סתיו תשע"ד • Autumn 2013

Rising Ed Trends

Don’t Call It 10 Classroom! Full STEAM 44 Ahead Suddenly getting school supplies has gotten simple. School supplies delivered directly to your home.

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No volunteers needed! • Product Guaranteed! • Home delivery! [email protected] • phone: 800-952-1119 Give us a call today! in this issue: RAVSAK News From the Editor, page 4 • From the Desk of Rebekah Farber, RAVSAK Chair, page 6 • Good & Welfare, page 7 • Welcoming Lisa Inberg, page 7 • Dear Cooki, page 8 • JCAT, page 9 • Chai Mitzvah, page 13 • RAVSAK/Pardes Leadership Conference, page 21 • Head of School Professional Excellence Project, page 22 • Moot Beit Din, page 31 • RAVSAK Visits: Upstate NY Schools, page 35 • Jewish Contest, page 37 • Hebrew Contest, page 50 • Thank You to Donors, pages 66-67 • Reshet Teva, page 70

New! Column by Jonathan Woocher, Keeping the Vision, p. 36

Community 10 Designing 21st Century Learning Spaces Prakash Nair and Catherine Roberts-Martin JEDLAB: Bringing Network Learning to Your 14 Classroom Ken Gordon and Yechiel Hoffman 18 Breaking the Age Barrier Mindy Schiller Making and Playing What Schools Can Learn from the 24 “Maker Movement” Sylvia Libow Martinez and Gary S. Stager The Games We Play: 28 Leveraging Gameful Learning Tim Saunders 32 Getting Started with PBL Tikvah Wiener and Andrea Rose Cheatham Kasper

PBL in Our School s pages 38-43

STE(A)M & CCSS Full STEAM Ahead! 44 Cultivating 21st Century Skills Danny Aviv and Karen Everett 46 It’s OK to Say No When You Have a Vision of Yes Barbara Gereboff 52 , Curriculum and the Common Core Angela Marzilli and Jamie Cluchey Tech Matters Creating a Culture of Experimentation with 54 Social Media to Enhance Student Learning Lisa Colton and Derek Gale Modeling Positive Speech and Other Jewish 56 Values in Connected Learning Devorah Heitner Synchronous or Asynchronous? Selecting the 58 Best Online Learning Options for Your Students Aryeh Eisenberg PD Growing a Staff Development 60 Garden of Debbie Brown

הידיעון When TImeless is Trendy: Professional 62 Development for 21st Century Teaching Lauren Applebaum and Miriam Heller Stern

64 • HaYidion Flipping In-Service Professional Development Vardit Ringvald and Janice Silverman Rebibo

[3] HaYidion: The RAVSAK Journal is a publication of RAVSAK: The Jewish Community Day School Network. It is published quarterly for distribution to RAVSAK member schools, associate members, and other Jewish and general organizations. No articles may be reproduced From the Editor or distributed without express written permission of RAVSAK. All ¿ by Barbara Davis rights reserved. Subscriptions are $36/year. Executive Editor: Dr. Barbara Davis I read a wonkmeme today to see if what a Editor: Elliott Rabin, PhD : Adam Shaw-Vardi wonkblogger concluded from crowdsourcing Editorial Board was trending in the twittersphere. Rabbi Marc Baker, Gann Academy, Waltham, MA Rabbi Matthew Bellas, Vancouver Talmud Torah, Vancouver, BC I actually have little idea what that sentence means, although I wrote it. Ap- Jamie Cluchey, Levey Day School, Portland, ME parently I’m 404 and have no Tweet cred, but I did engage this week in a heat- Dean Goldfein, Contra Costa Jewish Day School, Lafayette, CA ed Facebook exchange about Jewish day schools (which regrettably degener- Jerry Isaak-Shapiro, Agnon School, Beachwood, OH Adina Kanefield, Jewish Primary Day School of the Nation’s Capital ated into hostility); I heard a story on BBC radio about female journalists Dr. Andrea Lieber, Silver Academy, Harrisburg, PA who are bombarded with incredibly misogynistic hate mail every time they Rabbi Jack Nahmod, Abraham Joshua Heschel School, New York, NY publish a feminist piece online, and I watched a Jewish politician self-destruct Rabbi Harry Pell, Schechter Westchester, Hartsdale, NY Eric Petersiel, Leo Baeck Day School, Toronto, ON via text message. There are clearly downsides to . Nancy Pryzant Picus, Schlenker School, Houston, TX Dr. Lila Pinto, Colegio Hebreo Maguen David, Cuajimalpa, MX But the times they are a-changin’ and you don’t need a weatherman to know Daniella Pressner, Akiva School, Nashville, TN Dr. Sarah Shulkind, Sinai Akiba Academy, Los Angeles, CA which way the wind blows. Every day brings us new ideas, new technolo- Stacey Sweet, The Brandeis School, Lawrence, NY gy, new words and new concepts. In the education world, STEAM trumps Amy Wasser, Hillel Academy, Tampa, FL STEM, gamification takes over the curriculum, instruction is flipped, syn- chronicity beats asynchronicity, learners become makers and “classroom” be- Advisory Panel Sandee Brawarsky, Jeremy Dauber, Eddie Harwitz, comes a very bad word. Or so one is led to believe from the intriguing articles Aron Hirt-Manheimer, Mark Joffe, Margot Lurie, Alana Newhouse, that comprise this fall’s HaYidion. In Panama, desks and laptops are being Renee Rubin Ross, Daniel Septimus, Dr. Jonathan Woocher replaced with tablet desks, whiteboards have replaced blackboards every- where and the coolest teachers are using TED-ed, Knewton, Kerploof and RAVSAK Board of Directors CarrotSticks. Rebekah Farber (Chair), Uri Benhamron, Lisa Breslau, Dr. Barbara Davis, Matt Heilicher, Dr. Marc N. Kramer, Paul Levitch, Zipora Schorr, Joseph Steiner, Arnee Winshall (founding chair), Lesley Zafran The timing of this issue reflects its timeliness. The coincidence of the new school year and Rosh HaShanah has always pleased me. I see no reason why Advertising Information a new year should start in the dead of winter. I love the fact that each autumn Please contact Marla Rottenstreich at [email protected] or by phone at 646-450-7280. we welcome back our students with a sense of fresh purpose, newness and excitement—just as we approach the new year with resolve to atone for past RAVSAK failings and take up the challenge of living life fully, creatively and well in the 120 West 97th Street, New York, NY 10025 months ahead. p: 212-665-1320 • f: 212-665-1321 • e: [email protected] • w: www.ravsak.org The views expressed in this journal do not necessarily reflect the positions of RAVSAK. This sense of opportunity, of optimism and enthusiasm pervades the work of the authors in this issue. They seek to break the bonds of the past and open RAVSAK would like to thank our associate members: the way for all of us to enter a future of virtually limitless potential. There are some caveats included, as well as some really sound advice. There are pieces that will inspire an instant desire for emulation and others that will make you sit back and say, “Whoa! That’s too far out for me.” But we hope that you will read them all, share them widely and benefit from them greatly.

May the upcoming year be a good, sweet, dynamic and educationally reward- ing one for all! ¿

Dr. Barbara Davis is the secretary of RAVSAK’s Board of Directors, executive editor of HaYidion and head of school at the Syracuse Hebrew Day School in Dewitt, NY. הידיעון [email protected] HaYidion • HaYidion [4] Mobile Solutions for Active Families. Parents are on the go. That’s why we’ve made the FACTS system even more accessible. Parents can make payments, review account changes, view their payment schedule, and more—right from their preferred mobile device. Families can also get support from FACTS 24/7 on their timetable. Contact us today to learn how FACTS’ technology makes tuition management easy for families.

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Facts_Haiydon-Ad_0422.indd 1 4/22/13 1:50 PM [6] הידיעון • HaYidion is It may the seemmagniloquent, but work Itruly believe ofRAVSAK isyourWhat visionfor RAVSAK? vation over the 14years. last in West School High for their encouragement Hills, CA, andculti- inDay Northridge, andthe School New CA, Community Jewish both professional andlay,colleagues, at the Abraham Joshua Heschel time now to step up andplay this important to my role. Iamgrateful through aseries ofeducational andprofessional positions anditwas thatI decided Ihad brought been to this position at RAVSAK would have duplicitous been to my stated cares andconcerns. and ultimately and this field, that to pass job the on else to someone a unique to strengthen opportunity this this organization, board, dayeducation school has on young I felt strongly people, that I had Jewish Because Ihave people. seen firsthand the incredible impact a to havenity andcontinuity long-term on effect of the longevity the areday the schools great last frontier in whichwe have the opportu stirredBut feeling anagging in my kishkes: that Jewish community or tofolks those who felt more intent on making their mark. andturnown personal goals the helmofleadership over to younger myserving community, ofmefelt itwas time andpart to work on my much an option, is very I have notanobligation. service spentty years some serious in my Iamat soul-searching. astage when life communi stituent Ihad plenty schools. oftime to think about the andIdid job, ily in succession planning practice abest as for ourselves andour con WeWinshall, ayearbefore Iwas to begin. at RAVSAK might believe I was asked the to be successor to our illustrious founding chair, Arnee takeWhythis job? RAVSAK Chair From the desk of Rebekah Farber, holy these have in the been forefront of my discussions even before What and, ing isyour on this vision job? for RAVSAK? Since questions: asked metwo peatedly Why in the world are youtak my tenure,As Ibegin my family, have friends re- andcolleagues perbly crafted professional publication. to express my opinions. It is an honor to have a voice in this su a circulation ofnearly 4,000,HaYidion work. There work. life arein few thatthings can have more impact on taking office, I might thought I attempt to answer them here. column chair ofthe as Board ofTrustees ofRAVSAK. With t isadaunting taskbut writing to privilege areal be my first California. [email protected] Rebekah Farber Board ofDirectors andco-founder ischair ofthe ofRAVSAK’s New Community Jewish High School inWest Hills, isnosmall forum in which ------sound members of our To community? methere is no work more holy. generations of Jewishly literate, proficient,academically and morally over 25,000students. What greater work can there than be up to raise andstrengthening enriching, representing, networking, of 130schools in America.access At to college RAVSAK we have the unique taskof whether educating itbe in underdeveloped girls countries or creating thana people education. There isno greaterwithtool impact, social Rebekah With warmest wishes for Jewish ablessed year. yearandschool new on any to have oftheportunity or above other open dialogue topics. invite Ialso berg. your comments andwelcome the op andfeedback our amazing staff by headed Dr. Marc Kramer and Dr. IdanaGold to and to the the ahead forward tasks of workingI look privilege with assetsgrams, andcapacity. Onlythen wetruly will sustainable. be a constellation ofsupporters about RAVSAK’s knowledgeable pro But RAVSAK ismuch more than that anditisimportant to create upon for its expertise andbureaus by headsofschools ofeducation. the scenes” a“behind professionaltorically been association drawn Lastly, isto buildour my network offriends. goal RAVSAK- has his key to our continued success. the fieldof education. Jewish Stayingbe another will goals to ourtrue vision well constructed has been to strengthen RAVSAK andserve offour course pulled and get away from our strategic vision. But that tors for philanthropic andthose dollars with other vested interests to en. It in this nonprofit iseasy funders,world of constituents, competi - Another for RAVSAK ofmy goals isto stay andmission-driv focused key be will to our continued success. do nothave the ofduplicative luxury Relationship-building services. Jewish).are (albeit scarce We for class schools white, dollars middle previous foundation role on alarge that, Ilearned board, sadly, there operation with other like-missioned educational institutions. In my success. My are to actively further goals steward collaboration andco which we have committed. Board growth key be will to our continued staff,al thatboard mustgrow in order to support the business plan to extremely andhard dedicated working Just board. like our profession generative andfinancially supportive. We currently have a butsmall My isto buildout our goal ever to board more primary be thought ministratively, sound financially and strategic ourall in endeavors. To that for RAVSAK end, the possiblegoal best strong isto be ad ¿ ------News from RAVSAK Schools Good & Welfare Welcome to RAVSAK’s new member • Rabbi Darren Kleinberg, Head of School, • Adam Tilove, Head of School, Jewish schools: Jewish Academy of and Sci- Kehillah Jewish High School, Palo Alto, Community Day School of Rhode Is- ences, Albequerque, NM; Rockland Jewish CA land, Providence, RI Academy, West Nyack, NY; and Yavneh Day • Larry Kligman, Head of School, Abra- • Gary Weisserman, Head of School, Milk- School, Los Gatos, CA. Bruchim haba’im! ham Joshua Heschel Day School, en Community High School, Los Ange- Northridge, CA les, CA Mazel tov to all the incoming school leaders • Rabbi Jeremy Winaker, Head of School, Al- this year: • Abby Levine, Principal, Addlestone He- brew Academy, Charleston, SC bert Einstein Academy, Wilmington, DE • Mollie Aczel, Interim Head of School, • Shari Wladis, Interim Head, Jewish Acad- • Mitchell Malkus, Head of School, Shalom School, Sacramento, CA emy of Orlando, Maitland, FL Charles E. Smith Jewish Day School, • Dr. Lee Buckman, Head of School, Anne Rockville, MD & Max Tanenbaum Community He- Bialik Hebrew Day School of Toronto brew Academy of Toronto, ON • Julie Piaker, School Administrator, Hil- opened a second branch, the Ben and Edith lel Academy of Broome County, Vestal, Himel Education Centre, on the Joseph and • Dr. Jeffrey Davis, Head of School, Tarbut NY V ’ Tor ah, Irvine, CA Wolf Lebovic Jewish Community Cam- • Sharon Polin, Head of School, Commu- pus in Vaughan, north of the city. The new • Mike Downs, Head of School, Jewish nity Day School, Metairie, LA branch provides Jewish children with access Day School of Metropolitan Seattle, to Jewish education only steps away from Bellevue, WA • Helen Siegel, Interim Head of School, their homes and other Jewish community Heilicher Minneapolis Jewish Day • Jennifer Fraenkel, Head of School, Akiva facilities. When completed, Bialik’s second School, Minneapolis, MN School, Westmount, QC home will be able to accommodate over 800 • Dan Goldberg, Paul Penna Downtown • Susan Siegel, Head of School, B’nai Sha- students and will include a unique Israel Jewish Day School, Toronto, ON lom Day School, Greensboro, NC Interactive Centre, an auditorium/gym- nasium, junior gyms, an art room, a fully • Dr. Michael Kay, Head of School, Solo- • Dr. Scott Sokol, Head of School, equipped resource center and state-of-the- mon Schechter School of Westchester, MetroWest Jewish Day School, Fram- art technology. ¿ Hartsdale, NY ingham, MA

Welcoming Lisa Inberg

isa Inberg is RAVSAK’s new Student Programs Coor- dinator. Lisa will be placing her efforts into the growing demands of the already successful Hebrew Poetry Com- Lpetition, Judaic Art Competition, JCAT and the Moot Beit Din. Lisa has a passion for Jewish education and community development. Prior to RAVSAK Lisa worked in Sydney, Aus- tralia, for the Board of Jewish Education where she developed student programs for Jewish teens, wrote informal and formal curriculum programs, coordinated workshops and camps and organized and led Israel programs. Prior to this, she taught his- tory and Jewish studies to elementary, middle and high school הידיעון students at the Emanuel School in Sydney. She has bachelor of arts (psychology and history) and a master’s of teaching from

the University of Sydney. ¿ • HaYidion

[7] [8] הידיעון • HaYidion ? support, isunrealistic. once, areasin all at withnoadditional professional areas, accomplish much Iwill that the expectation and know Icanachievethese much inany oneof development ofstaff. these goals Iagree While with offerings,technology andprofessional useof enrollment, andprogrammatic incurricular but the school,to seecontinued of growth onlyin not administrative staff. boardThe wants ofdirectors constraints prevent usfrom additional hiring director, abusinessmanager and me. Budgetary administrativeteam consists ofaJudaicstudies (150 students)I amheadofasmall K-8 school. The ¿ byCookiLevy Dear Cooki work or Icannot doitor Ihave notime. the one who consistently says itwon’t on eachissue. NOT the Do be naysayer, questions; share clarifying yourask vision pectations ofyour Hear board. them out; First, youmust listen to the carefully ex what So changes. to do? mulate a vision and implement exciting and the desire to think strategically, for crises thatand large inevitably emerge, operation theto-day ofthe small school, the time-consuming demands ofthe day- common. Heads are often caughtbetween the situation un youdescribe isnotat all itisprobablyWhile little comfort to you, Advice ColumnAdvice these areas? no extrato pay helpin some of non-teaching assignments at stafftaketo onadditional and 2)motivateteaching my their expectations, to modify How doI1)convince my board [email protected], with Cooki” “Dear inthe subject line. of the Akiva School inWestmount, Quebec. Dear Cooki accepts questions from all school stakeholders. To submit aquestion, write to Cooki Head isthe director Levy of School Professional ofRAVSAK’s Excellence Project. Previously, she the as served longtime head - - - subject areas andskills.Network areas subject with to thededicated promotion ofspecific university,the local from organizations from board, from school public the local whatCheck resources are available to you outside look the for help. school Second, done atbe one time. them, sending that the cannot message all your work with the isto board prioritize (usually on goals, 3to 5).Once youagree must carried be out over years several isthat growth plans (and to yourself!) multiyearto board the The message plan. address issues or changes,emphasizing a the order in whichyoumay ableto be yes, andthen addatimeline, determining tional objectives are for their use). Or, say andwhat placed, our be will they educa them, how we pay will for them, where must have a plan of when we purchase will teachers in the use of SMARTboards we mustbefore metfirst be we (e.g., train the Say then yes—and addthe conditions that - and appreciate the growth that emerges. you to help, prioritize, setrealistic goals— what youdohave, empower those around the resources that youdonothave, at look are vast. Rather thanenergy focusing on andthe demandstask, on your time and Leading aJewish isacomplex day school price tag. alarge do notcarry many ways teachers to acknowledge that duties, an extra personal day… There are with perhaps recognition, in adecrease you certainlycanreward andshould them to pay them for the extra time andeffort, them! And whileyoumay able age notbe answer questions, but donotmicroman sure are they on track available andbe to and know make what are they planning; course youmust monitor their progress Of are respected. are metandbudgets sarily yours, long the as as clearly setgoals out theircarry their tasks way,- notneces course). Your them isto challenge allow to them on (andableto perform them, of responsibilities to those willing to take important thing ableto isto delegate be to garneringcial help andsupport. The so that that feel they buy-in that issocru them from the start in any initiatives new include elicit their feedback; the staff; Share andincluded. ued your vision with andwhere theirlieve feel they input isval - to in aproject be whichthey and energy give staff theirto are port pleased time share the Many work. teachers andsup and Third, builda team ofcolleagues to support youragree work. businesses projects, andlocal specific may foundations that may willing to be fund with There you. achieved are numerous willing tobe share some ofwhat have they other Jewish leaders day school who may ¿ - - - - RAVSAK’s Jewish Court of All Time hat would it look like if Albert Einstein, the What are students saying? Rambam and Golda Meir were sitting in the school cafeteria discussing whether to award “I really had to think during the JCAT lessons. I had reparations to the descendants of passengers to make the right choices during the times when I was from SS St. Louis? running for justice of what my character might think. I really had to stretch my band of thinking.” That’s exactly what happens when students interact with RAVSAK’s I really liked JCAT, I think it was Jewish Court of All Time awesome how we got to be our (JCAT) program. own characters and act like them. I think it was a very In partnership with the Uni- good experience to learn about versity of Michigan and new people. University of Cincinnati, RAVSAK has offered JCAT “I think that we should be to Jewish middle school stu- able to do this all year. I dents across our network for looked forward to it every the past four years. More than other day and I hope next year 1600 students from 15 schools we can do this again.” have participated in this ex- 6th grade students citing initiative.

In the 2013-2014 school year, JCAT will run in 10 schools, and we What are teacher’s are excited to have the Davidson Gradu- ate School of the Jewish Theological Seminary join saying? as a new program partner. My students are engaged in Jewish history learning in a , dynamic and interactive learning . Students Through this program, middle school students will be develop research skills, hear different voices of significant linked to undergraduate and graduate students at the Jewish historical figures and are excited about their University of Michigan and the Davidson School, who learning. will act as mentors to guide students’ progress. Nance Adler, Jewish Day School of Seattle

How can my school participate? The application process for the 2013-2014 academic year have closed.

For further information on how to apply for Email: [email protected] JCAT for the 2014-2015 academic year, contact Phone: 212 665 1320 Lisa Inberg, Student Programs Coordinator: Website: www.ravsak.org [10] Community הידיעון • HaYidion Remove Word this from Your Vocabulary! 21 21 provides us with avast experience of21st century learning best Our firm’s work planning around schools anddesigning the world they’d rather be. to those of the classroom. If you have a kid handy, them ask where Now, office” and compare the words these “Google images Google ting there or raising their hands. at the front, students either sit uniform in desks rows, teacher shared characteristics in it: society,ical there are certain from today or from the histor Whether the is image you see? up on that What first do page. atlook thethat images come aren’t the word reading “classroom.” this online, andGoogle Now, Here’s anenlightening experiment: fire up your web browser ifyou a student’s mind andexperiences aroom with beyond four walls. that’s can simply immediately limiting too expand when technology this current andfuture world ofrapid, endless change.It’s aword it must notanymore, or our students won’t ableto compete be in but for education also in the broadest terms. However itshouldn’t, “Classroom” routinely is used a metaphor as not just for schools, Classroom. reflecting educationthe of that So time.what is this terrible word? in thetional 21st century, goals aword first around used 1811and a word that’s holding this country backfrom achieving our educa wouldn’t itin even to print blink see or hearitspoken. Yet to us it’s nocent looking word, notobscene or controversial, andmost people these days, word aparticular out pops that makes us cringe. It’s anin timeMost we read every any education columnarticle or news online to expand and inspire learning. philosophy ofcontemporary educationaltake spaces andillustrates stepsschoolscan An international inschooldesign, authority himselfaday schoolparent,the explains andCatherineMartin Roberts- ¿ byPrakashNair st st st Century Learning Needs Century Learning Spaces Learning Century design. [email protected]. world’s leading change agents ineducation andschool futurist, planner, avisionary andone ofthe specializes inthe ofinnovative design he schools; isa International, anarchitecture andeducation firm that Prakash Nair isthe president ofFielding Nair - - when they havewhen variety, and flexibility comfort in their environment—the in comfort very qualities that classroomsthat lack. very qualities Students and teachers dobetter Students and - - it’s integrated isbecoming into true that learning technology to student to learn the isexpected samething in the sameway. While way. There’slittle variety, or comfort visible,andeach flexibility lecture, passing with knowledge through all one source in one day, we can tellyouthat we eachschool visit has adifferent of This research clearly demonstratesdesign. that students and show aclosecorrelation human between productivity andspace Environmental scientists have dozens published ofstudies that Tomorrow Education for DesignPrinciples Today and from aword put into use in the early 19th century. the be for roleSkype should our models notaspace schools, derived them. Theofficesof innovative Google, companies Appleand like one thing kinds infor new common: the ofspaces need to support the possible.And practices these best their new in have all variety neverwill outperform the ones willing to push the boundaries of world outside where school without risk-taking, companies today iments” simply are because they notfamiliar. Compare that to the backed ideas bytablished yearsofresearch are considered “exper ple are notdoing it.In the world ofeducation, even safe,well es- practices. This work is “cutting-edge,” butbecausepeo mostonly school [email protected] design. one ofthe world’s largest forums for innovative coordinator andchief editor ofDesignShare.com, Catherine Roberts-Martin isFNI’s media learning modality, teacher showbecause they one basic rooms illustrate the problem of class images Google that Those classrooms lack. ronment—the qualities very and comfort in their envi havethey variety, flexibility teachers dobetter when [continued onpage 12] - - - - - Figure 1 This first image shows part of Figure 2 Here is that space during Figure 3 Here’s the completed space. Glass doors Hillel elementary before the reconfiguration, construction, where parts of the walls were connect the commons with a learning studio, a typical formation of classrooms along a removed and replaced with windows and which in turn is connected to another learning central corridor. sliding glass doors. space. These doors render spaces as adaptable, allowing for connection when open and acoustical separation when closed. The space is agile.

