Examples and Further Resources

Students rotate through multiple stations that each offer a different learning activity. Some activities can be teacher-led, such as small-group instruction, or student-led, such as completing an assignment. Students can plan for, and follow, their progress on individual checklists. Teaching in small groups, the rebbe or morah can often give students more personalized attention than they would when teaching the entire class. While technology can be utilized in this model, the model can work well without it.

Students can sit in pairs to read and listen to each other. The listener can provide feedback to help his or her chavrusa improve. They can chart their progress on paper and include accountability measures such as listing words they found most challenging. This opportunity allows for peer reflection and personal reflection, encouraging students to be accountable for their growth and progress in learning.

Students can practice reading out loud by recording themselves on a device. They can submit these recordings easily, creating accountability, and the recordings can be reviewed by a teacher, who can send feedback and offer remediation if necessary.

Students can utilize apps, such as the Lomdei app, to practice their knowledge of the translation or deeper meaning of the Hebrew Chumash text. Students receive instant feedback that engages and motivates them while helping them hone their skills. Teachers receive a report on the students’ progress that gets updated in real time.

Using the Lomdei app, students can answer questions by matching the questions with specific words and phrases from the pesukim.

Students learning about tefillah can choose which tefillah to focus on; they can watch short videos to learn content about those tefillos; they can then answer questions based on that content and submit them easily, online; they can choose from a range of creative projects to work on.