Youth Welfare Subject ‘Havruta Teaching Method’ Application and Improvement Plan

Abstract

The purpose of this study was to seek improvement measures that can increase the satisfaction of learning by applying and operating the ‘Havruta teaching method’. This study used the information obtained through case studies related to ‘Havruta’, operation methods, literature and data search, and the know-how of professors’ learning method operation as basic data. In order to apply the Havruta teaching method and come up with ways to improve it, discussion-centered, partner teaching, question-centered, and problem-making teaching methods were applied. As a result of the study, first, ‘discussion-centered’ improvement measures should include respect for diversity, creation of a safe learning environment, provision of support and guides, and various learning activities. Second, as an improvement plan for ‘partner teaching’, it is necessary to balance partners, provide clear roles and responsibilities, and opportunities for feedback and reflection. Third, as a ‘question-centered’ improvement plan, introduce various question types, set the direction and purpose of questions, encourage cooperative answers to questions, and strengthen problem solving and application capabilities through questions. Fourth, as a way to improve ‘problem making’, creative problem types should be introduced, problem creation process guides provided, opportunities for feedback and corrections provided, and problems shared through collaboration.