WHAT YOU NEED TO KNOW…

…ABOUT HEBREW THROUGH MOVEMENT
Hebrew Through Movement is based on the premise that we can teach more effectively if we follow the process by which infants learn their first language.  Imagine an interaction in which an adult narrates actions to a baby (“take the bottle,” “wave bye-bye”) and the child reacts physically. Babies are not expected to respond orally in the first year or so of life – there is a long silent period before the child speaks their first words and 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 objects found in a kitchen; learn them all in the next two days”).  Language for a baby, however, is often controlled, with short phrases and sentences clearly enunciated (“say bye-bye,” instead of “give your aunt a big hug, a kiss good-bye, and wish her a good trip”). 
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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). This 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 sessions, children learn vocabulary that gets them moving (“stand up and sit down”), as well as words and phrases that students encounter in the synagogue and in Jewish life.
... 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.  
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... ABOUT LESSON SCHEDULING AND LENGTH
HTM is ideally taught each time students are in session, whether once a week or more frequently. Not surprisingly, 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 once-a-week learning, 15 minutes at a time, moves students along comfortably. However, HTM scheduled every other week or monthly is NOT recommended – there is too much time between learning blocks for learners to progress. While the calendar is not always friendly to weekly learning in part-time synagogue settings (especially after January 1st), directors are encouraged to clear away schedule interruptions that are within their power to control.
For a more comprehensive overview of Hebrew Through Movement, click on the image above to  download the full toolkit. 
...ABOUT HTM LEARNING PRINCIPLES 
Dr. Lifsa Schachter, creator of HTM, notes that, "There are different kinds of Hebrew (Biblical, prayer, communicative/modern, etc.) and there are a variety of matching teaching methods (lecture, workbook practice, immersion, songs, etc.). All are valid, but Hebrew Through Movement has its own learning/teaching principles that ask HTM teachers to:
  • creates a rich learning environment with pictures and other items.
  • sets a playful and safe tone in the classroom...​
  • prepares for learning by creating and writing a lesson plan called a "learning script."
  • follows a three-part learning progression ...
  • directs 2-3 commands to small numbers of learners and then to the entire group ...
  • checks comprehension by observing student action and language...
  • does not ask children to speak or respond verbally until after a minimum f 10 hours of HTM learning...
  • receives all children’s responses with enthusiasm...
  • encourages children to support one another...
  • 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."  
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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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