Figure 4 This computer lab was a Figure 5 Now without fixed desks, this space Figure 6 Outdoor spaces are often underutilized, central space in the school before rehab. is the school’s heart, its “mercaz” / learning even in warm states like Florida, yet they can Technology and experimental workstations commons with integrated technology via Wi-Fi inexpensively add learning space to schools. This were physically separated from the rest of and tablets. Student-directed learning thrives: space was uninviting and only provided transition the school. independent study, small-group activities and space between buildings. PBL, with teachers as mentors. Light and comfortable furnishings can be moved by students. הידיעון Figure 7 Now, with shade, furnishings and Figure 8 Teachers in this learning community Figure 9 Two learning studios share a sliding direct access to learning spaces inside, this little don’t have assigned spaces; they share a wall, allowing them to open for a larger event courtyard provides learning with the natural professional office with a clear view of the and to separate when needed. Transparency • HaYidion elements. School Wi-Fi enables students to use commons. Teachers collaborate as much as students enables students to pursue independent study in their tablets and laptops outdoors. Students do; having time and space together allows that to the commons and still be monitored from these breathe fresh air and get plenty of sunlight. happen naturally. spaces. Collaboration can easily occur here. [11] [12] Community הידיעון • HaYidion along acentral corridor and turned itinto aLearning community up which opened a traditional row building, of classroomsschool the outdoors. a project Thesecond rehabwas of the elementary involvedproject simply opening up the early learning center to learning spaces incrementally, leading to great success. The first renovations, the was ableto school transition to 21st century dent andaRAVSAK Schools, member. By doing asequence of Tampa by accredited the Bay Florida area, Council of Indepen Hillel Academy isaprivate Jewish community in day the school fective renovation. the benefits to learning that can arise from alow-budget, cost-ef into a21st century “learning community” (explained and below), lustrates the way atraditional classroom-centric can evolve school The following isacomprehensive, summer-fixcase study that il Century 21st Learning Spaces Picturing And whatspaces cost effectively? do like? these spaces look tions How into spaces? can school we new even refurbish current projects, notteaching to the how test. can So we buildflexible op standards better can be metvia interdisciplinary andreal-world to break down the day into school fixed “periods,” and that state communityA school even conclude might that it makes no sense and richer like look atraditional classroom. of these kinds ofspaces that make teaching andlearning better use oftheir recreational, cultural andsporting Very facilities. few ganizations permit could the training and community or the resources to offer off-site businessesdated, may have in to help must accommo be munity volunteers who come in teams, parents andcom access during the day, we know that teachers to may work need the spaces within lie or that some aschool other facility students differentquickly between Whether andeasily oflearning. modes and the key to that ofaspace to the transition isagility, ability means today it for designing also tomorrow, a school Designing setting for thelifelong learning. stage and(12) networked; communitylocal andbusiness; (11)globally vironmentally (10)offering conscious; strong connections to the embodying aculture expectations; (9)en ofexcellence andhigh (8) (7)rigorous andhands-on; (6)interdisciplinary; laborative; (5) col (4)student-directed; (3)inquiry-based; safe and secure; (2) personalized; (1) when define 21st schools century learning: ethos andaspirations. Here are some that tend to rise to the top principlesdesign that most appropriately represent their own we take with clients school them isto ask to some list universal Ouragency, in change firm and one of the firstspecializes steps let’s define someprinciples basic for 21st century learning. the floor in corridors. But beforeget to the we need, spaces they cess smartphones, tablets work sothey or alaptop on for learning, participation, placescan students few andin very comfortably ac - - - visible metaphorforthink visible we what The school building is the most is schoolbuilding The education itselfshouldbe. ------He reading. wasbusy too Heto somebuddies. ofhis wasn’t ready to leave yet. welcomingin the colorful, mercaz, sprawled on asoftcushion next After for him. look search,to ashort she found go her son in anook waiting by the eagerly entrance, and she was surprised that she had mom came to pick him up at renovated his but he wasn’t school, the day, before aLearning community replacedclassroom. his His indifferent student who couldn’t to leavewait school at the end of One ofthe parents at Hillel achangein noted her son, who was an visible metaphor for what we think education itself be. should lems we now face andin the future. building Theschool is the most communitythe andcontributors global solving the complex prob the Students past. must prepared be lifelong to learners, be of part spaces respond should toSchool current practices, best notthose of matically, the as Hillel Academy study case demonstrates. crease the number ofteaching andlearning activities increases dra ing community, the opportunities to personalize learning andin along with the hallway that them istransformed serves into alearn However, when the space by the occupied same group ofclassrooms ual students what from classroom. beyond asingle would they get A string ofclassrooms provides nolearning advantage to individ down into aseries oflearning communities. broken can andawhole be school of atraditional building, school emy, a learning community created easily can be within one wing your name.” an become integrated community, They in contrast to around 6to 8teachers anoperational as unit where “everyone knows group itdefines of alarger classroomup to 150 students pairs; and A “learning individual classrooms beyond community” looks and a classroom-based to alearning school community-based school. From standpoint, adesign the key to isto change move away from life. ofschool part parents, community members, even the world a to become at large expansion continue should grounds school to involve well beyond expand outdoor learning spaces. Whathave all they in common isthat they learningeducation community, today: mercaz commons, or school Many words new that can replace “classroom” the as metaphor for Learning Better Words DefineNew Ways of school. tary of the middle school, but thisof the school, study case on focuses middle the elemen Learningwith Commons. alarge The third a project redesign was outside offour one teacher, walls, students. twenty This schools. As withschools. Hillel Acad impersonal andinstitutional down the anonymity oflarge, of this size immediately breaks separate teachers. Agrouping crete groups of 25 students and the classroom with model - dis ¿ ------New Adult Education Initiative Launches in RAVSAK Schools

e are pleased at the strong Chai Mitzvah strengthens the connections be- education offerings, showing the students interest elicited by the new tween the parents, the school, the community that indeed, learning is a lifelong process. partnership between RAV- and local congregations. Much like our chil- WSAK and Chai Mitzvah. Chai Mitzvah is dren prepare for a Bar/Bat Mitzvah, adults be- Mazel tov to participating schools: bringing its innovative program in adult come a Chai Mitzvah, spending nine months education, combining text study and mul- committed to study, ritual and social action. Portland Jewish Academy, Portland, OR tiple experiential initiatives, to the benefit Hillel Academy of Tampa, FL of school communities. The program em- Chai Mitzvah has five components: N.E. Miles Jewish Day School, Birming- powers parents to take a Jewish journey monthly group learning through a set ham, AL similar to the one that their children ex- curriculum, personal independent study, Bnai Israel Jewish Community School, perience daily. Schools have the flexibility developing or deepening a spiritual/ritual Greensboro, North NC to determine the audience they want to practice, engaging in social action, and fi- Columbus Jewish Day School, Columbus, reach out to, and Judaics faculty have an nally, celebrating together, acknowledging OH opportunity to work with a different pop- the journey they’ve just taken. Appropriate Madison Jewish Day School, Madison, WI ulation. for any kind of Jewish practice, affiliated New Orleans Community Day School, or not, Chai Mitzvah meets people where New Orleans, LA Chai Mitzvah is an innovative, proven way they are and guides them along their own to deepen Jewish engagement and build path to a more meaningful Jewish life. There is still time for your school to en- community. It is a turn-key program that roll! For more information on RAVSAK’s will encourage parents to get involved with Chai Mitzvah is being launched in RAV- collaboration with Chai Mitzvah, contact their school, their synagogues, their com- SAK schools across the United States of Anita Silvert, director of community out- munities, while they re-engage and recon- different sizes and communities. It’s flex- reach, [email protected] or visit the nect with their own Jewish lives. ible enough to fit into any school’s adult website, chaimitzvah.org. ¿

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www.peje.org 88 Broad Street, Boston, MA 02110 617.367.0001 [13] [14] Community הידיעון • HaYidion en GordonandY ¿ byKen JEDLAB: be known as JEDLAB. This diverse This and open network de knownwas be JEDLAB. as an off-hours webinar. aformed They group. Facebook It came to abouttalked it on it.They and loved Twitter. orchestrated They Jewish educators in our personal learning network read Sorcerers of Jewish education. the most Soon inventive andadventurous volume away—100 suggested ways—to rethink the paradigm tices, Frank Moss’s about the Media Lab. great MIT The book dispute) always) isalways almost conducted (well, with re real to newcomers, andwhere dissent andmachloket (intellectual ties. It haba’im” isawelcoming placewhere say “bruchim people their own visions andto improve themselves andtheir communi that or institution school but individuals to as trying articulate members, even students representatives notas speak ofthis or trators, parents, academics, development professionals, board teachers, adminis fear andwith support. real On JEDLAB, where can voice their people own authentic opinions, without isnow one ofthe places in Jewish few educationalJEDLAB life for the nextneed quarter century, andnotjust the next five years. experimentation andtransformation for the Jewish education we sations andcollaborations that would result in greater inquiry, Its founders andfacilitatorsto foster aimed connections, conver settings and stakeholders all to serve ofJewishsigned education. About amonth later, we readSorcerers The and Their Appren JEDLAB principles in the classroom. in principles JEDLAB creativethinking inJewish education. new Itscreators here envision applying this year, Created just has JEDLAB “gone viral”the forum as for dynamic and tions andschools? into the and offline like spaces, our organiza NAJDSC Groupselsewhere andNings— on Facebook, Google on Twitter, #jedchat and #jed21 as media—such and relationships and conversations thriving within social field of education? Jewish How could we integrate the Howasked: we could bring networked learning to the We offline. Sitting to go decided in thehotel lobby we was 5am,andwe were both awake, tweeting furiously. [email protected] adoctoralas candidate at Northeastern University. Temple Beth Am, andresearches network-learning the director ofyouth learning andengagement for Yechielas serves Hoffman, co-founderJEDLAB, of Learning toLearning Your Classroom ish Day School Conference,ish Day School in Washington, It DC. at started the 2013NorthEDLAB American Jew echiel Hoffman echiel Bringing Network- Bringing ------that dictate andtake small ideas, the risks that reward bigideas. model emboldensThis students assumptionsto challenge the nity, the world ready to anetwork ofrelationships. engage as andattentionrespect to create has the ability such acommu Werooms? that believe ateacher who treats her students with Question Can this is: approach transposed be into Jewish class- community.online satisfied with merelyengaged being highly a most consistently manifests itself aFacebook as un group—is But, now, right unlike most online forums, JEDLAB—which, and this can changeat any moment. It’s anonline forum. also Joyful chaos. iswhat Afamily. its members think JEDLAB itis, velopment party. It’s throwing people the wall. against spaghetti ety. It’s adebating acommunity, isanetwork, JEDLAB aJewish-ed minyan,- asoci tremely rare situation in the contemporary Jewish scene. ed anex self-expression encourages andhonest dialogue, JEDLAB can run to50 aweek, 20,30,even 100comments. Because Why? Ourspect. online conversational threads, whichcan reach almost Creative to freedom think creatively: Theability andfreely relevantethos, to all any classroom, includes the following: tive purposes, the salient members ofour JEDLAB’s networks. ameansas to harness our andbring ideas together, for collabora much interested media, in social using specifically technology, by the Media Lab, and illustrated MIT in to instill in the Jewish education world the exemplified ideas to result in change in real our educational ecosystems. Our aim: and professional learning We networks. want such conversations elevate the various conversations in our communities ofpractice have some to sense seeks ofour values andvocabulary. JEDLAB To understand to to your how to class, youneed bring JEDLAB Elements ofJEDLAB The and content strategist for [email protected] PEJE. founded QuickMuse, andisthe senior social media alsoco- Ken Gordon, co-founder ofJEDLAB, society, anincubator, a24/6professional de- Sorcerers. Sorcerers. We’re very

- - - - about issues and problems in the world and to come up with inno- vative solutions because we’re not bound by preconceived notions. Why should #JEDLAB matter to you Anti-disciplinary work: Experts across disciplines gathering in same (in 140 characters or less)? space, working outside their comfort zones and not being bound by JEDLAB is driven by inquiry, passion, and the spirit of com- defined roles. Anyone can have a vision and should have her opinion munity. considered. Leadership roles are available to anyone who wants to share. Hard fun: “Taking the hands-on approach to learning and building that comes naturally to curious children at play” (Seymour Papert). JEDLAB happens on Facebook, in a hallway, on the phone, via This is the “demo or die” ethic of the Media Lab. Google+ Hangout, at a conference, over coffee, and/or a walk in the park. Serendipity by design: We know “the chance to drink from the fire hose of imaginative ideas and inventions” (Frank Moss) leads to op- The individuals in JEDLAB embrace a belief in representative portunities for serendipity. Freedom, openness and cross-disciplinary democracy, open debate, and authentic self-expression. teams and collaborations create or design the happenstance to occur much more frequently. With Herzl, it recognizes the importance of the dream AND the will. It’s the realization that we help must help each other A focus on demonstration and iteration: All ideas should face itera- will our dreams. tive prototyping—that is, a system in which one demonstrates a pro- totype, receives feedback, incorporates feedback, and then demon- strates the improved prototype. It’s less about manufacturing success, and more so they can fail fast and fail forward. Failure is just a weigh 2. JETS, a distance Jewish learning company in Israel, twins Israeli station on the way to success. classrooms and North American classrooms using wikis to support the network learning. “The kids are divided into groups, with an Emphasizing both the sharing and inquiry of earlier networks, JED- equal number of kids from each country in each group,” says JETS’ LAB heightens the opportunities for , collaboration Laurie Sendler Rappeport. “Then they work on projects simulta- and experimentation. We hope to broaden and deepen the impact of neously and follow each other’s work as all participants post their a flattened network on the field as a whole. results on their wikis. At the end of each assignment they can also review the progress of their peers’ groups.” The JEDLAB Model in the Current Educational Setting 3. For a 12th grade course on Jewish thought at the Milken Com- Students will respond positively to a JEDLAB- learning envi- munity High School in Los Angeles, Yechiel used self-contained ronment. As digital natives, they are familiar with network learning online platforms to create a community of 60 students from three in online platforms. By con- separate class sections. Stu- sciously adopting the JEDLAB dents used the space to share model, you can provide them JEDLAB is a debating society, an in- ideas with a broader network with a framework for a mature about their coursework and and nuanced approach to online cubator, a 24/6 professional develop- class conversations. This also engagement that will transform ment party. It’s people throwing spa- opened up new streams of shar- ordinary learning into a holisti- ing and thinking based on their cally awesome experience. ghetti against the wall. Joyful chaos. own self-directed learning. Stu- dents exhibited their work and The JEDLAB ethos has already been manifested in a number of dif- shared outside learning opportunities, such as concerts, lectures ferent real-world activities that capture the essence of network learn- and movie releases, and engaged in deep and meaningful dialogue ing in classrooms. Some might be useful, or at least inspirational, about the critical issues facing their lives. models for your classroom situation. JEDLAB’s Dramatis Personae 1. Tikvah Wiener, the founder of the groundbreaking RealSchool initiative at the , created with her students a Twitter One of the reasons JEDLAB has succeeded: the co-founders under- English final. The kids chose to do a final on Twitter because they stand that a strong network needs people who can regularly fulfill wanted something dynamic and interactive, something they could all specific functions. The network cannot and will not succeed if one contribute to. One student shared that she said she understood why person tries to oversee the entire network by herself. It takes a team, הידיעון they were engaging in their social media experiment: “We’re creating a talented and dedicated team, to make it work, by creating a space our final together,” she said, as a means of culminating a year of proj- for the network’s members to self-regulate and foster ownership, ect-based learning and making-as-learning. through the example set by JEDLAB’s facilitators. • HaYidion

[15] So assemble a team out of your students. Figure out which kids are 4. Make matches. As intellectual leader of your class, you’re in a good at what—some will be great at creating content, others at spark- unique position to help bring together the heterogeneous learners in ing dialogue—and encourage them to perform them regularly and your charge. You know which kids have a secret passion for a certain with seriousness. Consider the following network roles (three of band, or a kind of poetry, or a particular sports team or video game many potential roles), and the people in your class who might have or whatever. You know who the libertarians are and the quiet animal the skills to assume them: activists. You know which ones believe that Gastby is a fool—and which ones think he’s a hero—or that Gershom Scholem is the great- Guardian est writer of the 20th century (or vastly overrated). Bring these folks The guardian maintains a constant watch over the network and together in conversation and classroom projects. Using social media, reflects upon the network’s needs. you can make it happen in a semi-public way.

Connector Treat your class as a community that expects excellence from every The connector organizes various system elements (communications, member, that demands students take responsibility for the learning training, support, resources, etc.) to support the network’s mem- and bring their critical and passionate selves to the adventure of ed- bers. ucation, and you’re already creating a JEDLAB experience. The idea is that you learn together, on- and offline, and that you as a teacher Conversationalist are chiefly the senior learning partner, someone who can steer your The conversationalist works to promote healthy, open, and respect- self-directed students, when necessary. ful interaction and inquiry among group participants. This method needs an educator who understands the role of teacher Create a JEDLAB in Your School as a facilitator and host of a network space. The educator is not the center of the learning experience but the catalyst for each student’s You may want to use social media as a way for your class to commu- encounter with the other and their shared knowledge. Such a person nicate with you and each other. Don’t. Instead, seek first to build creates a culture in which students feel as free to dream as they are to strong relationships with your students, to build a community of express doubt, and as willing to fail as they are to succeed. ¿ respect and learning, and then make sure that these values extend to your student’s social interactions. JEDLAB has been successful in doing this, and you might apply some of our lessons to your in-class community. Resources Network Weaver Handbook by June Holley 1. Get your students to tell their stories. In JEDLAB, we created a group-edited Facebook document in which members take the time Learning by Doing by Richard DuFour, Rebecca DuFour, to share their Jewish journeys. We then take these narratives, excerpt Robert Eaker and Thomas Many them, pair them with images found online, and created a Pinterest pinboard. Do the same for your class. When your kids can see and The Networked Teacher by Kira J. Baker-Doyle hear who they are (and don’t forget to add your own story), they can feel confident enough to learn together. You could have kids experi- “How Communities of Practice Can Benefit Jewish Day ment with video, artistic, poetry or even musical autobiography. The Schools” by Judith Zorfass point: get them to tell and share their stories. “Building Smart Communities through Network Weaving“ 2. Don’t just post articles. Post articles and then ask questions. If by Valdis Krebs and June Holley you’re going to throw content into your class’s social media stream, make sure you contextualize it and get your students to think about “Using Network Mapping Simulations to Develop Network it. And don’t just let people get away with lazy answers in the com- Strategies to Lessen Transmission of Infection” by June ments section. Your whole class has an investment in keeping the Holley conversation lively. Encourage everyone to take an active role in prodding the conversation, in the comments section, to the most Websites thoughtful place possible. http://www.drkaren.us/index.htm 3. Be a model—and get your students to do the same. In JEDLAB http://www.networkweaver.com we model behavior very carefully. We try to avoid bragging, pro- http://paysa09.wikispaces.com/Networks moting ourselves, avoid making fun of other people. Before we post, we aim to ask ourselves, “How will this post or comment help the http://www.knowledgecommunities.org/ group?” This reflexiveness and intentionality seems a valuable skill to communitydevelopment.jpg teach students, one they can employ in many places at various points /in their lives. http://www.knowledgenetworklearning.net הידיעון HaYidion • HaYidion [16] WHAT’S YOUR VISION FOR JEWISH EDUCATION? IMAGINE IT HERE.

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FOR MORE INFORMATION Millie Wexler, Director of Recruitment and Outreach 310.440.1249 or [email protected] • www.ajula.edu/education [18] Community הידיעון • HaYidion ¿ byMindy Schiller such athing. a traditional classroom are those in the ifthere middle, is really often, arrogant. Theonly students are metneeds truly in whose else.Gifted studentsbored fault, everything or, become more by at labelingthemselves de- school”—and, “bad as disengaged, hardtoo Unsuccessful or boring. too students quickly grow schoolchildren since timeplaguing immemorial: class iseither Robinson’s statement strikes at the ofanissue heart that’s been opposite direction.” in we’vethe to go exact about conformity …andIbelieve got start from this production line mentality. isessentially This argues forthe intrinsic pedagogicvalue the multiage classroom. of noticed, multiage groupings ofnecessity alone. oftenthe fruit being Schiller single-age classroomThe isscarcely issoengrained it inschoolpracticethat Breaking the Breaking rier to overcome? ties was celebrated for atool innovation, as to abar opposed as fluid spectrum? Where the naturaldiversity ofchildren’s - abili “top,”were as notlabeled “bottom” or “middle,” but a as viewed Here’s what if there an idea: were an approach where students dle. are off, siphoned teacherscurve can finally cater to mid the presumably,thinking, isthat when the ends two ofthe bell ists andIndividual Education Plans (IEPs) on the other. The ation programs on one hand andlearning ofgifted special Attempts to solve the problem arein reflected the prolifer [email protected] Mindy isthe Schiller marketing director at Akiba-Schechter Jewish Day School, where she also teaches middle school. Age Barrier learning,” on, “youdon’t hegoes you are interested in the of model had roughly 11 million views. “If views. had 11million roughly digms.” To date, the has video “Changing Educational Para his well-knownhis Youtube video, vator Sir Ken Robinson, in are?” asks educational asks innoare?” common ishow oldthey portant thing kids have in tion that the most im hy isthere this assump ------one ofthe school’s strongest selling points. follow it.In the meantime, the classroom multiage has become prospective parents, often they ask her why other don’t schools In when explains fact, the Schiller benefits of this technique to Why backto ‘normal’?” would Iever go to prospectiveI talk doIremember families what ‘normal’ is. are here,” howOnly when itis. see successful says Schiller. “They “I never have to classroom explain that the to multi-age families include grades. atall two least in may the in notbe math sameas or history—but they dents changes from to one the subject other—one’s classmates from 5th/6th to 7th/8th grade Thecombination grade. of stu whereschool, are subjects more compartmentalized, students go classrooms andthree 3rd/4th classrooms. grade In middle which means that in lower there school, are three 1st/2nd grade spans, age the Children 25years. last in two-year are grouped At have they as classes are by for multiage design, Akiba, been This works so better.’”much likegrades other do. And schools Iwould say to them, ‘Why? Schiller, “parents dividing me if I would would be upask the groups for students.social “As andbigger,” bigger we got says away as ofcreating Shecombined grades the digits. single larger Jewish class sizeswereba-Schechter in Day Chicago, in School principal as When, ofAki in- 1988,Miriam began Schiller classroom. Actually, such anapproach exists. already It’s the multiage called trum. Teachers teach to the remediate middle, one end and “In anormal classroom,” says Schiller, “children are- on aspec Unsynchronized Learning BenefitsofMultiage ClassroomsThe - enrich the other. At Akiba, In multiage classrooms, the natural “I love [the multiage class- we take the ‘real’ norm and room] both as a teacher and a make it the established norm.” diversity of children’s abilities is parent,” says Michelle Rotfeld, In other words, students nat- celebrated as a tool for innovation, science teacher and parent at urally progress at their own Akiba-Schechter. “I like the rate—regardless of what sorts as opposed to a barrier to overcome. fact that children really can of external demand are placed push themselves up. There’s a on them. The traditional grad- curriculum in place for them. ed classroom forces them to align their progress with an imaginary The children who are more mature have a group to associate with. timeline. Thus, students who are falling behind often fake mastery of And the children less mature can fall back if they’re not yet ready.” a subject—building on a weak foundation—and faster students often are forced to slow down. Any child who isn’t synchronized with the Differentiation traditional schedule forever feels behind and begins a spiral of failure. In contrast, because the multiage classroom covers a two-year span, The model is beneficial not only for the student, but for the teach- children have more time to develop as they naturally would, without er as well. According to Miriam Kass, staff development coordina- an external timetable. tor and former 3rd/4th grade teacher at Akiba, the multiage Take Paula as an example. Pau- classroom allows the teacher la was a young first grader and to create a more open-ended had a very difficult time learn- classroom and then differen- ing to read. In fact, it wasn’t tiate based on the child. “In until midyear that she finally traditional classrooms,” says started to grasp the concept of Kass, “a good teacher will try to decoding. Once she did, how- differentiate for those students ever, she catapulted forward, who stick out on either end. progressing through the next But in the multiage classroom, levels so quickly that she made differentiation is the default.” up for her time lag earlier. In other words, the onus is on the teacher to constantly con- Paula’s process is not unusual. sider how best to reach each With various ages in the class- student—whether he needs room, it’s assumed that there remediation or is ready to fly. are also many skill levels. There “Nobody’s doing the straight is no expectation that all chil- and arrow, so the ‘outliers’ dren will be ready to learn a don’t stand out as much. I don’t certain skill simultaneously. think I had a typical 3rd grader Consequently, while Paula was or typical 4th grader,” she adds. still a little “behind” the other A 5th and 6th grader conduct a students at the end of 1st grade, physics experiment in science class Differentiating instruction can she was far ahead of many of with their home-made race track be difficult, but according to them at the end of 2nd grade. Rotfeld, it’s made easier within the two-year loop of curricu- lum. “The two-year span allows Self-Esteem you to take a break from your topic and then when you return to it, Imagine if Paula had been in a traditional graded classroom. She you have fresh eyes. It promotes creativity.” would quickly have grown aware of her inability to master decod- ing and her self-esteem would have taken a nosedive. This, in turn, Schiller points to another benefit of the multiage approach, one would have prevented her from actually progressing. At Akiba, Paula she discovered in her many years of teaching students how to read. had the time to advance at A multiage classroom encour- her own rate. She was only ages creative redundancy, the one of many children on the concept of teaching a child spectrum of the classroom, In a typical classroom, a good teacher the same concept but in a dif- and thus able to experience ferent way. She recalls one stu-

הידיעון will differentiate for students continuous success. Simi- dent who came from another larly, once she was ready to who stick out on either end. In the school and who had been told progress more quickly, she multiage classroom, differentiation is he could not learn to read. • HaYidion was able to do that. the default. A learning specialist evaluat-

[19] ed him, discovering that in fact he was extremely bright. When the Multiage classrooms also promote deeper student-teacher relation- learning specialist shared this with his previous teachers and asked ships, since teachers work with each child for two years. “It takes time them how they might approach him differently, they replied that to get to know someone,” says Kass, “to develop a relationship not they would essentially just have to repeat everything again—perhaps just with the child, but with the family. And to think that after nine more loudly and more slowly. In contrast, creative redundancy ac- months I would have to say goodbye to my students—whom I’ve just cepts the fact that the first method of instruction did not work and gotten to know? That would be really sad.” therefore cannot be tried again; rather, a new method must be in- troduced. In a multiage classroom, because of the wide spectrum of Ability to Reach Higher abilities, teachers are constantly forced to develop multiple ways of teaching the same skill. A student who has finished reading level 1-1 Every student has a right to learn something in school in every class, but is not yet ready to advance to level 1-2 needs a different book at yet often the gifted learn the least. Much of what they are asked to the 1-1 level. learn in a traditional class they have already mastered. Teachers often make them classroom helpers or let them read books on their own. Consequently, the gifted child is not given the opportunity to learn In a multiage classroom, your through “real struggle.” If gifted students are not exposed to challeng- ing material, they will not learn how to learn and will certainly not friends are your friends because develop the study skills they need for future serious academic pur- they’re your friends, not because suits. they’re the same age. Schiller tells the story of one alumnus who, upon entering freshman year at his high school, found that many of his Judaic classes were re- peating the same material he had already mastered. So after much com- Thankfully, the child in question entered first grade at Akiba and is munication with the administration and sitting in on other classes, he now able to read, because the multiage system had already created an arranged to take sophomore Judaic classes instead. When his freshmen environment of differentiation. classmates found out about the arrangement, they were confused. “If you take sophomore classes this year, junior classes next year and se- nior classes junior year, what will you do senior year?” This question Social Skills had never occurred to this alumnus. For his peers, who were coming Multiage settings foster cooperative learning skills necessary in a from traditional classroom settings, it was almost as though there was democratic society. Children learn to work with older and younger a finite amount of material to be learned and come senior year, this peers, which more accurately reflects the world they’ll encounter as alumnus would have “run out of things to learn.” Coming from Akiba, adults. “It creates a more natural pool of friends,” says Kass. “Nor- where the spectrum was as wide as the students who created it, this mally, as a student, you’re basically told you’ll be friends with the [continued on page 23] same people for the next 12 years. But in a multiage classroom, your friends are your friends because they’re your friends, not because they’re the same age.” While a child is a 3rd grader one year and thus on the younger side, he will be an older and more experienced student to the new group of 3rd graders coming into the class when he’s a 4th grader. In addition, because of this overlapping of grades, students are easy friends with kids both older and younger than them.

