Havruta 1 Inspired Pedagogy: Fostering An Ecology of Learning for Closely Studying Texts with Others

This article presents a pedagogical framework for interpreting and discussing texts with others, “havruta inspired pedagogy.” The framework is comprised of three overlapping domains: structures, stance and practices. We illustrate each domain through teachers' words and classroom practices, depicting how teachers in one context work within these domains to support rich student text-learning. This framework grows out of a year-long program of design research at a Jewish supplementary school and analysis of how teachers implemented their professional development learning in their K–7 classrooms. The pedagogical framework is applicable not only to havruta dyads, but also to small and whole group text discussions.