HaYidion , p. 66 , p. תשע"ב חורף תשע"ב New! Personal Essay Personal / New! 32 , p.

Winter 2011 • • 2011 Winter

education An A-Z on Planning Retreats on Planning A-Z 8 / An , p. formal-informal Jonathan Woocher Rethinks School Rethinks Woocher Jonathan [2] הידיעון • HaYidion • Innovations inJewish Education • Re-imagining andSustainingDay Schools • The Value Proposition • in Day Schools SkillsforStudentsand 21st Century Adults can help shape our changing horizons. on how imagination, creativity and innovation Author Nessa and Rapoport Tobi Artist Kahn Opening KeynoteSpeakers And much, much more! For acomplete and updated schedule, High Tech High Rosenstock, CEO,Keynote Larry Speaker: President and Founder, Criterion Ventures Keynote Joy Speaker: Anderson, and Ethical Education Executive Director, for Council Spiritual Keynote David Streight, Speaker: Residence and Development Specialist Educational Consultant, Innovator-in- Keynote Michael Mino, Speaker: CURRENT LANDSCAPES– to register, and for sponsorship opportunities, go to CHANGING HORIZONS www.JewishDaySchoolConference.org • • • • • • • Dozens of workshops tochoosefrom, includingnew two-hour intensives on: And much, much more! Re-imagining: Developing Your Model Logic for Change Growing Enrollment Day Economics: School Optimizing Eciencies and Revenue to Sustain Schools and Science Technology21st Century Cra ing your Value Proposition GamesSerious for Learning students. its impact on how we educate our of science new learningthe and columnist, share will insights into author and Time Magazine Annie Murphy Paul, acclaimed workshop on branding. school consultant, an lead intensive will YastrowSteve community day network. school sessions of geared needs professionals the to particular the and lay inour leaders On Monday of conference, the RAVSAK has planned aday of workshops and Special RAVSAK Conference Within aConference Featured Speakers , renowned marketing Workshops include • • • • •

consulting group CCS with premier the development Fundraising for Skills Chairs Board Language Charter School TaskLanguage School Charter Force Updates from RAVSAK’s Hebrew Studies for Learning Project Judaic Based Aligning Mission, Vision and Values Managing Stress inHigh Schools 15-17 January 2012 January 15-17