Scott Salk, a 1st/2nd grade teacher at Akiba, loves the feeling of com- munity created in this setting. “Although initially wary, if not fearful, of teaching in a multigrade classroom after many years with a sin- gle grade, I have become a huge believer,” he says. In public school, where Scott taught previously, he had always tried to run a classroom that allowed children to move at their own pace, supporting their strengths and weaknesses, and encouraging collaboration. In his experience, the multiage classroom has magnified these outcomes. “Ability levels have a wider range but are thankfully murkier,” he says. “Competition is minimized in favor of collaboration and helping one another. While often the older kids are helping younger kids, it’s not always the case since more advanced 1st graders will do more helping A 1st and 2nd grader work while ‘slower’ 2nd graders can always get the help they need without at the computer next to really standing out as such. And there is little as educationally benefi- their teacher, Scott Salk הידיעון cial as one child helping another.” HaYidion • HaYidion [20] Moving the Needle: Galvanizing Change in our Day Schools The RAVSAK/PARDES Jewish Day School Leadership Conference Los Angeles, CA • January 19-21. 2014

Moving the Needle will address the complex needs of Jewish day Moving the Needle will provide day school leaders – educators, schools committed to a pluralistic, substantive Jewish education administrators and board members - with inspirational sessions, that addresses twenty-first century realities. workshops and networking opportunities that have practical implications for galvanizing change in your schools. New This Year! Deep Dives include: • Day School Board Leadership Deep Dives: day long • Small Schools and a Sustainable Future intensives to delve deeply • New Paradigms for Israel Education • Special Needs and the Diverse Classroom into topics, engage • Early Childhood Education: The Formative Years with peers and devise • Leadership through Design Thinking implementable strategies • Setting Standards in Jewish Studies • The Implications of Brain-Based Learning customized to your school. • Plus: A Teacher Professional Development Day for local day school educators.

Please visit the RAVSAK and PARDES websites for registration and pricing information and ongoing updates on the program and conference speakers.

Moving the Needle is presented by: הידיעון • HaYidion In partnership with

[21] Head of School Excellence Project

AVSAK has entered the coaching business! in Ontario, Canada, a trained and expe- rienced coach, the group of deans studied Thanks to the generous funding of the AVI CHAI and practiced the skills needed for success- Foundation, the Legacy Heritage Fund, and ful coaching, exploring the ways in which the Ben and Esther Rosenbloom Foundation, each can establish positive, productive and RAVSAK announced in July the launch of the Head of powerful relationships with two of the ten R fellows in the cohort. The sessions were School Professional Excellence Project, designed to stimulating, reminding all participants of strengthen new day school directors while preserving the excitement and the challenge of learn- valuable knowledge and experience from recognized ing new skills and approaches. The sessions were capped by a discussion with Prof. Bar- field leaders. The program is one of the critical projects ry Levy of McGill University about models outlined in the strategic plan developed by the RAVSAK of Jewish educational leadership in antiqui- Board of Directors for strengthening Jewish day school ty. Additional training sessions continued over the course of the summer in prepara- education throughout the field. tion for the start of the new school year.

This innovative effort is directed by Cooki Academy in Boca Raton, Florida; Dr. Bruce Fellows come from schools large and small Levy, retired head of The Akiva School in Powell, head of school at the New Jewish across North America. They include Jenni- Montreal, and it matches highly successful Community High School in West Hills, fer Fraenkel, Akiva School, Montreal; Gary and experienced Jewish day school leaders California; Lynn Raviv, retired head of the Weisserman, Milken Community High (called deans) with newly minted, wonder- N. E. Miles Jewish Day School in Birming- School, Los Angeles; Alina Spaulding, Aki- fully talented and highly motivated Jewish ham, Alabama; Dr. Elliott Spiegel, retired va School, Nashville; Dr. Richard Cuenca, day school heads (called fellows) for a year head of the Solomon Schechter School of David Posnack Jewish Day School, Davie, of one-on-one coaching and mentoring. Westchester, New York; and Betty Winn, FL; Larry Kligman, Abraham Joshua Hes- The unique blend of the deans’ vast expe- retired head of the Abraham Joshua Hes- chel Day School, Northridge, CA; Daniel rience as day school heads with the special- chel Day School in Los Angeles. Goldberg, Toronto Heschel School; Rabbi ized skills of coaching offers each fellow the Jeremy Winaker, Albert Einstein Academy, opportunity to grow professionally, lead Intensive training of the deans began in Wilmington, DE; Sharon Levin, Jack M. with confidence, and advance the goals of late June in Toronto; a second session was Barrack Hebrew Day School, Bryn Mawr, his or her school and community. held in Los Angeles in August. Additional PA; Sam Chestnut, The Lippman School, follow-up sessions will be held at the RAV- Akron; and Nellie Harris, Rockland Jewish The cohort of deans includes Karen Fell- SAK conference in January. Led by Peter Academy, West Nyack, NY. er, head of school at Donna Klein Jewish Sturrup, headmaster of Pickering College In addition to weekly conversations, the fellows will benefit from a visit to the school by their dean. Fellows will be able to speak together via conference calls to share insights, experiences and challenges. The entire group—deans and fellows—will convene as part of the RAVSAK confer- ence to be held in Los Angeles in January.

Fellows are expected to be in the early years of their work as heads of Jewish day schools, and both they and the deans remain com- mitted to insuring the Jewish of the schools, which also contribute financially to their head’s participation. Initially the pro- gram has been funded for two years. Appli- cation forms for the 2014-2015 school year הידיעון will be available in the spring of 2014. ¿ HaYidion • HaYidion [22] [continued from page 20] was a paradigm shift. The most effective form of motivation is self-mo- tivation, and when children know they are the sole owners of their progress, they may fly to the stars and beyond. Consequently, many do.

Self-reliance In a multiage classroom, given the breadth of skill levels, no teach- er can instruct the entire class all the time. Consequently, says Kass, children are more engaged in their own learning because the teacher is not an integral part of every lesson. “As a teacher, I have to create opportunities for kids to be engaged in small groups and in various roles.” This kind of control over their own learning translates into more self-reliant children who actually take responsibility for their learning and are not totally dependent on the teacher to direct it.

Humility and Leadership Remaining in the same classroom for multiple years provides every child with the opportunity to be both a learner and a teacher. A new student in a multiage classroom learns from older/brighter role mod- els. As he ages in the group, he will have the opportunity to teach others—thereby building in redundancy to master concepts—and become a leader to younger/slower students. Most people will agree that there is no better way to learn a topic than to teach it. More im- portant, this type of scenario creates character traits like humility and leadership. No student should feel he is always at the top or bottom of a class. Because the multiage classroom is a fluid learning commu- nity, he will be each at some point in time.

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Perhaps the greatest benefit of the multiage classroom is that its cul- ture permeates the entire school, creating a stronger and more au- thentic community. Cross-pollenization between ages is the norm, not the exception, so children naturally feel connected to a larger pool than simply their own age group. This year, for instance, be- cause of rising enrollment, Akiba divided what had always been an all-school play into two separate plays: one performed by the lower school and the other performed by the middle school. In end-of-year evaluations, many students complained about this division, claiming they wanted to return to a performance where everyone was includ- ed and 1st graders could mix with 8th graders. The administration is now seeking outside venues in which to perform the play so that every child can fit on stage.

Sir Ken Robinson rails against the concept of compartmentalizing children simply because of what he calls their “date of manufacture.” To him, age is an arbitrary and misleading wall that should be torn down. If the students’ end-of-year responses are any indication, these walls have already been torn down.

Students of any educational institution ultimately graduate and be- הידיעון come contributing members of society, where they are asked to col- laborate with peers of varying ages. Jewish day schools aim to develop not only contributors to society, but leaders of it, and great leaders • HaYidion inherently understand the power of community. At Akiba, multiage classrooms have created a vibrant community of learners. ¿

[23] [24] Making and Playing הידיעון • HaYidion ¿ bySylvia andGary S. Libow Martinez Stager the What Schools Can Learn from inspiration for re-making your schoolinto amaker school. behindit,this movementnaturethe principles of and offering while advice and Two leadingproponents of “making” and “tinkering”the ineducation explain tech shops aretech popping over up all the world, offering remark do. Community-run hackerspaces, spaces called labs,and fab that bring together to share people what know they andcan around the world are holding their own Mini-Maker Faires and making together. learning, showing-off, Communities came together for a weekend oftinkering,inventing, crafting, attracted overmagazine, 100,000children andadults who The Spring 2012 Bay Area Maker by Faire, organized own creations. use else’s someone for building their as blocks or design code of sharing lowers the barriers to newcomers entry as can easily actual for programs anddesigns what invented. they ease This ing commons, to allowingshare people notjust but ideas, the world. Online communities learn the as hub ofadigital serve experiences inventors to become and seize control of their ofliteratureA growing library inspires and learners ages ofall sonal interest. of learning isvibrant, whimsical, communal, anddriven by per puter users clicking away on canned lessons. The Maker vision Remarkably, it’s com notasterile, vision ofsolitary high-tech is possiblewhen we rethink education for the 21st century. Thesecommunalexperts. learning of spaces arewhat amodel ably rich learning environments where novices learn alongside ment, , design andcomputer design ment, engineering, science to the customize the things we need brings gee-whiz excitecustomize brings gee-whiz the we things need joins in the Using fun. to make, repair, technology or materials,tools, andskills andhoping the whole world world. Makers worldwide are developing amazing new attitude towards the the technological world, especially The Maker Movement advocates(Do DIY a ) It Yourself masses. “Maker Movement” “Maker engineer. maker, mom, video-game and electrical the nonprofit GenerationYES organization, a Sylvia Libow Martinez is currently president of should be aware of: the Maker aware be should of: Movement. underway around the world that educators here’s andcreative atechnological revolution [email protected] Make - - - - -

ence, engineering andcraft. dents andcreate to design their own combines objects math, sci- With forprinted stu and printing, the 3D design ability page. like a2Dprinter prints lines ofdots that, line by line, create a indeposited intricate patterns that buildlayer by layer, much file andoutput aphysicalPlastic object. filament ismelted and come anaffordable reality. These3D printerstake can adesign thatyears, devices fabricate three-dimensional have objects - be Computer controlled fabrication devices. Over the few past today: Three forces have his made predictions accessible andaffordable on acomputer.designed ofmaking factory—capable high-tech things mini lab—a fab school’s first computer, soon you will have a Fabrication Lab or own problems. Gershenfield predicts that for the cost ofyour make will in whichpeople anything to solve their need they Gershenfeld describes revolution the next technological one as Personal Computers to Personal Fabrication professor, MIT Neil In Fab: book his The Coming Revolution on Your Desktop—from quickly. their the memorized own away fade factoids too learning, all ple and what we know about If learning. the learner doesn’t own ethic that both arecycling embodies resonates with young peo among Makers is“If youcan’t open it,youdon’t own it,” which withdiminish eachadvancing Another grade. saying popular that many young children have about the world, yetseems to The ethos of the Maker Movement is to go,” ita “give an attitude learner-centered teaching practices. Itdoing. holdsthe keys to reanimating the but best oft-forgotten the natural inclinations ofchildren and the power of learning by Fortunately for educators, this maker movement overlaps with classroom for more than 30years. [email protected] and speaker who has taught making inthe Stager PhD is aveteranGary S. teacher-educator - - Physical computing. New According to MIT professor Obama, Bill Gates, the CEO open source microcontrollers, of Google, and the Association sensors and interfaces connect Neil Gershenfeld, in the next for Computing Machinery are the physical world to the digi- technological revolution people will campaigning for computer sci- tal world in ways never before ence to be a curriculum staple possible. Many schools are make anything they need to solve from kindergarten to twelfth familiar with , one as- their own problems. grade. pect of physical computing, but a whole new world is open- None of these experiences or ing up. Wearable computing, where circuits are made with conduc- the materials that enable them are inconsistent with the imaginations tive thread, makes textiles smart, flexible, and mobile. Plug-and-play of children or with the types of learning experiences society has long devices that connect small microprocessors to the Internet, to each valued. Making is a stance that puts the learner at the center of the ed- other, or to any number of sensors mean that low-cost, easy-to-make ucational process and creates opportunities that students may never computational devices can test, monitor, and explore the world. have encountered themselves. Makers are confident, competent, curi- ous citizens in a new world of possibility. Programming. There is a new call for programming in schools, from the Next Generation Science Standards to the White House. Programming is the key to controlling this new world of computational devices and the range of programming languages has never been greater. Today’s mod- ern languages are designed for every purpose and every age.

You may be asking, “All that tin- kering and high-tech wizardry may be fine for MIT professors and stu- dents, but what does it have to do with my school?”

The most obvious implication is for the ways computers are used in school. Making and personal fabri- cation are a clear departure from the status quo. Instead of training anoth- er generation to perfect secretarial skills via word processor instruction or drilling basic skills, computers can and will be used to shape the world of the student. Tinkering is a powerful form of learning by doing, an ethos shared Kid makers possess a skill set and self-efficacy that will serve them by the rapidly expanding maker community and many educators. well in school, as long as they are engaged in interesting activities wor- Tinkering is the process of design, the way that real science is done. thy of their capacity for intensity. Despite the swirling politics and ex- It is not unstructured, but a process of iteration towards a goal that ternal pressures on schools, the maker movement may offer teachers may not be well defined. Many inventions were created on the way cause for optimism. The stuff of making is super-cool and gives those to somewhere else, or were “mistakes” that turned out to be valuable. teachers so inclined another chance to reanimate progressive educa- We owe it to our children to give them the tools and experiences that tion. If your administrator likes to buy shiny new things, then there real scientists and engineers use, and the time is now to bring these are plenty of things to buy that tools and learning opportuni- actually amplify the poten- ties into real classrooms. There tial of children. Silicon Valley are multiple pathways to learn-

הידיעון ,Tinkering is the process of design billionaires are endorsing the ing what we have always taught, nonprofit Code.org, which ad- the way that real science is done. and things to do that were un- vocates for kids to learn com- Many inventions were “mistakes” imaginable just a few years ago. • HaYidion puter programming. President that turned out to be valuable. [continued on page 26]

[25] [26] Making and Playing הידיעון • HaYidion learners. confident makers and creative theirto see students become vide these elements startwill done. Teachersbe who pro it isobvious what to needs lack one ofthe four elements, is that itisself-evident. If you genius of The this approach • • • • ing these four elements: crucial room amakerspace by provid Teachers can make their class- towards meaning. wise leader who steers students driven by a and bigideas—all ing about with materials, tools, erspace invites creativity, mess- space or the stuff in it.A mak is astate much a ofmind as as classrooms. A“makerspace” that teachers create in their learn, onlythe conditions to changenothow students by itself isgoing technology classroom. Nevertheless,erage are within the reach ofthe av these futuristic multiplying by the minute, With andoptions prices falling the maker movement enrich andaccelerate that process. the key to liberating the learner. The and activities values, tools of We in kid unabashedly power believe andknow that teachers hold learningdeep through making andtinkering. ing techniques to support ofresearch andteach brary provides andrich- adeep li room, andfortunately also this can happenall in a class- term that encompasses how Project-based learning isa [continued from page 25] ing ofexpertise arange Supportive culture, includ Sufficient time Appropriate materials question or thoughtfulchallenge, prompt, motivatingA good ------multigrade, and often have extended hours.these are advantages All for a Libraries and are cross-curricular makerspace. sible, andmaking things. Maker makingLibrary Specialists—making learning- meaning, pos now withoutMedia Specialists; changing the acronym, can they be the many decade, past librarians rebranded themselves Library as have extended hours. these All are advantages for amakerspace. In ate a“maker that cart” moves Other options to would cre be - for my classroom. norm them to be the extraordinary the is always to make what to seems means that each year my goal bywhatsurprised cando they second andinfifth grade, are knowing that students, both in It year. happened every And ideas to less traditional projects. askingbegin to change their the animal book authors would ue on with more requests until requests, andcontin a nod, give But, I’d casually write downthe Surely that’s not what Imeant. There would bea collective gasp. want to make avideo game.” and see what happens,” or “I to beascientist, mix things up, own television show,” want or “I to be a book critic andmake my want “I mean ANYTHING? to challenge me—did Ireally be achild who seemed to want books. Eventually there would to make avariety ofanimal would continue to be requests book about them.” Then, there about tigers, andIwill write a “I off ordinary.want learnto years. The ideaswould start I began second grade for many it with the This is how class?” and how doyouwant to share doyouwant to learn “What sharesgrade, this: taught and fifth both second er in Pennsylvania who has Maryann Molishus, ateach ricular, multigrade, andoften are Libraries cross-curtages. build on the existing advan If isanoption, the library the teacher, andthe students. classroom (or other space), widely depending onvary the Options for makingspaces - - - - between classrooms. Josh Burker, a technology resource teacher in Connecticut, uses the free computer programming language Scratch and a clever interface device called a MaKey MaKey to create proj- Additional resources ects that are completely customizable for each classroom. Students Invent To Learn: Making, Tinkering, and Education in the Class- can write their own programs that interact with real world objects to room http://www.inventtolearn.com - This website is the home create games that interact with the real world. Imagine a video game of a groundbreaking book by Sylvia Libow Martinez and Gary of your own invention that uses bananas as the controllers, or a cus- Stager. Invent To Learn: Making, Tinkering, and Engineering in tom-built Operation game! Each game is unique and different, but the Classroom gives educators a practical guide to bringing 21st every student must grapple with the design process, engineering chal- century tools, technology, and pedagogy to any classroom. The lenges and real world math along the way. Josh works with individual website also includes recommended books and hundreds of links teachers to integrate these projects into the curriculum and themes to resources and professional development for making, tinkering, of each classroom, and uses older students as beta testers and peer and engineering in the K-12 classroom. mentors. Video – Making in Education – Gary Stager’s interview with In secondary grades, the subjects are often taught separately, dimin- Steve Hargadon at the 2012 San Mateo Maker Faire ishing the time for students to experience science and math as inte- http://youtu.be/RVJfba1TAhg grated areas. Making is a way of bringing authentic design thinking and engineering to learners. Such concrete experiences provide a Constructing Modern Knowledge – premier event for teacher meaningful context for understanding abstract science and math professional learning with the tools and materials of the 21st concepts. Creating opportunities for making with imaginative new century. http://www.constructingmodernknowledge.com materials and technology makes learning come alive and cements un- derstandings that are difficult when only studied in the abstract. Learning by Making: American kids should be building rock- ets and robots, not taking standardized tests by Dale Dough- erty (Slate magazine online) http://slate.me/132EezD

We must reimagine school not Make magazine The bible of the Maker Movement. as a place to prepare students http://makezine.com/ for some future experience, Sylvia’s Super Awesome Maker Show is a video series produced but as a place where students by Sylvia, an 11-year-old maker, and her father. The videos are youthful and vibrant examples of playful technology. are inventors, scientists and http://sylviashow.com/ mathematicians today. Why I LOVE My 3D Printer (and you will too!) is a video of a passionate talk by 12-year-old Schuyler St. Leger. Often the results of bringing making into a school are powerful but http://igniteshow.com/videos/why-i-love-my-3d-printer-and- disruptive. Making creates a need for expanded time schedules, more you-will-too options, and greater flexibility on the part of teachers. It means that administrators need to trust teachers (and students) that the com- Joey Hudy Goes to the Whitehouse Joey Hudy is a young maker plexity of project-based learning is purposeful, not chaotic. It may be and entrepreneur who surprised President Obama with a home- out of the comfort zone of some that not every student does the same made marshmallow cannon in the White House. thing at the same time. However, the rewards of creating powerful http://blog.makezine.com/2012/02/07/joey-hudy-goes-to- learning opportunities for students should overcome temporary dis- washington/ comfort. We must reimagine school not as a place to prepare students for some future experience, but as a place where students are inven- The Story of Caine’s Arcadehttp://cainesarcade.com/ tors, scientists and mathematicians today.

The tools and ethos of the maker revolution offers insight and hope for schools grappling with what it means to be educated in the 21st Even if educators don’t have access to expensive (but increasingly af- century. The breadth of options and the “can-do” attitude is exactly fordable) hardware, every classroom can become a makerspace where what students need, especially girls, as they tend to opt out of science kids and teachers learn together through direct experience with an and math as time goes on. But hands-on making is not just a good assortment of high- and low-tech materials. The potential range, idea for girls; all students need challenge and “hard fun” that leads breadth, power, complexity and of projects have never been to big ideas and inspires them to dive deeper. Making school subjects greater thanks to the amazing new tools, materials, ingenuity and interesting and fun is not pandering to young sensibilities. It honors playfulness found in todays maker materials. Turning every classroom the learning drive and spirit that is all too often crushed by endless into a makerspace and every child into a maker is the path to creating worksheets and boring vocabulary drills. truly personal learning for every student. ¿

[27] [28] Making and Playing הידיעון • HaYidion ¿ byTimSaunders Leveraging Gameful Learning The Games We Play: Michigan alum andgaming colleague, presentsthe classroom. ways to gamify the University ofMichigan. takingon educational place at games Saunders, a RAVSAK’s schoolprogram middle JCAT developed workthe pioneering from language arts classroom arts we compared and contrastedlanguage charac learninglike? what So look In can gamified my fourthgrade critical collaboration andrisk thinking, taking. engage learning—like more robustly other creative pedagogies—can periences. Even aone-hour as (or one-day) activity, game-based lessons, months-long play for learning andsports are game ex playing individual boards, media, digital cards, role playing, Games be. arecould inherently creative. Anything involving Games Network, Itake abroad learning at look what gamified by Group theed Games+Learning+Society and the Learning • • • e.g.: books, compared andcontrasted events andcharacters from the two for the group lesson. had Each 20questionsterminology) that Ofcourse, this versioner?” Icustomized (“skinned” in gamer of 4-5 students and then “Would the played game You Rath intodig what we had read together. We split up intogroups five to have robust discussions groups and in heterogeneous-ability theactive year. school to read-alouds begin Iwanted students Clement’sdrew Story School The ters andevents from Sharon Creech’s Walk Two Moons andAn Would yourather to Sal’s go or Natalie’s school school? Would yourather friends be with Ben or Zoe? Would yourather or Natalie? Sal be think about how this pedagogic tool can tool enhance stu think about how this pedagogic Tim isa4th Saunders grade teacher Grand Michigan. inEast Rapids, [email protected], gameful-learning.org through play. game teachers itisvaluable All to doit; ment andthe various ways students teachers engage These terms aregrowing to describeused a move- learning. amification. learning. Gamified Gameful board, anationalboard, movement ofeducators support a memberas of the Learning Playful Initiative (PLI) in aclassroom? Asaclassroom teacher who serves I propose asimple question: what isitto play games goals we seek to we impart seek to ourgoals students. dent learning and accomplish the 21st century , two books we used as inter we as used books , two ------facilitator. Students how described their thinking as evolved we had debriefing. awhole-class My role was thatdiscussion of wasOnce completed, thestudents game came back together and and then on moved to the next question. thecussion; consensus was that couldn’t they losetheir mothers couldn’t From possiblychoose. there- had dis they asubdued thisone ofthewas ahorrible said girls question, andthat they tion to her group. It was met with silence. Eventually a dulled Shefinally think?” wrote down a name, and then read the ques- My doyou from the response “What book. was anambiguous, turned to meandasked ifitwas her parents or the characters andlooked up at After the again stopped ceiling. amoment, she She paused for amoment, picked up her pencil to write, then she read the card asking whichparent would they rather lose. namics like loss. Iremember the on one look ofmy students as strong conversations about interpersonal relationships, anddy These emotionally compelling questions students led to have • • • However, other questions were differently, framed as: such empathize characters with literary andtheir circumstances. the previousI designed questions tostudents’ elicit to ability questioner would move their forward. piece paper and blackmarker). If correctly the notguess group the did (another board simplethe game customization very Imade with then would one they on move space theirpieces forward game the questioner would answer. If were they ableto correctly guess, group then had to come to aconsensus on what thought they answer in secret andthen read the question to the group. The After drawing a card, the questioning student would write an Would yourather loseyour or father mother (Natale)? (Sal) you, or the postcards your late mother sent you? Would yourather keep that the books your late father read to your friend? Would yourather to lie surprise your mom, to or lie protect - time went on. We compared how different groups answered the same I noticed students “failing” time and again; that is, students often questions. One of the students whose group drew the “which parent thought they had completed a lab/level when, in fact, they needed to The Games We Play: would you rather lose” card mentioned that it was hard to answer complete more work. However, within these failure cycles students’ that question. There was a ripple of conversation from that statement, frustration was almost nonexistent. Prior to adopting a gamified as some students rushed to say they had that question too, and others approach to a science unit, students generally were not enthusiastic couldn’t believe that question was in the deck. One student quietly about having to correct written work or relearn a concept. But play- Leveraging Gameful Learning spoke up, recalling that they looked at both books differently after ing the unit as a game, students encouraged each other, helped teach thinking of losing one of their own parents. At this point many stu- each other, and were highly motivated to work towards mastery. This dents silently nodded their heads in agreement. The value of these was significantly different from the traditional approach I had been debriefing sessions are hard to overestimate. using in science, where the students felt compelled to be correct the

I teach four units of science, first time attempting to answer and one of them is states of Playing the science unit as a a question or complete a lab. matter. For this unit I applied game, students encouraged each ideas from Lee Sheldon’s book By providing a more autono- The Multiplayer Classroom. The other, helped teach each other, mous work space for the stu- unit was now a game, called and were highly motivated to dents, and decentralizing my “Matter Quest,” with levels, role as the instructor, I was free characters, experience points work towards mastery. to float from group to group and collaborative guilds. I also and check in on their under- moved the game onto an online wiki where students could share standing while they were completing labs. This gave me a much better data, results, reflections and make predictions about future learning. opportunity to work with the students as individual learners, and it gave the students more space and autonomy to explore the labs with While these additions to the unit aided student engagement, I also their guild. They took greater risks in trying to understand how labs wanted to add gaming elements that could increase my understand- could be completed, especially when it came to creating tools like bal- ing of their learning. There were 11 labs posted to the wiki as levels. ances with a set of materials (ruler, cups, paper clips, masking tape, a To prevent students from moving through all of the labs without hav- nail). They played for experience points, instead of a grade, and I feel ing their work and conceptual understanding checked, I made each that liberated them to take risks, fail and try again. level password-protected. Before students “leveled up,” I visited stu- dent groups, read everyone’s online work, asked questions about labs, My students weren’t the only ones playing around. Students were in- and conducted informal formative assessments. If students didn’t vested in a game narrative because I was transformed into Creepor show a complete understanding, or if they were missing important the Emissary, a brown-cloaked villain who was threatening the planet הידיעון concepts, I’d ask them some guiding questions to help them put the with untold terror. Within each level Creepor asked students to solve missing pieces together. Once I was satisfied that they had completed a riddle. Taken altogether, the riddle answers formed a larger mes-

the level satisfactorily, I’d give them the password for the next lab. sage revealing his master plan for Earth. From words such as “fire,” • HaYidion [continued on page 30]

[29] [30] Making and Playing הידיעון • HaYidion through andthe the Learning Coalition for PLI, Gameful igan-Flint. With her assistance, my expanded I’ve support network Amanda Pratt, whileagraduate student at the University ofMich classroom with a gamified the support of my research partner, Third, find Iwassupport. incredibly lucky begin working to on the experience. are attempting experiences to share without gamified acolleague it for amarking or period semester. if teacherstrue isespecially This andend, without middle the pressurehas abeginning, ofsustaining perience in the classroom that ex chance to enjoy agameful yourself, andyour students, a beginning ofalesson. Give tention-getting at activity the a small lesson, or even an at to fied look start unit, with than jump in- with agami start small.Rather Second, dents’ interests. play, their teaching and stu connections game between themselvesplay games find Learning, many teachers who Videoin book his Games and riences. AsKurt Squire notes learning- expe varied gameful “Minecraft has leveraged Joel studies. teach Levin social simulation “Civilization” to Past Jeremiah McCall’s Gaming the the classroom. and beyond within games video leverage teachers around the globe You was inspired Many by Rather?” the game. board Zobmondo First, It play games. may sound simple, but “Would play some games. for educators ideas Some looking to implement similar experiences: moreallowed students included in to be the authorship of the story. elements oftheir own ending ofthe part conclusion, to be andthis story. Since noone interpretation correct, was deemed students saw hadofownership they apiece chance the in to the co-create ending, conclusion andthe toisfying the unit. story By givingthe students a and playing along with my improv Creepor, as found this asat to be Creepor to istrying say.” The students, by now well in on jokethe responsesI read selected that were, “Pretty closeto what Ithink sage’s final version! Instead, final about decision the mes- The truth is,Inever made a message. crafted interpretations of the and “volcano,” the students “smoke,” “lightning,” “star,” fessional development group for teachers interested in the effects , describes how heuses the ” into - - - thinking about how thinking about game can be just asinformativegame canbejust as Making time each day to facilitatetime eachday Making the time spent playing the game. playingtime spent the , apro - - - debriefing when no one is quite sure or feel. how look itshould speaking out in about the their first especially own days of thinking, animportantwhich gives voice to students who aren’t comfortable before moving on to another technique, asuccessful isalso activity written reflection after the debriefing asan “exit ticket” for students your students the as time spent playing Adding the game. in ashort about unit, lesson, making or afull gle time eachday to facilitate thinking of debriefing after playing game with your a Whether class. it’s a sin Fourth, remember to debrief. Icannot overemphasize the benefits it a go. Isn’tit ago. ittime to play? Educators interested in their in games trying classroom give should teachers are thrilled with what discover they together. andstudents together in , spectacular fall and days games what doesn’t forgoing reflection allows and forward. Most revision process. Usingdesign debriefing evaluatetime to what works and messy, loud anda bit chaotic, but that is animportant of the part increasingly important. There are days games wheremay appear are notthe onlyway to teach andlearn with students, but are they They toolbox. In are the another end, games in tool the pedagogical work with whointerested would be well. in itas trying youthe played how you played the game can be just can be the informative youplayed as game for youand if youcan find you someone periences with them, and see act with daily. Share your ex the building staff you inter fromaside students, be will most important supporters, classroom Your learning. experiences on of gamified ¿ - - - What are students saying?

