A Jewish community of cooperative learners represents the transformation of a group of individual members into a united, interdependent, mutually supportive and cohesive unit (i.e. classroom or school) that works, studies, and learns together because of a shared set of middot such as: Derech Eretz, showing civility and respect for others; Kehillah or community and B’tzelem Elohim; all people are created in HaShem’s image. The chart below summarizes the major differences between a traditional classroom or school and a Jewish community of cooperative learners.
Comparison of Traditional Classroom/School and Jewish Community of Cooperative Jewish Learners (Solomon, Davidson & Solomon, 1993) | |
A Traditional Classroom/School | A Jewish Community of Cooperative Learners |
Little instructional time is devoted to class or school community building. | Instructional time includes specific activities for class or school community building. |
Little time is devoted to teaching the social/relationship skills. It is assumed that individuals have the social skills for effective interpersonal and group communication. | Specific time is devoted to teaching and refining the social/relationship skills for interpersonal and group communication. |
Common values, shared goals and expectations are not jointly developed. | The class/school develops common Jewish values, shared goals and expectations. |
Little time is devoted to reflecting on how well the class or school is adhering to its values. | Specific time is set aside to reflect on how well the class or school is living its Jewish values. |
There is little, if any, positive interdependence. At times members may actually be pleased if others do not do well or do not get their needs met. | There is positive interdependence. ("All for one, and one for all." "To do a quality job, we need each other.") |
Individuals are responsible for themselves only. | There is shared responsibility for each member of the class or school. |
There is minimal sense of class or school loyalty. | There is a strong sense of class or school loyalty. |
* Solomon, R., Davidson, N. & Solomon, E (1993). The Handbook for the Fourth R III: Relationship Activities for Cooperative and Collegial Learning. Columbia, MD: National Institute for Relationship Training, Inc.
On the next post we will describe the relationship among these institutional structures: A Congregation of Life-Long Learners, a Jewish Professional Learning Community and a Jewish Community of Cooperative Learners.
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