Developing Historical Thinking in Upper Elementary Students

Developing Historical Thinking in Upper Elementary Students 
by JETS co-Director Stan Peerless

Flipping the End-of-Year PD Class -- Students Teach

As the school year draws to a close, teachers and administrators are considering ways to enrich student learning in the coming year.

Towards that end, the Maayanot School in New Jersey invited their teachers to join a Professional Development session with Smadar Goldstein of JETS - Jerusalem EdTech Solutions about using web tools in the classroom.

As part of the session, Smadar introduced the Learning Management System as a technique to facilitate blended and asynchronous learning in a dynamic environment of independent study.

Using an LMS offers a wide range of clear benefits, including the ability to promote active learning, foster collaboration, differentiate instruction, and implement alternative assessment models. Smadar was aware that teachers are often resistant to new technologies and methodologies. In order to break through resistance she came up with a novel idea – to have her students participate in the PD session.

The PD session focused on:

·         creating lesson plans that take into account differentiated learning patterns

·         break the monotony of a classroom session by increasing communication and collaborative learning

·         monitoring students' participation

·         facilitating the exchange of ideas, concepts and data among students and between the students and the teacher

·         leveraging technology by creating content that allows for the inclusion of web tools and social media

·         providing students with flexible access to learning resources which include resource material, videos, audio casts, text files and more. All of these resources can then be stored for future referrals and further use.

·         accessing materials at any time.  Students who miss class are not left hanging….they can open the LMS and access their classwork. 

·         engaging in self-paced learning to all each student to learn according to his or her personal needs

While Smadar was leading the PD session from Jerusalem, three of her students from Yeshivat Kadima in St. Louis joined the gathering via the web-conferencing platform. They presented their own thoughts and impressions about their encounter with their LMS-based course onContemporary Jewish Issues.    

Throughout this year the Kadima students have been exploring today's issues which face the 21^st century Jewish world in light of Jewish history. Their assignments and projects are all presented and shared via their class's LMS which is facilitated by Ms. Goldstein on Haiku platform.

The Maayanot teachers took advantage of the students' presence to ask them numerous questions about how the online class works, whether they like it, how it differs from a "traditional" class, and their overall reflections. The teachers were impressed by the student responses, such as the following:

"I used to think it would make learning more complicated and that it would make everything take longer (less productive), but it makes it pretty simple. Everything is a click away and I don’t have to shlepp home a text book, which means I never have to worry about accidentally leaving books at home, because everything I need is on my computer in a cloud." Hadassah

" I love the way I can do my work whenever, and there are always fun projects both online and “on paper/physically” that make it fun to learn - almost feels like you’re not learning. If I want to add more, it’s easy to do with the online platform." Elianna

" I know that this class allows me creativity and self expression. I learn so much about the history of the Jews, but more importantly I understand how it relates to me." Bella

The students turned out to be great teachers, and the teachers were receptive students. After hearing from the Kadimah students, the Maayanot teachers expressed increased enthusiasm about the use of online tools in their classrooms.

Read More of the Kadima students reflections

Beyond the Yom HaAtzmaut Parade – An Interdependent Israel Independence Day Adventure

Yom HaAtzmaut – Independence Day -- celebrates one of the most miraculous occurrences of all times – the return of the Jewish people to the Land of Israel and the establishment of the State of Israel.

Israeli kids feel the excitement of Yom HaAtzmaut as they are thrown into the spirit of the holiday together with their countrymen. They may, however, lose sight of the meaning behind the celebrations. Meanwhile Jewish kids who live outside of Israel celebrate Yom HaAtzmaut vicariously and don't experience the thrill and exhilaration that Israelis feel.

To bridge these gaps the JETS Edmonton-Emek HaHula Shutafut program focusing on Israel and Jewish Peoplehood encourages participating classes to work together to dig deeply into the theme of Yom HaAtzmaut as they take a closer look at issues of Jewish peoplehood. 

The Shutafut project, which is facilitated by JETS Jerusalem EdTech Solutions, bases its curriculum on the following definition of Jewish Peoplehood:

Jewish Peoplehood is a combination of culture, religion, history and values under a Jewish umbrella that gives us the profound feeling of being connected to other Jews. It is a sense of responsibility created by people who share a story, or are part of the same ongoing conversation. It is maintained through ongoing education and contacts between Jewish people.