Moot Beit Din is an experience unlike any other. While at Moot Beit Din students get to have great discussions and interact with Moot other students who are excited about their Judaism.

Moot Beit Din takes real modern situations that we could potentially face in our lives and shows us that using resources that we thought otherwise obsolete can be a viable solution to these Beit Din problems. Tamar T. SAVE THE DATE What are teachers saying? RAVSAK’s Moot Beit Din program is a really rewarding way to March 27th – 30th 2014 interact with students. It brings out a new dimension in studying Jewish texts. It adds a different type of student into the mix of Jewish study. Moot Beit Din is a unique and highly Rabbi Mark Goodman, interactive program that enables Denver Jewish Day School students from Jewish high schools to The Moot Beit Din program allows my students to engage with examine issues of Halakhah through the sources of our tradition in a creative and dynamic fashion. It creative engagement with contemporary provides them with an opportunity to actively situate themselves within millennia-old conversations about how Jewish life can be situations. Teams of students are given lived. a contemporary dilemma and asked to Rabbi Joshua Ladon, write a judgment using Jewish texts. Jewish Community High School of the Bay The teams then come together for a Connection, Community, weekend Shabbaton where they meet Jewish Learning, Travel, Tradition their peers for four days of Jewish learning, community-building, prayer Register NOW for this year’s Moot Beit Din Program. and fun, all within a pluralistic Jewish For more information and to register your school, please contact environment. Lisa Inberg, Student Programs Coordinator:

Email: [email protected] Phone: 212-665-1320 Registration deadline is September 30, 2013 הידיעון • HaYidion

[31] [32] Making and Playing הידיעון • HaYidion ¿ byTikvah Rose Cheatham andAndrea Wiener Kasper Getting Started with PBL day schoolsandgive guidance for professional development. ambitious initiatives inPBL. the varieties explain They ofPBL, offer examples from authors areThe bothresearchers ofproject-based andchampionsof learning learners. joy andpurpose andcreate empowered andcreative lifelong these making-as-learning infuse the models classroom with attractive for today’s but necessary world. More importantly, tions andcome up with resolutions independently. on focuses enablingpurpose, IBL students to formulate ques- thinking the well as creation as ofanend with project authentic have in collaborative learners work engage andmultidisciplinary constructivist andIBL theories both PBL While oflearning. Inquiry-based learning project-oriented on isalso andbased andphysical. logical projects are diverse in nature visual, musical, andcan be techno product that has relevance in the world. real Theseculminating or essential questions, in depth, andproduce anend or project dents work collaboratively with to investigate peers problems where students directly with real-world engage problems. Stu Project-based approach learning isadynamic pedagogical terchangeably. are, since manySDL terms exist for the andare in used models and classrooms. One barrier isconfusion about what PBL/IBL/ manygies, don’t know them how to get in started their schools educatorsWhile are intrigued by the notion ofthese pedago Terms and interests.educational The are models knownas thinking students andengage using their passions force them to employ order, higher multidisciplinary world ofwork by solving real-world problems that making these educational approaches notonlymore need for aninnovativeneed andcreative workforce are growth in our technology, flattened world and the andstudent-drivening (IBL) learning The (SDL). project-based learn learning inquiry-based (PBL), endorse learninggies in whichstudents the mimic early ined the twentieth century.pedago These approaches John advocat Dewey the pedagogical ducational leaders have recently shown interest in program. [email protected] student-drivenan inquiry-based, learning in Paramus, New Jersey, andruns RealSchool, Tikvah Wiener isaneducator at The SchoolFrisch ------els, unless isunder one model particular discussion. article This will employ the term to all PBL includethree mod sions andinterests. students allows also their to on choose their projects- based pas Student-driven learning but incorporates either or IBL, PBL tion ofthe learning model. teachers to effectively implement remainsPBL abarrier to adop of appropriatelydifficulty system. The training and supporting ing widely implemented has notbeen in the American school continuesa result ofPBL project-based learn published, to be researchWhile supporting student in 21st-century gains skills as in students, for the qualities 21st need century. will they results also in enhanced PBL niques. creativity andinnovation ing skills, research capabilities andcollaborative working tech suasive for case its effectiveness in developinghigh-level think The empirical research on learningproject-based providesper a Efficacy Research propriate support and feedback. propriate support andfeedback. in students being too given structureenough for the students is fordifficult many, resulting that striking “letting between abalance go” andnotproviding and of what itmeans a teacher. to be The also researchfinds of their ideaofwhat itmeans in to control be ofthe classroom for many challenge overwhelming teachers ishaving to “let go” completely different from whateducators are accustomed to. An classroombecausePBL is a This runmustbe in a manner that is rigor.selves with necessary and lost, without to andapply focus the them skill andability implementationpoor leave might students ofPBL floundering scaffolding literature The to doit well. necessary thatsuggests implementing long educators as as PBL are provided with the fact is The that professionals school confident feel should about Professional Development cohort. Akasper@ ksds.edu School inBaltimore andinthe 8th DSLTI teaching andlearning at Krieger Schechter Day Andrea Rose Cheatham isdirector Kasper of much without responsibility the ap ------Since teacher structuring of PBL is crucial to encouraging students Also helpful for schools interested in PBL is the designation of an to be both thoughtful and substantive in their inquiry, it is essential administrator not only to implement the methodology and provide that teachers are given the appropriate professional development ample opportunities for teachers to collaborate and reflect on their and support for effective implementation. The most successful practices, but also to manage the scheduling of the PBL units. models of teacher training provide cycles of collaboration, enact- ment and reflection, allowing educators and administrators to gain PBL and Jewish Education: Case Studies new visions of instruction, develop rich conceptions of the features of PBL, and learn strategies for enacting practices congruent with Within Jewish day schools, the focus on text learning born out of theory. the Jewish tradition may seem to limit the kinds of curricular and temporal flexibility that PBL demands. However, the challenge of One of the most important features of PBL is its focus on process balancing text study and development of textual skills with creating and mastery rather than on completion. At the culmination of a PBL meaning out of those texts for today’s modernized and technologized unit, the teacher has not only assessed her students’ knowledge in a students could be answered by PBL. Having to complete multidisci- content area. She is also aware of the critical thinking, reasoning, and plinary projects that have relevance in the real world enables students divergent thinking skills students have honed; the contributions they to see how their Jewish knowledge can be utilized across subject areas have made to their group work; the oral and written skills students in authentic ways. have demonstrated in presenting their findings; and the creativity, artistic abilities, and/or digital literacy they have developed as they PBL requires an essential or driving question; careful design of the completed different parts of the unit. project that includes not only a project plan but also a set calendar and rubrics for assessing the various components of student work; Because educators have to learn how to structure a PBL classroom presentation of work, and reflection. The following case studies of and how to carefully construct the complex layers of a PBL unit, PBL in the Judaic studies classroom and Jewish day school setting schools must build time into the teachers’ schedules for professional provide examples of how to get started with PBL in multiple ways. development. At the Science Leadership Academy in Philadelphia, Not all the case studies contain all the elements of PBL described an inquiry-based learning public high school, students leave the above, but that is an important point. The PBL model is flexible and campus every Wednesday afternoon to do internships, so teachers adaptive, so in getting started, school leaders and educators should have two and a half hours of meeting time each week built into their consider what is best for their needs. schedules. [continued on page 34]

Valuable New Resources for Tanakh Teachers הידיעון “…an enthralling analysis of one of the most dramatic books of Tanakh.” “…reanimates the text for a new generation.” Rabbi Lord Jonathan Sacks Aryeh Tepper, Jewish Ideas Daily • HaYidion

A Division of Koren Publishers Jerusalem www.korenpub.com [33] MAGGID [34] Making and Playing הידיעון • HaYidion students. in unit thepose to IBL flow from the interests and passions of the simple This butpowerful question allowed about?” authentic pur thatlife to younever understand seemed andwish to know more Bernstein asked students, his isone in area Jewish or mitzvah “What andstudent-driveninquiry-based rather PBL. than guided carefully Bernstein’s was project on asmaller than scope Ross’s, anditwas year with seventh in graders Talmud his andJewish law classes. interestedNJ, them became andpiloted andSDL this in past IBL teaches at an elementaryin school The Englewood, School, Moriah master For they projects as Avi PBL. example, Rabbi Bernstein, who leaders and educators to small know and then can they begin add to the years and keeps few past building It’s on. important for school Ross’s units crafted PBL over areones he honed carefully which has had never heard ofthem before. teric concepts, religious ones were they with, to familiar those who mendous authentic purpose,Ross’s as students had to explain eso The presentation of PBL piece the unit, then,one of became tre- laws ofkashrut to the seventh-grade at boys the Catholic school. andthe Ross teacherreign. for Ross’s arranged students to teach the restrictions on keeping kosher that during Jews faced Antiochus’ who had taught students his about the andthe Chanukah story with teacher a seventh-grade at history Denver Christian Academy learning network) on (personal Twitter PLN his used to connect purpose. year, past This successful in doingRoss so. highly was He Educators must create also presentations PBL that have authentic Prezis.videos, platform use will they in their final presentations: PowerPoints, not onlythe area ofkashrut want they to research but the digital built that into allowing well, students as project his to choose is allowing for student of PBL part voice has andchoice.Ross search papers, andeven through Anotherprojects. art important quizzes or even longer through tests; reflective writtenre pieces; there are many ways to help students reach benchmarks: through done using anapp, but educators comfortable can feel knowing isessentialrial here Ross demonstrates in PBL. how that can be Ongoing reflectionassessment and of student of mate mastery aconcept andwho hasn’t.has grasped into aquiz that instantly. isgraded immediately can Ross see who Socrative, teachers whichallows to loadmultiple ofquestions types he quizzes of knowledge, students,body often using appsas such units PBL tohis ensure students emerge from them with aspecific learningtech management systems. structures Since carefully Ross copies hemakes available in the noteandlow- the classroom; high- the resources, on awiki whichhecollects hecreated andin hard where students research anarea ofthe laws ofkashrut. provides Ross Chumash classroom for the years,particularly for aproject few past Paramus, NJ, implementing has been in seventh-grade his PBL Aaron ofYavneh Ross Rabbi Academy, in anelementary school School at PBL Yavneh andSDLat Academy andIBL Moriah The [continued from page 33] - - - - about their andthe worked. project religion, The students were interests to dictate how would assignment they create a meaningful for students. meaningful Bernsteinreligion the allowed students’ of goal the a approach classroom: studies makingJudaic fulfills also the to capacity create a strong connection to Judaism. Bernstein’s Judaic studies classroom, that engagement has more it has import as educators want but in with students the learning, engaged deeply In addition, finds Ross student All high. is withengagement PBL traditional manner. would they have as aknowledge deep as taught had been they in a were through led the carefully learning process, with emerged they skills inal order to employ Because these Ross’s models. students shouldn’t are they sacrificing feel to or teach texturigor the need els, depending on their Furthermore, classroom needs. teachers experimenting can employ andSDL IBL any ofthe with mod PBL, fromAs one can see Ross’s andBernstein’s experiences, educators about Judaism. students how learned to use the web to answer questions had they about their with across religion peers the country, whileBernstein’s students how learned to conversation have ameaningful online skills were in adifferentacy developed way thanRoss’s were.Ross’s rely on and which were faulty. As a result, students’ his liter digital mation from the Internet; heshowed them sites which could they Instead, Bernstein worked with students his on how to curate infor classroom studentquiry-based allows questions to leadthe learning. topic unit, of the Bernstein PBL was unable to do so, since an in to preselect sources for students his because hehad planned the kashrut, animal cruelty,plore: the the laws process of ofaJewish wedding, Bernstein’s students chosemyriad andwide-ranging topics to ex the eradication of human slavery. RealSchool’s Action and Social All?,” andthe show’s was to aim advocate for fair-trade practices and year’s past This “Who’s theme, for example, was the Fairest ofThem Entrepreneurship, ofwhichcontributed all to the show. Identity, Religious Arts, , Action and andSocial Forion. has members on teams The example, such as RealSchool able to collaborate andcreate ashow that went mere fash beyond has members with diverseRealSchool interests, the students were incorporate their into love offashion activity, aschool but because Mantell, arose out of the desire of many of the female students to show,fashion The run by Wiener and Frisch’s teacher art Ahuva into project. amultidisciplinary School’s show isanexample fashion ofhow to infuse Jewish values how learn they in andhas learning them Real by engage doing. anextracurricular as began activity, has students what decide and atprogram Frisch, in Paramus, school ahigh which NJ. RealSchool, Two andSDL anIBL Tikvah Wiener RealSchool, yearsago began RealSchool: andSDLProgram at anIBL FrischThe School they created.they about whatcited were they learning andfound meaning in what and the laws were ofgossip afew. Whereas was Ross able [continued onpage 51] ex ------RAVSAK Visits: Upstate New York Schools

ver the past two years, RAVSAK staffers have hit the road to pay visits to member schools. We recognize that there’s a limit to Owhat we can learn by emails and phone calls; in order truly to understand a school, we need to see it and experience it firsthand. When we visit schools we spend time in offices and in classrooms, speaking to school heads, board members, faculty and students. We want to learn your successes and challenges, to appreciate what makes your school special, to scan its DNA, and to explore how RAVSAK can help your school thrive in new ways. Buffalo

Recently, RAVSAK toured our schools in upstate New York: Hillel Academy of Broome County (in Vestal, outside Binghamton), Hillel Community Day School (Rochester), Kadimah School of Buffa- lo, and Syracuse Hebrew Day School. We saw four schools, among the oldest in our network, all with- in the “small” range of the RAVSAK spectrum, all of which serve as vital pillars for their local Jewish communities. All are renowned for their outstanding academics, and in all of them the students engage in incredibly rich, dynamic Jewish and Hebrew study, creating proud, knowledgeable Jewish leaders of the Syracuse future. We saw heads who lead with professionalism and passion, who ensure the highest quality educa- tion and work tirelessly to recruit widely and retain Rochester every student. We met board members with great faith in their schools, who are optimistic that their schools can grow and prosper and are doing all they can to make that happen.

Nothing is more inspiring than to witness the re- markable work that these schools cultivate in their students. In Syracuse we saw second graders dance and sing the times of day in Hebrew, while sixth grad- ers discussed advanced theological and interpretive issues as they read Exodus and Rashi’s commentary in Hebrew. In Rochester, students were preparing the walls and ceilings of hallways with their artwork Vestal for the annual Art and Literature Evening. Students in Vestal were constructing models of the Mishkan, the ancient Tabernacle, and a second grade parent led students in an orchestra after school. Over in Buffalo, students use Raspberry Pi, an inexpensive, credit-card sized computer, to learn programming and create new devices for an Invention Convention. הידיעון

These schools are an inspiration to their stakeholders, their communities, and to day schools everywhere. ¿ • HaYidion

[35] Keeping the Vision / Column Embracing Experimentation ¿ by Jonathan Woocher

RAVSAK is delighted to welcome Dr. Jonathan Woocher, a renowned visionary in Jewish education, to the pages of HaYidion, where he will have a platform to offer his guidance and inspiration to our readership. lmost since its beginnings, American to see if they work.” It means doing so with 4. Reflection. Taking the time to step Jewish education has looked to the the measure of rigor and reflection that we back and assess what has been learned larger educational environment for associate with scientific experiments. As in and what the next steps are. Ideally, this ideas on how to carry out its mis- experimental science, learning from the ac- should involve all of the stakeholders sion. The great wave of Jewish cumulation of should be our pri- impacted by the innovation being intro- educational innovation that be- mary initial goal. duced. gan almost a century ago under Samson Benderly and his disci- The record of Jewish education in this regard 5. Sharing. The best learning about the ples was deeply informed, per- has not been great. To our credit, we do try potential value of new educational ap- haps even inspired, by the lots of things. But we frequently fail to do so proaches for Jewish education will come progressive educational in ways that both enable us to identify and from sharing the experience of multiple ideas and developments articulate what we have learned and to share experiments. Educators and institutions of its day. Thus, it is not surprising that the those learnings, even with those pursuing need to report publicly on what they are topics that fill general education journals similar pathways. learning and to participate in conversa- and blogs today are showing up increasing- tions that allow broader frameworks of ly in our publications and schools (and our The formula for capitalizing fully on today’s knowledge to emerge. camps, youth programs, ECE programs, thirst for innovation involves several steps etc.) as well. that are simple to state, though (admitted- There is one more critical requisite for im- ly) not always so easy to implement in a day plementing this experimental approach This is a good thing. Jewish education needs school or other setting. It involves: across the Jewish educational landscape: to be refreshed by good ideas whatever their support from funders. It’s obvious that in- source (including re-mining our own long 1. Formulating hypotheses that we can test. troducing new programs and pedagogies history of learning and teaching). But we Why do we believe that introducing on- requires resources. What is perhaps less ob- also need to be mindful that latching on to line learning (or another innovation) is vious is that creating the infrastructure for the latest trends in general education is not a good thing? What do we expect to see a learning-oriented approach to innovation a panacea. The history of educational inno- happen as a result? How can we know if requires resources beyond those needed for vation and change argues for a cool skepti- this is in fact taking place? the innovations themselves. Happily, there cism about many of the ideas being touted are some notable funders who have made so enthusiastically. Educational structures 2. Carefully monitoring what happens. We support for experimentation and fieldwide and practices are difficult to change, and -of should look not only for evidence for or learning core elements of their philanthrop- ten for good reason, given education’s vital against the hypotheses we have formulat- ic approach. However, in the understandable role as a cultural transmitter across gener- ed, but for unanticipated effects as well. eagerness for “results,” the recognition that ations. some experiments not only may, but must 3. Iterative learning. It’s rare for a new prac- fail for learning to advance can be too easily We need, therefore, to embrace new thinking tice to succeed fully right out of the box. lost among all parties. and new approaches with an experimental Innovation today is increasingly done mindset. Viewing the adoption and adap- through a cycle of quick trials and refine- Our job is to ensure that these experiments tation of ideas now prominent in general ments (or even “pivots,” where you move yield real learning and, ultimately, real education from an experimental perspec- in a different direction to seek the same gains, for students, schools and the field as a tive doesn’t just mean that “we’ll try them goal). whole. ¿

Dr. Jonathan Woocher works in a senior capacity with the Lippman Kanfer family on its philanthropic and educational initiatives. [email protected] הידיעון HaYidion • HaYidion [36] RAVSAK’s Jewish Art Contest

AVSAK, in partnership with the Aleph Society’s Global Day of Jewish Learning, presents a prestigious and Rimpressive contest that allows students to compete and share their works with students across the country and beyond.

This amazing opportunity gives our students an exciting platform to bring together two passions: and Jewish text. RAVSAK’s Jewish Art Contest encourages participants to artistically express themselves in creative enriching ways through their interpretations of Torah. We are excited to be a part of this project.

Karen Feller Head of School Donna Klein Jewish Academy

Register NOW for this year’s Art Contest.

הידיעון For details of the program and to register, Email: [email protected] please contact Lisa Inberg, Student Phone: 212-665-1320

Programs Coordinator Registration deadline is October 11, 2013 • HaYidion Artwork submission December 20, 2013

[37] PBL in Our Schools

he self is not something ready-made, but something in continuous formation through choice of action.” - Project-based learning, at heart, is giving students the opportunity not just to discover themselves but to create themselves. When the projects come together successfully, they empower students to self-create by applying the values imparted by Jewish day schools: exercising responsibility, collaborative exploration, taking action based on knowledge, enthusiasm for learning and creating something new and valuable. Below are examples of PBL in RAVSAK schools that translate Jewish learning into practice, draw important lessons, and derive benefit for participants, other students and the larger society.

