Dvar Torah Interview Project

1. Dvar Torah Interview Project Learning and Cognition Adam Frieberg  Avi Posen Nosson Schuman Tal Segel

2. Dvar Torah Definition A Torah based speech given at a religious or social event with a given purpose and religious motif.

3. Elements of a Dvar Torah • Hook • Meat and Potatoes using question and answer • Link in to objective - farewell to friend etc • Conclusion

4. Process of Writing a dvar Torah • Determine objective of dvar Torah • Develop objective into criteria for selecting content • Research for content by reviewing the literature • Develop question that meet the criteria • Further review to develop answer  • Develop relevant and interesting hook • Write dvar Torah • Edit the Dvar Torah • Create and Memorize Que Cards • Practice Presentation  • Present!

5. Expected Cognitive Structures  • Schema of process • Dvar Torah Structure Schema • Research schema • Praise of the subject schema • Cased Based Reasoning • Speaking like a rabbi they had seen present • Speaking from previous personal experience

6. Summary of Findings • Noted a "conceptual change" in one of our students and schematic changes in both • Support of Siegler's concept of, "halting and uneven use of newly acquired competencies" • Support for DiSessa's educational approach • Support for the Expert vs Novice learning differentiation 

7. Procedure • Asked them about their previous experiences giving divrei Torah • Presented them with a scenario to use in order to develop a dvar Torah  • Elicited their process in developing and presenting that dvar Torah • Enhanced areas that needed improvement based off the ideal process • Interviewed them again with another real-life scenario, assessing changes in process • Interviewed them one week later to assess retention of teaching and changes in process

8. Shlomo's Dvar Torah Schema • Assessing objective of dvar Torah. • Think about relevant criteria for good content. • Finding a Torah idea that matches objective and criteria. • Add story or hook.  • Write it down in full sentences. • Practice once with whoever is around. • Present from written speech. • Assessment of success.

9. Shlomo: Observations • Demonstrated existing schema of structure and process when forced to rely on self, but was lacking in: • Appreciation of a hook • Concept of audience  • "I just assume they're not listening. " • "I couldn't care less what they think. Mostly 'cause I don't care when they make a speech." • No concept of editing • "The first draft is the final draft!" • Limited concept of practicing • Only practiced once.  • Didn't time it.

10. Shlomo: Analysis • Through teaching, was convinced that with proper technique the audience will listen; resulted in Conceptual Change, and Schematic Changes • Shlomo: my grandfather told me once, he gave a speech at the OU about like, and he told a joke in the speech and people at the OU understood it when he gave the same joke at his shul like no one laughed. Adam: exactly! So what does that teach you? Shlomo: you gotta pick your audience. • This is support for Disessa's approach to modifying p-prims as opposed to McClosky's theory of replacement.

11. Shlomo: Observation  • Started with total reliance on others to write divrei Torah e.g. grandfather • Shlomo: (referring to his bar-mitzvah dvar Torah) “My grandfather wrote it for me.” • Adam: “Completely?” • Shlomo: “Ya.” • "I'd ask my parents, what am I supposed to do?" • "Ya. I'm not really that good at research like doing everything myself." • "I'm 17, I need a little help."

12. Shlomo: Analysis Novice Learning Characteristics • Due to reliance on others: • Underdeveloped dvar Torah schema • High level of resistance during teaching • Low initial integration of teaching into existing dvar Torah schema

13. Shlomo: Observation • In week-later interview, Shlomo exhibited more distinctive learning than in the immediate post-teaching interview • Considered audience • Referenced sefarim for content review • Thorough rehearsal • But still... • Dropped hook if facing difficulty • Didn't use internet despite knowing sites

14. Shlomo: Analysis • This enhanced knowledge a week later is evidence of Siegler's concept of "halting and uneven use of newly acquired competencies"

15. Avi's Dvar Torah Schema • Assessing objective of dvar Torah. • Think about relevant criteria for good content. • Assesses what texts are worthwhile for review. • Finding a Torah idea that matches objective and criteria  • Writes the dvar Torah piece by piece, editing each section before moving on. • Only practiced in extreme circumstances. • Present from written speech.

16. Avi: Observations • Wavered on the importance of audience throughout the interviews • Initial interview: considered audience • Teaching: saw importance of audience • Nosson: Have you seen people who have been turned off from a dvar torah? • Avi: Yeah, in shiur. • Nosson: Can you give me an example • Avi: In my shiur. • Nosson: Can you give me an example of what would turn somebody off? • Avi: If the rabbi has an extremist opinion about something, and the kid literally didn’t daven for a week

17. Avi: Analysis • Within post-teaching interview, Avi shifted continually in consideration of audience. • Consistent with Siegler's min strategy research. • Adam: OK great. Um, so we said the audience is like mostly friends, a little bit family but mostly teenagers, how would that affect your speech? • Avi: In this speech, No, it wouldn’t. • Adam: it wouldn’t at all, why? • Avi: Because this speech is about Tuvia and his family and his kindness. I don’t have to cater to anybody’s needs, everyone knows who Tuvia is…at the D’var Torah everyone kind of wants to hear, at a goodbye party no one is going to blank out, another speech again, they’re going to hear, they’re going to listen no matter what it is. • Adam: in terms of your word choice? • Avi: Word choice, it would probably be more of a teenage level maybe a little bit higher, but somewhere of like, yeah a midway point where everyone can understand.

18. Avi: Observation   • Didn't consider how long his speech should be • Didn't see the necessity of practice • Avi - “The only time I’ve ever practiced, for my bar-mitzvah I didn’t practice writing a speech, I mean speaking the speech. I just said it first time straight up. The one time I did practice was for my grandfather’s shloshim, that was the one time I did practice. Because I had to go, stop and pause, because I was doing a siyum on seder moed.” • Avi- Sheva brachos... I can’t really tell if, unless I'm there, but if I had to put my money on it, I would probably say I would practice it once, because it is important to my sister and she doesn’t want me to mess up.

19. Avi: Analysis • Demonstrated significant case-based reasoning to determine whether or not to practice •  After teaching, accepted suggestion to practice more then once, but in post-teaching interview still said he would only practice once or twice • Avi: "I practiced it an hour before the guests came. I was practicing reading it, I didn’t really practice that much, I don’t practice for speeches much."

20. Avi: Observation Elements of Expert Knowledge: • In depth knowledge of literature • Familiarity with Torah commentaries • Extensive experience • Developed personal technique • Acknowledged leader in field • Writes divrei Torah for high school publication

21. Avi: Analysis Expert Behavior: • Easily accepted modifications to existing dvar Torah schema • Considering audience • Practicing • Anticipating length • Easily recalled past divrei Torah including preparation process • Accepted suggestions regarding presentation; speaking slowly, making eye contact...

22. Tachlis • Conceptual change is possible, even in limited time frame • Witnessed the truth of DiSessa's theory: subjects had a much deeper grasp of concepts when we guided them to discover them on their own • In contrast to when we tried to convince them our way was superior; McClosky's theory theory was less effective  • As educators, we'll attempt to have our students utilize Talmudic/critical thinking and self-discovery processes in all areas of Torah learning • Move student's along their individual path's based on what their current thinking looks like

23. Tachlis cont... • As educators, realize that learning will not take place immediately after teacher, as Siegler showed. • Need to plant seeds and watch knowledge sprout slowly