​עִבְרִית בִּתְּנוּעָה
HEBREW  THROUGH MOVEMENT ​

​​POWERED BY THE JEWISH EDUCATION CENTER OF CLEVELAND
  Hebrew Through Movement
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WHAT YOU NEED TO KNOW…

…ABOUT HEBREW THROUGH MOVEMENT
HTM is based on the premise that we can teach more effectively if we follow the process by which infants acquire their first language. This involves a ‘conversation’ between adult and child during which the adult suggests actions to the child (“take the bottle,” “wave bye-bye”) and the child responds by acting. Children are not expected to respond orally in the first year or so of life - there is a long silent period before the child speaks his or her first words and then sentences. Grammar is not taught formally (“repeat after me: I take, he takes, she takes, you take”) and vocabulary is not memorized (“here are ten words of objects found in a kitchen; learn them all in the next two days”). Language for a baby, however, is generally controlled, with short phrases and sentences clearly enunciated (“say bye-bye,” instead of “give your aunt a big hug and kiss good-bye, and wish her a good trip”).  

Based on many of the same principles by which a baby learns his or her native language, Hebrew Through Movement is:
  • Playful – Students enjoy and have fun learning with HTM.
  • Experiential – In addition to movement, rich experiences are provided through use of props/objects and pictures.
  • Based on language patterns – Hebrew Through Movement assumes that language patterns are as important as vocabulary.  Students internalize language patterns that they hear repeatedly without having to formally learn rules of grammar.  A core pattern is the use of the infinitive (for example, לָקוּם) which means that children do not have to learn different grammatical verb forms for males and females; it also respects gender-neutral language.
  • Based on novelty, using language in many ways – Students are surprised by unexpected or unusual commands. Ideally, they should not be able to anticipate the teacher’s next steps.
  • Systematic – New terms are introduced in a carefully controlled way.  In Hebrew Through Movement, teachers choose the vocabulary of movement (“stand up and sit down”), as well as vocabulary that students encounter in the synagogue and in Jewish living.​​
Click below for a copy of the introductory pages of the curriculum guide:
0_intro_to_curric_-_teachers_directors.pdf
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For a video explanation of the brain-based learning principles that undergird "Hebrew Through Movement" click here:  http://youtu.be/_UUzHibixlg (or paste the URL into your browser).  There is recorded narration; make sure your sound is on.
... ABOUT THE VERB FORM
While it may seem awkward to use the infinitive (לָשֶׁבֶת) rather than the proper conjugated-command-form, the infinitive enables an immediate understanding of the command – only one form is used for males and females, or for an individual or group.
 
... ABOUT SCHEDULING 
HTM is ideally taught each time students are in session, whether once a week or more frequently. Of course, those who are exposed to Hebrew Through Movement multiple times a week become more proficient in Hebrew learning than those who are exposed to it less often. The early work of Bina Guerrari at Congregation Beth Am (Los Altos Hills, CA), showed that weekly learning 15 minutes at a time, moves students along comfortably. Conversely, learning is stymied when programs choose to schedule HTM every other week or monthly – there is too much time between learning blocks for learners to progress.
Two videos offer a verbal and visual overview of "Hebrew Through Movement."  A "novice HTM teacher" meets with her "supervisor/director" (actually, Dr. Lifsa Schachter) to learn about the curricular philosophy, highlights of this approach and preparations needed.  When this video was recorded, HTM was referred to as "Hebrew TPR" (Total Physical Response), using the language of Dr. James J. Asher. The page numbers of the curriculum guide (manual) are different from the current version.

The conversation from the video, above, continues here:  youtu.be/6M-mzQK3AFc.
... ABOUT THE ORGANIZATION OF THE CURRICULAR UNITS
​There are four basic Hebrew Through Movement units: Foundational Language, Holiday, Synagogue, and Prayer.
  • The Foundational Language Unit introduces the students to the Hebrew Through Movement method and provides the vocabulary that enables them to move about and to begin to manipulate objects. At a more advanced level, the Foundational Unit furthers students’ abilities to perform classroom tasks in Hebrew, such as the integration of Jewish concepts and prayer vocabulary. No matter the age or experience level of the learners, teachers must consistently review Foundational Unit vocabulary.
  • The Holiday and Synagogue Units introduce and reinforce related concepts and vocabulary. They may be introduced at any age once students have completed Foundational Level Five.
  • The Prayers and  Blessings Unit offers avenues for Hebrew Through Movement to enhance student understanding of Hebrew prayers, blessings and rituals.
All of these are accessible from the tabs, above, and in the curriculum guide.
​
The reading of Hebrew print may be reinforced with Hebrew Through Movement learning techniques. By the time the teacher begins to integrate the Literacy Strand, the students will usually have completed the Foundational Unit, as well as many of the Holiday, Synagogue and Prayer lessons. 
... ABOUT LEARNING AND ASSESSMENT
Achievement will vary with different groups of students and hours of instruction. However, paying attention to three Phases through which a class will proceed helps a teacher plan the appropriate complexity of instruction.   
Phase 1
 The students will be able  to:
  • Follow single commands.
  • Follow two commands.
  • Interact with objects.
  • React correctly to some holiday and synagogue-based vocabulary.
  • Reverse roles with the teacher and begin to offer commands of their own.
Phase 2
 The students will be able to:
  • Follow more complex commands.
  • Integrate holiday and classroom themes with HTM action commands.
  • Respond כֵּן (thumbs up) and לֹא (thumbs down) to simple questions or commands.
  • Speak sentences that the teacher did not teach or previously use[1].
  • Integrate Jewish Life Vocabulary with HTM commands (optional).
Phase 3 and beyond
The students will be able to:
  • Extend all of the above, with the addition of print-literacy activities.
  • Follow more complex chains of commands.
  • Respond to commands that include masculine and feminine adjectives.
  • Expand role reversal.
  • Use their Hebrew Through Movement Hebrew knowledge to better understand Jewish prayers and ritual.
The curriculum guide has further information on assessing learning.
...ABOUT HTM LEARNING PRINCIPLES 
Hebrew Through Movement techniques are used throughout the program, and  modified according to the  students’ level.   The techniques provide multiple learning pathways to increase memory,  therefore enhancing greater internalization and comprehension. For each session:
  • The teacher prepares for learning by creating and writing a lesson plan called a "learning script."
  • The teacher creates a rich learning environment with pictures and other items.
  • The teacher sets a playful and safe tone in the classroom...
  • The teacher follows a three-part learning progression ...
  • The teacher directs 2-3 commands to small numbers of learners and then to the entire group ...
  • The teacher checks comprehension by observing student action and language...
  • The teacher does not ask children to speak or respond verbally until after a minimum f 10 hours of HTM learning...
  • The teacher receives all children’s responses with enthusiasm...
  • The teacher encourages children to support one another...
  • The teacher encourages others to support HTM learning...
Further information on the learning principles of Hebrew Through Movement is in the curriculum guide, as well as in the online teacher seminar.

MORE HELP IN GETTING STARTED!

The presentation, above, offers the global elements to which a teacher needs to pay attention when preparing to use Hebrew Through Movement.  You may wish to view the video "full screen" (click the button on the right, bottom). 

<<<This video offers thoughts on setting up your classroom. You may wish to view it "full screen" (click the button on the right, bottom).  

                                               *********

With thanks to Temple Isaiah (Lafayette, CA) for sharing the list of props needed by an educational program that has adopted Hebrew Through Movement.  
list_of_props_temple_isaiah.docx
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File Type: docx
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