Search results for: Supplementary schools
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Gratz Advance, Gratz College’s Newest Department Offers a Unique Combination of Online Educational Programs
Gratz Advance, Gratz College’s newest department, proudly offers an array of online courses for Jewish youth (5th – 12th grade) and educators. Our programs reflect Gratz’ long history as a pluralistic Jewish educational institution. We are eager to create programs for your population and have many models of partnership.
Updated: Aug. 23, 2016
Building Communities of Inquiry: Philosophical Inquiry with Children - A Workshop for Teachers & Jewish Educators at Day and Supplementary Schools
The Shoolman Graduate School of Jewish Education at Hebrew College, Newton Centre, MA, presents a workshop for Jewish educators at day schools and supplementary schools, led by Jen Glaser Director of the Engaging Texts Network. This four-day seminar (July 20-23, 2016) will cover many topics from the Philosophy for Children approach to education to inquiry-based learning.
Updated: May. 22, 2016
Philosophical Inquiry with Bible and Parshat Hashavua - A Workshop for Teachers & Jewish Educators at Day and Supplementary Schools
The Shoolman Graduate Shool of Jewish Education at Hebrew College presents a workshop for Jewish educators at day schools and supplementary schools, led by Jen Glaser, the co-director of the Israel Center for Philosophy in Education. This four-day seminar (July 6-9, 2015) will cover many topics from the Philosophy for Children approach to education to inquiry-based learning.
Updated: Apr. 29, 2015
'I left with Moses' is an experimental Pesah seder learning format created by the Jewish Education Center of Cleveland's Curriculum Department with the goal of creating a stronger bridge between Jewish educational programs and the homes of children in grades 4-7. Part of the website is specifically geared to children ('Let's Do' and 'Let's Practice') and part of the site brings a big idea from the seder to parents ('Let's Learn').
Updated: Mar. 11, 2015
In what is a first in the Philadelphia area, three synagogues are joining forces to create a combined supplementary educational program for their students in kindergarten through sixth grade. The congregations, all located along the Old York Road corridor, include two Conservative synagogues — Beth Sholom Congregation and Adath Jeshurun — and Reform Congregation Keneseth Israel.
Updated: Dec. 21, 2014
This article provides an overview and analysis of a relatively new phenomenon: congregational schools that have altered the conventional grammar of schooling, either through their structural arrangements or through their curricular approaches. Five pre-bar/bat mitzvah models are discussed: family schools, schools as communities, informal / experiential programs, afterschool/day care programs, and those that deconstruct and reconstruct the conventional model. In addition, three curricular innovations are examined: project based learning, learning organized around the interests and abilities of the students, and Hebrew Through Movement. Also considered are the factors that are necessary to the survival and proliferation of these new structures and curricular arrangements.
Updated: Sep. 18, 2014
Behrman House Curriculum writers Lesley Litman and Ellen Rank have identified three BIG IDEAS that encompass the key values and purpose of part-time Jewish education programs. They have written a concise mini-curriculum called The Big Ideas Guide which is crafted into three essential areas: deep connection to our sacred texts, belonging to a spiritual community of practice, and living our values.
Updated: May. 26, 2014
When considering the state of complementary Jewish education, I am struck by the absence of conversation about the 800-pound gorilla sitting in front of us: the fact that our Jewish educators are largely untrained as teachers. There is a lot of lip service given to innovation, experiential education, differentiated learning and engagement. I read about the ecosystems of complementary education, the need (or not) to emulate the summer camp experience, the introduction of technology, and the role of families in their children’s learning. What I don’t read about is improving the quality of instruction.
Updated: May. 07, 2014
This review will stick with scholarly publications on Jewish religious education of the highest quality that have appeared in the past decade and that are also accessible in their style for all sorts of readers. In other words, although the books in question represent the best in the academic study of Jewish education, they share the virtue of being engaging and useful resources for a wider audience. Furthermore, the review will identify three areas and discuss at least one representative book from each category. Those categories are: History, Identity, and Setting. There is also one book that encompasses all of the previous domains and that presents an in-depth transnational survey of Jewish education
Updated: Jan. 15, 2014
In 2011, Professor Jonathan Krasner published a book called The Benderly Boys and American Education, a most important piece of historical writing about American Jewish education. Here Krasner brings his comprehensive historical perspective to the PEJE’s Sustainable Stories series, offering some useful context about the notion of communal obligation and Jewish day school.
Updated: Dec. 23, 2013