The Lehava Model For Teaching And LearningLiterature Review

Abstract

This article discusses the irrelevancy of the education system to the 21^st century and illustrates the implications of a newly implemented innovation: LEHAVA. LEHAVA - a Hebrew acronym signifying Learning, Organization, Confidence and Success, was developed as a pedagogical approach to teaching and learning. The essence of the model is integrating knowledge and skills under the supervision of teachers who act as mediators and create an appropriate learning environment for the students. LEHAVA aims to promote the students individually, enabling them become relevant adults in the modern and technological society in which we live. Understanding that learning and teaching are two sides of the same coin, LEHAVA applies to teachers as well, transforming their attitude from "owners of knowledge" to “mediators in learning”. Since the publication and academic accreditation of LEHAVA, various programs designed for learners and teachers have been implemented nationwide in Israel, based on LEHAVA principles: a unique LSC (learning strategies course) for university students, junior high and high school students as well as workshops for teachers of mainstream schools, special education schools and special classes for dropout students. All workshops are designed to support teaching and learning, create a harmonious process and prepare the young generation for the challenge of life in the 21^st century.

Keywords: LEHAVAteachinglearninglearning strategies courseteachers' workshops

Introduction

We live in a modern technological society, mainly characterized by rapid changes that result in people’s challenging need for adjustment through learning (Feuerstein, Feuerstein, & Falik, 2010). Feuerstein argued that due to this reality, the main role of the education system is to develop all the students’ thinking ability. According to him, teachers are responsible for students’ development. Feuerstein developed the Instrumental Enrichment and the Mediated Teaching as instruments for thinking development.

Binkley and his colleagues (2010) worked with the research group of the Assessment and Teaching of 21^st Century Skills Project (ATC21S). She stipulates that in a modern society success transpire when one can communicate, share, use information for solving complex problems, is able to adapt and innovate in response to new demands and changing circumstances, use the power of technology for creating new knowledge and expanding productivity. She presented the21^st century learning model based on ten skills grouped in four categories:

i.Ways of thinking - including creativity and innovation, critical thinking, problem solution, decision-making, learning to learn and metacognition.

ii.Ways of working- including communication and collaboration.

iii.Instruments for working – including information literacy, information and communication and technology literacy.

iv.Living in the world – including local and global citizenship, life and career, cultural awareness, personal and social responsibility and competence;

Delors (1996), former European Commission President, consulting to UNESCO, published report that is widely considered as a key reference for the concept of education and learning in the 21^stcentury around the globe. He proposes a new vision of learning - “ Learning throughout life”, based on four pillars of learning:

• Learning to know – learning to learn. A skill that allows individuals to benefit from educational opportunities offered to them throughout their life.

• Learning to do – acquiring vocational skills, required for engaging in a profession or trade, integrating the world of education with the business and industry sectors.

• Learning to be – emphasizing the development of the human potential to its fullest. Exercising greater independence, judgment and personal responsibility in order to achieve common goals.

• Learning to live together- developing an understanding of others: their history, traditions and spirituality. Such understanding will create a new spirit guided by recognition of our growing interdependence, implementing common projects or managing the inevitable conflicts in an intelligent and peaceful way.

• Feuerstein et al., (2010), Binkley et al., (2010) and Delors (1996), offer educational guidelines and models that meet the challenge of living in a rapidly changing world, and prepare young people for functioning well in society.

Main Body

Methodology

LEHAVA is an academically accredited system (program, method, etc). There are several workshops and courses designed for learners and teachers based on LEHAVA principles that have been implemented nationwide in Israel. Some were developed for different types of learners: university students,junior high and high school students. Others were developed for different types of teachers: mainstream schools, special education schools and those who teach in special classes for dropout students. All workshops were designed to support teaching and learning. These workshops all used the LEHAVA principles with the materials coming from the participants' own learning or teaching materials.In the end of each workshop surveys and in-depth interviews "before-during-after" were issued. They all significantly show satisfaction, enthusiasm, increase of self-esteem and self-efficacy among all the participants. Teachers became more aware of their role: to teach in the strategic level rather than just the technical level. Students found their own way to become independent learners. Team works appeared to contribute to collaboration and knowledge exchange. These examples and others all show improvements in teaching and learning that are much better suited to handle the challenges imposed by our modern lives in the 21^st century.

Conclusion

LEHAVA is an approach to and a practice method developed in order to contribute to better education. That is, empowering learners and teachers, rendering the system relevant while using models that already exist. LEHAVA is grounded in the theories of Binkley et al. (2010), Delors (1996) and Feuerstein et al., (2010), and presents a practical platform for working.

The change will be generated from bottom to top, not by a policy but by a real pedagogic work. Teachers are the key figures. They are significant people in students' life and have the responsibility for our future society. Consequently, they must be equipped with relevant instruments for actualizing their very important mission.

Workshops for students are also relevant because success in school has a crucial effect on people’s wellbeing and encourages involvement also in other areas of life. The different workshops for teachers and learners successfully satisfy their needs. The results show better teaching, better learning, better test results, improved general functioning and higher self-esteem and self-efficacy of both teachers and learners.

There is no need for new curricula or syllabi, nor for increasing school budgets. Yet, it is necessary to design teacher in-service training courses that will enable them to teach according to the LEHAVA principles.

The workshops can be organized around the globe. Many countries are struggling with the same dilemmas, reality and difficulties and LEHAVA is an approach and technique that can be easily implemented.

References

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