Atlanta, GA Atlanta, Register Now! Register 15-17Register January Now! 2012 HaYidion: The RAVSAK Journal is a publication of RAVSAK: The Jewish Community Day School Network. It is published quarterly for distribution to RAVSAK this issue: member schools, associate members, and other Jewish and general education organizations. No articles may be reproduced in Atlanta, GA or distributed without express written permission of RAVSAK. All rights reserved. Subscriptions are $36/year. Theory and Vision Rethinking the “School” in Day School Executive Editor: Dr. Barbara Davis • by Jonathan Woocher, page 8 Editor: Elliott Rabin, PhD Design: Adam Shaw-Vardi What Schools Can Learn From Camps Editorial Board • by Marc Baker and Becca Shimshak, page 12 Ilisa Cappell, El Paso Jewish Academy, El Paso, TX Rebecca Coen Geo Cohen, United Herzlia Schools, Capetown, Head and Heart Rabbi Andrew Davids, Beit Rabban, New York, NY • by Skip Vichness, page 16 Mitch Flatow, Gideon Hausner Jewish Day School, Palo Alto, CA Rabbi Eric Grossman, Frankel Jewish Academy, West Bloom eld, MI Beyond “Formal vs. Informal”: Good Education is Good Education Dr. Raquel Katzkowicz, Albert Einstein School, Quito, Ecuador • by Jacob Cytryn, page 18 Cooki Levy, Akiva School, Westmount, QC Rabbi Jack Nahmod, Abraham Joshua Heschel School, New York, NY Rabbi Dr. Gil Perl, Margolin Hebrew Academy / Feinstone Yeshiva of the South, Balancing Skills and Knowledge with Meaningful Experiences Memphis, TN • by Karen Gazith, page 20 David Prashker, Jacobson Sinai Academy, Miami, FL Alex Sagan, JCDS, Boston's Community Day School, Watertown, MA Nina Wand, Beth T loh Dahan, Baltimore, MD What Schools Can Learn from Ecological Resilience • by Amanda Gelb, page 22 Advisory Panel Sandee Brawarsky, Jeremy Dauber, Ari Goldman, Aron Hirt- Beyond School Grounds Manheimer, Mark Jo e, Dan Lazar, Alana Newhouse, Ellen Rosenbush, Daniel Septimus, Judith Shulevitz Maximizing the Potential of Holocaust Educational Travel • by Jason Feld, page 26 RAVSAK Board of Directors Arnee Winshall, Chair Bridging the Chasm between the Formal and Informal Uri Benhamron, Lisa Breslau, Dr. Barbara Davis, Rebekah Farber, Matt Heilicher, Dr. Marc N. Kramer, Paul Levitch, Bruce J. Powell PhD, • by Daniel Held, page 30 Lesley Zafran Retreats from Soup to Ropes Advertising Information • by Judith Schiller, page 32 Please contact Marla Rottenstreich at [email protected] or by phone at 646-450-7280. Web Tools for Jewish Formal and Informal Experiential Education RAVSAK • by Richard D. Solomon and Deborah Price Nagler, page 36 120 West 97th Street, New York, NY 10025 p: 212-665-1320 • f: 212-665-1321 • e: [email protected] • w: www. Jewish Edutainment ravsak.org • by Ronit Chaya Janet and Nicky Newfield, page 38 The views expressed in this journal do not necessarily re ect the positions of RAVSAK. Formal/Informal Programs in our Schools Collegio Alberto Einstein, Quito, Ecuador / New Community Jewish High School, Los Angeles, California / Jewish Primary Day School of the Nation’s Capital, RAVSAK would like to thank our associate members: Washington, DC / United Herzlia Schools, Capetown, South Africa / Beit Rabban Day School, New York, New York, pages 40-44

Inside the School Jewish Education: New and Improv’d • by Andrew Davies and Aaron Friedman, page 46

Preparing for Meaningful, Constructivist, Experiential Education • by Shira D. Epstein and Jeffrey S. Kress, page 50

Can the Arts Foster Serious Jewish Learning? • by Bradley Solmsen and Rachel Happel, page 52

Reclaiming the “Ed” in Informal Education

הידיעון by Shira Melody Berkovits, page 54 •

Lessons from Montessori for Jewish Day Schools • by Debra Kira, page 60 • HaYidion

From the Editor, page 4 • From the Desk of Arnee Winshall, RAVSAK Chair, page 6 • Letters, page 7 • Olami / Personal Essay, page 66

