Abstract
The pioneering work in recent years on teaching Tanakh—including the Standards and Benchmarks project and Barry Holtz’s book Textual Knowledge: Teaching the Bible in Theory and in Practice—has helped teachers and schools articulate their vision for what teaching Tanakh could mean. These ideals and objectives, however, are not always evident in the reality of what students are asked to do. We would like to share our observations of trends of student activity in Torah learning and urge educators to fine-tune their practice so as to emphasize and create authentic interpretive learning experiences of Tanakh for students.