an exciting topic to grab students' attention, giving them pieces of information to understand the topic over time rather than all at once, and getting students to explore ideas and answer questions themselves rather than simply lecturing. 2. It suggests flipping traditional teaching methods, such as asking questions and then providing the answers, or presenting challenging counterarguments before resolving them. 3. The goal is to teach concepts without students realizing they are learning, through techniques like quoting sources to spark discussion and guiding students to their own understandings rather than directly feeding them conclusions.

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    Design a Class Backwards

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    1. The document provides tips for designing an engaging Torah class, including starting with an exciting topic to grab students' attention, giving them pieces of information to understand the topic over time rather than all at once, and getting students to explore ideas and answer questions themselves rather than simply lecturing. 2. It suggests flipping traditional teaching methods, such as asking questions and then providing the answers, or presenting challenging counterarguments before resolving them. 3. The goal is to teach concepts without students realizing they are learning, through techniques like quoting sources to spark discussion and guiding students to their own understandings rather than directly feeding them conclusions.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as doc, pdf, or txt
    21 views2 pages

    Design A Class Backwards

    Uploaded by

    avis8303
    1. The document provides tips for designing an engaging Torah class, including starting with an exciting topic to grab students' attention, giving them pieces of information to understand the topic over time rather than all at once, and getting students to explore ideas and answer questions themselves rather than simply lecturing. 2. It suggests flipping traditional teaching methods, such as asking questions and then providing the answers, or presenting challenging counterarguments before resolving them. 3. The goal is to teach concepts without students realizing they are learning, through techniques like quoting sources to spark discussion and guiding students to their own understandings rather than directly feeding them conclusions.

    Copyright:

    Attribution Non-Commercial (BY-NC)
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    of 2

    Design a class backwards

    How do u get them back again?

    A virt that wows. I love that then torah says that. Knock em dead vorts

    Collect them

    Put it in folder about the topic.

    1. Minute 59 – the vort: [That sfornio is minute 59 of the class.]

    57 minutes to understand the sforno, give them info so they can get the idea the sforno
    shares, a few miunte sof the concepots that the sforno draws from. Vocabulary to
    appreciate the vort.

    Minutes - 2-57 what do they need to know understand the info

    Minute 1 excite them, earn the right to hold their attention.

    A beautiful rashi is a class. Give them the chumash without the rashi, the verse makes no
    sense. What is g-d talking about? And its contradicted in 2 places.

    2. them knocking themselves dead, something exciting, controversial, instead of me


    feeding them the sforno, get them to say it….

    1. give them the viort in minute 56. and on the handout, give them another case that
    is similar. And let them shteltzu and chavrusaing with each other…

    method 2
    verbose meforshim…

    flip the verbose mefaresh and flip it. the ones are questions and the one he brought to
    show the concept and that is minute 59. [like a shem meshmuel.

    Ask the questions, teach the concepts and then answer it with a yesod.

    “how in the world is a perfect g-d redundant?” its your body, oh yea who says? Chain
    saw lose 15 lbs quickly.

    Set them against you, [example] matrilineal descent: “mixed marriage is a mitzvah” an
    article by a Bernard Wasserstein, brandeis. So you’re setting them up against you.
    Method 3

    Delayed start

    Explore other possibilities

    Why is some info in torah shbeksav and some in baal peh?


    Chagim..why are some holidays different than others, kli yakar, mahral,
    interesting but it’s a delay,
    focus on the 3rd opinion.
    It is x…

    Lets make a deal, 90 seconds,

    -learn a sefer, [with beginners, mistake #1 is rely on the sefer,


    rather: go through sefer and mark the paragraphs that work for them and skip e/t
    else.

    Reading and translating: is teaching for 50% of the time. You read the English and then I
    will comment when I want to. [with real beginners]…

    What did he say about handouts?

    [so I can best teach them without them figuring out the class at the end] [also quote too
    much of A RASHI]

    OUTREACH ORGANIZATIONS
    2. Babysitting is a science.
    3. Topics that people think don’t have contact that pushes them to Torah… if you’re
    successful you’ll push people away, if you are incompetent they will keep coming
    back
    4. lunch and learns – people wrote checks, but didn’t become frum
    5.

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