Search results for: Lookstein Center for Jewish Education in the Diaspora – Bar Ilan University
Page 4/7 64 items
This Purim resource page includes almost everything you need to know about Purim: background information for the teacher, vocabulary, educational themes, activities, lesson plans, plays, and articles
Updated: Mar. 06, 2016
Jewish Educational Leadership Invites Articles for Spring 2016 Issue Focusing on Teaching the Whole Child
Jewish Educational Leadership invites articles for Spring 2016 Issue focusing on Teaching the Whole Child. The last few decades have witnessed dramatic increases in the extra-curricular and co-curricular programming for students as schools extend their scope from being institutions of learning to institutions of fostering healthy development and growth. In this issue we focus on how classroom instruction itself can address the whole child.
Updated: Jan. 28, 2016
Ethical challenges confront each and every one of us in our daily lives. How honest should we be with our co-workers? To whom do we owe our greatest loyalty? How do we balance between our responsibility to family, community, profession, and self? Many view these kinds of challenges as obstacles to be overcome; others, however, see them as opportunities for schools to grow and find their most deeply held values. Much like a real-life Kohlbergian values-clarification exercise, the process of dealing with the challenges sometimes matters as much, if not even more than, the actual results. The process can help examine questions such as: Whose interests does the school place at the core? Who is involved in addressing the problem? What criteria are established for determining the most appropriate course of action? These questions touch the heart of the school’s identity, and it is questions like these to which we devote this issue of Jewish Educational Leadership.
Updated: Jan. 27, 2016
Join the Lookstein Center for the Second Annual Unconference on Flipping Jewish Learning at Maayanot Yeshiva High School for Girls in Teaneck NJ on June 10, 2015. Members of Lookstein's Flipped Learning in Jewish Studies cohort will present and discuss their work and anyone interested to join and present too is welcome. The unconference is free and lunch will be provided for those who pre-register.
Updated: May. 21, 2015
The re-examination of the raison d’etre of day schools goes beyond the rewriting of mission statements – it cuts to the core of what day schools are for and why they are invaluable, if not irreplaceable. This process can be both frightening and energizing, and raises many questions. Who should be involved in that process – day school heads, middle management, teachers, students, parents, lay leaders, communal religious leaders? Are the goals identified going to be descriptions of “ideal graduates” with the requisite body of knowledge, skills, beliefs, and behaviors, or a picture of adult members of the Jewish community five, ten, and twenty five years beyond graduation? Will the goals be measurable and demonstrable, or will we have to wait a generation to see if we are successful? This issue of Jewish Educational Leadership is dedicated to re-opening the question of where we are going.
Updated: Apr. 19, 2015
The Lookstein Center has published an updated collection of online Jewish Educational resources on Rosh Hashana and Yom Kippur to help you with your personal and classroom preparations for the Yamim Noraim. This rich listing will be of great help to all.
Updated: Sep. 22, 2014
The Lookstein Virtual Jewish Academy is an online school dedicated to providing quality Jewish education to Jewish day school students as well as to select motivated Jewish learners throughout North America. The LVJA enables Jewish Day Schools to supplement and differentiate their instruction by providing affordable, innovative, and engaging instruction to students in grades 8-12 and in select cases enables individual students to connect with and become part of a global network of motivated and enthusiastic Jewish learners. The Lookstein Virtual Jewish Academy has been developing high quality online Jewish courses since 2011 and to date, we’ve successfully brought these courses to approximately 20 day schools and 200 day school students.
Updated: Jul. 21, 2014
Four skills have been identified as critical for the twenty-first century – Creativity, Critical Thinking, Communication and Collaboration. The skills of creativity and critical thinking will equip students to deal with an ever-changing world. The skills of communication and collaboration both focus on the increasing need for interaction with others. This issue of the journal addresses challenges of twenty-first century learning. For many, when they hear of 21st century learning they immediately think of technology. That is understandable, but as Gary Hartstein writes in the opening article, the technology is nothing more than a tool – like a pencil or a whiteboard – and needs to be harnessed properly with educational thought to move education forward.
Updated: Jul. 21, 2014
Following a successful pilot, The Lookstein Center and the UJA Federation of NY now invite day school educators (grades 2-12) working in NYC, Nassau, Suffolk and Westchester to join the second cohort of Jewish studies teachers 'flipping' Jewish learning. Selected candidates will work collaboratively with participants from other schools to learn about and practice blended learning in general and flipped learning methodology specifically. They will refine their skills and be at the forefront to build inter-school educational learning communities.
Updated: May. 07, 2014
This issue of Jewish Educational Leadership is devoted to the idea of the school as a learning community. As you will see inside, there is no singular definition of what this could mean. It could refer to the idea that the school should become the learning center of a community, that the school should be viewed as an integral part of a community and where community is built, or it could refer to the internal workings of a school and how it functions as a community of learners. Not surprisingly, none of these are mutually exclusive and there is no single or right model for a school as a learning community. What they all have in common is that they challenge some of the traditional isolationism – or what has been called ”silos” – of the educational world. They seek to break down the walls separating schools from the communities in which they operate, between teachers within a school, and between the distinct members of the environment – students, teachers, administration, staff, parents, board members, etc.
Updated: Nov. 28, 2013