[3] Find usonFacebook: www.facebook.com/ravsak [4] הידיעון • HaYidion Online: www.ravsak.orgBy mail: | RAVSAK, 120 West 97th Street, New York, NY 10025 Please support RAVSAK.Please support Jewish community day schools, avibrant ensuring Jewish future. RAVSAK erful experience (a bridge to maturity perhaps?), there is rarely anyothermentionof israrely experience (abridgetomaturityperhaps?),there erful grade is a surprisingly pow- cursive in 3rd to the senior citizenhome. While learning quiz,andthevisits thesciencefairanddrug the StudentCounciltzedakahprojects, You “Are Legos, presenting Thana5thGrader?,”makingsynagoguesfrom Smarter theHolocaustsurvivor, thevisitfrom theelectricityproject, periential. Theyremember which is most memorable to them is principally ex- me that the learning always struck Andithas qualitiesandonwhatthey havelearned. ontheirteachers’wonderful reect 6thgradergivesaspeech.Most DaySchoolgraduation,every At theSyracuseHebrew practice. thatconstitutebest education)programs education) andinout-of-school(informal inschools(formal themanyeducationalmethodsunderway ing. Ourauthorsaddress - context and frameworks for learn methodologies to provide corporates many different education”intoday’sparlance—which- of suchexperientialeducation—“informal issueofHaYidion The current impact,methodsandimportance examinesthenature, classroom. settingofthedayschool formal appliedinthemore Jewish campcanbeef caciously whataspectsofthepositiveexperiences seekingtodetermine Jewish educatorsare Currently, allhavetheiradherents. based education,andconstructivism education, critical pedagogy,progressive feminist- youthempowerment, activelearning, cooperativelearning, learning, Outdoor education,service Like fashion(thoughIshudderatthecomparison),educationhasitstrends. ¿ byBarbara Davis Editor the From 21st century thantheydidforourancestors. 21st century constitutes education? These words resonate differently withusinthe differently resonate constitutes education?Thesewords of school children” (Shulchan Arukh, Yoreh (ShulchanArukh, of schoolchildren” Deah245:7).Butwhat should be destroyed, for the world exists only through the breath thebreath fortheworldexistsonlythrough should bedestroyed, strengthens and sustains the life, strengthens andsustains of leadershipandlearning appoint one. If they persist in not appointing a teacher, the city without a teacher should be put under a ban until the inhabitants thereof without ateachershouldbeputunderbanuntiltheinhabitantsthereof of Jewish youth. “Every community is required toappointteachers;acity communityisrequired of Jewishyouth.“Every education. Even more critical than one’s own learning istheeducation criticalthanone’sownlearning education. Evenmore The words of Devarim proclaim the overriding importance ofJewish importance theoverriding ofDevarimproclaim The words your children.” eshinantam levanechah, “And youteach shall | Follow us on Twitter: www.twitter.com/ravsak have beenexposedforsevenyears. orcontenttowhichthey the curriculum liest down,andwhenthourisestup.” thou walkestbytheway, andwhenthou when thousittestinthyhouse,and talkingofthem them toyourchildren, as theTorah tellsus:“Andyeshallteach andoccursinmanyplaces, many forms teachers.Goodeducationtakes inspired technophiles,actorsand leaders, artists, campcounselors,youth themfrom learn universityscholars;sometimeswe from thesetechniques Sometimes welearn mostmeaningfulandeffective. which are incorporate thosepedagogicaltechniques lives, beitsecularorJudaic,weseekto possible educationfortheir21stcentury Jewishyouthwiththebest seek toprovide education.Aswe exploration ofinformal thecurrent This phenomenoninforms own schools. your andinformal—in tion—both formal ration and ideasto enhance the educa- HaYidion We hopethatthis issueofRAVSAK’s Dr. Barbara Davis [email protected]. NY. Barbara canbereached at Hebrew Day SchoolinDewitt, the SyracuseHead ofSchoolat Editor ofHaYidionandretired ofRAVSAK,Secretary Executive will provide youwithinspi- will provide is the ¿ factsmgt.com | 877.606.2587

Families can conveniently pay incidental fees for lunches and field trips.

Payments for band and other activities, including sports, can also be made in a secure, online system.

A family can pay tuition monthly, by semester, or in full.

All Payments. One System. Tuition Management Your school invoices families for many things such as tuition, lunches, field trips, and more. הידיעון Now you can streamline all of your invoicing and receivables through a single, secure system Grant & Aid Assessment with Tuition Management & Payment Processing from FACTS. Donor Services • HaYidion All invoices and account balances can be tracked by student or by family, providing your school with a better way to keep track of all of its receivables. Attend a free webinar at factsmgt.com.

