Search results for: Pedagogy
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The Holocaust was a cataclysmic and seminal event in modern Jewish history. It cannot but be a part of our current identities — not the sum total of Jewish (or Israeli for that matter) identity but a part. Jewish identity is a multidimensional mosaic. The Holocaust is an aspect of this mosaic, and we must strive to provide it with depth. How do we ensure that the memory of the Holocaust motivates positively for our identity and heritage?
Updated: May. 14, 2014
This issue of HaYidion is devoted to teaching Jewish history. Our history is integral to who we are, yet ours is not a happy story. Thus, as many of the authors in this issue point out, it is unappealing to those whose focal point of Jewish identity, as revealed by the Pew Report, is a sense of humor. Within the pages of this issue of HaYidion are many suggestions for addressing this problem. Technology, creativity and an acknowledgement and awareness of the changing nature of the study of history provide the means by which we can make the teaching of Jewish history vibrant and meaningful.
Updated: May. 07, 2014
It seems strange to be writing a post about the end of the snow day while digging out from 2 more inches of snow after missing school this past Thursday and Friday to an epic snow storm on the eastern seaboard of the United States, with 2 snow days the week before, and 2-4 more inches of snow expected in my neck of the woods for this Monday night into Tuesday. Ughhhhh! No, climate change will not mean the end of snow in my part of the world. If anything, climatologists are predicting storms to become more extreme in the future. The snow day is alive and well. However, through the widespread adoption of interactive technology, the snow day no longer has to be a missed school day.
Updated: Mar. 05, 2014
While virtually all Jewish educators agree on the importance of teaching the Holocaust, opinions vary about when and how it is best to teach Jewish students about this horrific event in Jewish and human history. This project explores these choices and offers recommendations for teaching about the Holocaust in a way that is responsive to the particular needs of students and teachers at Jewish day schools.
Updated: Dec. 23, 2013
This study examines Jewish values, explores how and in what settings these values are taught, surveys the current curricula used in a select group of religious schools, and determines whether the curricula reflect current theological ideas regarding Jewish values. Four Reform religious schools in the Los Angeles area were selected for this study, and current personnel were interviewed. The information gathered in this review and study is intended to provide the basis for a developmentally and socially appropriate curriculum guide for teaching Jewish values in a religious school setting.
Updated: Dec. 11, 2013
On July 8-10, 2013, RealSchool, an inquiry-based, student-driven learning model begun by educator Tikvah Wiener and a cohort of students at The Frisch School, ran its first Summer Sandbox. The Sandbox, which took place at Ma'ayanot High School in Teaneck, New Jersey, was an opportunity for all those passionate about Jewish education to collaborate on projects they could then implement in their educational settings.
Updated: Aug. 18, 2013
Charles Cohen of PEJE's Affordability Knowledge Center reviews the vigorous digital debate touched off in response to the release of the Center's blended-learning white paper. Much of this discussion took place on both the PEJE Blog and JEDLAB, the new destination for Jewish educational debate and sharing knowledge.
Updated: Jun. 04, 2013
The International School for Holocaust Studies of Yad Vashem has announced the opening of a new online course for Israeli teachers: 'Holocaust Education for Elementary School Ages'. This new course focuses on the pedagogical philosophy for teaching the Holocaust, developed at the International School for Holocaust Studies. The course will run from May 27 to September 16, 2013.
Updated: May. 07, 2013
This month's EdJewTopia brings you articles by three educators on Hebrew language education in today's complementary settings. Nachama Moskowitz presents Hebrew Through Movement, one piece of her system that turns the way we have traditionally taught Hebrew language on its head; Elliot Vasirub Glassenberg issues a clarion call for non-Israeli Jewish educators to step up their own Hebrew skills if we'd like to see the same from our students; and Michelle Konigsburg shares what can happen if your students are already learning Hebrew outside of complementary school!
Updated: Mar. 10, 2013
Orit Kent and Allison Cook of the Beit Midrash Research Project at the Mandel Center propose that a special type of instructional activity—the interpretive experience—become the centerpiece of meaningful student work on Tanakh. In years of observation of Tanakh classes in elementary through high schools they have seen that Tanakh learning tends to fall into two major types of student activity: language and/or translation exercises, and personalization. They suggest that the use of interpretive experience can greatly improve students' learning of Tanakh.
Updated: Mar. 05, 2013