Faith—and Bread—Take Time and Energy to Develop By Sharon Freundel, Judaic Director, Jewish Community Day School of the Nation’s Capital, Washington, DC

The peo- She found online a recipe for sourdough“— אוַּיִּׂשָ םהָעָ אֶ תּבְצֵ קֹו טֶרֶ ם יֶחְמָ ץ ur fifth graders explore Yitzi’at Mitzrayim (the Exodus from ple took their dough [with them out of starter and created separate jars for small Egypt) as part of their Tanakh Egypt] before it was leavened.” He wanted groups of students. Sourdough starter is a Ostudies. One enduring understanding of to know the significance of the Torah men- mix of flour and water, which is left open the unit is that Faith and trust take time and tioning the unleavened dough, especially as to draw yeast spores from the air itself. It energy to develop. The nascent Israelites did the Torah tells us they had eaten matzah the needs to be replenished each day with the not quite trust God even until the end of night before as part of the korban Pesach correct amounts of flour and water and their wanderings in the wilderness, and they (the Passover sacrifice). This led students to tended carefully for a number of weeks. The were certainly skittish about this relation- ask questions about where yeast came from, students took turns “feeding” the jars each ship at the beginning. This idea is an esoter- especially as there were no supermarkets. day and bringing them home over the week- ic concept for modern eleven-year-olds. The Their teacher, Shifra Kaufman, decided to end to continue growing the mixture. They notion of anything taking time and/or pa- kill two birds with one stone and respond began to understand that not everything tience is foreign to the “wired” generation. to that question with project-based learn- occurs instantaneously and to appreciate ing while having the students experience how much more difficult life was before our .Three years ago, a student asked about the something that required time and energy to modern conveniences הידיעון matzah in light of the verse (Shmot 12:34) develop. HaYidion • HaYidion [38] When the starter was done, the students went to a farmer’s market and saw chal- of bread that free Egyptians might have selected different kinds of dough to bake: lah-shaped breads labeled “brioche,” the been eating while they were slaves. They also one using the sourdough starters, one with class researched challah’s shape and origins. traced their own learning beginning with store-bought yeast, and one with no yeast the big idea and ending with further knowl- or leavening of any kind. They mixed the The students then began small-group re- edge of one of the staples of the human diet. doughs, kneaded them, allowed them time search about topics related to bread such as to rise, and finally baked them. Then they challah, mannah, matzah and the lechem At the end of the project, the students com- compared the outcomes in terms of appear- hapanim (showbread). Some learned Torah piled their personal research together with ance, smell and . They experienced the sources about one of these breads, some, written reflections on what they had learned differences between various kinds of bread or history, and some, the tradi- about yeast and the energy it took to make and commented on how much more mean- tions surrounding bread, such as hand wash- bread, the significance of both leavened and ingful the bread made with their own sour- ing and Birkat Hamazon (Grace after Meals). unleavened breads in the story of Yetziat dough starter was (despite the fact that it Mitzrayim and challah as a Jewish symbolic was by far not the tastiest) as they had seen Through their research, the students found food. They created videos, PowerPoint pre- it through from beginning to end. that the earliest historical evidence of leav- sentations, Prezis and written essays com- ened bread was found in Egypt, leading bining all the things they had learned into As the students watched the yeast grow and many historians to believe it was developed a format with which they taught each other baked their bread, they also asked many there. This fact led to discussion and reflec- about what they had discovered. questions about challah and its place as to- tion on the original question that started day’s primary “Jewish” bread. The class took the project, the significance of unleavened Three years later, these students remember a field trip to a challah bakery in Baltimore bread for bnei Yisrael the day after they left this Tanakh unit better than almost any oth- and learned about the process of making Egypt. The students made the connection er unit they encountered. The project-based challah and other Jewish baked goods (such themselves between celebrating the first sev- learning made an educational impact on as bagels). In addition, when some students en days of freedom by not eating the kind them that they still carry with them. ¿

Achieving Civic Engagement and Tikkun Olam through PBL By Matthew Vacca, Academic Coordinator and History Department Chair, New Community Jewish High School, West Hills, CA

eniors in my American government Learning Result (ESLR) is for students to polling exercise conducted in class. A more and politics class complete a social engage in acts of Tikkun Olam. We also ask sophisticated version of this exercise would advocacy project in which they con- that our students consider what is truly im- ask students to create a résumé and inter- Ssider issues in need of repair, create a cam- portant in life and understand “a big thing view each other in a speed-dating format. paign to advocate for change, develop on- from a little thing,” in order to keep life Each group works together to complete line resources to help educate and inform challenges in perspective. nine “deliverables” (below) or components their community, and employ a host of skills over four months. Examples of student necessary for the 21st century learner. The There are three main curricular goals in initiated topics include safe teen driving, ubiquitous laptop or tablet makes these ob- this assignment: 1. create a space for stu- anti-bullying, promotion of self-esteem for jectives eminently possible, and instructing dents to explore personally relevant areas teens and creating a culture of healthful eat- in a one-to-one device environment is cru- for civic engagement; 2. connect students ing. cial for the success of this project. to the world outside of the classroom and create opportunities for them to tackle real Organization and Structure This assignment is in keeping with the world challenges; 3. stress skills needed for mission of New Community Jewish High 21st century learners, such as creative prob- Groups create, design and maintain a web- School, which puts forth a values-based lem-solving, collaboration, complex com- site, like Google Sites or Tumblr, dedicated הידיעון approach to education, presenting students munication, digital literacy, initiative and to the topic. Using their chosen platform, with the opportunity to expand their net- ethical decision-making. Students select student groups name the organization, work and use social media for social good. their own groups based on mutual interests create a logo and slogan, and post a clear • HaYidion At New Jew, our first Expected School-wide and skill sets during a short interview and mission statement, measureable goals and

[39] PBL in Our Schools

explanation of guiding Jewish values. Twitter, Instagram and YouTube, Using Google Documents, each group groups use social media to reach and writes a contract, where they define, as- communicate with a widespread sign and schedule tasks and document audience about the issue, using their this arrangement on a project timeline. cultivated materials. Groups submit to the instructor a 250 word reflection explaining how their social media White Paper strategy was incorporated to advocate Groups submit a 400 word summary of and raise awareness. the issue to the instructor. This brief- ly indicates what the issue is, states the 2000 Word Research Paper and group’s specific position and proposes a Annotated Bibliography solution(s). Based on scholarly articles, document- ed sources, and news articles, this pa- Fact Page per answers the following questions: Expanding on their research for the 1) What is cause of the issue? 2) What white paper, the fact sheet is a brief state- impact is the issue having on the com- ment of the issue accompanied by doc- munity? 3) How does the issue relate to umented and facts, and a clear Judaism and Jewish values? 4) Who has statement about a proposed solution, all the power to directly address the issue? posted online. In addition, a document- 5) What are the solutions the team has ed and compelling human-interest story identified? or real-life anecdote and links to other organizations that advocate on behalf of Present their Findings to a the issue are required. Community Panel Groups select an audience of faculty Contact Stakeholders and Form members. In seven to ten minutes groups Coalitions discuss their mission and goals, identify Students reach out and offer to assist solutions, effectively use visual aids and organizations and lobby politicians who demonstrated presentation skills, while share the same interests. Using Google reflecting on the project experience and Spreadsheets, groups maintain a contact taking questions from the panel. list and document all communication. Links to student work where videos, so- cial media content, and other education- Develop Educational Materials al materials can be found: Posted on the group site, this compo- nent creates a central repository of in- “Simplicity”: sites.google.com/a/ncjhs. formation that is annotated, organized, org/g5 documented and professionally present- ed, while providing a “Frequently Asked “License to Kill”: sites.google.com/a/ Questions” and compilation of annotat- ncjhs.org/g2 ed links to articles and outside media that pertain to the issue. music, quotes, images, documented facts “Renew”: renewyou.tumblr.com and interviews. “iHeart Health”: sites.google.com/a/ncjhs. Digital Storytelling org/a3 Explain and Launch a Social Media Students create a five minute advocacy doc-

Campaign הידיעון umentary embedded on the group site that “Together Against Bullying (TAB)”: sites. seeks to frame the issue rhetorically by using Using sites like Facebook, Tumblr, google.com/a/ncjhs.org/d1 ¿ HaYidion • HaYidion [40] Israel and Texas: A Tale of Two Topographies By Jeni Rosen, Principal, Austin Jewish Academy, Austin, TX efore I did this project, I special instruction in how to read expos- Compare/Contrast Paper thought Israel was a scary place itory texts to obtain critical information. Synthesizing the information learned that I would never want to visit. Students used websites, videos, books and through research, students completed “BNow I can’t wait to go there.” AJA 4th grader magazines to gather information about graphic organizers and then wrote a paper their assigned regions. Using graphic orga- comparing and contrasting the geography Teacher Kathy Rosenmann loves sharing nizers, students took notes on a variety of of Israel and Texas. her enthusiasm for Texas history with her topics including animals, plants, resources, students, and this year, took it a step further climate, landforms, bodies of water and Meograph Trans-Atlantic Tour by comparing Israel, the Jewish homeland, major cities. The Meograph is a multimedia program

with their current home, Texas. The essen- Relief Maps that allows users to combine maps and tial question guiding this unit of study was: Students learned about scale and propor- links and tell stories in the context of when How does understanding geography affect tion along with the regions, landforms, and where. AJA students researched four people’s affinity towards a particular region? bodies of water and elevations of both Israel interesting places to visit in both Israel and and Texas. They then designed pizza boxes Texas. They planned, wrote and narrated Over the course of a month, students be- to represent each place and constructed re- a Trans-Atlantic tour highlighting their came immersed in developing an under- lief maps that included surrounding states/ chosen places of interest. To see an example standing of the themes and elements of countries, color-coded regions, major cities go to www.meograph.com/itay531/12554/ geography including human/environment and rivers, a scale and a key. texas-and-israel-meograph. interactions, movement, places/regions, physical systems and the world in spatial Expository Paragraphs The teacher provided daily feedback and terms. This project-based study allowed Students participated in a variety of writing used rubrics to evaluate final products. Stu- students to draw conclusions about the lessons before composing descriptive para- dents completed self-assessments and evalu- similarities and differences in geographical graphs about the geographic components ated team functioning and final products, as regions and to foster an appreciation for of Israel and of Texas. Each student’s seven well as the overall project. To celebrate their and pride in these two special places. As paragraphs were displayed inside his or her hard work, students created edible Tex- their understanding grew so did students’ pizza box. as-shaped pizzas and Israel-shaped cookie sense of identity, belonging and responsi- cakes that were shared with parents. As a bility. culmination, students formally presented their projects to their The project was divided parents and a panel of community into five parts, and students members at AJA’s spring Portfolio worked in pairs. Day. The school hopes this unit has הידיעון sparked an interest in students to Research and Information further build on their understand-

Gathering ing and love for Israel and Texas • HaYidion The teacher provided and to become invested citizens. ¿

[41] PBL in Our Schools

Teaching Ritual Practice By Rebecca (Farber) Bubis, High School Jewish Studies Teacher and Jewish Life Coordinator, Tarbut V’Torah, Irvine, CA igh school students in a and prepared images. The first and course on Jewish rituals de- second teams researched the rituals’ cided this past year to accept components from a variety of sources Htheir principal’s offer and pilot Tarbut and ultimately displayed a sophisticat- V’Torah’s first project-based learning ed and genuine appreciation of each class. Taking a break from traditional one. The third and fourth teams also frontal learning, they proposed a how- worked closely together, meeting with to booklet on Jewish ritual practice the faculty to produce effec- replete with a focused goal and a time- tively packaged content which had an table. Their aims, in their own words, orderly and attractive format. were to “learn better leadership, com- munication and research skills.” What The road was not always smooth. Some they ended up creating was beyond our of the students were well versed in

imagination: a thought-provoking and mitzvot, others not; some of the stu- well-balanced handbook to guide any dents had experience working on long- newcomer through the steps and meaning THE GUIDE term group projects, others not. But all of of these practices. the students were invested in creating a TO book they would be proud to call their own. The crew of seven consisted of one fresh- And their teacher had to learn to relinquish man, two sophomores, three juniors, and a EMBRACING control while still properly assessing them. senior. Given that this was to be a beginner’s introduction, the students were forced to YOUR Every few days they would meet as a class exclude many rituals from their book. After for a check-in. During this time they would much deliberation, they wrote a disclaimer INNER JEW submit work for peer review, including both at the outset informing the audience that product and process, confirm that there was this book would not take into account de- a unifying theme throughout each section, nominational or communal differences. It and divvy up the responsibilities for the would also not consider Jewish moral val- ma etc.). Their ability to divine common next pieces. Knowing that their friends were ues, history or textual traditions. The book ground despite different backgrounds was watching encouraged the students to proac- was to be strictly about rituals from today. surprising. tively demonstrate intent and thoughtful- ness. Their divisions were familiar: weekday ritu- They worked in four rotating teams. The als, Shabbat rituals, holidays, lifecycle events first team wrote the explanation of the This student-powered work promoted and kashrut. Each section they subdivided ritual, the second wrote the meaning and both ownership and self-respect. The class into categories (i.e., Shacharit), and in each greater significance of the ritual, the third excitedly awaits giving their completed, fif- category they produced a list of required worked at the computer on design and lay- ty-page handbook to incoming generations elements to cover (Birkhot HaShachar, She- out, and the fourth collected quotations of new students. ¿

Youth Philanthropy: Learning for a Lifetime By Lynn Raviv, Director of Development, N. E. Miles Jewish Day School, Birmingham, AL

ow can we support our school Tikkun Olam and Menschlichkeit, two core family which matches the funds the students motto, “Learning for a Lifetime”? values that are embedded in our curriculum, raise, doubling the amount of their philan- How can we motivate students to are supported through the Abroms Youth thropy. According to “Changing the Face of -Hthink about what they are doing and not Philanthropy Initiative, our day school proj- Giving: An Assessment of Youth Philanthro הידיעון just about “getting it done”? ect-based yearlong activity, named for the py,” a study commissioned by the Irvine HaYidion • HaYidion [42] Foundation and written by the Youth Lead- philanthropy. They developed a very sophis- meaningful events in the students’ school ership Institute, “Youth philanthropy ini- ticated process of determining which orga- experience. tiatives help to build the kinds of skills that nizations would receive allocations and how improve young people’s self-esteem, aca- much each would receive. This process took This project caused our students to engage demic achievement and future success,” and place in three hourlong meetings where the with the larger community by learning of its increase the chance that the participants will students listened when their peers were needs and the vehicles to meet those needs. be involved as philanthropists as adults. speaking, were very serious about the dis- It forced them to analyze various approach- cussions, and shared their ideas about what es and make judgments about what they The Abroms Youth Philanthropy Initiative they had learned about the organizations, wanted to support, and it led them through is designed to support this finding. This ini- helping them make their choices. fundraising projects which they created tiative encouraged students to raise money and implemented. They learned to listen to be donated to nonprofit agencies they In late May, students, teachers, organization respectfully and ask questions, and to make deem important. Having this hands-on ex- representatives and community members decisions over ways to use limited funding perience gives our students substantial op- gathered in the school library to witness successfully. This experience is the essence portunities for deep understanding of our the culmination of this initiative as students of project-based learning that can awaken school’s Jewish values. awarded checks to seven different non- a young person’s passion to do good and profit agencies in the Jewish and extended provide a model of how to get something During the year the students invite represen- community. It was by far one of the most accomplished. ¿ tatives from a number of nonprofits to visit the day school to share information about the work their agency does. In some cases, students visit the nonprofits and volunteer their time. The result of this experience is extraordinary. In addition to the visits to the nonprofits or the visits of guests to the school, the group of 6th-8th grade students meets several times a month with the devel- opment director to learn about philanthro- py and create ideas of ways to act on their new knowledge.

Here is what one of the students had to say about this important part of their education:

Through our philanthropic endeavors we all learned endless amounts of life-changing in- formation. This information helped us choose the organizations we donated to. All these nonprofits are terrific examples of what we have learned here throughout our days at the NEMJDS, Tikkun Olam, repairing the world, one of the values that we all searched for when choosing the recipient organizations. We saw in all of these great nonprofits the way they contributed to our mission of repairing the world, making it a better place.

The students raised $2500 through two הידיעון pancake breakfasts and a film festival that featured films created, directed and pro- duced by the students—a project they un- • HaYidion dertook especially to raise more funds for

[43] [44] STE(A)M & CCSS הידיעון • HaYidion ¿ byD Cultivating 21st Century Skills Ahead! STEAM Full sculpting with 3Dprinters. photography (computer-aided and CAD digital design), into world class ismovingart the with organically digital and andsound skills; light require significant technological other words, theater “geeks” computer be can also “geeks” as compartmentalizing ofstudents into ofinterest. areas In the educational is moving of school design away from the innovationany technological or invention. In addition, skills that for the development successful are necessary of inclusion ofcreativity teachable as 21st-century anddesign into isnow mix being championed the to STEM ensure the education. Theaddition ofart elementary andsecondary minus the component) art (STEAM initiatives in years few haveThe past seen the explosionSTEM of comprehensive culture. STEAM the classroom, move a schoolwide it is catalyzing toward a and innate students. curiosity ofour high-school Beyond Sci-TECH curriculum is capturing the innovative spirit Hartsdale, New York, our pre-engineering multidisciplinary At of Westchester the Schechter Solomon School in preparedness. help address the educational requirements for 21st-century across the curriculum. across to foster anddesign creativity student withart technicalcombining learning abroad.lag behindcounterparts Aviv andEverett arguefor STEAM instead, STEMtrend, the hottest education is the US, in especially where students merican primary and secondary educational institutions,merican andsecondary primary anny A anny including Jewish the are need day recognizing schools, to adequately prepare students for the educational and professional realities ofthe information In age. the past, educationpast, often on dissemination focused the of content with the assumption that students would acquire relevant skills job along the way. [email protected] Dr. Danny Aviv teaches at Schechter STEAM Westchester. Past performance assessments emphasized the recounting andformulas. offacts, figures Incorporating (science, technology, STEAM aren Everett viv andKaren curriculum andculture of our will schools and ) art engineering, into the tional eight California high schools in 2013-14. schools tional California eight high dayin the schools New York taught area and be will at- anaddi partnership isbeing taught2011, the in 14Jewish CIJE-ISTSN in the form of an engineering instructional advisor. Launched in equipment, andtechnical support laboratory teacher training, Tech engineering curriculum by including ISTSN, developed introductiontwo-year a we received ThroughCIJE, to Sci- the citizens ofthe “start-up nation.” the next generation ofIsraeliare producing engineers andthe level, andeconomic ofIsrael part social from every andevery students, Jews, Arabs, Muslims, Christians, andBedouins Druze throughoutand academic colleges Israel. A hundred thousand dustrial educational schools, centers engineering andtechnical, Sci-Tech. suchgrams as in schools, isanetwork ofhigh ISTSN ofJewishthe quality education through innovative pro STEM is anonprofit organization which works to enhance and enrich engineering CIJE program. high-school el-scitech-schools.org) aftereled the Sci-TechIsrael Schools israNetwork(ISTSN, for Initiatives andmod in Jewish Education thecije.org) (CIJE, ber ofthe American Sci-Tech Network, sponsored by the Center Our just school completed afounding the yearas second mem Sci-TECH students into areas ofinterest. school ismoving away from the compartmentalizing of Theater Theater “geeks” canalso be The educational designof The computer “geeks.” Westchester. [email protected] admissions andoutreach at Schechter EverettKaren isthe director of - - - - - Sci-TECH at Schechter Westchester is a selective three-year pro- Sci-TECH brings us closer than a conventional science curriculum gram beginning in the 9th grade. It counts as a full academic class to answering these questions.. (as opposed to an elective) that students take in addition to conven- tional science and math and replaces the second world language (all Challenges of our students take Hebrew) in the high school schedule. Although it is hard to demand a three-year commitment from 9th graders, the Implementing Sci-TECH into our high school curriculum present- extensive curriculum requires it. In the Sci-TECH classroom, stu- ed many challenges. We had to modify the Israeli program to align dents work independently in teams of three or four to acquire the with the realities of an American Jewish day school. Specifically, we knowledge and skills they need had to find the time in our al- to solve technical and task-ori- ready crowded schedule to add ented real-world problems. another full academic course, Each year culminates with a fi- we had to create learning mod- nal project in which each team ules which were more consis- conceives, and con- tent with our current block structs a prototype technolog- schedule, and we had to create ical device that fulfills an iden- content better suited to the tified need. Throughout this American educational model of process, students develop essen- unit assessments and grades. tial interpersonal skills and an appreciation for technological Sci-TECH, while lively and innovation—and have a whole fun, is also extremely demand- lot of fun. ing. For recruitment, we con- tinue to refine our admissions The Sci-TECH curriculum was process to identify the types specifically developed to foster of student who can handle the the life skills, learning hab- rigor of the program as well as its and work ethic needed to reap the most benefit from it. thrive in a 21st-century work- All interested students must force. Those skills include col- complete an application in the laboration proficiencies, dig- spring of 8thth grade that in- ital literacy, critical thinking, cludes a personal statement, perseverance, communication school transcript, and recom- and social skills, teamwork, mendations from both science self-management, time man- and math teachers. More in- agement, as well as media and formatively, each candidate is technology skills that involve interviewed by a Sci-TECH accessing and evaluating infor- teacher along with the upper mation. school science department chair. As educators, we must answer some difficult questions: How We have found that a student’s do we foster and measure a past academic success (“straight student’s ability to work in As”) is not sufficient in itself as a teams? How do we determine predictor of success in this type each team member’s strengths of team-oriented, project-based and develop project manage- course. We require that our pro- ment plans that capitalize on spective Sci-Tekkers maintain a these strengths? How do we minimum B average in all their best measure a student’s un- subjects. Their teachers and derstanding of the breadth and dean must confirm their ability depth of knowledge that liter- to handle this course in addi- ally exists at their fingertips? tion to all of their other high More importantly, how do we school work. הידיעון best cultivate their ability to access and synthesize that knowledge when each problem they are trying to solve requires a different re- Our experience reveals that the most successful Sci-TECH stu- search path? Ultimately, how do we prepare students for careers and dents are tinkerers, builders and unrelenting problem solvers. We • HaYidion jobs that do not yet exist? At Schechter Westchester, we believe that [continued on page 49]

[45] [46] STE(A)M & CCSS הידיעון • HaYidion Have Vision a of ¿ byBarbara Gereboff It’s Okay to Say process for collaborative review andevaluation. technology oreducational philosophy, aschoolshoulddevelop aprincipled Gereboffthat, argues before jumpinginto change driven by aparticular because itmade sense in our environment. particular Since the isthe “hot” new areathis in notbecause STEM education, but fourif weon all ofthese shone We alight areas. wanted to do Weoperated silos. as wanted to consider what like it would look this point, science, engineering technology, andmathematics wanted to resources focus out ofthis grew encounter. Up until by this foundation, the ideathat was anarea in whichwe STEM Although the we items rejected that were proposed specifically and human. opennessthese fields; to suggestibility entrepreneurs, educators resources andlocal who are working in school’s educational philosophy engagement andmission; for consideringemerged any initiative: compatibility with the in considering forward moved initiatives, Four principles have oured assumptions original our andframed thinking we as “cutting Thecommittee’s or dinosaurs? edge” research support compatible with our teaching philosophy andare Smartboards or desirable in awirelessessary isthe proffered school, software address these questions: computer is a dedicated - nec laboratory We convened committee a meeting to of our staff technology Werethis? we arrogant, in or just our wrong, assumptions? plain natives to Smartboards. But afoundation could notknow really from one ofour parents that there were new, more nimble alter to the workbooks that we eschew, andwe had recently heard more progressive.looked Thesoftware like technology’s answer a computer labwas “old school” andthat our wireless was school for our and we school were goals certain pretty thattechnology Wethree yearsago. had previously done some thinking about educational software and the purchase ofadozen Smartboards thesidize building computer ofadedicated laboratory, some We turned down anoffer from a national foundation to sub No [email protected] Dr. Barbara Gereboff is the head ofschool at Ronald C. Wornick Jewish DaySchool in Foster City, California. When You ; —bothcapacity financial with - - - development, business office, front office). the well as wayas ofour we doall business admissions and (i.e., mission. Our approach addressing is systemic, curricular choices andconnect itto our ofSTEM curricula aspect andschool ery turn our center,into school a STEM where we emphasize ev encounter with the foundation to we three decided yearsago, curricula Our choices. reaction to the visiting foundation drew The environment to sitsinform in aschool can serve which Engagement different applications. withschool agreater emphasis on learning factual would choose to empowerusing students technology informs our thinking. A would propel our curricula AlanNovember’s forward. work on programs that would empower our students to learn and that primarily skill-based for andsearched those applications and the initiatives oruse limited, ofanyrejected, STEM that were learning onfocus inquiry andmathematical understanding. We the Singapore method for teaching mathematics matched our learningect-based are normative. Given this emphasis, adopting dition interdisciplinary where units inquiry-learning, andproj ware), andour leans program heavily in the constructivist tra curricula choices(using to specify Design) Atlas curricula soft school’s philosophy. Our uses UbD school (Understanding by education to match leadership needs those initiatives to the To integrateinitiatives successfully STEM into the aschool, are skills-based andthose that learning. discovery encourage differentvery learning There philosophies. are programs that There are so initiativesmanySTEM available that represent Compatibility Yes - - - - heavily from local culture. We provides us with software that sit at the tip of the Silicon Val- In our middle school science fair, analyzes visitors to our website ley and our school is shaped in local scientists serve as judges, and sends them appropriate many ways by this reality. Our information regularly based on parents, grandparents and do- evaluating projects in their field and their interest. nors are innovators and entre- providing important feedback. preneurs leading the technol- Successful professionals pro- ogy revolution. They are the vide valuable guidance for stu- scientists working in revolutionary biomedical and marine biology dents. Connecting our students to local scientists is an important research, and they are the design engineers who are creating the items part of our middle school science fair. The science projects in our fair that simplify our daily lives. If our school were located in Washing- evolve from student work that begins in sixth grade and can contin- ton, DC, we might focus more on STEM applications to the political ue through eighth grade, and the people called in to judge are local arena, and if we were in the middle of the agricultural centers of our scientists who evaluate projects in their field and provide important country we might want to focus our energy more on agricultural ap- feedback. plications. The professions of our parents and donors can inform our curricula choices, provide important role-modeling for our students Suggestibility and create a deep connection to untapped groups to our schools. Like so many educators hearing about some innovation in anoth- Early in our journey, we made some connections to local companies er school, we too had been guilty of jumping into defensive mode in our area that are experimenting in the K-8 education environment. (that’s nothing, here’s what we do …) or shutting down, not wanting to Two of our administrators attended a training session with Google add one more item to our plate. We’ve found another stance that is employees where they learned gaming techniques to use with faculty very useful: the openness to suggestibility. We listen, we run the idea and students to generate ideas and to clarify problems. One admin- through our criteria (does it fit our teaching philosophy, etc.), and istrator attended a workshop with Sol Khan, and shortly thereafter then we consider testing the idea. we began letting students sign on to Khan Academy when they need to relearn or practice particular skills. A few of our teachers and our A couple of years ago, we had heard about the use of QR (Quick technology teachers partnered with a local museum to develop and Response) codes at one school. When we presented QR codes to the to test an educational game. staff, we charged the staff with demonstrating how QR codes had pedagogic import for our school. At a staff meeting, a week later, We have connected to a local technology company that creates edu- our fourth grade team presented the idea that a fourth grade learning cational software for the military. Together we’re writing a grant to goal is student awareness of “audience”—knowing how to present test critical-thinking development among children using software ideas to particular audiences. They argued that having their students הידיעון adapted from other applications. We’ve visited IDEO (a premier de- explain their work using QR codes would be compatible with that sign center in Palo Alto) and have trained our teachers using their curricula goal; thus the use of QR codes became normative in the educational toolkit (which is free and available on their website). fourth grade. • HaYidion We received a gift from another local company—Marketo—that [continued on page 48]