[5]

20527_FACTS_RAVSAK_Ad_FIN.indd 1 7/26/11 1:53 PM [6] הידיעון • HaYidionRAVSAK's you wish Board aHappy Staff and Hanukkah if RAVSAK member:Whatimpactdoes nolonger inexistence?Asaboard were dayschools? What wouldhappen thatstrengthen andprograms and criticalsupport thatRAVSAKplehood? Howdoweensure the eldwithstrategic provides thekeyelementsofliteracy, address to effectively purposefulnessandpeo- religious included:HowdoesRAVSAKQuestions weconsidered schools continuetosupport the essenceofJewisheducation.Howwillweunderstandandtakeonthischallenge? asaluxury,to raisethebarforJewishliteracyisoftenperceived itisactually whereas RAVSAK, RAVSAK’s androles. 3)ourindividualjourneys expertise missionandcore of the Jewish levels community,during this meeting: 1) the future of 2) the future As RAVSAK our impact on three we considered members and leadership staff, board But theworkwedidwasseriousandvitaltoourorganization. andbeatcamptogether. wasalittlebitlikeourchancetolearn Skype. Ourretreat to attend in person; those who could not attendedvia the country across came from In September, theRAVSAK Mostofourmembers metforatwo-dayretreat. board uswiththisopportunity.ings provide meet- andthehead.Ourin-personboard nate quicklyanddeeplylinktheheart - also needthosecompellingcommunity-buildingandJewishexperiencesthatreso oftheRAVSAK boards As president thateffective Irecognize ofDirectors, Board Chair RAVSAK From the Desk of Arnee Winshall, could we bring these elements tothese elementsadaycould school? we bring staff andyoung weeks? peopleinonlyafew How short tight-knit the communityto building among uted forthe campers? pelling Which ingredients contrib- living Jewishly somuchfunandcom Jewish education contexts. made What identified Jewish campsasamodelof Jewish Community Day School, we that led to the creation ofBoston’sto led that impact. In the foundingimpact. In discussions mal contexts andprovided uswithlasting moments that havethat momentstaken place ininfor havee all the learning benefitedfrom שמח אורים חג אורים שמח - - to assure thesuccessofRAVSAK.to assure andcriticalimpact substantive, concrete ourcommitmentandpassioninto turn CCS consultants,andtookthoseskillsto with ened ourfundraisingskillsinexercises ing/development committees,strength egy withourcommunicationsandmarket thought aboutourcommunicationsstrat tegically ledbyour nancecommittee, Consulting, lookedatourbudgetstra ofWellspringning guidedbytheexpertise We immersed ourselves in business plan es and go from strength to strength. tostrength. strength es andgofrom we willcontinuetotakeonthechalleng- weknow gether withyou,ourpartners, sponsibility seriouslyandworkingto- our schools need. Weport - take this re of RAVSAK thesup- iscriticaltoensure that the emergeswork of the Board from as opposedtotheessence,leadership ofourschoolsisviewedasaluxury core theJewish investment instrengthening vulnerable they havefelt in years,when feelingthemost When ourschoolsare such impact? membersto,infact,create asboard roles Howdoweleverageour or herservice? each ofuswanttohavebytheendhis reached at [email protected]. nity Day School. canbe Arnee Boston's Jewish Commu- and Founding ChairofJCDS, RAVSAK’s Board ofDirectors isChairof Winshall Arnee ¿ - - - - - Letters aul Shaviv’s article “Tuition Assis- duce costs because they work in large- In a high school, which deals with cours- tance Headaches” in the autumn step variable-cost functions: as they add es and not classes, the above applies, but, issue gives information and conclu- classrooms or sections, they add large in addition, extra numbers of students Psions which serve to perpetuate the dys- cost increments which cannot be neatly are directly costly. No one would suggest functional nature of most of the nancial reduced when enrollment is lost. There- discriminating against students on tu- aid systems in existence today. fore, the key operating strategy is to op- ition assistance (“You can’t exercise your timize classroom capacity with as many choice of courses because you don’t pay It is the greatest fallacy that nancial aid students as our mission statements per- full fees”), so a school may well be forced “costs” the school anything; in fact, it is mit. to split classes, or provide uneconomic a nancial bene t to the school and to full courses, to accommodate them. What paying parents. School leaders should ask When a published article presents falla- does Mr. Amar suggest doing when the themselves the following question: Did cies such as these, it promotes the poli- school minimum number of students to you have the ability to ll all seats in your cies and systems which have effectively run a 12th grade elective is, say, ten stu- school with full paying students? If the squeezed out over 35% of the middle dents; eleven students choose the course, answer is no, the school has two choices: class from Jewish schools. of whom six are full fee-paying, and ve 1) Leave the seat empty = no income + are on tuition assistance? no expenses; 2) Fill the seat with a par- Eric Amar, Montreal, tial paying student = Partial Income + no Plus, experience suggests that for well- expenses. Which make greater nancial documented reasons, students from Paul Shaviv replies: sense? families eligible for tuition assistance may ric Amar’s views are only partially request textbook subsidies, subsidies for The second greatest fallacy is that full- accurate—if at all—for elemen- school trips and many other additional fee paying parents subsidize others on tary / middle schools, but do not costs. (In extreme cases, our school has reduced tuition. In order to cover their Eapply at all to high schools. In every also occasionally discreetly helped stu- operating budgets, schools must gener- school, additional students generate dents with personal needs as well—in ef- ate enough enrollment to signi cantly overheads in administration, support fect, tuition assistance of over 100%.) Tu- reduce the cost that each student must staff, facilities and many other not-so- ition assistance is a real cost; I am afraid bear. For example, in a school with an obvious operational costs. Their tuition Mr. Amar’s argument is simply not borne operating budget of $5,000,000 and may or may not cover the real costs of out by reality. ¿ 500 students, the cost per student is their presence in the school. (For ex- $10,000. If enrollment decreases to ample, it is clearly more expensive to Take part in the conversation! HaYidion 450 students, the cost per student rises run a school for, say, 550 students than welcomes letters to the editor; send your to $11,111. Schools cannot easily re- a school for 400.) thoughts to [email protected].

