Search results for: Congregational schools
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Several years ago an Israeli came to my synagogue, Bais Abraham Congregation in St. Louis, Missouri, and told me there was one thing secular Israelis desperately wanted from the Jewish community: a school to teach their children to read and write the Hebrew language. Realizing this was an opportunity to engage secular Israelis on their own terms, and perhaps eventually to engage them in the Jewish community and religious life, we opened a synagogue based religious school specifically for the children of self-identifying secular Israelis. We staffed the school with experienced Israeli language teachers and used opportunities like Jewish holidays to teach the students about Jewish life, about which, to their parents' chagrin, they know almost nothing.
Updated: Aug. 03, 2016
The Joint Conference on Research in Jewish Education, a partnership between the Baltimore Hebrew Institute, the Network for Research in Jewish Education and the Association for the Social Scientific Study of Jewry, was held recently at Towson University. With some 75 attendees (many of whom served as speakers as well) this gathering gave insight into the newest themes of trending research that have not yet been shared with the broader community. What is abundantly clear is that those in the trenches of research are strongly passionate about exploring the trends in Jewish education that will benefit our communities in the coming years. While practitioners (Program Directors/Principals and Clergy, for example) are aware of the struggles facing Jewish Education, researchers are confirming what is occurring and providing research with answers and insights.
Updated: Jul. 27, 2016
There has been a lot of discussion recently in the rabbinic community about bar/bat mitzvah preparation. Some are claiming that bar/bat mitzvah preparation needs to be changed from emphasizing the mastery of the Haftorah (a section from the Prophets) to simply being able to lead some prayers. It is being claimed that these new curricula, although less rigorous and less authentic to the bar/bat mitzvah ceremony, will enable students to put to practice that which they may use on a weekly basis rather than that which occurs once each year, when their particular Haftorah is scheduled to be chanted in the synagogue.
Updated: May. 27, 2015
The Matan Institute is Matan’s flagship training program for Jewish professionals. An ongoing initiative, it builds upon Matan’s vision to change the landscape of Jewish education and its communal approach to children with special needs. The Matan Institute for Education Directors accepts a maximum of 25 Education Directors who commit to a two-day program at the beginning, and another two days at the end. In between they participate in four webinars that provide additional training, as well as work with an assigned Matan Mentor for ongoing support on a specific inclusion goal.
Updated: Jan. 28, 2015
As more congregations experiment with new, dynamic, and engaging Jewish learning opportunities, Shinui: the Network for Innovation in Part-Time Jewish Education is sharing insight and innovative education models to help communities across the country. Earlier this week, Shinui launched a four-part webinar series on various stages of a congregation’s “change process,” designed to help and connect agencies, staff, educators, and other individuals across communities. Each webinar is led by innovators in different communities and focuses on a concrete element of the change process.
Updated: Jan. 28, 2015
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
The Matan Institute aims to provide educators with the tools they need to create inclusive Jewish communities for students with special learning needs. The Matan Institute for Congregational School Teachers, to be held on August 10, 2014 in New York City, is an intensive day of professional development focused on working with diverse learners within the congregational school classroom. The Institute will include interactive workshops on differentiated instruction, multi-modal learning and behavior management, among other topics.
Updated: Jul. 22, 2014
I attribute my strides in yoga to a particular teaching style. Enter a yoga studio for your first class and you will not see a desk, book, or whiteboard. Your tools are a mat, blocks, and a blanket. When class starts you engage in the “practice” of yoga. We need to “practice” or “do” Judaism with our learners in the same way that they put their hands to piano keys to learn music, dribble on the basketball court to become athletes, or dissect a frog as young biologists. How is it that the same kid who struggles to recite the Amidah prayer can shine on the basketball court and recall statistics for players and games? Of course, part of it is motivation. I am self-motivated to take on yoga. Still, we spend a lot of time with kids on mastering the Amidah. How can we be more successful?
Updated: Oct. 30, 2013
The CHAI Curriculum is a flexible educational system for Reform congregational schools based on the values of Torah, Avodah and G'milut Chasadim. The curriculum is for grades 1-7 and is based on the most important concepts and values of Jewish life, helping students grow into committed and thoughtful Jewish adults. Each core level contains 27 complete one-hour classroom lessons in Torah, Avodah and G'milut Chasdadim plus family education lessons.
Updated: Mar. 01, 2012
This article focuses on one aspect of a case study of three congregations (Jewish, Catholic, and Protestant): the structure of the religious education programs. The three institutions were structured in much the same way, and the way they were structured looked like public school. If we have more in common with our neighborhood churches and public schools than we may have thought, the implication for scholarship and policy work in Jewish education is that we would benefit from more comparative work as we seek to produce more comprehensive scholarship, better informed policies, and more satisfying experiences in synagogue-based education.
Updated: Mar. 30, 2011