Search results for: Social-emotional learning
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Personalized learning seeks to increase student enthusiasm and learning by tailoring the instructional environment – what, when, how and where students learn – to address the individual needs, skills and interests of each student. We are proud that the Jewish day school field is making strides in the use of personalized learning to encourage students to take ownership of their own education while developing deep connections with one another, their teachers and other adults.
Updated: Jul. 14, 2019
How does one not only teach Torah but also help students personalize what they are learning so that it is compelling and relevant, whether as a religious act in its own right or because of the messages that it can convey for life in the twenty-first century? The Fuchs Mizrachi School in Cleveland, led in this effort by Rabbi Yehuda Chanales, decided to address this issue directly and explicitly as a professional community.
Updated: Jul. 11, 2019
Outcomes in the inter- and intra-personal realms are central to the goals of Jewish education, yet educators often struggle to address them in a meaningful way. In this article, we describe what we learned from facilitating an online community of practice for congregational school leaders and day school educators seeking to enhance their work in promoting social, emotional, and spiritual growth.
Updated: Jan. 30, 2019
We argue that much can be gained from organizing and consolidating efforts around common values and social and emotional learning (SEL). Despite the various articulated goals of Jewish education, there seems to be a consensus that regardless of the setting or denomination, we hope our students’ learning leads to the living of a meaningful life with deep connections to others, and an understanding that their actions can have a profound impact in this world. Judaism’s teachings focus on the development and growth of the self, how we connect with community, and how we conduct ourselves in the world. This focus, though longstanding, has gained momentum with exciting, emerging initiatives around thriving, shleimut (wholeness), flourishing, or reaching one’s full human potential.
Updated: Dec. 02, 2018
Since 2013, Hebrew Academy has invested heavily into expanding its character education curriculum and programming spearheaded by the School Psychologists. At the Elementary level, thanks to a prior Day School enhancement grant, Hebrew Academy launched and implemented Project Gevurah, a Positive Behavioral Support program explicitly teaching students what behaviors in different school settings demonstrate respect, responsibility, and safety. Additionally, in 2016, Hebrew Academy introduced the cloud9world program introducing students in Kindergarten through Fifth Grade to different character traits throughout the year including gratitude, compassion, courage, kindness, amongst others. In the Middle School, in 2016, Hebrew Academy introduced the Social Emotional Learning Foundations SELF program which is a weekly class designed around the Character Lab led by Angela Duckworth.
Updated: Jun. 06, 2018
On April 30, 2018, the Mandel Center for Studies in Jewish Education at Brandeis University hosted a conference entitled Inside Jewish Day Schools, where educators in the field and researchers studying it got a chance to hear from each other. The conference, co-chaired by Jon Levisohn and Jonathan Krasner, engaged a series of panelists who offered views on a range of issues, as well as facilitated sessions that explored those topics in deeper ways. The evening consisted of dinner and a viewing of clips from the edu-documentary Race to Nowhere that attendees then discussed. The two days were informative, rich, and thought-provoking.
Updated: May. 30, 2018
Gleanings is the ejournal of the William Davidson Graduate School of Jewish Education of The Jewish Theological Seminary. This fourth issue of Gleanings focuses on social-emotional learning. Please join us in the conversation about this important issue.
Updated: Jan. 04, 2015