JETS blog
JETS blog of our thoughts, experiences, reflections and resources with online and distance learning.
Tuesday, June 17, 2014
Monday, June 9, 2014
Religious School 101: The Importance of Chutzpah
Learning about chutzpah
isn't traditionally part of Hebrew school curriculum, but Israel's new place as
a major player in the global technological expansion is causing everyone to sit
up and take notice of how the famous Israeli "chutzpah" may be behind
Israel's new reputation as the world's Start Up Nation.
What is chutzpah? In her
class with the 4th graders at Vancouver's Beth Israel Hebrew School,
JETS director Smadar Goldstein opened up the question: How do you define
chutzpah? What is there in the Israeli character that has propelled Israel into
first place as the world's most innovative country?
From an overview of the
amazing inventions and advances that come out of Israel on an almost-daily
basis, Smadar created an online lesson that encouraged the students to look at
the phenomena in a different light.
·
Who were the start up personalities of the Tanach?
·
What does it mean to "leave your comfort
zone" and explore the possibilities that await?
As the lesson progressed,
Smadar linked the 21st Century Start-Up nation with the Tanach. She
pointed out that the Torah is not a storybook but is, rather, a list of
incidents and people who break the mold to become great. This teaches us that
we have the ability to change, to break out of our mold - To not only answer a
call, but create one to answer.
The students took parts
in a skit which illustrated Judaism's first start-up personality – Abraham.
They read the skit aloud. Some of the highlights:
"omg, Israel invented the playstation."
"chutzpah: I've got chutzpah!"
Wednesday, June 4, 2014
JconnecT – An Interactive Complementary Religious School Option that has Kids Asking for More!
Over the course of the past several
decades, reams of reports and piles of papers have been written about what's
wrong with complementary Jewish education in North America.
The hours are inconvenient….parents are
uninvolved….the subject material doesn't relate to the students' lives….participation often requires mandatory Temple/Synagogue membership which pushes up the
price….discipline is lax….staff members are not always well-trained…..
There is, however, much that is right in
Hebrew School education. This is particularly evident when looking at some of
the educational models that have been developed over the last 10 years or so in
which Religious school professionals have recognized the problems in the system
and have taken steps to rectify the issues.
The new online Hebrew School offers one
such model. Suddenly, as students study Judaism online, they find that they are
actively-engaged in an interactive and engaging online complementary school
where they have the opportunity to learn meaningful subjects through
stimulating experiential activities.
Online religious school offers students
the opportunity to learn about their heritage from the comfort of their own
home. Parents can easily be involved, to the extent that they wish, by simply
joining the lesson. The lessons can be scheduled at a time that's convenient to
the child and family, and the instructors, can be located anywhere in the
world, ensuring that professional and proficient educators facilitate the
classes.
JETS has been running the online JconnecT Hebrew school for 3 years. Each year the
school grows as more and more families recognize the benefits of online Jewish
learning and decide to offer these advantages to their children.
Judging by the evaluation comments of this
year's students, the 2013-2014 school year was the most successful year yet.
Students from North Carolina, Omaha Nebraska, and other far-flung regions
"met" virtually every Sunday morning with Michal Lashansky, a
professional educator based in Israel.
Throughout the course of the year, the
students learned about Jewish traditions, holidays, ethics, language, culture
and more via participatory project based learning activities which included
discussions and debates, online presentations, collaborative projects, posters,
online bulletin boards and audio and video casts. Some of the highlights of the
year included
·
ordering a falafel (in Hebrew)
·
hearing people in a local mall describe
how they celebrate Chanukah
·
reviewing celebrities who embody Jewish
values
·
presenting about Judaism and healthy
living
·
identifying Jewish heroes
·
discussing Israeli leaders
·
examining the question of what makes Israel
a Jewish state
When asked whether they
would recommend JConnecT to a friend, the entire class answered in the
affirmative.
JconnecT will begin again for 5th – 8th graders
in September 2014. Registration opens
June 2014.
" I learned so much about this then i ever could before and i
really like this school because i learned more then i learned before." JConnecT
student, course evaluation, 2013-2014
" I love shopping!!!!! and I thought
that it was cool to learn about all the different things Israel has made in
such a short time." JConnecT student, course evaluation, 2013-2014
"Interesting and not too difficult …. I learned a lot
of new things from this class.". JConnecT
student, course evaluation, 2013-2014
Tuesday, June 3, 2014
PBL Works for Testing Too!
It's springtime and, as any
parent of an Israeli high-schooler will tell you, it's Bagrut season. The
dreaded matriculation exams have begun, but in truth they occupy high
schoolers' thoughts throughout the entire school year. Starting in September, the teachers
start dangling the carrot over the kids' heads with almost every activity,
every test and in every unit of every subject. My fifth child is now in the
middle of her 11th grade exams. I've actually heard teachers remind
her that "you won't finish your Bagruiot if you don't……" since she
was in 5th grade!
The unfortunate thing is
that, as these kids study intensely for their matriculation exams, they very
rarely retain any of the material for more than a few weeks beyond the test. I
recently sat at a Shabbat table with my kids, now mostly in their 20s, as they
struggled to remember even the basic elements of some of the history and Tanach
that they had blissfully "passed" (with reasonable scores) a few
years previously.
Beyond giving "The Grade",
how else can educators use evaluation tools to assess student learning? One of
the benefits of project based learning, discussed in previous blogs, is that it
provides opportunities for alternative assessment techniques, many of which
place the students in the role of self-assessment. Edutopia writes that, in the same way that Project-Based Learning models promote "directors and managers of
their learning process, guided and mentored by a skilled teacher,"
project-based evaluations drive students to develop the skills that they will
need in the future as they enter a knowledge-based technological society.
JETS has embraced this
strategy. Yeshivat Kadima's Contemporary
Jewish Issues students have repeatedly noted that they appreciate PBL
evaluation methodology and feel that they learn and gain more than when they
are evaluated by traditional testing formats.
To sum up a year in which the students studied Jewish
history in the light of Contemporary Jewish Issues, Smadar Goldstein, the
instructor, assigned the students to summarize the final units of the course, Lopsided
Prisoner Trades, Jewish Military Ethics and What Makes Israel a
Jewish State?
The students were given their choice of how they wanted
to present their summary. Options included writing an additional stanza for the
poem במה אברך ובמה מבורך which relates to returning captives, writing a blog post
that reflected on soldier Aharon Karov who joined a battle in Gaza the day
after his wedding and the motivation of Israeli
soldiers, or creating a Google presentation that showed varying approaches to a
prisoner trade, an example of what makes a Jewish State and an example from a
"meeting" with a combat soldier and how it affects Jewish identity or
feelings about Israel.
In addition to the final assignment, other PBL
evaluation tools that Smadar has used throughout the course include
·
Oral projects (debates, oral presentations)
·
Products (making games, posters and
brochures)
·
Multimedia (creating PPT
presentations, audiocasts and videos)
·
Writing (letter-writing to
historical characters)
·
Collaborative projects
·
Analyses of decisions made by Jewish
leaders throughout history
Yeshivat Kadima student final project |
Yeshivat Kadima student final project |
Yeshivat Kadima student final project |
Yeshivat Kadima student final project |
Smadar notes that it's important to be flexible when creating
PBL assessments. Sometimes she gives the students clear rubrics which will be
used to evaluate the assignment while at other times she gives herself the
option to use her own estimation of the students' progress.
"Until
now I never realized how relevant Jewish history was." Yeshivat Kadima student, final evaluation, 2014
"I
enjoyed learning this way especially because I could always work on it and I
felt I was pulling knowledge and references from everywhere. I also felt like I
was developing informed opinions of my own. I was given material and I was able
to draw on outside and inside knowledge and form MY ideas and opinions, which I
think is important for us at this age." Yeshivat Kadima student, final evaluation, 2014
"I
absolutely would recommend this program to another student because I think that
this class doesn't only teach fascinating information, but it also teaches the
students how to become a different type of learner, and this is a skill used
for life."
Yeshivat Kadima student, final evaluation, 2014
Friday, May 30, 2014
Please Sir, Can I Learn Some More -- Flipping the Bar/Bat Mitzva
By now many people have seen the story about Lisa Kudrow's son
who, during a visit to the mall, was given the opportunity to don tefillin and
a kippa and "have a Bar Mitzva."
Most Bar and Bat Mitzva celebrations involve more
serious preparation than Lisa's son experienced, but sometimes you have to
catch Bar/Bat Mitzvah age students where they are.
Temple Emanuel of Pascack Valley piloted a new type
of "flipped" religious school program this year. Bar and Bat Mitzva students split their Temple
School attendance – meeting at the Temple one afternoon each week and alternating
that with a distance learning program that allowed them to study online in
their own homes about Judaism and Israel over the course of the winter and
spring months.
Using a variety of elearning tools and dynamic
subject material the students explored,
debated and reflected on subjects which focused
on "Remembering and Rebuilding", and ranged from how we memorialize
the Holocaust to Holocaust heroes and from the rebirth of the State of Israel
to what makes Israel a Jewish and democratic state.
One of the most unique aspects of the program centered on the involvement of parents in their childrens' studies. As students studied at home, the parents had a chance to observe the curriculum and, frequently, participate with their child.
To conclude the unit the students created a class book of poetry and artwork that summarizes their learning experience. The majority of the students inquired about continuing the program next year.
"They were interesting. "
"I just love learning about israel and this is probably the best way I've learned about Israel. "
"I enjoyed everything. "
"It was better than going to Hebrew School. "
"It was fun and different. "
"I enjoyed learning about them and the activities we did. "
"Fascinating. very interactive. "
I think that it was great in every way.
"There's not much to improve because it's already amazing."
Wednesday, May 28, 2014
How to Take a Basic In-House PD Course and Create a Tsunnami of Interactive and Meaningful Innovation
School administrators
usually organize their professional development sessions by grade level or
subject. These groupings generally place educators in PD sessions with other
educators who teach similar material.
In a break with this traditional
arrangement, Yeshivat Noam of Paramus, NJ organized a year-long PD course that
combined live Face2Face sessions with online meetings for educators who spanned
the spectrum from Judaic studies teachers to general studies instructors, Hebrew
specialists, and resource room professionals. Some of the participants had
extensive experience in online learning while others were just beginning to get
their feet wet in the new technologies and techniques of today's elearning.
Participants were grouped according to their familiarity with technology rather
than by subject matter.
Students at Yeshivat
Noam have access to chrome books and ipad tablets in the classroom, and the
school invited teachers to join the course in order to promote strategies and
methodologies that would allow them to maximize student learning via 21st
century platforms and tools. Each month a different set of online tools was
presented. The course covered audio, video and written tools, with a focus on
those most applicable to the chrome book.
During the course the
participants explored the use of Learning
Management Systems as a technique which helps students organize their work,
stay better connected with the teacher, remain clear on instructions, and work
collaboratively with peers. The course facilitator, JETS director Smadar
Goldstein, highlighted Haiku LMS as a preferred LMS system and gave examples
from her own innovative Contemporary Jewish Issues class that she has been
teaching this year at YeshivatKadimah in St. Louis.
The final sessions of
the course focused on guided Project-Based Learning models. The participants
reviewed and practiced PBL strategies including developing driving questions
and maximizing students' voices and choices. This topic was highlighted by two
Yeshivat Kadimah students who "joined" one class session – virtually
from their school in St. Louis -- to discuss their experiences with their PBL
Contemporary Jewish Issues class and display
their projects that they created as part of their studies. The
participating teachers ended the program by generating driving questions and
student based methodologies for a PBL unit that they hope to implement next
year.
At the end of the course
many teachers shared their impressions of their experience.
"…allows
the student to think outside of the box. "
"…made for
some excellent class discussions! "
"I think
this will be helpful/useful in my class -easy to set up and create. "
"Easy for students
to use"Monday, May 26, 2014
JETS PD Programs Take Off
"As
online learning becomes an increasingly important part of our educational
system, it creates both the need for educators who are skilled in online
instruction and the demand for greater knowledge of the most effective
practices" U.S.
Department of Education
2013-2014 has been a banner year for JETS professional development
initiatives!! JETS expanded its Online "No Teacher Left
Behind" PD Course and its Online and Face to Face "Connected
Classroom" PD sessions and also launched the eCom Online Professional Learning
Community and an Asynchronous "No Teacher Left Behind" PD
course.
In addition to the special No Teacher Left Behind course for
teachers who work in the Lauder network of Jewish educational institutions in
Eastern Europe, two additional NTLB courses brought together educators from
North America and Europe during the 2013-2014 year. The course presented a wide
range of e-tools and strategies that are at teachers' fingertips to maximize
student participation and learning.
"The course was very well
organized and very practical and I really enjoy it. Probably this one of the
best courses I have ever taken". M.A.
participant in fall 2013 NTLB course
JETS director Smadar Goldstein traveled to the United States twice
during the year to present Connected Classroom lessons to Jewish day
school and afternoon religious school educators. These sessions included
presentations at the New Jersey Day School Conference
and the Jewish Education Project Conference, as well as sessions for
staffs of several day schools and afternoon religious schools. Smadar also
presented online Connected Classroom PD sessions for the staff members at
several additional schools throughout the year. In addition, Smadar provided a year long Connected Classroom program for teachers in
Yeshivat Noam in Bergen County, NJ that involved a combination of online
webinars and face to face meetings.
"The teachers really enjoyed the professional development workshop – they found Smadar to be wonderfully engaging and were impressed by her wealth of practical, hands-on ideas for implementing new technologies in the classroom!" B.H. head of religious school
Beginning last fall, the JETS eCom community met weekly
throughout the year – virtually -- on the Haiku Learning Management System
platform. Every week, new tools and methods for online learning were presented,
while participating teachers were invited to share their own ideas and
thoughts. Teachers brainstormed and collaborated on new ideas and methodologies
for enhancing elearning in their classrooms. eCom became a rich forum for
experienced elearning teachers to keep abreast of the latest developments in
online learning.
"This was an amazing year for
learning new material and information. We covered so much – social media,
google docs and presentations, games and so much more. Everything was presented
clearly and with tremendous enthusiasm – I could hardly wait to get back to my
class and try the different tools that I was learning about!" L.R., eCom participant 2013-2014
Another new initiative for novice teacher who are interested in
bringing elearning in to their classrooms is the Asynchronous No Teacher
Left Behind course, developed by JETS in conjunction with the Solomon
Schechter Day School Network. The course is available at no charge for teachers
of Solomon Schechter schools on the SSDS Eduplanet platform. The asynchronous course
is broken down into user friendly self-explanatory units. Pedagogical
information about different concepts of elearning is followed by concrete
information about available etools and their use, and activities that give
participants an opportunity to hone their skills. The asynchronous learning is
guided as well by facilitated feedback from the JETS staff. The Asynchronous No
Teacher Left Behind course is ideal for teachers who prefer to learn at their
own pace or who cannot schedule in the online webinars of the NTLB course. Beginning
in July, the Asynchronous No Teacher Left Behind course will be available to
teachers who are not part of the Solomon Schechter network at a reasonable
cost.
"I realised that you don't have to be in the classroom to teach students. There is a wide variety of tools which make on-line classes effective and interesting." Participant NTLB fall '13, Lauder School, Berlin
"I realised that you don't have to be in the classroom to teach students. There is a wide variety of tools which make on-line classes effective and interesting." Participant NTLB fall '13, Lauder School, Berlin
The success of any professional development program can be gauged by the
degree that it leads to implementation. If so, 2013-2014 was also a good year vis-à-vis
assessment of the JETS PD initiatives. In addition to the testimony of teachers
regarding their use of online tools learned in JETS sessions, the JETS PD
programs spawned two major online learning programs this past year. The Lauder e-Learning School
began functioning in several countries in Central and Eastern Europe, providing
online Jewish education for young Jewish students who live hours from a Jewish
hub and have no access nearby to Jewish education. In addition, a very successful
online learning program entitled "Remembrance and Rebuilding" was taught
to grade 7 students at Temple Emanuel of the Pascack Valley. The
course, which was initiated by NTLB participant Rabbi Shelley Kniaz, will be
expanded next year to incorporate an added class for 8th graders. In
addition, the "Remembrance and Rebuilding" course will be offered as
well in two other Hebrew schools that are run by other NTLB participants.
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