As Yom HaAtzmaut approaches JETS posted the final unit of the year, exploring issues that unite the Jewish people and unify Jews worldwide with Israel.  The unit involves a wide variety of opportunities for students to think deeply about the place that Israel holds for all Jews.. Toward that end participating students were asked to complete a thought-provoking survey that points to the fact that the creation of the Jewish state has raised complex challenges. The survey forces the students to share their thoughts about issues of mutual responsibility of Diaspora Jews for Israel, and Israeli Jews for the Diaspora.  For example:

·      Should the Israeli army protect Jews around the world?

·      Should Diaspora Jews serve in the Israeli army?

·      Should Diaspora Jews vote in Israeli elections or have a say in Israeli policies?

·      Should Diaspora Jews pay a tax to Israel?

As part of this unit students also view the Fountainheads Yom HaAtzmaut video:

The video is intended to spur a discussion about the lyrics – " This is my homeland / This is my story / I build my future/ With ancient glory." Questions include:

§  How do you understand that line?

§  b. What is another line in the song that echoed the meaning, or which line did you find meaningful?

Students communicate with each other on the bi-lingual Wiki platform which facilitates the ability of students to respond in their own language or to practice their second language skills by writing in Hebrew or English.

As a recent online meeting  demonstrated, the students gain a tremendous amount by interacting on the WIKI, exchanging ideas and learning from each other. Although the Edmonton and Emek HaHula students won't be celebrating Yom HaAtzmaut together "face-to-face" they will, via their Shutafut program, be  learning and celebrating together through the online friendship that has been fostered by their year-long partnership.

What I Think About What You Said About What I Said -- Benefits of Collaborative Feedback in the Classroom

 Peer feedback is an online learning technique which has been receiving a good deal of attention over the past few years. The educational world has not given sufficient attention to this important component of the learning process,but as increasing numbers of teacher report on their own positive experiences with collaborative feedback, more elearning classrooms are integrating the practice into their online environments. What is clear, however, is that asynchronous written communication gives students support for their ideas and thoughts, facilitates a supportive environment of information-sharing,  promotes analytical thinking and gives them time to process and absorb information, allowing them to "come back" to the content after thinking about it. 

Peer feedback is a component of social learning, or learning as part of a group. It's an important way to help students develop important skills in self-reflection, critical thinking, and co-construction of knowledge, as well as to value and gain experience in collaboration. It has also been shown to result in an enhanced sense of community, better learning outcomes, and increased acquisition of the life skills that are necessary for teamwork and reciprocity in the classroom and the workplace.

Collaborative learning in an elearning classroom can take the form of discussion among the whole class or within small groups. To successfully incorporate collaborative feedback in an elearning environment demands skill on the part of the instructor. The teacher must be able to create and manage interaction.

Some of the basics for fostering collaborative learning involve giving students:

1.     An understanding of what collaborative feedback involves.

Collaborative feedback involves informing others of your perceptions and suggestions for improving their performance as you provide your peers with positive reinforcement and constructive criticism.

2.     An understanding of why collaborative feedback can be helpful

Students who receive regular feedback about their work perform  better, learn faster, and develop better judgment than those who do not.

3.     Feedback skills

The instructor must teach the students to develop proper feedback skills. These steps involve:

a.     Stating something that the classmate wrote with which you agreed or liked.

b.     Stating something that the classmate wrote with which you disagreed or didn't like.

c.      Asking a probing question about something that the classmate wrote.
d.     Suggesting a new idea or way to look at an issue

Some recent comments from students in a JETS Jewish Contemporary Issues Class about their experiences with collaborative feedback:

"I enjoy reading what my classmates say on the discussion forums because sometimes I hadn’t thought about something they said, and it allows me to take their ideas and internalize them and add their answers to my own. Sometimes I will even change my opinion because of what someone has said. I also like the online aspect because I can do it whenever I want - I don’t feel rushed in class that I have to finish something and it allows me time to form my answer. (I like the ability to add and change)"

"I have learned how to be a responder- how to learn about a controversial topic and respond in a polite way that expresses my opinion."

"I also like the lino boards because it’s a great example of how you can build on what people say - literally. The boards always look so cool because there are stickies upon stickies and sometimes they branch off and/or you can add new ideas."

"I often learn just as much from my fellow students as I do from my teachers. It’s great to gain knowledge by sharing from each other. It’s like a multi-faceted chavruta only online!"