Covenant Foundation Names Winners of New Pomegranate Prize

AVSAK applauds the winners Robert Beiser, Campus/JConnect Epstein, Associate Rabbi at Congrega- of the new Pomegranate Prize, Repair the World Director at Hil- tion Beth Elohim in Brooklyn. established by The Covenant lel at the University of Washington in RFoundation to honor and nurture ex- Seattle; Anna Hartman, Director of The new prize serves as a special initia- ceptional, emerging professionals. Early Childhood Education at Green- tive to recognize and support young eld Hebrew Academy in Atlanta; Gi- leaders in Jewish education. Winners Congratulations to Rabbi Marc Baker, lah Kletenik, Congregational Scholar receive $15,000 toward educational הידיעון head of the RAVSAK school Gann at Congregation Kehilath Jeshurun projects and their own professional Academy, and to the other winners: in New York; and Rabbi Shira Koch development. ¿ • HaYidion

[7] [8] THEORY AND VISION הידיעון • HaYidion is whattheychoosetoadvertise. cluding agoodmixofIviesamongthem) world, thislistofcolleges(hopefullyin- schools coulddisplaytothewiderJewish ing thatofalltheachievementsday - I havealwaysfounditabitdishearten key hallmarkofaschool’s“success.”Yet, asa tier institutionsofhigherlearning strong academic records. academicrecords. strong thanjust students withmore producing ing its graduates in such colleges is clearly ACT), soaschoolthatsucceeds inplac ontheSATaverage andgoodscores (or than just a high grade point more quires mitted toatopcollegeoruniversityre satisfying lives.And,tobefair, beingad tolivepurposefuland prepared who are who contributetothecommunityand Jewishethicalandsocialvalues, express their Jewishidentities,whoembraceand in and secure proud graduates whoare they value:aimtoproduce tinely pointtootheroutcomes de ned. Jewishdayschoolsrou of thecriteriabywhichsuccessis “academic excellence”isbutone of mostdayschoolsmakeclearthat ish dayschool.Themissionstatements what doesconstitute“success”foraJew That begsthequestion,ofcourse, and alarger visionofeducational excellence. success andmore aligned withJewish culture andvalues of school, ofAmerican the strictures onelessaligned with What’s neededisafar-reaching reconceptionthe nature of ¿ byJonathan Woocher “School” the Rethinking have beenaccepted.Iamnotnaïve. inIsrael)towhichthey programs ties (and,sometimes,thegapyear listing thecollegesanduniversi- to-be dayschoolgraduatesand as well)seeadmissionsintotop- (andperhapsstudents parents them,that with datatosupport I knowthatdayschoolsbelieve, orsoon- congratulating recent ads the continent carry across ach springJewishnewspapers - - - - - focusedthis goal. on regularities ofschoolingarethe powerful of All today.of elementary andsecondary education learning” that manyschools(notjustJew learning” has analogsinconceptslikethe “loveof stark. TheidealofTorah lishmacertainly alsoheirtois ing thatourdayschoolsare ofJewishlearn and theimplicitculture especially intheNoChildLeft Behind era, American schooling, ofcontemporary ture The contrastbetweenthedominantcul some successtomitigateitsmostmali- with ties thatembodyit,evenifmanyseek - andintheregulari inthisculture share this goal.Thevastmajorityofdayschools focused on organized—are and people are work time, space,thecontentoflearning, ties ofschooling—how - regulari of the powerful education.All secondary and of elementary d’être the sole raison virtually andgrades,is test scores de ned operationallyby academic achievement, climate and culture, rent to be today. In the cur pressured schools intheUnitedStatesare ciety. me,becauseofwhat Andthatscares understand as“schooling”inAmericanso- operate withintheframeworkofwhatwe “school.”Dayschools school” remains inthephrase“Jewishday operative word thatthe Still, theadshighlightreality Academic