Category: Differentiated Instruction (Fall 2006)

Shmuel Jablon reviews a new multimedia curriculum created by Rabbi Dr. Pinchas Hayman, Director of Bonayich.

As a school principal, information about new curricula and programs frequently comes my way. Much of this information quickly finds its way to the proverbial “circular file.” Sometimes it is simply not of high enough quality. Other times, while it might be good, it does not fit the needs of our school and our highly organized curriculum. Then there are the times when something might be nice, but we could do a better job ourselves (and for less money).

Of course, there are exceptions. Sometimes there are programs that just “knock your socks off” and call for implementation as fast as possible. One such program is Rabbi Dr. Pinchas Hayman’s Mishnah program, V’Shinantam.’ The program is a three year sequence for Mishnah (grades 4-6), whose aim is to lead directly into their new Vedibarta Bam introduction to Gemara program.

V’Shinantam is unique in a number of important ways.

• The program recognizes that the study of Oral Law, like all areas of learning, has specific skills and concepts that must be methodically acquired in order to promote future success. Therefore, Mishnah study cannot be based on the annual whims (however well intentioned) of the classroom Rabbi or teacher. Students need to learn the history and structure of the Mishnah, key personalities in the Mishnah, as well as Mishnahic vocabulary and concepts. They also need to actually learn Mishnah – and a lot of it! Students completing the three years of the program not only finish the tractates of Brakhot, Ta’anit and Makkot, they also learn a wide variety of holiday-related Mishnayot. All of this increases their breadth and depth of learning.
• The program is built to lead to success when the student is ready to learn Gemara in junior high school, as is typical in Orthodox day schools. For example, in order to transition from Mishnah to Gemara, examples from the Tosefta and Baraita (other Tanaaitic texts) are taught in the third year of the program.
• The program emphasizes singing of the Mishnayot. Every student receives a CD with the Mishnayot sung for them, and they sing the Mishnayot in class. This not only helps students who learn musically, it helps in both retention and in creating a dynamic classroom environment.
• The program has multi-media aspects that engage the learner. On their CDs, students listen to Mishnah songs, upbeat tunes that teach about Oral Law. There are colorful posters for the classroom and a remarkable website that helps students to practice skills.
• The program is tremendously teacher (and principal) friendly. The teachers’ guides (available in both Hebrew and English) give lots of instructions, hints and ideas valuable for anyone teaching the material. Naturally, a teacher with a strong background in Mishnah will have an easier time with the material. However, it provides a valuable scaffold for teachers with less experience, too. The workbooks are nicely produced (though sometimes could use more student-friendly instructions to encourage independent use), attractive and sturdy. They also contain all of the Mishnah text being studied (though you may prefer, as do I, to use a picture Mishanayot with the entire tractate in one volume). There are also kits with games and charts for teacher use.
• The program’s creator, Rabbi Dr. Hayman, provides outstanding in-service training. His approach to Oral Law is instructive to even the most experienced educator. He is also accessible via email and the phone for support. I have also found him tremendously open to “suggestions from the field.” For example, during the first year of the program (we are now in the third), when I suggested that the workbooks would be more “student friendly” with vocalized Hebrew, he assured me that he would make the change–and then he actually did!

The primary way in which we assess our students’ Mishnah skills and understanding is through the use of Mishnah tapes. Students record themselves reading (or singing), translating (to easy Hebrew or English) and fully explaining Mishnayot. The teacher is then able to listen individually to every student and offer feedback. Based on a review of these tapes, as well as my other first hand observations, I can attest that this program is successful. Students have a better understanding of Mishnah, and are far better equipped to continue in their studies, using this systematic, skills-based approach and high quality materials.

Implementation of the program is not cheap. “Start up costs,” including training and teacher materials, are about $3,000. There is also an ongoing cost of about $20 per child (plus shipping) for the workbook, CD and web site access. Understandably, significant effort is involved in making sure that all faculty involved with the program understand the methods employed and work to develop assessment strategies that match both the program and the goals of the individual school. However, as Oral Law is at the center of much of the Jewish educational world, it is imperative that we use the highest quality materials and employ the best educational philosophy possible in this core area.

When Rabbi Hayman first met with me about his program, I told him that our school is nationally known for its curriculum, and as part of this I had created my own materials to teach Mishnah. After an hour of meeting with him and reviewing his materials, I was convinced that what he had to offer was far better than anything I could have ever done on my own. Now in my third year of learning from him and working with his program, I can honestly say that this is one of the best curricular decisions I have ever made.

Rabbi Shmuel Jablon is Head of Lower School, Fuchs Mizrachi School in Cleveland, OH. Contact Rabbi Jablon at sjablon@fuchsmizrachi.org or 216-932-0220 x102.