Has anyone developed a modified set of goals and standards for the Gemara classroom to use with language-disabled and otherwise academically weak students?
What are the core ideas and skills that they should walk away with after four years of high school Gemara, when "making a leining" on a daf is not a realistic goal at this academic level?
In what ways can Gemara learning support their overall academic progress, and vice versa? (One example that comes to mind is the concept of making an argument and then citing a source to prove it; this is a skill they need for humanities classes. What are some others?)
How does one teach Gemara--or Torah sheba'al peh in some text-based form--to students who struggle with abstractions?
I would love to hear from everyone's own experiences as educators, and if anyone can connect me to a Learning Specialist who has worked with teachers and students in this area, that would be appreciated as well!
Thanks in advance.
-Chava Lerner
Chair, Talmud Department, Ma'ayanot Yeshiva High School for Girls
