Practicing Havruta: Epstein School Brings the Learning Triangle into Every Classroom

Seven years ago, when two members of The Epstein Schools’ senior leadership team participated in the Mandel Teacher Education Institute (MTEI), the school embarked on a journey that would transform its approach to education. Inspired by the ancient Jewish practice of text study, David Welsher, Associate Head of School, and Idit Bendavid, Director of Jewish Studies & Hebrew, both graduates of MTEI,  realized their entire community – including students, teachers and support staff at the independent Jewish Day school – could benefit from the active and reflective listening, wondering, and curiosity of havruta’s partner-based learning model.

At the heart of this transformation is the school’s community-wide adoption of what they refer to as the “Learning Triangle,” based on the theories presented at MTEI by Elie Holzer, Professor of Jewish Education at Bar Ilan University. One of the core concepts of the MTEI program is the instructional/relational triangle, exploring the collaborative and interdependent relationship between the learner, teacher and subject matter that takes place during instruction. In a sense, the havruta triangle is an adaptation of that model, with learning and teaching taking place between three equal participants: two learners and the text. To practice this method, learners engage by asking thoughtful questions, attuned listening, challenging assumptions, and rephrasing ideas. According to Bendavid, “these skills have now become part of our students’ everyday vocabulary, fostering a deeper engagement with learning materials,” not just the Jewish texts, but in ways that can be applied to any subject the student is learning.

From Professional Development to Classroom Practice

MTEI is a professional development program for school leaders, but for Welsher and Bendavid, what began as professional development opportunity evolved into a school-wide educational philosophy. Together, they have taken the havruta principles designed for Jewish teacher  professional development and used them to benefit all aspects of teaching and learning. This process began with an introduction of the Learning Triangle concept to teachers across all grade levels and subjects. They wanted to ensure that all Epstein School educators understood the principles of havruta text study and to create a common language of inquiry and engagement that could bridge Judaic and general studies. Since incorporating this approach, Bendavid feels the depth of learning and critical thinking that takes place in their school community has been transformed, citing Holzer’s research linking academic advantages with havruta teaching methods.

Breaking Down Silos

According to Bendavid, one of the most significant benefits of this approach has been the dismantling of silos between different subjects. While Jewish education was always central to students’ learning at The Epstein School, that experience didn’t necessarily connect to their studies in other subject areas. Now, the skills and strategies practiced in Judaic text study can be readily applied to other disciplines, elevating student learning and creating a more integrated and holistic learning experience. Bendavid asserts that the impact of this method extends far beyond academic achievement, “It influences personal relationships, character development, Jewish identity, and students’ role in the community and the world.”

Raising Our Expectations

The Epstein leadership team also saw that incorporating the havruta teaching method across all grade levels and subjects had the additional benefit of elevating the expectations that teachers placed on themselves and each other. Since the process began seven years ago, Bendavid has met regularly with teachers, helping them truly understand the deep thinking that Torah text study encourages. As they became more comfortable with the havruta process, she noticed that teachers were setting the bar higher each year for how they could incorporate it into their teaching. And as new teachers were being welcomed into the community, they sought out teachers who met those expectations and who were eager to approach teaching and learning as a collaborative, supportive, intra-personal practice.

Reflecting on Success and Implementation

For schools that are considering cross-curriculum implementation, Bendavid and Welsher encourage starting slow – as the process itself suggests. “You have to slow down to go fast.” They both agree that by beginning with engaging teachers (both Judaic and general study teachers) in a text study they were able to incorporate several MTEI practices to build trust and generate understanding of the process. They also coordinated a professional development workshop for the entire school staff, taking time to allow the community to question and consider their role in the learning process. In the “Learning Triangle,” there are always three participants – learner, learner, text – and all three parts are equal and inter-related. Eventually, the questions, listening, challenging and curiosity that spark deeper learning became a common language across campus, even for their youngest students. “It’s incredible how it works in all ages,” says Bendavid, sharing common conversational prompts like “Just listen . . . to your friend, to the text” or “Say it in your own words” that encourage a pause before moving to interpretation.

Visiting the school, you’ll notice the “Learning Triangle” posted throughout the building on bulletin boards and in all of the classrooms, a reminder that attuned listening, open mindedness, and wholehearted engagement are the gold standard for how Epstein students, teachers and staff are expected to approach learning and interacting – not just at school but also at home, in the community and the world.