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Maximizing Linoboards in the Classroom

Linoboards are one of the educational world's fastest-growing online web-tools. Students always enjoy sharing their thoughts and ideas, and the linoboard allows them to do just that in a dynamic environment that immerses them in the subject matter while allowing them to express themselves freely. When set up effectively, the linoboard promotes retention, analysis, peer interaction, and opportunities for students to think creatively and to problem-solve.

JETS linoboard

In order to optimize the value of the linoboard, it is important for the teacher to organize the board effectively before the lesson so as to maximize student activity. Some tips that will help teachers make the most of the linoboard include:

1.       Set up a time limit to encourage the students to respond quickly. Tell the students that they have a specific number of minutes to respond on the linoboard to keep the pace of the class moving at a rapid clip.

2.       Remind the students to record their names on their sticky notes.

3.       Ask open-ended questions to solicit more thoughtful responses.

4.       Make your linoboard attractive with photos, videos, colors, and various text styles.

5.       Allow for differentiated learning styles. Give the students the option to choose which of the questions, videos, articles or other material to which they wish to relate. Offer them the opportunity to "work on 2 out of the 3 questions", respond with their choice of a visual, audio or visual tool, etc.

6.       Encourage peer interaction. Ask the students to debate one another, comment on each other's posts, etc. 

7.        Involve personal elements. Ask the students to comment on something in the material that is meaningful to them.

8.       Keep the assignment simple. Make sure that the instructions are clear and unambiguous.

JETS linoboard "Tzdekka Heroes"

Temple Emanuel of Pascack Valley Takes their Religious School Online!

Jewish educators have been grappling with the question of how to create a more meaningful and engaging Hebrew School environment for over half a century. Afternoon Hebrew schools have been an important part of transmitting Jewish heritage to young American Jewish youngsters since the 1920s but 100 years later, it's clear that changes are needed in order to more fully engage 21^st century youngsters.

Most Jewish educators agree on several points:

·         Today's Jewish educational model must offer a more meaningful and personalized experience that will provide students with the  knowledge and guidance that they need to integrate Judaism into their lives

·         Experiential Jewish education is a highly effective way of transmitting Jewish heritage on to the next generation

·         When parents are involved with their children's Jewish education, Hebrew school  becomes a more significant experience  for the students. The students are more likely to take their Jewish studies more seriously, and parents may choose to integrate their child's Hebrew school experiences into the home

·         Hebrew schools often send an unspoken message that the "goal" of Hebrew school is to perform or chant for a Bar or Bat Mitzvah. This message should be replaced with information and skills that aim to help the children develop into ethical, giving and kind people with an understanding of how their Jewish heritage translates into these values.

To address these issues the Religious School of Temple Emanuel of Pascack Valley, under the leadership of Education Director Rabbi ShelleyKniaz, has partnered with JETS, Jerusalem EdTech Solutions, to present a highly innovative distance learning program for their 7^th grade students. The interactive program meets online, to provide the students with an opportunity to learn about a wide range of Jewish concepts and values via engaging online tools.

The subject matter includes sessions entitled Freedom and Slavery, Pursuing Justice, Redeeming Captives, Accepting Strangers, Remembering and Rebuilding: Holocaust and the State of Israel, and more.  Students log on from their home computer and chat, talk, post, create audios, play online games appropriate to the lesson, break off into teams, view guided multi-media and engage in non-stop activities as they relate ancient texts to modern day dilemmas and consider "what does it mean to be Jewish?"

Parents have responded enthusiastically to the program. One parent noted that "it uses the technology that relates to the children’s interest; it holds their interest longer" while a second parent related to the content, writing that "The topics are rich for learning and discussion. My son sometimes wants to do more research into a topic after school."

A core component of the program is parental involvement. Religious schools often look to involve parents by inviting them to come to the school or synagogue/temple. Conversely, parents try to find time to participate in their children's Hebrew School program. The online program enables parents to participate in their children's Hebrew School experience without ever leaving their home. Parents can join in the class, observe their child's engagement and interactions and even watch the discussions so if they wish, they can follow up later. This has proven to be a successful model, with parents expressing their satisfaction as they watch their children interact with their peers and teachers in the online environment. Some of the parents' comments:

·         "The topics are rich for learning and discussion. My son sometimes wants to do more research into a topic after school."