[47] [48] STE(A)M & CCSS הידיעון • HaYidion tiatives, we have chosen to ment around ini- our STEM In planning staff develop time to work together. partment from one teacher who have to three scheduled colleagues initiatives, part-time two we added science teachers, growing the de- person with To focus. aschool support our science andengineering and staffpeople, we included them in our search for IT the right IT department. We share with them other two full-time backup IT We share a campus have and they with our JCC an excellent local to explore that ideas new would apply levels. to grade particular Both teachers have one to on time one meet with assigned teachers teacher.ters time technology full-time andathree-quar time ITperson,a full anda son andpart-time teacher to from one part-time ITper departmentour technology teaching Weposition. grew skills into aK-3 technology and knowledge technology teacher who had excellent long-time Judaic studies We a moved successfully ? staff who can teach the rest ofthe Are their staff leaders aged? tutions lever whobe could staff at neighboring insti- Arearea there ofemphasis? the better school in the new thatknowledge would serve ple that have and the ability resources. Are there staffpeo ofhumanlight andfinancial considered to be inneeds strategic goal planning. Each initiativeprogram requires Developing asharp or around focus around STEM any major Capacity again. to try where a“no” isa“maybe,” andwhere itisnormative to try, and to fail culture aschool need scaffolding also to learn techniques. They new atmospherea collegial with more hesitant. The needs staff adopters andothers who are weschools, have some early a receptiveLike staff. most isdependentschool upon emphasis or initiative in any The success of any shift in [continued from page 47 ] - - - - - scaffoldingtechniques. new to learn created ahydro-enginethe to power are more hesitant. staffThe needs One group offourth-grade students Like most schools,Like most we have some early adoptersandotherswho a collegial atmosphere with electricity in their model city. in electricity your philosophy remaining school whilealso - open to suggestibili saying between “no”balance to items that are notcompatible with The essential lessons from learned journey this are these. Strike a “tweeters” and“bloggers.” ofus are few regular keting media—a ofsocial team isever mindful of San Francisco Our mar in to loops gaming. consider feedback ministration created for our agame teacher setin the in-service city andtest their buildbridges labs, andthey strength. year, Last our ad short years,theshort following are some ofthe items that have become sible to grow our initiatives impact. with In minimal budget three either.school But with planning careful andsharp it focus, was pos We are (215students), asmall school andnotaparticularly wealthy teach other staff members. learning andto have staff membersalways on hand to explain or to able to better customize staff term learning effects. We are this approach isthe long- positive financial impact of of our staff. More than the must return andtrain the rest understandingplicit that they ticular with trainings the ex send teacher leaders to par part of our school: kinder ofourpart school: each other within their lit withthird blogging graders of theirportfolios work; ond keeping graders digital first andsec their own city; andthenbuildings building tures—of of cities, ofbodies, discoveringgartners struc solve forensic in cases science creation.movie and art They music, photography,digital studentsschool in engage in their city. model Middle to powergine the electricity students created ahydro-en city. year, This group one of wires also amodel grade havethey Fourth researched. that for used a mitzvah be vention or anapp that could Fourth create graders anin collaborative research. documents inGoogle their fourth students grade, use erature circles. Starting in cus. sources around your fo and redeploy your re- assess Plan strategically: talent.ty. local Leverage ¿ ------Full STEAM Ahead! Cultivating 21st Century Skills

[continued from page 45] By 11th grade, and in many cases long before that, Sci-Tekkers are seek self-declared “geeks,” but not necessarily in science or technol- excited to jump right into a problem, know how to establish the ogy. We find that students who begin with genuine excitement, are team protocol and project plan, are able to define critical questions independent and self-motivated, and can negotiate the challenges and go out into the virtual and real worlds to gather information to of working in teams are the ones who will benefit most from Sci- get answers. Final projects require both written and oral presenta- TECH. tions and demonstrations in front of not only fellow classmates and teachers, but also professionals in related STEAM fields. Our Sci-TECH classroom is unlike a classic science classroom both physically and pedagogically. Currently Sci-TECH classes meet in Student teams dream up projects that track their own personal a high school science lab previously used exclusively for biology and interests and experiences. Projects developed this past school year chemistry. In the future, we hope to create a dedicated Sci-TECH include a school bus tracking device to automatically monitor ele- space—a combination electronics/robotics/computer design/fab- mentary school children as they get on and off the bus; a SMART rication laboratory where students have the resources to fully devel- merging system to alert cars when it is safe to get on a highway; and op their final projects. an electronically controlled stage prop rose that can be used to drop petals for a local theatre production of Beauty and the Beast. The first In fact, we see Sci-TECH as the 21st century version of what used two of these address direct concerns in their lives—younger siblings to be known as “shop class.” Walking into our Sci-TECH classroom, falling asleep on the bus and insecurities of a new driver—and the you are greeted with tables filled with student projects, which take third beautifully demonstrates the melding of arts and technology. months to put together, in various states of construction. There is an air of controlled chaos; teams of students are huddled around Outside of the Sci-TECH classroom, we are learning more about laptops and everywhere you look there are gadgets, tools, wires, the steps required to build a STEAM Jewish day school. For ex- electronics components, art and building materials. ample, because we have always viewed ourselves as a community resource, we developed additional programming to foster STEAM Relatively little class time is spent lecturing. Students are not fed literacy in our greater educational community. That programming information to be regurgitated later on an exam. Rather, they are includes a distinguished lecture series entitled STEM Talks which taught basic scientific and technological ideas and information, brings professionals in STEM-related fields to speak to students, given goals, tasks and parameters, then set free to research, tinker parents and teachers from our own and nearby schools; and the and discover largely on their own. Course areas include engineering STEM Educators Network which meets for dinner before each principles, computer programming and (where me- STEM Talk for the exchange of curricular and instructional ideas chanics and electronics overlap). Students work almost exclusively and experiences. in teams to complete laboratory assignments, participate in design challenges, and develop their final projects. We are also finding that investing in a high school course such as Sci-TECH enhances our reputation as a school of excellence and Students must also keep a course journal, which is modeled after innovation. This has direct effects on recruitment and outreach, -es an engineer’s notebook. They reflect on the challenges presented pecially during the critical 8th to 9th grade transition. by assignments, share thoughts on how well their teams are func- tioning, and develop strategies to work more efficiently and effec- STEAM Is Here to Stay tively. Many Sci-Tekkers begin the three-year course frustrated by having to work in teams, but by the end of the second year, they Just as the best way to acquire a language is to begin learning at have learned to identify key tasks required to meet project goals, an early age, so too we believe that STEAM education must be in- how to delegate responsibilities (including the role of team leader/ fused into the core curriculum of our lower and middle schools. manager), how to present in front of the class, and how to manage For Jewish day schools committed to providing outstanding secu- their time successfully. lar and Judaic academics in addition to full and robust afterschool athletic and arts programs, this will continue to be a challenge. The school day is already full, so there is limited time for new courses. Evidence of Success and Outreach Beyond the And because the majority of our students participate in afterschool Classroom activities, they arrive home late with a heavy homework load. As educators, Sci-TECH offers us tangible evidence of the acquisi- tion of 21st century skills. In 9th grade, first-year Sci-Tekkers seem Adding STEAM courses to current schedules will require creativ- tentative, wanting to be handed the solutions, and not necessarily ity and commitment on the part of educators and administrators. understanding what it means to be part of a professional project The ultimate goal is to ensure that all of our students graduate fully הידיעון team. Students are confronted with having to work with everyone prepared for the demands of 21st-century higher education and ca- on their team, whether they like them or not; teams are assigned, reers without sacrificing the mentschlichkeit which is the heart and not chosen by the students. soul of Jewish education. ¿ • HaYidion

[49] RAVSAK’s Annual Hebrew Poetry Contest RAVSAK’s Hebrew Poetry In matters of Hebrew language learning in the Jewish community, “identity” has become Contest is a proven program the current buzz word, and rightly so. Still, the that has inspired students to writing of poetry is an art. We call upon these young Hebrew learners to manipulate what they produce works of demonstrable have acquired, to mold their creations from this excellence as they use their clay. The aesthetic of the endeavor springs from an initial distancing from the material. I like to Hebrew language skills in imagine these day school poets taking stock of creative new ways. their Hebrew assets and venturing into their act of creation—of self-expression. Along with the inevitable struggles, they may also experience To date, over 800 students the “pleasure of the medium” and get a glimpse from 30 day schools have of the gift of the Hebrew language. participated in the RAVSAK Janice Silverman Rebibo Israeli poet and past judge of Hebrew Poetry Contest. RAVSAK’s Hebrew Poetry Contest תחרות השירה העברית The only thing that can save the world is the How can my school participate? reclaiming of the awareness of the world. That’s Register NOW for this year’s Hebrew Poetry Contest. what poetry does. Allen Ginsberg Please contact Lisa Inberg, Student Programs Coordinator, for program details and more information.

Email: [email protected] Phone: 212-665-1320 Registration deadline is October 25, 2013. Poem submission deadline is February 28, 2014. Legacy Heritage [continued from page 34] Entrepreneurship team worked on the idea for the show and chose Midcareer Fellowships an organization the show would raise money for: Somaly Mam, a nonprofit dedicated to end female slavery. A member of the Social Action and Entrepreneurship team worked to bring a volunteer to at Hebrew College the fashion show, to raise awareness of and funds for the organiza- tion. Meanwhile, a member of the Graphic Design team designed Now accepting applications the show’s logo, which appeared on all the promotional materials for fall 2013 and spring 2014 as well as on the fashion show T-shirt. The RealSchool Arts team also got involved in the fashion show; under the guidance of Man- tell, The Arts team created an exhibit about female oppression and slavery.

Of course, the Fashion Team chose the clothing the models wore, but here is where the show also became an opportunity to infuse Jewish values into student learning and passions. Because the show already had a fair-trade theme, Wiener suggested each grade wear clothing representing women in Tanakh who had worked for so- cial justice. For example, a group of freshmen models wore formal gowns to represent Ruth as the royal forebear of David, while a group of juniors donned business wear to represent the daughters of Tzlafchad, who insisted to Moses on their right to own land even though they were women.

Wiener also worked with the Frisch Dance Team to incorporate their performance into the fashion show. The Dance Team captain choreographed dances that related to the biblical women the mod- els were representing. On the night of the show, the Religious Iden- tity team narrated the event, explaining how the models’ clothing connected to Jewish women’s fight for equality and justice.

Because RealSchool has been an afterschool program, Wiener has not had to create rubrics or assessments to help students meet benchmark goals. However, a rigorous learning process has emerged nonetheless, and all on the students’ own time. Students working on the fashion show meet once a week throughout the year during their breakfast time, and as necessity demands when the fashion show EARN YOUR MJEd nears. Based on their own interests, students have specific tasks to complete, which the teachers make sure are done as needed. IN JUST 3 YEARS The students don’t feel as if they’re working, however. Because they love the show and are excited about creating it, their work seems like play, and they remain enthusiastic throughout the planning process. Wiener uses that enthusiasm to help students see the mul- entirely online tidisciplinary ways they can think about a project and how to cre- ate authentic purpose in one, not just by creating an event but by using Jewish values to create a better world. generous financial

Conclusions aid available PBL, IBL and SDL create innovative learners ready to tackle the complex issues facing the world today. In addition, applying these For more information or to apply: pedagogies to Jewish studies courses and in multidisciplinary ways הידיעון enables students to think deeply and creatively about their relation- hebrewcollege.edu/legacy-fellowships ship to Judaism. The excitement and sense of empowerment stu- dents feel as they undertake a PBL unit ensures that they will feel • HaYidion joyful about and can connect to all subject areas in a real way. ¿

[51] [52] STE(A)M & CCSS הידיעון • HaYidion andJamie Cluchey Marzilli ¿ byAngela Core Common the Creativity, Curriculum and professional growth. prospective parents, andoffering aframework for faculty collaboration and day schools, providingthey canbeevaluated which benchmarks against by authors demonstrateThe the Common how Coreto standards canbeanally Standards are controver The Common Core State tered at Levey. interest that Iencoun on student andteacher ing thematic units based and the community. What ofwalking follows isthe story the curriculumwas to aguaranteed develop to share with families headat as Levey,When ofthe an important Ibegan board goal dren in other settings are learning. taught at our andastrong schools, picture ofthe content chil ument ofcontent the andscope to rigor use andgauge being states, andprovide eachofus with agrounding adoc point: these standards areabout the CCSS, norm in the of majority dent’s time in our No schools. matter what opinion one has sequence ofwhat taught be will throughout andlearned astu can offerbenchmarks day schools as we establish and ascope the ofdeveloping freedom amore flexiblecurriculum, CCSS benefits, however, in the independent setting. day school With tings across the country, to say can theprovidegreat They least. in educationalsial set to the culture ofdevelop ture of a set of clear standards was different but not opposed the mandated curriculum stifling. can be Using the struc was accustomed to using the Common Core State Stan curriculum. Coming I background, from school apublic know,all isunique. One ofmy first steps to look at was the through the rabbithole.The worldas ofdaywe schools, rience-based models, although Iknowrience-based although models, that in many states to my limit to teach freedom creatively or through expe struction andassessment. notfind Idid these standards abenchmark as in ofmydards in (CCSS) all planning, Portland, Maine, August, last I felt like falling Alice amie in: When Day Icame School on at board Levey [email protected] Learning Specialist at Educational Consulting, LLC. Angela Marzilli isthe STEM/Project Based - - - - enable us to gauge the rigor andscopethe rigor to gaugeenable us they are the norm in most states and inmost theythe norm are No matter one’s CCSS, opinionabout of content taught at ourschools. of contenttaught at ------is particularly important for us aPK-5 as where school, most the samestandardsceeding their as at peers other This schools. lum and that our students meeting would graduate or ex Levey wanted to ensure that there were nocontent in our gaps curricu settinga day school where isnotmandated, I use ofthe CCSS in professional development at first might pushbackreceive in theas Common Core math standards. using While the CCSS on what based would be was being taught in well the as school upon math curriculum for our This math school. curriculum First, to with develop, Ihoped my teachers, amutually agreed My vision for the yearofprofessional development was twofold. and our community. teachers hampered are equally school to in serve best our ability are students, hampered in to serve their best andheadsof ability our parents boards, and community. In ofintervention, any type lum, are the as reporting systems we use to share progress with Both formative andsummative assessments are tied to curricu purchase ofeducational materials andprofessional training. Curriculum school. in every instructional guides decisions, the Jamie: Aseducators, we know that curriculum isacornerstone The Vision munities. and student-driven learning that happens in com day school rigorous standardized learningline between andthe creativity in Portland, Maine. [email protected] Jamie Cluchey ishead ofschool Day at School Levey out curriculum, teachers and plannext steps. With assess to measure growth gaps, and fill those then plans develop to standing, infor learner gaps under lum we to look discuss; on curricudards based to haveit iscrucial stan ------students move into public or independent schools for 6th grade. This way, teachers would have curriculum to guide their instructional The math curriculum would guide our instruction, assessment and planning, and Jamie and I would have clear next steps (representa- reporting. We would also develop a process for review and revision tions, strategies, and mathematical language) for our continued work of the curriculum. in math.

We divided the mathematics curriculum into topics. Some, like mul- Grade 3: Algebraic Thinking tiplication, we knew would be developed in second through fifth • Numbers can be represented in different grade. Others, like numbers in base ten, would have concepts and ways skills in all grade levels. We grouped topics that had fewer grade-spe- Concepts cific concepts into grade bands; for instance, teachers wrote concepts • Numbers create patterns. These patterns can and skills for data analysis in PK-2 and 3-5. Finally, when working be used to solve mathematical problems. on mathematical reasoning, we worked as a PK-5 group, looking for • Can solve two-step word problems using 4 concepts and skills in which all fifth grade students would be profi- operations cient before graduating from Levey.

Skills • Can represent problems using equations Professional work time occurred during half-days Jamie built into that include variables to represent unknown the Levey calendar. This was the first time the Levey community had quantities half-days for professional development, so both Jamie and I were • Can identify and explain patterns dedicated to ensuring the time was well spent. We began each session Figure 1 by doing some math together, either a number talk (see fig. 2) or an- other puzzle to warm up our mathematical thinking. Then teachers Second, I planned to cultivate a reflective mindset in my teachers worked in pairs to outline a set of concepts and skills in a mathemat- regarding curriculum and to develop a collaborative process for re- ical topic, writing their work on large pieces of chart paper. Once all vising curriculum. As a former teacher, I know all too well how the the grade levels and/or grade bands were completed within a topic, demands of the day can impede the process of reflection on our work, we hung the chart paper up in ascending order and all looked for co- no matter how critical it is or how much we want to find the time. herence across the concepts and skills. Knowing that professional development at Levey had been inconsis- tent in the past, I wanted to set a tone of professional collaboration Through this non-threatening process of design and organization, early on as well as establish some protocols and pro- cedures for how we work together as colleagues.

The Process Jamie: A goal in my entry plan was to enhance col- laboration and reflective practices among faculty. While I have a passion for curriculum design, I de- cided that bringing in an outside consultant would allow me to be a collaborative member of the team rather than the facilitator of the work. Using Title II funds to support our work, I hired Angela, a consult- ing STEM specialist. During the month of August, Angela and I read Small Steps, Big Changes: Eight Essential Practices for Transforming Schools Through Mathematics by Chris Confer and Marco Ramirez. We agreed to use the model set forth in this book to create the scope and sequence for our curriculum. Our goal was to provide the faculty with a consistent structure for their work. Angela and I continued to meet monthly in order to reflect collaboratively on Figure 2 past professional development meetings and plan for future work sessions. teachers were able to share their own mathematical thinking and take Angela: The model Jamie and I decided to use separates math into risks among their peers. This resulted in identifying curricular areas הידיעון topics, then develops lists of concepts, skills, representations, strate- that were more of a challenge for them as well as honing in on gaps in gies and mathematical language for each topic. Jamie and I focused instruction throughout grade levels that left students inexperienced

on completing the concepts and skills for each topic (see fig. 1) by sixth grade. They also discovered concepts that were being taught • HaYidion during professional work sessions over the course of the school year. [continued on page 68]

[53] [54] Tech Matters הידיעון • HaYidion ¿ byLisa Colton Gale andDerek Enhance Student Learning Creating of Experimentation aCulture Media to Social with process ofresponding to change. adaptive planning andevolutionary development—a constant teachers, parents andothers).approachagile promotes The only the developers, andin our context include could students, tional teams (whichoften include customers and marketers, not cross-func- through collaborations self-organizing, between in aniterative andincremental process where solutions evolve “agiletoo), this iscalled development.” Products are developed In the software world (and now starting to expand elsewhere attools their disposal? can youhelp your teachers experimental be with the andplayful practice andshare what’s working what’s well as (as not).How in aconstantwhole engage process ofiteration to improve our so teachers, andourreflection schools asa andsharing, field nimble, andflexible open Thus,emerged. lesson number one is that to adopt a we need have will andtools ideas passé, and new year some be ofitwill invest in amassive teacher training effort today, and by next are aconstantlytions oftechnology moving You target. could First, that to acknowledge we need the uses tools, and applica todia enhance student learning. lay out 4key lessons to help andteachers me- schools use social willingness to letthe learning opportunities emerge. Here, we serves the school’s serves educational goals andvision. technology that ensuring tools while these using enable facultyto start will that to demystify social mediaby aims encouraging article This simple, concrete steps learning social media tools andapplying tools learning media them social in classroom set infrastructure widely), may (and of course a challenge be vary while the current skills ofteachers andavailable technology it’stechnology, makes what possible. Further, the technology answer.good What’s interesting isnotthe media about social school,”tury for technology’s sake” but isnever “technology a curriculum ableto to demonstrate be that they’re a“21st cen But require it does creativity, experimentation, and a tings requires little infrastructure andminimal training. [email protected], @darimonline programs for day schools andother Jewish organizations. Online, anonprofit whichruns social media training Communications, andthe founder andpresident ofDarim Lisa Colton isthe chief learning officer See3 for Often we see schools laying technology on top of Often laying schools we see technology still anew, emerging andrapidly evolving field. into integration curriculumrue oftechnology is culture that supports experimentation, - - - They requireThey play. is Which quite aneffective way tolearn. ready at your fingertips, anddon’t require a steep learning curve. major investments. Oftentimes, the most al valuable are tools pushing the buttons, right choosing or the the tool, right cost of technology’s sake. The result isless anxiety, fear or stress about by integrating for ity youde-emphasize atool, the technology creative ways. By emphasizing the qualimportance of gaining statedachieve in curricular new, goals deeper, broader or more about how to Instead oflayering on top, teachers encourage to think deeply technology. or app) ableto to say be are they gadget usingnew the latest sources hardware, in new or chasing “shiny objects” (the latest do, making curriculum more complicated, investing serious re- teachers on topsee ofwhat layering generally they technology to deepen, broaden andenergize student Too learning. often we for technology’s sake, but (andoften apowerful as simple) tool that recognize we are not strivingSecond, just to use technology ever seen before. grandmotherof his in aDP that had noone in family his about women in World War one student II, even found photos Bygroups. chatting with the ofacollection ofphotos organizer and researched their histories family through and names, tags their mothers andgrandmothers to anonline archive on Flickr, students school chive, agroup ofhigh contributed photos of For example, in collaboration with the Jewish Women’s Ar ors the andgiven when opportunity. challenged are quick to apply those skills to much moreendeav purposeful many ofthem know juvenile uses ofmany common they tools, andapplynetworks, available ways. in tools purposeful While students to know need how to solve problems, use their own To projects. art Jewish successful be 21st century citizens, our ing our students, from editing papers to science experiments to this approach to problem solving isavaluable skill teach to be In the Jewish that context, day school recognize we also should integrate technology integrate School inChicago. [email protected] communications at Anshe Bernard Zell Emet Day Derek Gale isdirector ofmarketing & into the curriculum to help - - - - - For example, through the Darim Online Social Media Boot Camp The Knoxville Jewish Day School graduated from the AVI for Educators, funded by The Covenant Foundation, the Bernard CHAI-funded Jewish Day School Social Media Academy this year Zell Anshe Emet Day School in Chicago explored the use of a variety with a renewed commitment to extend their new social media and of simple, readily available tools in the classroom. They encouraged technology skill from the office into the classrooms. After consid- teachers to experiment and play, and then to document what they ering various school-wide technology initiatives, they decided that were doing and how it went. this coming year they are piloting a new Google-inspired 80/20 ap- proach. One of the famous benefits of working at Google is the 20 One teacher used Twitter to reach out to the author of a book they percent time program. Google allows its employees to use up to 20 recently read, and coordinated a video Skype date to connect stu- percent of their work week to pursue special projects—at first ran- dents directly with the author. The students prepared questions and dom, pie-in-the-sky or playful ideas, but a number of which go on to engaged in a conversation with an author—a unique, no-cost, low- become some of Google’s best products. stress and profound experience for all involved. KJDS is reallocating the technology professional development funds to give each teacher the freedom and support to pursue her The Knoxville Jewish Day School or his own projects. “The focus is on the experience,” says Head of is piloting a new Google-inspired School Miriam Esther Wilhelm. “Because we are offering the free- dom to ‘work on whatever you want,’ we are also offering the free- 80/20 approach, reallocating the dom to fail, because without failure there can be no innovation or technology PD funds to give teachers true experimentation.” Teachers will have requirements for reflec- tion, reporting and sharing, and they hope to have a diverse set of the freedom and support to pursue “experts” on staff who can all serve as resources for one another. their own projects. (You can learn more about their plans here: bit.ly/kjds80-20.)

Fourth, develop your own personal learning network through social Another BZAEDS teacher experimented with an app called Explain media. This meta-experience will help keep you up to date on tools Everything to produce her first “flipped classroom” video, which she and functionality, will connect you to other who are experimenting then posted on YouTube for students to watch and comment on. By and have ideas to share, and will assist you as you seek to use various allowing students to watch a video versus listen to a live lecture, and tools by speeding up your learning curve and helping you hit the nail by sending them to YouTube—a platform with which they are all fa- on the head the first time around. As it says in Pirkei Avot 1:6, “Find miliar and of which many are regular users—she was able to offer a yourself a teacher, acquire for yourself a friend.” different way for the students to engage with her while they were in the classroom. The positive student feedback was beyond the teach- There are a number of Facebook groups that are a great place to start. er’s wildest dreams—they thought it was a cool way to learn, begged JEDLAB (facebook.com/groups/jdsmedialab) conversations are of- for more videos and even asked to learn to make the videos them- ten 20-50 comments long, and members love to chew on interesting selves. ideas and help their colleagues dream big and be creative. The JDS Social Media Academy (facebook.com/groups/jdssocialmedia) in- Third, encourage asocial and collaborative process of professional cludes day school representatives who are actively using social media learning within your school community. While there is no right or for marketing and alumni relations, as well as integrating these tools wrong way to integrate technology, there are better and worse ways to into the classroom, and is a great source of practical advice. Darim achieve your goals with quality and . The question is: what’s Educators (facebook.com/groups/darimeducators) includes Jewish the best path to achieve it? No single professional development ex- educators from a variety of settings who are using all sorts of tools in perience is going to teach you all that you need to know. And no one their curriculum and are always willing to share their experience and technology specialist can provide the creative ideas and full integra- offer suggestions. tion each teacher will need. Thus, rule number three is to workshop your ideas, share, document, and share some more. We can all benefit We are living, teaching, and learning at a revolutionary time. The from learning what others are doing and how it’s going. accessibility of information and engagement that our students enjoy today is truly unprecedented. The pace of change—of the technol- At BZAEDS, administrators and technology leaders are not only ogy, our students’ lives, and the culture in which we live—is rapid encouraging teachers to experiment and innovate, but also to share and sometimes overwhelming. Thus, as leaders we must be attentive with one another via teacher-led professional development sessions. to designing internal learning cultures that support experimentation, As teachers share, their colleagues are inspired to try new ideas, and celebrate discoveries, and promote knowledge-sharing to advance now have a go-to person as a resource. Further, colleagues workshop everyone’s work. As Jews we are great at learning, but we need to be ideas together in grade-level and/or cross-departmental teams, dis- careful not to become paralyzed by our desire to master something הידיעון cussing what could have gone more smoothly, or how to expand on before using it. Na’aseh ve-nishma: sometimes we have to do, and an idea the next time around. As they document their efforts, they then we will understand. are literally creating a toolkit of case studies for their faculty to use. • HaYidion (Read more about BZAEDS at bit.ly/bzaeds-blog.) What tools will you start playing with this year? ¿

[55] [56] Tech Matters הידיעון • HaYidion ¿ byDevorah Heitner Learning Connected Jewish Values in Modeling Positive Speech and Other of a manageable sizewhere interactof amanageable people both on andoffline. Twitteras Plus, online community aclass or school or Google is community becausedigital unlike aworldwide community such anexcellent can be setting. School space for kids to learn about nications take placevia email or text or on aphone in aprivate isolated from adult communication because so many commu vate sometimes could overheard. be Today’s children are more the home. Even communication that pri was to supposed be - parents’ because phones phone were calls in spaces public in When today’smedia. parents were children, heard they their communicators using cellphones, computers and other digital communicationgood for children and mentor them good to be parents may find that havethey opportunities few to model caring communication However, to face. andface both digital can doalotofgreat modelingfor responsible, thoughtful and explicitly to be taught.es still needs Both teachers andparents may intuitive be for kids,nology but using itfor its purpos best - One thing both teachers keep should in mind isthat the tech helpful guidance in this area. helpful guidance in in demonstrating for norms tech andsocial respectful mediause. Heitneroffers their community Day lead schoolshave opportunity—to the responsibility—and speech—avoiding hara—is lashon avalue that dowell we would all into for student engagement. For rules digital example, positive Day have schools the to translate opportunity Jewish values s school’s increase their incorporation of21st century learn ing, teachers andadministratorsing, often approach me with questions about keeping kids safeonline. Parents are also filled withfilled questions.Third graders want iPod Touches, and fifth gradersand fifth asking are for Schools smartphones. schools wishing to cultivate a culture ofresponsible digital citizenship. [email protected] Devorah Heitner isthe founder anddirector Digital Natives, ofRaising aconsulting and professional development resource for are supplying Chrome such as devices technological - books or iPads,books or asking to purchase families them for their children. Teachers andadministrators want to create opportunities for students to en gage digitally but are they concerned about digitally some gage about screen “addiction” or online cruelty. haveof the they negative messages heard - - - - this crucial lesson. Civility can be modeled andmade explicit. modeled can lesson. be this Civility crucial is a great first and positive speech, step rogatory toward teaching community, andhaving the students work together to define de more important. Making that explicitly ofclassroom part digital our contemporary world makes avoiding much negative speech ing makespotentially much speech any more damaging, derogatory next mentsches: generation ofdigital otherSome important reminders for educators we as teach the students andparents at your school. distractions to for acertain oftime period gift a real be could applications like “Freedom” that online block and“Leechblock” firstthat step. Sharing isagood teachers face also productivity to tame the distractions. Acknowledging that this isachallenge tors can work with the parents andstudents to out figure how tions when completing homework on atablet or laptop, educa If parents that suggest their children with are struggling distrac - set ofconflict resolution. munication medium wisely andnotout ofthe offearispart skill situation without communicating in Choosing person. acom awareto be that hard itcan be to repair anemotionally charged nications are appropriate. It important for isespecially students how when to decide in commu to person talk andwhen digital demonstrates explicitly to talk with the need students about saved since the months fight before and reread frequently.This that precipitated her breakup with her friend, best texts shehad say in Asixth person. recently grader the showedtexts meall know that sometimes we say online things that we would not disconnected and less empathetic when a screen. behind We all to avoid with dealing difficult emotions in person,feel and to to mentoropportunity students by addressing the tendency Conflict resolution is another area whereeducators have an to remember in person andonline. Because rapid andmassive shar - - - - - Use technology as a window, not a mirror. open-ended software that gives a child autonomy allows the child to accomplish developmental tasks, whereas applications and software How can we use the incredible opportunity for instant global com- that merely have children perform rote tasks, while not harmful in munication for something more important than finding out what our small doses, fail to offer the autonomy that children need for their friends are wearing or where they went on vacation? Inviting experts developmental and educational progress. (including student’s parents or relatives) into the classroom via Goo- gle hangout extends the classroom community and gives students Encourage collaboration and creating parts of a whole. opportunities to engage with people around the world. We talk a lot about collaboration, but having a group of students take turns editing an essay on Google docs is a different experience from Encourage creation over consumption. in-person, real-time collaboration. Try different methods of collab- Consuming content is not bad. Educators don’t want students to oration for different projects and give students a space to reflect on stop reading. But we also want to encourage students to design, blog, how these experiences worked. play games that involve creating their own storylines and experiences. Cultivate your own digital literacy. Don’t assume the worst. For example, if your students play Minecraft, play with them, or at Start from the assumption that students want to do the right thing, least learn enough to understand and engage with them about it. they just don’t always know how. In some cases, students themselves Learn from colleagues on Twitter. Play around with Instagram. can decide what the negative consequences of a digital misstep should be. Sometimes the experience itself is a consequence. By creating learning networks infused with the values of positive speech and lovingkindness, we are preparing students to par- ticipate in the social media world in a positive and engaged way in school and beyond. When our classrooms open up by sharing work, bringing in global guests to “hang out” digital- ly, or through collaborative research, we are demonstrating the true potential of connectivity. We can create a digital ethic that makes it feel wasteful to use the incredible gift of connectivity for navel-gazing.

