Isn this just hevruta learning with a modern name?
• While hevruta learning could be seen as one form of cooperative learning and as a forerunner to the complex of activities known as cooperative learning, cooperative learning goes beyond the hevruta in its forms and applications. In fact, cooperative learning can be used to enhance hevruta learning in the Judaic Studies classroom. One main difference is in the size. While hevruta learning is done in pairs, cooperative learning groups can be made up of two to eight students. Ideally, groups are no larger than four to six students. • Doesn’t cooperative learning just provide a new excuse for students who are having a hard time to get someone else to do their work for them? • Only if the teacher doesn’t structure it correctly. It is very important to make sure that the tasks put before the students include roles for each participant (such as facilitator, timekeeper, notetaker, monitor, etc.) and that explicit instructions are given to the group about the group’s goals and how progress wi
