Jewish Portal of
Teacher Education
The online resource of pedagogical and academic content on teaching and Jewish education
Search results for: Curriculum
Page 14/17
162 items
131
The Summer, 2011 issue of the Lookstein Center's Jewish Educational Leadership is dedicated to the arts in Jewish education. It addresses questions such as: What is Jewish art? What should be the focus of arts education in a school in general, and in a Jewish school in particular? What is the role of 'beauty' in developing meaningful, authentic Jewish practice or community? In what ways does art impact on individual development and learning? Should arts education focus on personal expression or appreciation of classic art? Should the arts be integrated into regular coursework or treated as its own discipline?
Published: 2011
Updated: Sep. 19, 2011
132
In this article, the author contends that as we contemplate the best ways to teach Hebrew in our schools, we should note that the best learning pedagogy can emerge only when the language educator is adequately equipped. When teachers are knowledgeable about the theories of second-language acquisition, aware of learner variables and responsive to learning conditions and environments, they will be able to reflect on their practices and modify their activities, either during or after the lesson, in order to make the right decisions as they choose or create the most effective pedagogies in support of the language acquisition process.
Published: 2011
Updated: Sep. 06, 2011
133
Dan Brosgol, director of Prozdor Hebrew High School, wrote in the JewishBoston.com blog about the development of the Israel education curriculum at Prozdor in collaboration with the Hebrew Reali School of Haifa, Israel. 'We are about to enter the second the year of Prozdor’s Pirke Dorot program with the Reali School in Haifa. Last year we began our transformation of Israel education by writing a new ninth grade curriculum which dealt with both the history of Israel and Zionism and Jewish identity. By beginning to explore both history and identity through a common lens, the two schools began to understand each other a little better. This year we are continuing the innovation by introducing an entirely revamped 10th grade core curriculum entitled “One People: Two Paths - The Jews of Israel and the United States”.
Published: 2011
Updated: Aug. 31, 2011
134
In June 2005, the Lookstein Center for Jewish Education at Bar-Ilan University in Ramat Gan, Israel was approached by the United Jewish Israel Appeal (UJIA) of the UK to design a Scoping Paper outlining the Jewish studies curriculum expectations of graduates from central orthodox day schools in the UK. This work was to provide the foundations for intensive curriculum work in Jewish studies in these schools. The paper focuses on the process by which these curriculum expectations were reached.
Published: 2011
Updated: Aug. 31, 2011
135
The authors report on their examination of National ICT Programs implemented by the Israeli Ministry of Education over the last decades. In the last thirty years we have witnessed the announcement of a dozen national information and communication technology (ICT) programs for the Israeli K-12 education system. This study reviews these national programs in an attempt to identify trends in the perception of the role of ICT’s in the education system.
Published: 2011
Updated: May. 03, 2011
136
The Israeli Ministry of Education recently launched its new ITC program – 'The National Program for Adapting the Israeli Education System to the 21st Century'. The program aims to bring about a marked improvement in the education system by using technology to improve pedagogy and the quality of teaching, adapt teaching to meet student diversity, give feedback in real time, encourage student interest and attention and improve communication between the school and the students' home. The program uses a holistic approach to reach these goals by making far-reaching changes in the curriculum, creating relevant digital content for use in education, providing ongoing support and professional development and providing the necessary infrastructure and ensuring its maintenance.
Published: 2011
Updated: Mar. 07, 2011
137
The Pardes Summer Curriculum Workshop is aimed at new Judaic Studies teachers of grades 4-12, combining professional development with Judaic learning in Jerusalem. The cost of tuition, housing, and most meals is provided by grants and contributions. It is open to Judaic Studies teachers in North American day schools, who have been teaching for one to five years who will continue to do so in the coming school year.
Published: 2011
Updated: Jan. 04, 2011
138
Yerusha is a family-based supplementary education program in central New Jersey. Yerusha has two distinct educational programs: one for students in grades K-4, and another for students in grades 5-12. Within each program, students advance through ranks based on their accomplishments, rather than based on their age or grade level. Each program comes together for weekly two-hour gatherings from 4-6 pm on Sundays, and also for four Shabbatons throughout the year.
Published: 2010
Updated: Apr. 21, 2010
139
CAMERA - The Committee for Accuracy in Middle East Reporting in America has begun to send out periodic “Eyes on Israel Updates” to recipients of the 'Eyes on Israel' curriculum. These updates connect lesson plans in the existing curriculum to new articles and insights from CAMERA’s home Web site and its blog, 'Snapshots', as well as other sources. The updates relate to the ongoing problems of the world’s news media in reporting accurately from and about the Jewish state.
Published: 2010
Updated: Feb. 04, 2010
140
In this article, the authors explore the transition from philosophical and theological manifestos to their practical and educational implementation as they analyze the official American Reform-Judaism discourse as curricular text. This analysis provides a tool for a discussion of the relationships between vision and its implementation particularly for educators and leaders. They highlight the possibilities of dialogue among educators, rabbis-in-training, and leaders to aid in the formation of new visionary documents and, in doing so, affect the dynamics of paving new directions. They demonstrate a model that may be used to investigate such translations from vision to a lived experience and back to reconstruction of a vision.
Published: 2009
Updated: Dec. 14, 2009