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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:
Click below for a copy of the introductory pages of the curriculum guide:
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. | |||
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... ABOUT THE ORGANIZATION OF THE CURRICULAR UNITS
There are four basic Hebrew Through Movement units: Foundational Language, Holiday, Synagogue, and Prayer.
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.
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.
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Phase 1
The students will be able to:
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Phase 2
The students will be able to:
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Phase 3 and beyond
The students will be able to:
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The curriculum guide has further information on assessing learning.
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...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:
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).
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<<<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.
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