Teachers should feel empowered to teach and model respect and boundaries in the digital world. When we ask our student’s permission before we share their work (on our blogs, at faculty meetings, in conferences, etc.) we are modeling respectful com- munication. Our connected world means students and parents have more access to us beyond the school day. This has many advantages, but it is also acceptable to set limits. As the bound- aries between our work lives and home lives become more permeable, teachers can let students know when and how they want to be contacted. Students often have no idea of what is acceptable and are relieved to have expectations clarified. Don’t count on filters or monitors to keep students “safe.” Finally, educators are at the forefront of a huge paradigm shift that They need adult engagement. Filters are a VERY blunt instrument. can make adults feel overwhelmed. Teachers play an important role It’s not that these tools have no place, just that they shouldn’t be in helping parents recognize that they don’t have to feel helpless or the first go-to method for teaching digital citizenship or keeping clueless; rather, they need to engage with kids and ask them to talk students safe. That said, young children do not need any unsuper- about their experiences. Educators can also remind overwhelmed vised Internet access. If a device is in a classroom at a “station” used parents that adults have more social wisdom than their children, even by younger students, it should be locked into the app or apps that though the children are digitally savvy. have been chosen for them. Don’t assume five-year-olds won’t open something else. They can, and they will! Young people need and desire a chance to share what they are discov- ering in their work with both parents and teachers. The digital world provides unprecedented opportunities for our children’s learning, for הידיעון .Look for applications that are “digital playgrounds” vs families and schools to connect across distances and for us all to share “virtual playpens.” and collaborate, but we need to show our students thoughtful and

Here I am citing the research and terminology coined by Tufts responsible ways to do this, even as we give them space to innovate, • HaYidion early childhood technology scholar Marina Bers. Bers argues that experiment and create. ¿

[57] [58] Tech Matters הידיעון • HaYidion ¿ byAryeh Eisenberg Options for Your Students Selecting the Best Learning Online Synchronous or Asynchronous? Khan Academy were the as industry viewed standard. It isasim When online learning firstbecame available, websitesas such easy enough, but enough, theeasy ofapproach question this actual type is,does that the content being deliveredquality. isofthe highest Sounds therethemselves islittle andeven boring, doubt may dry fairly be want they subject to learn andwatch the the While videos videos. premise.ple enough Students online, search for the to just go need the differences andexplains territory this andbenefits. incost made,times, all at accessible live withrealteaching? orisit people maps article This optionsareOnline learning dividedby onemaincriterion:time. the offering Is ready provide asynchronous learning options, including Khan Academy provided materials at their own companies currently pace.Several lessons which students through can access online and proceed the platform. Asynchronous options are self-paced and prerecorded whetherdecide to use a synchronous or asynchronous learning When choosing an online learning must schools program, first increased recent andstudents years,givingschools options. several options ofavailable online classes have andthe types both in educationalfill the Luckily, need. the number of learningonline ing non-interactive andanswering videos questions notreally does andmet. Formust acknowledged be the “average” student, watch to offerable schools more options, of the studentsthe needs still up seeking areplacement. online educational While options doen In many that schools cases, start with this simplistic approach end ofthe the ofour majority ly meet needs students? nline learningnline options have astandard ofthe become part for your students. [email protected] Aryeh Eisenberg is the director ofspecial projects for Bonim B’Yachad, aleading online educational provider. academic programs of many Jewish For day schools. options available and how the to program select best It is important that educational providers know the a variety ofreasonsa variety including cost savings, staffing, options can cater of different to the needs students. and technology integration, have schools reand technology been educational programs that are available. Different lying more andmore on online class resources. As ant to understand the different of online types with traditional educational options, it is import ------However, there are main two problems with asynchronous offer studentsrolled at any time. teachers andadministration to the view progress andmarks ofen Inject. addition, most ofthe asynchronous options aschool’s allow School platform.”School In order to track students andto provide aca sureis almost anonline option to be through the Florida Virtual online. Ifneed we donotoffer course a specific in-house, there able courses isvast. “Students can take just about anything they ing to Ben Gamla’s Chaim the of avail list Albert, principal, Rabbi courses provided by the State ofFlorida’s Virtual School The courses easy.” whichmakespriced, addingcourses new andcontinuing existing tion, most ofthe asynchronous course options reasonably are very the course, we provide any help requested by the students. In addi instruction. whilethe So support system may of part notalways be Our teachers are here to answer questions additional andto give dents can work at their own paceto complete work. the assigned fit tenin aperfect been the blendedlearning environment. “Stu in-school instruction. For Gelman, asynchronous courses have of teach the students, anduses online courses acentral as ofthe part ofblended learninguses a school variety high techniquesThe to LearningPre-Collegiate Center Brunswick, in East New Jersey. K12.Laurenprograms such as Gelman Ariev isthe director ofthe have schools Some experienced a lot of success with asynchronous assistance.provide the needed student additional helpthere area, in needs aspecific isno one to students. If these programs personalized. are notat Second, a all students but has notproven with successful as the less motivated First, works ofprogram ings. well with this type the motivated cases schools can find schools cases an sub online option,even for a specialty time. The courseavailable lists also are meaningvast, that in most platforms include low costs to start and stop and the ability at any Pearson well as as , Ben Gamla Charter in Plantation, School Florida, uses online K12 andIXL . The benefitsasynchronous. The to . Accord ------demic support, the school has supervising teachers who are available to as a main part of the class grade. Many of the providers offer person- students during office hours, study halls and by email. alized classes, meaning that the classes are designed to meet the needs of the specific students enrolled in the course. The school ordering the Despite its flexibility and affordability, asynchronous learning has not online class becomes a part of the educational process rather than just been the answer for all schools. Beth Tfiloh Dahan Community School an observer. Many schools have found more success with synchronous in Baltimore, a pre-K to 12 community Jewish day school, was one of classes because of the personal nature of the courses. Even the less moti- the first Jewish day schools in the US to integrate technology into the vated students are able to succeed as they are encouraged and monitored learning environments. Online courses and technology integration are every step of the way. quite common at Beth Tfiloh. While the school offers a wide range of traditional courses, the ability to use online class options as a supple- My organization, Bonim B’Yachad, ran a pilot program this past aca- mental tool enables the school to provide each student or groups of stu- demic year with The Binah School, a new Jewish day school for girls dents with the specific educational programs they need. in Sharon, Massachusetts. The school uses online and blended learning solutions as an integral part of its academic program. The school took According to Zipora Schorr, Beth Tfiloh’s director of education, Beth its Hebrew language classes and decided to shift the entire program Tfiloh has used several different online course platforms in both the to synchronous online learning. Rina Hoffman, the school’s director, middle school and high school. While asynchronous options were explained, “Hebrew language was a subject that needed a different ap- certainly easy to arrange and implement, the school has had more suc- proach. The students up to that point really did not enjoy learning He- cess in the past few years with synchronous online courses. “The live brew and therefore did not put forth the needed investment into their courses do a much better job of blending with the traditional learning Hebrew studies. The thought was that by introducing students to a new environment. Students are already used to working with a teacher and way of learning Hebrew, we could bring back the excitement and pas- they know what to expect. Knowing that the student’s learning styles sion for the language that was missing before.” We collaborated to create and needs are being addressed makes us much more comfortable with a personalized program that met both the skill levels and the interests of online courses.” the students. The program was highly successful and will be expanding for the coming school year. NFTY’s EIE program brings US public school students to study in Is- rael for a semester of high school. While the students are in Israel, they So what are the down sides to synchronous online classes? For one, the must continue their current courses assigned by the schools back home. price is often higher than for the asynchronous model. For example, K12 After comparing asynchronous platforms with synchronous solutions, charges between $400 and $500 for a typical yearlong online course, the school realized that the live class structure works better overall. Rab- which is roughly the monthly cost for synchronous courses. Second, bi Baruch Kraus, the principal of NFTY’s EIE program, agrees. “With asynchronous courses really are self-contained, meaning that whether live classes, we know that the students are being mentored and are being there is one student or twenty students enrolled in a given course, the tracked. If there is a problem with a student, we know that we will be school has little to no responsibilities. While the school has the option informed, just like with a regular class.” of staying invested in a course’s progress, this is not mandatory.

So while asynchronous courses can be a perfect fit for certain students, Currently, there are a number of companies in the US that provide syn- many students still need the traditional student-teacher interaction. As chronous services to Jewish day schools, including Bonim B’Yachad, discussed, asynchronous courses are essentially take-em-or-leave-em; JETS and Tomorrow’s Genius. These companies offer different types of the product will likely be high quality and professionally produced, but personalized learning programs. Another option is the VHS Collabora- it will not be tailored to your school’s needs and vision and certainly not tive, which, while not specifically for Jewish schools, has several Jewish differentiated to your students’ learning styles. Synchronous programs day school members. VHS offers live courses for students from schools generally are much more nimble in their ability to tailor their product to all over North America; participating schools have no input in schedul- specific schools and students, because they provide a live online teach- ing, and with so many students there is often little to no personalization ing experience. or individual attention. Several colleges and universities also provide online courses that can be made available to high school students (www. While students are not in the same physical location as the teacher, the onlinecourses.com), depending on the state and school district. online sessions work very much like traditional classroom-based classes. In most cases, students participate in their synchronous online classes With so many options and so many different variables, how can each during the regular school day. When their classmates may be in a regular school choose the online course option that works best? Well, there classroom, students assigned to an online class go to the school’s com- is no easy answer, but each administrator knows his or her students puter lab or another similar location. Students log in and work live with strengths and weaknesses. At the end of the day, the goal is to give stu- the same teacher throughout the course. The online teacher teaches an dents the tools needed for academic success. Some students can handle interactive class which includes participation as well as traditional class asynchronous options and have the motivation to make sure that the elements such as homework, projects, quizzes and tests. work is submitted. Other students need more personal involvement, הידיעון making synchronous learning a better fit. If there is a need for Judaic There are several advantages to synchronous online classes. Because the studies or Ivrit-based online learning, the options are a bit more limited sessions are live, students actually become active participants, rather as platforms such as K12 do not offer these subjects. • HaYidion than passive learners. Most online teachers require regular participation [continued on page 70]

[59] [60] PD הידיעון • HaYidion ebbie Brown¿ byDebbie Garden of Innovation Growing Development aStaff Looking Beyond the 21st Century: to go on ajourneyto with go nomap (standards), nocompass- (as At the ofthis journey heart isdata It collection. isimpossible lenge ismore complicated than itever has been. Creating the 21st century learner isatrue investment; the chal andsustainable scalable licable, learning isatrue investment. comfort zone, taking on this oftrue challenge transferable, rep fessional development isatrue investment. Pushing out ofour resources on leadership. the of school Fifty hours part of pro mandate for role this required new tremendous investment of innovations to oversee this anddevelop important mission.The emy Florida, Raton, in created Boca the position ofdirector of son’s son.” To these Donna meet challenges, Klein Jewish Acad The “When you Talmudteach your states, son, you teach your achievement by aminimum of21percentage points. who receive 50hours on average ayearare student ableto raise achievement,test scores, defined by raised educators as those ment Council, in order to have asignificant impact on student research from project Stanford andThe NationalDevelop Staff yearly andfewer than 25%receive 4days. According to amajor States receive nomore than 2days ofprofessional development encounter and is inconsistent. 57% of teachers in the United Itfragmented. from isdisconnected the problems real schools facultyto development reorient pedagogical practice. a new position, “director ofinnovations,”the cultivation whosemandate is of Tothis issue, in the kindsofchanges described undertake oneschoolcreated s educators we are striving the to meet demands for “21st century learners,” but at the core ofthat work are teach ers, the most influential people in the shaping of stu dents’ Preparing lives. teachers this to enormous meet challenge requireschallenge asystemic vision for whichthere is [email protected] Debbie Brown isthe director ofinnovations inlearning at the Donna Klein Jewish Florida. Academy Raton, inBoca a high level oflayered level support, ongoing learninga high and a serious commitment to adynamic in-house profes - sional development system. Research showsResearch that most professional devel consultant-based (whichiscostly) and opment istraditional stand-and-deliver, ------equate time invested has been for optimal success. 50-minute are inmeetings the master for the schedule year. Ad problems. No orbecause child teacherbehind left canthese be the principal to discuss eachstudent, interpret the data andsolve Teachers weeklyteams level meet inwill with grade myself and and math. generated anddata be will analyzed. Reports be will studentsweeks, screened by be will their teacher in reading struction for During thetwo of school. first weeks two those andpracticed duringmodeled the institute, to their develop in utilize the standards, assessment andresearch-based strategies, change. Overthe summer the teachers have to challenged been These three days were the pointjumping-off for systems-wideour monitoring for tools the five of areas reading. and included training in screening and ongoing tools, progress awareness,logical phonics,fluency, vocabulary, comprehension) instructionstrategy for eachofthe(phono five of areas reading ers participated in Common Core research-based 101,specific was the first ofour annual new summer institutes. All teach for hands-onThis learning. designed setoftrainings focused mer Institute. Our teachers participated in athree-day intensive, educational priorities to a Teaching develop andLearning Sum this data in concert with andthe school’s ateacher-needs survey research-based, assessment. reliable andvalid normed, We used We ofour screened all K-4 students in the spring 2013with a nesses. information detailed us very about achild’s strengths andweak administering anintensive adiagnostic, assessment that gives mal quick measures that demonstrate andifneeded, learning, frequent using basis progress monitoring whichare tools, infor a wellness three check times ayear, monitoring students on a assessmentcycle of The used. screening studentsall includes: as emotional of students view provided the entire of data is cycle Assessment informs our instruction. It isanobjective andun sessment) andnodirections (teaching planandmethodology). ------Our data collection has shown the need for an uninterrupted liter- At Donna Klein, we believe that in order to meet the challenges of acy block to include the five areas of reading blended with a read- tomorrow, we must systematize staff development. This is a serious er’s/writer’s workshop, and six traits of writing (a methodology that commitment made by our administration to develop each teacher systemically looks at one aspect of writing at a time). All of this is much like we develop each student, with a prescription, a plan, and designed for blended learning that is differentiated. We are utiliz- most critically, follow-up and feedback. ing the Common Core State Standards as the blueprint for learning and ongoing progress monitoring tools to rise to the challenge of Even the most engaging and important staff development just be- this rigorous new learning. This has been carved into the master comes a shelf-sitter if not for coaching and mentoring, follow-up and schedule. individual differentiated support. Teachers will have the opportunity to sign up for customized coaching and mentoring. One teacher may We have identified a literacy coach at each grade level in order need to see a small group in action working on a cognitive strategy, to build capacity in our school and grow our leaders from within. while next door a teacher may need an observation as another set Coaches will attend a monthly training based on data and needs and of eyes to solve a specific problem. As we ardently strive to prevent then train their team in a train-the-trainer model. students from falling through the cracks, likewise it is vital for each teacher to feel that their learning is extended beyond a few hours in Another important aspect of support and development is the cre- training, creating transferable, sustainable and ultimately generalized ation of a teacher blog, password-protected. The innovative blog will learning. We subscribe to the I do it, We do it, You do it model for our be a hub of timely articles, research and highlights of classroom in- students and for ourselves. struction. Most importantly, this will be a sacred space for teachers to ask questions, make comments, share ideas and get answers. We are The Talmud says, “Every blade of grass has its angel that bends over creating our own virtual learning community that is without judg- it and whispers, Grow, Grow…” We, the educators, are each other’s ment and solution driven. angels at Donna Klein and together we are growing a garden where each blade of grass (our students) is unique and special. Using nutri- In addition, all of our teachers will attend monthly staff development ent-rich soil (standards and data), watering and fertilizing the grass sessions, topic-focused, based on standards and data. Several half- (teacher education), and pulling out the weeds (ongoing monitoring days have also been set aside for professional development. This is and support), we will grow our garden and it will flourish for genera- a systemic approach to staff development built from the inside out. tions beyond the 21st century. ¿

William Davidson Graduate School of Jewish Education Strengthening the Quality of Jewish Life Through the Power of Education

Professional Training and Curricula: The Master’s Program in Jewish Education: • Ivriyon: Summer Hebrew Institute • Day School Teaching • Jewish Early Childhood Education Leadership Institute • Educational Leadership in Synagogues and Communal Settings • Jewish Day School Standards and Benchmarks Project • Online Learning Program • MaToK: Bible Curriculum for Day Schools • Kesher Hadash: Semester in Israel Program • and more The Doctoral Program in Jewish Education:

הידיעון Full-Time • • Executive Doctoral Program

To learn more, contact [email protected] To learn more, contact the director of Admissions at • HaYidion or (212) 280-6007. [email protected] or (212) 678-8022.

The Jewish Theological Seminary • 3080 Broadway • New York, NY 10027 www.jtsa.edu/davidson

[61]

www.jtsa.edu/davidson The Jewish Theological Seminary • 3080 Broadway • New York, NY 10027

@ or (212) 280-6007. edschool jtsa.edu or (212) 678-8022.

@

To learn more, contact davidsoninfo jtsa.edu To learn more, contact the director of Admissions at

• Executive Doctoral Program

• Full-Time

The Doctoral Program in Jewish Education:

• and more

• MaToK: Bible Curriculum for Day Schools • Kesher Hadash: Semester in Israel Program

• Jewish Day School Standards and Benchmarks Project • Online Learning Program

• Jewish Early Childhood Education Leadership Institute • Educational Leadership in Synagogues and Communal Settings

• Ivriyon: Summer Hebrew Institute • Day School Teaching

Professional Training and Curricula: The Master’s Program in Jewish Education:

Through the Power of Education

Strengthening the Quality of Jewish Life William Davidson Graduate School of Jewish Education [62] PD הידיעון • HaYidion ¿ byLauren Applebaum Stern Heller andMiriam 21st Century Teaching Professional Development for When Timeless is Trendy: Twenty-first century skills are notlearned by rotelike multiplica and creativity. critical communication,century skills: thinking, collaboration authentically. These practices undergird the core four Cs of21st dents think creatively andapply their learning collaboratively and classrooms emphasize all the to use help ofteacher stu guidance andflipped thinking, design response, project-based learning, in arapidly changing economy andaworld ofrepair. in need In is to prepare students entrepreneurs as to succeed andinnovators struction the to meet emergent ofsociety. needs Thecurrent call shared andinquiry. reflection practice, administrators inplace frameworksto put need to engage for in teachers Toto succeed inincorporatingteachers enabletools andmethodsintotheir new opportunities help will them this develop sameskill setfor them must have 21st century professional learning opportunities. Such How make They the can teachers shift to 21st century teaching? students take ownership empowered ofandfeel by their learning. In thetakes again. affective to help teachers andtry realm, need studentsencourage to wonder, hypothesize, learn from their mis “sage ofteaching on model the to a“guide stage” on the side,” to to shift their classroom stance for of part the at least time from a learn from others. This kind of student learning requires teachers veloping self-awareness ofone’s to thought process andanability practice, ade dispositions that through application, are gained tion tables andHebrew verb conjugation. are They habits mind, of tial for teachers in implementing to succeed any ofthe latest trends in education. found that the skills are ofreflection essen and inquiry eflection isanancientas as old is practice, and inquiry [email protected] Los Angeles andacertified Critical Friends Group Coach. Center for Education at American Jewish University in ApplebaumLauren isassociate dean ofthe Graduate training educators, both novice andseasoned we have humanity’s Thesesearch fortimeless meaning. prac practice andpractitioner inquiry. In our experience trends collaborative reflective in teacher learning: tices are the foundations mutually oftwo reinforcing In generation there every isademand for educa osadshos to adjust curriculum andin tors and schools ------evidence-based andcollaborative in order effective. to be Reflec research literature that professional reflective, to learning be needs There isa strong consensusgeneralboth and in education Jewish to teachers.” students, we have to offer morepowerful learning opportunities want to produce schools more learning powerful on the of part dents. AsBrandeis professor Sharon Feiman-Nemser writes, “If we selves those andmodel dispositions andbehaviors for their stu space to vent or self-promote; reflectinggroup in a setting intro conversations about their teaching practice. isnotjust ACFG a educators allow CFGs to have structured, focused, sustained One format for this work isaCritical Friends Group (CFG). time ofits professional part as development strategy. themless the gives ofa regular, school the structured gift meeting them to find struggle the time and space to do this reflection un in the company ofothers.” In our work with teachers, we have seen to critique subject tacit, andbecomes onlywhen we reflect on it er reflection, notes that “so much ofour of practice is knowledge Joseph McDonald, apioneer in the fieldofcollaborative teach strengthened when in and deepened it together. teachers engage lesson on the drive home, or muse over itin ajournal, reflection is think about the success or failure ofanattempt to use iPads in a to process ateacher While the might results with colleagues. in their aspace classrooms, outside need they ofthose classrooms If we want teachers to experiment with successfully methods new when utilized together. dependently adriver be for are change,they even more powerful creative problem eachofthese solving. While practices can in quiry, bringing minds together to foster deeper perspective and decisions. teachers to investigate their dilemmas anduse data to inform their erate about their teaching practice. Practitioner enables inquiry tion is essential anddelib analytical for teachers mindful, to be Collaboration practitioner [email protected] inquiry. University inLos Angeles, where she teaches Center for Education at American Jewish Miriam Heller Stern PhD isdean ofthe Graduate enriches both the reflection and the in ------duces a level of accountability to a teacher’s work when teachers learn to challenge and stretch each other respectfully and helpfully. Groups Resources for further learning of teachers follow “protocols” or conversation guidelines which offer To learn more about Critical Friends Groups and protocols: rules to allow for rigorous feedback on each teacher’s questions. These questions might evaluate student work: “Does this essay demonstrate ŠŠ Visit the National School Reform Faculty the skills of critical thinking that the 5th grade curriculum requires?” at www.nsrfharmony.org Or they could examine teacher work: “Will this final project for my ŠŠ Check out math class allow me to see if students really understand fractions?” The Power of Protocols by Joseph McDonald et al. They might consider enduring dilemmas: “I find myself frustrated by student misbehavior during morning tefillah and am not sure if any of To see examples of practitioner inquiry, see: my strategies are helping.” www.goingpublicwithteaching.org

While a CFG can encourage teachers to help each other work on their individual goals, the collaboration can also provide a launch pad for im- how to best adopt the instructional trends they hear about. A group plementing a broader school change agenda. Rather than just dreaming of teachers engaging in inquiry projects together might explore what or discussing (or complaining!) together, educators can give each other motivates students to do their best work. They might ask themselves, feedback on specific practice in the service of questions such as, “How “How can we tell when a student misunderstands during project-based can our school culture support teachers and students in creating a cul- learning?” or “How do we know if those iPad lessons are really enhanc- ture of 21st century learning?” and “How do we help parents buy into ing student learning?” These types of questions—alive and present for instructional approaches that are different from how art teachers and Talmud teachers and math teachers alike—can be the they were schooled?” subject of thoughtful reflection and can invite educators to utilize evidence along with their instincts. Similar popular models of collaborative profes- sional learning are Communities of Practice For educators, being told they must take on a (CoPs) and Professional Learning Com- new approach to teaching can feel overwhelming. munities (PLCs). While experts draw reflec'on Adopting new trends in professional devel- shades of distinction between the opment is a lot like adopting a new exer- techniques of each, all three models cise regimen: at their core the exercise should enable teachers to explore engages the participant in practices and develop new methods of with timeless and clear value, but teaching and learning through they are repackaged with new inquiry ongoing routines of collabora- language, choreography and tive reflection, experimentation collabora'on music that can feel unfamiliar, and analysis, with the goal of even alienating. The first time improving professional effec- you walk into a Zumba class or a tiveness and student learning yoga studio you might feel over- outcomes. One aspect of the Mechanics for Change: Dispositions whelmed by the steps or the level of CFG model which we find par- for 21st Century Teaching mindfulness, stability, flexibility and ticularly compelling is in the title stamina required. But if you have ex- itself: it defines the participants’ ercise partners to go with, and you re- roles in the discussion as both supporting and challenging, and think- turn week after week, the new habits can be developed and sustained ing critically, mirroring our 21st century expectations for our students. until the practice feels natural and beneficial.

