Search results for: Collaboration
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Jerusalem – The Jewish Capital: Then and Now - An Innovative Online Program Taking Students on Location to Find New Relevance in Ancient Texts and Sites.
Against the backdrop of moving the U.S. embassy to Jerusalem, groups of Diaspora Jewish day school students went on location to examine a parallel scenario that took place 3000 years ago – King David’s decision to move his capital to Jerusalem. As they learned the relevant sections of Sefer Shmuel, they examined the geographical location and terrain of the city of David, as well as the archaeological findings discovered there, in order to answer the following questions: What were the political, religious, and security considerations behind David’s choice? Why did David choose to move the capital to Jerusalem when he did? Was it worth the risk? How was David able to conquer this highly fortified city?
Updated: May. 23, 2018
Since Chanukah is the Festival of Lights, we wanted to shine a light on some bright spots we are seeing in the Jewish day school field. It is our hope that each day of Chanukah will grow even brighter as you learn about these bright spots and consider your work in a new light. Whereas day school leaders often have access to conferences and peer networks, teachers have less opportunities for outside support and inspiration. One exciting new idea is to break down what at times feel like isolating classroom walls and provide opportunities for teachers to collaborate – within schools and across schools.
Updated: Feb. 12, 2018
Characteristics of an Innovative Learning Environment According to Students’ Perceptions: Actual versus Preferred
An innovative learning environment is the current outcome of the constructivist approach, the essence of which is co-construction of knowledge in an Information and Communication Technology (ICT) environment. We examined how Israeli students perceived 10 characteristics of their classroom learning environment—student cohesiveness, teacher support, involvement, task orientation, investigation, cooperation, equity, differentiation, computer usage and young adult ethos. Particular foci were students’ perceptions of the actual state of their learning environment compared with the preferred state, and which characteristics predicted students’ cooperation.
Updated: Aug. 09, 2017
In recent years, Chicago Jewish early childhood leaders (directors, lay people, and educators) have been gathering together to seek knowledge, support, and understanding. Their work has addressed several needs in our system: cultivating a shared sense of responsibility for each early childhood center, identifying and nurturing future leaders, helping leaders develop non-profit management skills, retaining directors through the challenges of leading a family center, developing an inspired vision for excellence in teaching and learning, and recruiting new teachers.
Updated: Jul. 19, 2017
After working mostly in Jewish education for the last 15 years, I recently had the opportunity to attend the “International Society for Technology in Education (ISTE) conference. This is the largest gathering of educators from around the world. The conference, which this year took place in San Antonio, Texas was an opportunity to meet, share, and collaborate with fellow educators from every educational circle imaginable. During my three days at the conference, I had a chance to discuss true educational challenges with educators from every corner of the globe and to embark on some true collaboration experiences.
Updated: Jul. 05, 2017
The Prizmah Jewish Day School conference on February 5-7, 2017, in Chicago was a strong manifestation of the energy and excitement around the birth of Prizmah, the new central address for Jewish day schools, which staged this impressive gathering of more than 1000 stakeholders in Jewish education. The conference featured innovative shared experiences ranging from interactive improv workshops and custom sketches of Jewish day school life by Second City Works to a keynote lecture by world-renowned game designer and author Jane McGonigal, who encouraged the audience to consider: Why don’t our learning platforms work more like a game?
Updated: Mar. 29, 2017
This February marks the 9th annual Jewish Disability Awareness and Inclusion Month (JDAIM). At The Jewish Federation of Greater Washington, we proudly celebrate JDAIM with the knowledge that inclusion is among our main areas of focus year-round. Our policies, practices and programs incorporate The Jewish Federation’s commitment to include individuals with disabilities, setting a standard for the ways in which individuals are invited and encouraged to participate in Jewish life.
Updated: Feb. 08, 2017
Gleanings is the ejournal of the William Davidson Graduate School of Jewish Education of the Jewish Theological Seminary. What should we believe about leadership? How can we effectively educate for leadership? How might we build collaborative leadership for our communities? “Leading Places to Work: Are Jewish Organizations Great Places to Work?” compiled by the organization Leading Edge, shows evidence that our community has significant challenges in recruiting and retaining professional talent. Previous to this report, the Bridgespan Group, noting that over the next five years, 75 percent of the CEOs and EDs of our institutions will be retiring, raised questions about professional pipelines and succession plans to ensure strong, effective leadership for the future. To stimulate conversation, we’ve invited respected community thinkers to address these issues.
Updated: Nov. 16, 2016
Welcome to the first Prizmah edition of HaYidion! Collaboration is a natural theme to begin this new issue of HaYidion, under the auspices of Prizmah. The merger of the five organizations has unleashed creative energies, surprising synergies, and the sense of tremendous promise in the ways that we can collaborate with each other and the thousands of day school stakeholders. HaYidion itself is of course a collaboration, representing the remarkable generosity of dozens of day school stakeholders and other contributors who are willing to share their knowledge, experiences, initiatives and insights for the benefit of the larger field of Jewish education. Articles in this issue demonstrate an eagerness to embrace new educational paradigms, to rethink the foundations of day school education and revamp programs in ways large and larger, to dream big and do the patient work to follow through.
Updated: Nov. 16, 2016
At Yavneh Day School, it became clear that if Hebrew is to be a value, we need a paradigm shift. This shift must reflect what we know today about language acquisition, brain development, and 21st-century learning skills. We determined then that the most obvious limitation to success was time. Best practice dictates that immersion should happen consistently for at least four hours a day. It is not unusual for more traditional schools to offer four hours a day of Jewish and Hebrew studies, which might be taught mostly in Hebrew. In a community day school setting like ours, the demands of the secular curriculum are often such that four hours of Hebrew instruction is difficult to achieve.
Updated: Nov. 02, 2016