achievement, scorestest defined by and grades,the soleraison d’être isvirtually cious excesses. in Dayin School - - - - Jewish education at its best is ideally suited the gap.Andwelltheyshould. Informal Jewish education to ll ing to “informal” look- es muchofAmericanschooling, are alongside thatwhichcharacteriz- learning ish vision of the purposes and methods of day schoolstoday, seekingtohonoraJew- It is no wonder, then, that so many Jewish that isatoncetimelessandtimely. ongoing conversationbetweentextandlife ofan meaningaspart on discoveringsacred tests(evenAPtests),but ing standardized today. isfocusednotonac Jewishlearning those thatAmericanschoolingenshrines and depth ing far exceed in both breadth andforlearn tradition holds forlearners aspirations andexpectationsthatJewish and teacherofTorah—makes clear that the student ofthetrue guide tothevirtues Talmud’s ofPirkeiAvot—the reading ry bright andindustrious,butevenacurso leges. Theidealtalmidchachamiscertainly high gradesandadmissionintoelitecol life,notfor of livingagoodandworthy tual rigor, forthepurpose isoneoflearning though valuing intellec of Jewish learning, their students.Butthefundamentalethos ish dayschools)claimtoseekinstillin reached at [email protected]. Learning andEngagement. Hecanbe Think Tank for Innovation inJewish Kanfer Institute: AnAction-Oriented itsLippman anddirects ficer at JESNA Dr.Jonathan Woocher isChiefIdeasOf------to address precisely those issues of identity, values, inter-personal re- The “factory-like” model of schooling: lationships, and personal growth students come in at one end, pass through that contemporary American schooling has pushed largely to the side in its single- largely standardized experiences, are measured minded pursuit of academic achievement. against equally standardized benchmarks, and By adding a rich menu of informal and experiential learning opportunities to its emerge as “graduates” at the other end. academic program, day schools can come far closer than the vast majority of Ameri- and in the marketplace. The question, with the current paradigm of schooling can public and many private schools do to though, is whether this approach does and challenge the culture and regularities educating the “whole person” and, at the full justice to our students as 21st century that are central to it they will not realize same time, provide support for the affec- learners and as 21st century . Even if the full potential of these efforts. tive, behavioral and spiritual dimensions we succeed pedagogically to integrate the of Jewish development that a largely cog- best “formal” and “informal” education Jewish day schools would hardly be alone nitively-oriented academic study of Jewish in our day schools, will such integration in mounting this challenge. Much has “subjects” is unlikely to impact. make these schools ideal learning environ- been written in recent years critiquing ments for our children and youth? not only the excesses of today’s test-fo- For American Jewish day schools, blend- cused school culture, but the fundamen- ing a solid “formal” academic program I would argue that the answer is “no.” The tal “factory-like” model of schooling that that can “compete” with that of the best problem lies in the conventional paradigm reigns in the United States and that most הידיעון public and non-Jewish private schools of schooling itself. Incorporating informal Jewish day schools continue to embrace. with an expanded set of informal educa- learning into the school program is clearly In this model, students come in en masse tional activities would seem to be a ready a step in the right direction. But unless at one end (kindergarten), pass through • HaYidion formula for success, both educationally Jewish day schools are prepared to break [continued on page 10]