While collaborative reflection is an important vehicle for assessing new As university-based teacher educators, we are often invited by heads experiments, these discussions also require an evidence base to over- of school to give “inspiring” one-off workshops to kindle a new idea turn assumptions and draw conclusions for practice. Evidence may in the minds of teachers, who are then expected to go off to their si- include but not be limited to student work, classroom environment, loed classrooms and implement it. This is akin to taking the whole artifacts representing school culture (newsletters, extracurricular pro- staff to a cardio barre exercise class when no one really knows what gramming), interviews and surveys of constituents and teacher’s ob- cardio barre is and there is no internal support for ongoing learning servations. Collecting evidence does not necessarily require an outside of the new trendy practice. Even an extended retreat, which can be a observer, who can be threatening; when introduced to the skills of shot of educational adrenaline, can fizzle in practice without ongoing practitioner inquiry, teachers can learn to collect the data and analyze conversation, inquiry and support when everyone is back in their class- it themselves. A popular form of practitioner inquiry is action research, rooms. The effectiveness of the teacher learning lies in the routine. As הידיעון where teachers test out a new experiment and study the results. with exercise, routine collaborative reflection and inquiry foster the stability, focus and strength teachers need to move beyond their fear

Discovering and making sense of evidence in their own practice em- or discomfort to step up to the challenge of meeting the needs of 21st • HaYidion powers educators to self-evaluate and make informed decisions about century learners. ¿

[63] [64] PD הידיעון • HaYidion ¿ byVardit Ringvald Silverman andJanice Rebibo Development Professional In-Service Flipping with prepackaged knowledge for their knowledge with subsequent prepackaged classroom activ lectures by the instructor Students experts. or guest were prepped replaced in-class Videos of knowledge. form ofvideo-packaging The most learning. dramaticface-to-face inversion came in the If youdiscuss flipping with experienced classroom teachers, how ity, consisting ofprobing or experiential learning. asamodelfor canserve that schoolsandotherprograms. trainingthe ofHebrew educators, for developed amethodofflippedinstruction PD evoked isusually learning Flipped tool forthe classroom. asa authors,The leadersin cant percentage of technology-based interactions.cant percentage oftechnology-based personnel.of school We employed a“hybrid” with model asignifi proach for delivering cost- and time-effectivePD numbersto large asystematic, designing weschools, began multiyear, ap regional teaching After andlearning. initial successesguage with individual vice work with classroom teachers on assessment-based lan second en student acquisition Hebrew outcomes language through in-ser Hebrew at the Center was formed to respond to to strength the need from this? What can we learnPD? effective for in-service Hebrew language lack resourcefulness. Why is it then that theapproach flipped isso to move to other contexts. Students may dependent become and obstructwhich could alearner’s reflective abstraction andability arise about the objectification packaging, in of video knowledge sues with personalization andtransitioning. Theoretical questions ever, the are There mixed. reviews are some apparently serious is College andHebrew at the Center. [email protected] Advancement ofHebrew, ajoint initiative ofMiddlebury Vardit PhD Ringvald isthe director ofthe Institute for the computer andInternet along with technologies into the “flippedclassroom,” taking advantage of learning” and“hybridlearning” programs” easily morphed agement systems became the vogue. “Blended agement systems the vogue. became instruction online classroom andfull-out man vor. It in surged the 1990s when web-based Flipped learning in andout has fallen offa ment for Hebrew teachers. ducting professional in-service develop room is an ideal frameworkroom is an ideal for con e have found that class the flipped ------from the Covenant Foundation andthe Ben andEsther Rosen support and within partnership technology-targeted with BJELA brid, multitiered during model schools, with project aregional LA they firstthey encountered them. In the characterizedthirdas stage, to make use ofsuch elements onlyin exactly the sameway in which these elements. new During this phase ofthe process, are they able to them. In learners the stage, intake second and understandlanguage the meaning elements of new presented acquisition process them allows embedded to become in the new Firstacquiring isthe phase of This language. inputthe anew stage. According to VanPatten, learners move through fourwhen stages in PD, oftheir regardless discipline. particular gaged understanding the universal process undergone by educators en over, we surmise that acquisition for isuseful model the language learners must through go when More acquiring language. anew ways familiar the ofteaching old, phases that parallel language through teachersphases that go when transforming language their cessing instruction.” Aswe in have our programs, the observed educators in the contextguage VanPatten’s ofBill work on “pro We to understand can begin learning offlip the for viability lan learning resulted PD from for this in-service need. concepts translated to be rapidly into skills.Our new version offlip must they cess: unlearn their oldways ofteaching andlearn new skills, undergo they bracing andnew adual pro knowledge new learners. When Hebrew teachers embark on their journey ofem in orderods theto maximize outcomes Hebrew of their language for teachersOur isthe goal improvement oftheir teaching meth Foundation.bloom Our from learning offlip PD model emerged forthis in-service hy and professionalizing the entire Hebrew oftheir schools. faculty or leadteachers 2) first; then support these leaders in mentoring a school’s Hebrew leadership, their coordinator Hebrew language Over time amultitiered we developed approach: 1)professionalize Center. [email protected] director andofficer of technology Hebrew at the Janice Silverman Rebibo isthe senior program andabsorb many of ------the developing system, learners are now able to use their meta-linguis- Recording these Q&A and workshop sessions and making them acces- tic understanding and differentiate and categorize these same language sible online for teachers to revisit allows them to review the cases and elements according to their linguistic structures. In the fourth and last repeat their learning independently—again, on their own time and at stage, called the output stage, learners are ready to make use of the new their own pace. These activities foster the teacher’sdeveloping system. language. They retrieve, recombine and manipulate language forms in Their processes of synthesis and integration, like those of second lan- order to create new meanings. guage learner, eventually lead to output with their new knowledge hav- ing become available for productive use. In the same way, teachers in training must first understand the new con- cepts they need to internalize. They must also rid themselves of their old Following Van Patten’s model, the output stage of our PD design would knowledge and skills. Because this dual process of learning and unlearn- be the phase in which these learners implement a new concept with the ing occurs simultaneously, teachers will require constant access to the help of a mentor. This implementation phase requires the teachers to new knowledge. demonstrate their ability to retrieve information about the topic in real time in their classrooms. The presence of a mentor, sometimes from a At first, our central innovation for our in-service PD offerings was the distance due to considerations of logistics and resources, permits mon- production of an extensive video series (fifteen to date) intended to itoring of their activities and immediate feedback. In our approach, the package our H ATC Tool s for Hebrew language teaching and learning. support given by the mentor creates the sense of a safe space in which Asynchronous video delivery of our expert lectures, as well as interviews teachers may experiment with the new way of teaching. It facilitates and roundtable discussions with additional experienced leaders and what might otherwise be an abrupt, perhaps unsuccessful transition to practitioners in the field, afforded repeated yet cost-effective exposure implementation. that would benefit any teacher PD program. Flip learning was not our explicit objective at the time. It evolved naturally because we chose to Because their flipped learning environment is made up of so many ele- open each of our LA learning modules with an Internet-posted video. ments and options that they may rely on and access on their own, these By doing this, we were in effect already engaging in the basic, most fa- Hebrew educators become independent, resourceful learners. In this en- miliar form of classroom flipping: frontloading video-packaged knowl- vironment, they take responsibility for their own learning process and edge. demonstrate an increased capacity for advancing from stage to stage.

In contrast, our fully developed flip model is not linear. It permits con- We were spurred to consider the theoretical underpinnings of our stant access, surrounding learners with the new knowledge. Both be- multi-dimensional structure when we observed the relative success of fore and during the period in which they meet with experts and peers the LA participants in internalizing the concepts and methods. (Our in-person and online, teachers can also stream videos in their free time Boston Hebrew at the Center schools may be seen as forming a region in and at their own convenience. In the PD programs we now implement, addition to our Atlanta and LA regional projects, and we have delivered they also download and view slide presentations and take part in a com- our PD services to more than 20 individual schools and camps.) The LA munity of practice bulletin board for listening and reading about new group’s overall pace stood out early on when we began to hear the “lan- concepts. There they view a variety of examples and read and post com- guage” of the H ATC Tool s coming from several participants. ments in moderated peer discussions. Returning to the VanPatten mod- el, the teachers maintain control of their own time and resources and We observed that when designing and constructing an in-service PD can sustain a pleasant input phase for as long as they wish and need. As program, even when distance is not an issue, a well considered variety of adult learners who are also fully employed professionals, teachers find asynchronous and synchronous approaches to PD activities can impact that this approach creates a long-term, user-friendly environment. outcomes. Other strategies eased the anxieties of transition from stage to stage, especially mentoring through to the output stage. Ideally, the As they repeat the above input process again and again, most of these teacher is an active participant in personalizing the scheduling and coor- in-service teachers find themselvesintaking the new knowledge, i.e., dination of individual or small group mentoring sessions. Thus we may memorizing the materials in the same way they were presented to them. see continuous mentoring as a flipped function as well because it occurs They can recite definitions, summarize the content and describe the -ex alongside real-time, interactive group PD. Mentoring is thus external amples given to illustrate and clarify the new ideas. but also critical to the fullest success of hands-on activities.

At this point they are offered the opportunity to participate in a Q&A Mapping our program in terms of VanPatten’s insights helped us bring session with the expert. This may be either in a distance format (phone to light the connections between activities and learning processes in or video conference) or face-to-face. The goal of this session is to help this regional PD program. On this basis, we recommend an approach teachers unpack the new materials by breaking them down into smaller to PD that is both blended and flipped. While Internet technologies elements and by elucidating further. The most efficient ways to accom- may or may not be chosen to facilitate real-time, interactive activities, plish this transitional phase involve answering questions and analyzing asynchronic means such as videos, slide presentations and message case studies related to the topic. In addition, the mix of online and boards make content “flippable.” As we learned from our experience הידיעון in-person interactive workshops that form part of their training allow with our Hebrew language projects, participants in in-service PD them to experiment with the new concepts through exercises and drills benefit when such flipped activities make up a large proportion of a that imitate true classroom situations. This allows for internalization of program. The balancing act between extrinsic and intrinsic program • HaYidion the concepts. [continued on page 70]

[65] Thank you to all of our donors

AVSAK is pleased to acknowledge and thank all of the Paul Hirsch individuals, families, foundations and schools who have Joan and Peter Hoffman supported our work during our 2013 fiscal year. Below is Sheila and Orry Jacobs a list of all donations between July 1, 2012 and June 30, 2013. Bathea and Sam James With your help we are strengthening and sustaining the Jewish Community Foundation of San Jewish life, leadership and learning of community day Diego schools, ensuring a vibrant Jewish future. Betty and David Jones Ariele Zandman Klausner and Steve Dr. Shira and Marc Brown Klausner Trustee Circle Claire and Dan Caine ($50,000 and up) Chaye Kohl Ilisa and Dr. Ezra Cappell The AVI CHAI Foundation Sari Korman and John Hunt Lisa Chandler Rebekah and Howard Farber Dr. Marc Kramer and Jeffrey Richard Dr. Barbara and Dr. Leslie Davis The Gottesman Fund Sheri and Dr. James Krell The Alyce and Philip de Toledo Donor Paula and Jerry Gottesman Anne Lanski and Dr. Barry Chazan Advised Fund The Alan B. Slifka Foundation Jodi Lasker Mitchell Dernis Arnee R. and Walter A. Winshall Fanny Levy Dunietz Minsk Family Foundation The Lewis Family Philanthropic Fund Sharon Eagan Jessica and Dr. Ron Liebowitz National Giving Society Jonathan Epstein ($10,000 and up) Danya Lindenfeld The Fagan Family Fund Anonymous (2) Lippman Kanfer Family Foundation Janet and Jake Farber The Covenant Foundation Pam Lott and Ron Ticho Robin and Jon Feldman Ellie and Mark Lainer Tamar and Marc Margolis Rabbi Jeremy Fine Carol and Paul Levitch Dr. Donna and Dr. Neal Mayerson Renee and Dr. Steve Finn Bruce Maza Dr. Cheryl Fishbein and Philip Schatten Annual Campaign Rhetta A. Mendelsohn The Gamzu Family Fund Anonymous Carol and Bob Nemo Nicole and Joshua Gann The Anenberg-Cavallo Family Foundation Sara Lynn Newberger Anat and Abraham Garzon Susan and Michael Baum Paul Orlander Gladys and Martin Gelb Tina Begleiter Packman, Neuwahl & Rosenberg Dr. Barbara and Joel Gereboff Vanessa and Uri Benhamron Sheila and Dr. Lawrence Pakula H. Slade Gleaton The Madeleine and Mandell Berman Family Stacy and Bryan Palbaum Foundation Dr. Idana Goldberg and Michael Kellman Barbara and Rory Paul Sharon and Marc Berman Jane Goldstein Mira Pilosof Marc Beckman Dr. Felice and Dr. David Gordis Lya and Mark Pinkus Rabbi Alexis and Dr. Bob Berk Judy Groner Debby and Dr. Bruce Powell Beth Tfiloh Dahan Community School Bernie Gropper Daniella Pressner Bialik Hebrew Day School Sandal Gulick Adele and Dr. Elliott Rabin Deborah and Robert Blair Evelyn and Gerry Gurland Lynn Raviv Debbie and Sheldon Bootin James Gurland Ziva Reimer Benjamin Breier Beth and Louis Guttman Vanessa and Gary Ressler Lisa and Dr. Jonathan Breslau The Heilicher Foundation Jaynie Schultz Romaner and Ron Romaner

[66] Eran Rosenberg Zipora and Dr. Nachum Schorr Carol B. Spinner and Arthur Spinner Lief Rosenblatt Carol Ann and Michael Schwartz Dr. Ellen and Dr. Jay Steinfeld Marla and Mitchell Rottenstreich Mindell Seidlin and David Fishman Elaine and Joseph Steiner Rabbi Stephanie and Darone Ruskay Bruce and Cynthia Sherman Foundation Joshua Suchoff Gerri and Gregg Russo Dr. Susan Shevitz and Dr. Larry Ballis Lori and Abraham Tenebaum Liza Sacks Judith Shulevitz The Sidney and Jacqueline Wolgin Diane and Adam Safer Dr. Ramesh Sinaee and Larry Raskin Foundation The Sagan Charitable Fund Rabbi Dr. Noam Silverman Marlene and Bruce Wolpert Dr. Jonathan Sarna Julie Smith Lesley and Dr. Bruce Zafran Ingrid and Dr. Zvi Schoenburg Alina Gerlovin Spaulding Elana and Scott Zimmerman SuLaM Campaign In recognition of the powerful experience of Project SuLaM, RAVSAK’s intensive leadership development program, “SulaMities” launched an annual campaign to show their appreciation for RAVSAK’s investment in them. RAVSAK is pleased to acknowledge and thank the following donors of the 2012-2013 SuLaM Campaign.

Abraham Joshua Heschel Day School Dean Goldfein Justin Olitizki Debra Abolafia Dr. Joan Gusinow Leslie Pugach Dr. Daniel Ahlstrom Howard Haas Becky Lieberman Rabbi Daniel Alter, mentor campaign chair Merrill Hendin Carol Ribner Nora Anderson, cohort II chair The Hebrew Foundation School Judith Rose Hilary Arenstein Hyman Brand Hebrew Academy Rabbi Shawn Simon Hazani Hilton Berger Nan Jarashow Jennifer Schecter-Balin Jane Black Adina Kanefield Jerry Isaak- Shapiro Lilach Bluevise Jill Kessler Jill Shoshany Todd Clauer Larry Kligman Dr. Deborah Starr Jeff Davis Susan Koss Nina Wand Behzad Dayanim Tamara Lawson Schuster Susan Weintrob Rabbi Achiya Delouya Dr. Meisha Leibson Betty Winn, cohort I co-chair Rabbi Michael Druin Abby Levine Susan Yurow Sue Einhorn Helena Levine, cohort IV chair Tom Elieff Miri Levine Many gifts are made to RAVSAK “In Honor Karen Feller, cohort I co-chair Cathy Lowenstein of” or “In Memory of” a person or life event. These tribute gifts are acknowledged to the Mitch Flatow Judy Miller appropriate honorees or family members at the Debby Kinman Ford Dr. Sherman Minkoff time of donation.

We have endeavored to acknowledge every donor in every category. If your name was omitted or misspelled, please accept our sincere apologies and notify Liza Sacks at [email protected].

[67] [68] PD הידיעון • HaYidion riculum we are developing. portions ofthe math cur and mathematical language the representations, strategies at Levey, Iplanto on focus Angela Next Steps ministrators. entity, something that Ithink can ad often for new be achallenge member ofthe anon-threatening group, Iwas seenas ableto be footingequal when sharing As aparticipating andreflecting. ideas critically about dotheir my they educators as as ideas own; we are on fessional vision isto create culture afaculty where teachers think as est andproductive were ofmy andagendas completed. Apart pro curriculum development, Ifound that conversation was open, hon Jamie: By having anoutside consultant facilitate conversation and oneview another resources as for differentiation. over their roles in the development ofthe curriculum, to andbegan curriculum. level importance ofgrade Teachers great took ownership ward mathematicalas a as well appreciation proficiency true for the werethey compassion ableto for gain students in their journeys to struction from andexperience the eyes ofstudents travel they as K-5, at curriculum picture” from perspective. a“big By looking at math in sequenceThe and final scope provided the teachers a look chance to that year. accomplishment the in hard all work we had completed together summer. It achance was also for teachers asense to feel ofpride and for used ayearbeforewould reflecting next be and again revising sions to the entire curriculum, emphasizing that this curriculum work session was achance for teachers to make last-minute revi in throughlinesarranged 3).Our for teachers (fig. final to review with the entire curriculum and Icreated poster alarge andshe we had developed, tion. Jamiethe lists typed to use in planning instruc more way useful for teachers dards but were written in a mirrored those in the stan concepts and skills closely InCCSS. most the cases, topicsical covered in the the formathemat all band, either or grade level by grade a setofconcepts andskills, year,school we had created Angela Product The reteaching. annually that didn’t require [continued from page 53] : In my work next year : By the end ofthe - - - - Figure 3 Figure overtheir rolesthe development in view oneanotheras resources for of the curriculum,of to andbegan Teachers ownership took great differentiation. ------to calibrate our expectations critically andlook at curriculum. The A common set ofstandards us, educators, as gives the opportunity students graduate to continue their education in other area schools. ofthe standards—particularlyin new light like schools ours whose Even with schools curricula in consider placeshould reviewing it any through day school guide similar curriculum work. the Using value ofeach. realized our experience can help amodel as that to guide review,of the CCSS once the process they had begun first questionedboth for acurriculum the need andour review use to our work in eachcontent the While at teachers area. at Levey that the professional culture that transfer will established has been literacy.road: facilitating be Iwill this process anditismy hope curriculum anddeveloping strategies, embark we also will on anew Next year, we as continue to work with on Angela refining the math snapshotsgrade-level are simple andnotoverwhelming. is being taught to their complex children. While in the bigpicture, provides with the families andunderstanding knowledge ofwhat teachers with confidence and foundation for their instruction and and the teachers. It structure awell organized isalso that provides to refiningforward it throughout year the nextwith school Angela Jamie: Our math new curriculum is a work in progress, and I look we have language included inical the math curriculum. the concepts, skills andnow strategies, representations andmathemat help teachers refine their practicealways while connecting the work to with les toolboxes ofgames, Jamie andIenvision teachers by another teacher. Both will participate in math lessons led totunity watch their students perience the well as as oppor strategies andreflect on the ex teachersgive a chance to try teachers This will afterward. classrooms and reflecting with either teaching in or observing work together on focus will me that ofourI hope part alarge ing these toolboxes, Jamie and onfacilitate develop focused sional development I meetings stillwill participate in profes curriculum. teachers While identified mathas Levey the concepts and skills we have students the develop they as sons andstrategies to use with students. adults thrive along with our creativity we in schools, as or, expectations high and that when combining rig at first, but we have found dards may appear daunting Common Core State Stan ¿ ------An International JewishAn International CollegePrep Boarding School American Hebrew Academy er mr at more Learn dreameditcouldbe. andsomethingsyounever should be, high school is identity a everything It’schild’s Jewish future. your to doors where the opens Academy environment the nurtured, rigorous academically An child. your At the American Hebrew Academy, a one-of-a-kind high school experience awaits ofalifetime. theopportunity Give yourchild Now acceptingapplicationsfor 2014-2015. bycalling today tour (855) 855-4334, free. toll A school that will change the way you look atJewish changetheway youlook thatwill A school education American Hebrew Academy www.AmericanHebrewAcademy.org

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Now accepting applications for 2014-2015. • HaYidion American Hebrew Academy An International Jewish College Prep Boarding School [69] [70] הידיעון • HaYidion C ing wrong with asking an online to interview your students your meet approval. There isnoth Vet dents before making along term commitment. then run ashort-term with program stu afew or ifonline learning for your isnew school, Pilot. If the company being considered isnew, 1 or 2other references. as schools company ableto provide be should more than Get references. Any reputable online learning partner company: to things keepA few in mind when choosing a [continued from page 59] Asynchronous? or Synchronous When teachers share control ofthe extent to controlallowed the flip. activities isshared with the teachers, who are [continued from page 65] Flipping In-Service Professional Development RAVSAK, at the Pearlstone Center outside mer’s Nevatim conference, by co-sponsored TevaReshet launched following this sum more. perts, hear offunding opportunities, and on curriculum, from knowledge ex gain share toyou to peers, talk andcollaborate Teva design—Reshet LEED isaplacefor carbon footprints,eating, hunger issues or teach about making or healthy challah ing, you have or compost program arecycling anherb or garden box, aten-acre farm, if starting one, whether youhave awindow If your has or agarden isthinking school of learning for educators working in this field. guidance, inspirationto offer and shared . Make sure that the teachers working with Reshet Teva,Reshet anetwork designed You are invited to join RAVSAK’s environmental all alling educators! Reshet Teva the Ground Gets Off - - - - - teacher, staff member. youwould aregular as design, we also acknowledge their acknowledge we individu also design, and repetition of their use ofactivities we fortable, youcan introduce online core courses. elective course. Then, once youare more com prehensive start with an about online learning, your academic course offerings. If youare ap Online coursesing. are agreat way to expand Explore ofonline learn. Maximize the usage a problem. notwaituntilforming. Do late itistoo to fix ends how soyou can the see students are per in sooften to sessions andaccess every the back Pop class. volved youwould with as aregular nous or asynchronous online classes, stay in Supervise set. journey toward independence from the out learners as andempowerality them on their spiration nomatter the school’s level. group separately, whileothers provided in sessions Some catered to each seedbeds. others information soughtbasic on soiland had programs, while schools established experiencedwell as educators. garden Some beginners as ference to serve was designed onone the sideandwoods other. Thecon in beautiful surroundings, with the farm on Baltimore. Participants enjoyed three days nowed it,then ground itinto flour, while wheat, threshedletters; harvested andwin that grow into will the shape ofHebrew planted aleph-betfarm; boxes, with seeds connecting Jewish texts with ofthe aspects in ascavenger part took hand. They hunt, to experience got also the learning first mation curricular andexpert lessons;they Participants infor notonlyacquired useful . Whether youare using synchro ------educational options possible. your andstudents school the most andbest of the numerous resources available to bring education—it has arrived. Take advantage Online learning isnolonger the future of the that tools help will our students the best. course. Aseducators, we must strive to find are currently taking at one least online studentsby 6.7million Pearson Learning, According to a courses inschool anonline format. be will that within the next ten of years,amajority the students ways. in experts new say Some more educational possibilities and to engage Online learning has enabled to create schools own way. to learn the material al pidarko, in or his her andpaceempowersnience, need eachperson to repeat the lessons at their own conve- In providing short, learners with the means at [email protected]. Elliott Rabin up Teva forSign Reshet Contact today! delicious this banquet tasted—beteyavon! Aftertwo anda hours half of hard howwork, others the learned ofcheese-making. basics while vegetables and roasted delicious salads selves, using their some made own recipes; picked their own andprepared itthem food entitled “From Farm to Table.” Participants of the conferenceA highlight was a session farm. recreationdoor the spaces garden/ beyond ture Center for out designing ideas to get other activities. visited the They Irvine Na Nachman, byneered Rebbe among many ticed hitbodedut,aspiritual practice pio Talmud derives from making prac bread; learning ofthe that 11melachot,tasks, the recent study commissioned ¿ ¿ ¿ - - - - - Nurture your passion. Advance your career. Lead your community.

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*Must register by December 31, 2013. Can not be combined with other discounts. New students only. [72] הידיעון • HaYidion The RAVSAK/PARDES Jewish Day Leadership School Conference inourDay Schools Change Galvanizing Moving theNeedle: New York,NY10025 120 West97thStreet The JewishCommunityDaySchoolNetwork RAVSAK Los Angeles, CA • January 19-21.2014 Los Angeles, •January CA Moving the Needle is presented by:

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