·         My daughter finds the subject matter very interesting and informative."

·          I like the enriched learning they are receiving. It is very interactive and incorporates technology into the learning."

·         "My son is enjoying the experience immensely. I am happy that my child is enthusiastic about the program and enjoys participating"

·         "My daughter is enjoying it very much!"

Students, parents and Temple Emanuel synagogue staff are enthusiastic about the project which is scheduled to move into its second year in September 2014. Both students and parents note the convenience aspect. Students expressed their heightened engagement in class activities and comprehension of the subject material. Parents commented that the online program holds their children's interest longer even as it presents more challenging subject material and a faster pace which includes multiple interactive activities in each lesson. For the school staff, the ability of the parents to be present and observe their children's Jewish learning is a tremendous benefit of the program, unifying the Hebrew school, parents and children.

Students also weighed in on the new program with comments that expressed their involvement and engagement with the material. 

·         "I have learned so much I will never forget. I really feel a part of something big."

·         “Better than class and you can relate to more of your classmates.”

·         "It is great, a cool way to learn; it’s interactive and fun."

Hebrew Studies in Woodcliff Lake Step into Digital Age

READ MORE

TALI Schools Partner with North American Day Schools

 

Throughout the 2013-2014 school year, JETS has been facilitating a unique program of online classrooms in which American and Israeli students collaborate on shared projects as a means of "meeting" their peers virtually "Across the Sea." 

The TALI Shutafut project twins classrooms in North America with classes in Israel to enable the 5^th and 6^th grade students to share projects and review each other's thoughts, outlooks and opinions. The program is based on the TALI system's "Friend Across the Sea" curriculum which JETS has adapted for online asynchronous classwork.

Every week the Israeli and American students review the new assignments on the shared Learning Management System. All assignments are posted in English and in Hebrew. Each assignment sends the students on tasks such as participating in polls, adding information to discussion groups, creating online social posters and bulletin boards and sharing their opinions and knowledge with their peers via numerous interactive activities.

 

The fast-moving curriculum covers multiple topics which range from explorations of each student's genealogy and country of ancestral origin, unique aspects of Jewish life in Diaspora communities as seen through a look at Jewish journalism, and unique aspects of Jewish life in Israel and what makes Israel a Jewish state.   

During the course of the year the curriculum propels the students from explorations of their own lives to the lives of their families, neighborhoods and -- eventually -- to the larger community.  Lessons place significant emphasis on soliciting the students' thoughts on relevant issues – e.g. Is it important to know what's happening in the world? Is it important to know what's happening in the Jewish world? What can be done to help Jewish youth remain part of the Jewish community? What are good reasons for Diaspora Jews to make aliyah, and what are good reasons for them to remain in the Diaspora?

 

From there, the students are presented with a variety of activities. During one recent lesson on "Seeing the World through Jewish Lenses", the Wiki Project sent the students to research a headline that presents a news story that is important to Jews throughout the world. The students then shared their headlines and described why they feel that these particular news stories are important.  Polls surveyed the students about their news-gathering habits as well as their parents' habits. These activities then led into the next lesson which centered on "Responding to Challenges in the Jewish Community."

The "Friends across the Sea" shutafut curriculum not only helps students meet their "Across the Sea", but also to better understand their common concerns and their different contexts. 

 

  

Avichai Survey, Lowering Day School Tuition and No Teacher Left Behind

In a 2012 summary of Jewish education in North America, the Avichai Foundation noted that elearning is becoming an increasingly important component of Jewish education in North America.

The Avichai Foundation survey reviewed a number of different elearning models. These included educational institutions where online learning comprises a significant portion of the school experience as well as schools in which elearning is scattered throughout the school day. The Avichai review centered on the use of asynchronous, synchronous and blended learning strategies. Particular attention was paid to the role that elearning may play in helping to lower day school tuition costs.

A year-and-a-half later, the role of online learning in Jewish day schools and supplementary Hebrew schools continues to grow. One of the biggest challenges that Jewish educational institutions face when introducing elearning, however, involves preparing the staff and providing them with the knowledge, tools and comfort-level that they need to facilitate elearning in their classrooms.

Some of the elearning Learning Management Systems and collaborative tools offer helpful tutorials, but most educators who are just beginning to enter the world of online education find these screencasts to be technologically advanced and overwhelming.