[9] [10] THEORY AND VISION הידיעון • HaYidion proaches like project-based learning are are learning likeproject-based proaches cepts likemultipleintelligences andap- con- of Excellence),andinsettingswhere teachers likeRonBerger (seeAnEthic technology, among dedicated, creative Nation thatempowerstudentsthrough inMiltonChen’sEducation portrayed likethose in cutting-edgeclassrooms educationalphilosophies, “progressive” de antly embraceostensiblyoutmoded continuestogrow.ture - Thiscountercul - top,” etc.—aneducationalcountercul tests,“racestothe ment onstandardized evaluations basedonstudentachieve- teachermeritpayand yearly progress,” grades forschoolsbasedon“adequate letter digm—rising orfallingtestscores, para- velopments linkedtothereigning tinues tobe focused oneducationalde- fact, whilemostpublicattentioncon- kindof“school.”Andin be adifferent themodelitself—to ties, buttorethink activi- the modelwithalayerofinformal topatchingup not tolimittheirefforts If thisisso,thenitbehoovesdayschools is broken. themodelitself tratingly limitedresults: - suchfrus ment” hasproduced ment inraisingstudent“achieve whysomuchinvest the reason and workdemand.Perhapsthisis life to collaboratethat21stcentury ity, creativity, exibility and capacity encourage thekindofintellectualvital best,and it isill-suited to people learn dicts whatweknowaboutwhyandhow datedmodel.Itcontra and increasingly any otherone.Butitisadeeplyawed imagine ubiquitous thatwecanhardly ates” at the otherend. It is a modelso and—if allgoeswell—emerge as“gradu benchmarksofachievement, dardized againstasetofequallystan frequently measured pace,are at apre-determined experiences a setoflargely standardized [continued from page 9] interests ofbothstudents andsociety. excellence inwaysthe more compatible with Jewish day schoolshave aunique one that defines,that one pursues, andmeasures adifferentto godown opportunity path, ture canbefoundinschoolsthat ture ------proaches, andothers,haveincommon is proaches, ing_agents.pdf). Whatallof these ap- uploads/2009/03/sr-1160kwf_learn- (http://andreasaveri.com/wp-content/ edgeWorks Foundationhas suggested ing, asapaperpublishedbythe Knowl- - facilitating, andguidingstudentlearn agents”catalyzing, tifaceted “learning ofteachers asmul- therole to rede ne reorganization it mayinvolveastructural inthis issue). Or (seehisarticle learning and“informal” grate so-called“formal” inte- Education thataimstothoroughly omon’s JewishIntegratedExperiential Sol- likeRichard sign usinganapproach - rede may includeacompletecurricular has done(http: