Dvar Torah Interview Project

Learning and CognitionAdam Frieberg 

Avi PosenNosson Schuman

Tal Segel

Dvar Torah Definition

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

Elements of a Dvar Torah

1.Hook2.Meat and Potatoes using question and answer3.Link in to objective - farewell to friend etc4.Conclusion

Process of Writing a dvar Torah1.Determine objective of dvar Torah2.Develop objective into criteria for selecting content3.Research for content by reviewing the literature4.Develop question that meet the criteria5.Further review to develop answer 6.Develop relevant and interesting hook7.Write dvar Torah8.Edit the Dvar Torah9.Create and Memorize Que Cards10.Practice Presentation 11.Present!

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

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 

Procedure

1.Asked them about their previous experiences giving divrei Torah

2.Presented them with a scenario to use in order to develop a dvar Torah 

3.Elicited their process in developing and presenting that dvar Torah

4.Enhanced areas that needed improvement based off the ideal process

5.Interviewed them again with another real-life scenario, assessing changes in process

6.Interviewed them one week later to assess retention of teaching and changes in process

Shlomo's Dvar Torah Schema

1.Assessing objective of dvar Torah.2.Think about relevant criteria for good content.3.Finding a Torah idea that matches objective and

criteria.4.Add story or hook. 5.Write it down in full sentences.6.Practice once with whoever is around.7.Present from written speech.8.Assessment of success.

Shlomo: Observations

• Demonstrated existing schema of structure and process when forced to rely on self, but was lacking in:o Appreciation of a hooko 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."o No concept of editing

"The first draft is the final draft!"o Limited concept of practicing

Only practiced once.  Didn't time it.

Shlomo: Analysis• Through teaching, was convinced that with proper

technique the audience will listen; resulted in Conceptual Change, and Schematic Changeso 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.

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."

Shlomo: Analysis

Novice Learning Characteristics• Due to reliance on others:

o Underdeveloped dvar Torah schemao High level of resistance during teachingo Low initial integration of teaching into existing

dvar Torah schema

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

o But still... Dropped hook if facing difficulty Didn't use internet despite knowing sites

Shlomo: Analysis

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

Avi's Dvar Torah Schema

1.Assessing objective of dvar Torah.2.Think about relevant criteria for good content.3.Assesses what texts are worthwhile for review.4.Finding a Torah idea that matches objective and

criteria 5.Writes the dvar Torah piece by piece, editing each

section before moving on.6.Only practiced in extreme circumstances.7.Present from written speech.

Avi: Observations• Wavered on the importance of audience throughout

the interviewso Initial interview: considered audienceo 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

Avi: Analysis• Within post-teaching interview, Avi shifted

continually in consideration of audience.o 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.

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.

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 twiceo 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."

Avi: Observation

Elements of Expert Knowledge:o In depth knowledge of literature

Familiarity with Torah commentarieso Extensive experienceo Developed personal techniqueo Acknowledged leader in field

Writes divrei Torah for high school publication

Avi: Analysis

Expert Behavior:• Easily accepted modifications to existing dvar Torah

schemao Considering audienceo Practicingo Anticipating length

• Easily recalled past divrei Torah including preparation process

• Accepted suggestions regarding presentation; speaking slowly, making eye contact...

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 owno 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

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