For over 2 years, JETS Israel has been presenting a comprehensive course for beginning Jewish online educators. The No Teacher Left Behind course is an 8-week module that gives step-by-step instructions and real-time practice in facilitating online blackboards, Learning Management Systems, audio and video recording tools,  apps and mobile apps, and more.

Recent NTLB sessions have seen the involvement of increasing numbers of teachers from new regions including from Europe and Eastern Europe. The Winter, 2014 Course, which begin on February 19^th 2014, includes educators from the United States, Holland and Israel.

Participants in the Fall, 2013 NTLB class summarized their experience by reviewing the information that they now have at their fingertips:

"I realized 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."  B.R., No Teacher Left Behind participant, Fall, 2013

"Learning Management Systems - great organizational tool. Voki/Vocaroo - fantastic to engage students. Social Posters - fast, easy effective way to promote ideas/programs"  C.Y., No Teacher Left Behind participant, Fall, 2013

"One thing that I really enjoyed was learning new technology. I liked learning how the sites worked and getting a hands-on experience. The best part though was seeing everyone's fruits of labor at the end and learning from each other." W. G., No Teacher Left Behind participant, Fall, 2013

The JETS Spring 2014 No Teacher Left Behind Course will begin in May 2014.

 

"For whom are you responsible?" Online Holocaust Education

"For whom are you responsible?"

That question was posed to a group of Temple Emanuel middle school students as part of the JETS Israel class on Defiance -- the fourth lesson of the Remembering and Rebuilding After the Holocaust unit.

Almost all of the students' answers related to responsibility to friends, family and other personal acquaintances.

"Sometimes a friend needs help -- food if they are sick, take care of their kids when needed, invite them over" J.C.

"Family, friends -- they look out for you." D.B.

"Having an obligation and doing that obligation for our family and friends" S.R.

The class proceeded to view an old Seinfeld clip that showed the show cast's arrest under the Good Samaritan Law for ignoring a person in distress. Most of the students were unaware that such a law even existed but they expressed surprise and dismay that such a law was needed, even after the instructor pointed out that, according to their view of "for whom are you responsible," the Seinfeld characters were, in no way, responsible for the person who was being mugged.

 Now, the questions became more challenging. What does Judaism say about helping your fellow man? What does morality say about helping someone in distress? And from there the discussion moved into the crux of the day's lesson -- how does someone weigh the desire to help with the risk that it might mean to his or her own future and maybe, even to his/her life and the life of his/her family? How do you educate people to be responsible to their fellow man? The group moved into two separate groups to discuss the issues and consider the alternatives.

"It is a judgment call; you have to balance the risk you are taking with the need someone has for help." J.S.

"God expects us to be the best person we can be and do what is right in his eyes."S.R.

"You can only guide people in the right direction. You can't always make someone do something" C.B.

"You can teach that by setting good examples" J.C.

"You draw the line when the one who needs help expects the help and doesnt need it anymore" J.F.

By this time the students had begun to look at the question of "to whom am I responsible" differently. The class joined together to read some pertinent quotes and watch two videos about people who had acted honorably and courageously during WWII. 

 

They then contrasted this behavior with an account of a Jewish family that was faced with unexpected anti-semitism from a formally trusted friend during the Nazi era. A collection of quotes was presented 

[re: the quotes] 

"I feel this speaks to me the most because it demonstrates how most people don't do things for themselves" J.F.

"If more people do good and if we can be good after some evil and stay good the world will be a lot better " D.B.

"Everyone is trying to do good, but not always in the right way" B.G.

The groups moved to linoboards to continue their research into some of the best-known and not-so-well-known heroes of the Holocaust. The students in each group added their impressions of the readings and movies. 

The lesson concluded with a Google Presentation (PPT) in which each student will create a slide about a Holocaust hero that s/he wishes to honor.

As the lesson ended, the question was again asked -- "to whom is each of us responsible?"

"I have learned that anyone can help anyone." S.R.

" I am responsible for anyone who I see." M.H.

 "Anyone who needs my abilities more than I do." J.S

On Wednesday February 5^th 2014 the class will meet with class instructor and JETS director, Smadar Goldstein, to plant trees in the memory of the Righteous Among the Nations at Temple Emanuel of the Pascack Valley. The group's Google presentation, prepared by the students, will guide the ceremony.