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Search Results for 'Day schools' (Keyword)
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1   |   From section Conferences & Events
The Jewish of Jewish Day Schools at the Prizmah Conference
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?
Publication Year: 2017    |    Updated in JTEC: March 29, 2017
2   |   From section Education & Administration
TanenbaumCHAT and UJA Federation Announce the Largest Tuition Cut in the History of Jewish Education
The Anne & Max Tanenbaum Community Hebrew Academy of Toronto (TanenbaumCHAT) and UJA Federation of Greater Toronto are excited to announce a total of $15 million in gifts – from two exceptionally generous donors – that will help ensure the affordability of TanenbaumCHAT and enhance the future of Jewish education in the GTA for the next generation.
Publication Year: 2017    |    Updated in JTEC: March 29, 2017
3   |   From section Adult Education
Adult Education: A New Frontier in the Jewish Day School Movement?
Day Schools are confronted with a particularly daunting mission. In addition to providing a rigorous dual education, they work indefatigably to inspire students religiously. At times, this mission feels Sisyphean. Our children are saturated in modern culture. Too often, turning their attention toward a Torah lifestyle is a terrifyingly daunting task. Even when our efforts appear to meet with success, students often regress to the mean. Moreover, despite their remarkable commitment to day school education, not all parents are positioned to inspire religious growth in their children. Indeed, any honest educator will confirm that this is one of the greatest challenges confronting Modern Orthodoxy. It follows, then, that to best inspire our students, we must inspire our families and communities. To thrive religiously, our children must inhabit spiritually nurturing ecosystems. In a word, schools have begun to invest in community education because it is critical to the success of their mission of educating children.
Publication Year: 2017    |    Updated in JTEC: March 29, 2017
4   |   From section Formal Education
The Parent Perspective: Disabilities and Jewish Day Schools
The following study describes the experiences of parents with a child with a disability in Jewish day schools. The findings suggest marked differences in the experiences of parents whose child was able to remain in the day school and those who left as a result of their child’s disability. In the latter group, the themes of loneliness and marginalization were common. Although parents hoped to feel included in the Jewish community—with Jewish day school an important expression of this desire and commitment—many found few appropriate programs and services and a general lack of awareness of and sensitivity to disability issues in the Jewish community.
Publication Year: 2017    |    Updated in JTEC: March 15, 2017
5   |   From section Education & Administration
Prizmah Condemns Anti-Semitic Threats and Supports Schools
While we start the month of Adar -- a time of happiness in the Jewish calendar, this past week has been anything but for the Jewish day school community. Day schools from coast to coast, along with other Jewish institutions, were targeted with bomb threats. As you can imagine, this had a significant effect on those school communities and their students. One class had just concluded its ceremony conferring the first Siddur (prayer book) to its first grade class; some were in the middle of reading the Torah; others were celebrating Rosh Chodesh, the new Jewish month; while others engaged in the daily tasks of learning. These threats also have a multiplying effect: our entire community of schools now suffers from the anxiety and fear that these threats engender, whether their schools have been the direct target or not.
Publication Year: 2017    |    Updated in JTEC: March 8, 2017
6   |   From section Formal Education
How Do I Provide More Opportunities for My Students to Speak Hebrew Inside and Outside the Classroom?
As a Hebrew language teacher, I’ve always asked myself this question over and over again. My students spend a short amount of time in my class every day, and this time is so precious and valuable. Every second should be planned effectively. My students know that wasting time is a big pet peeve of mine. There is time to write, read, use technology tools to enhance students’ learning, ask questions, discuss, work in a small group or with a partner and also to play games. As teachers, we want to make sure that our students use the new gained skills outside our classroom. How can I do this in my Hebrew class? What are some good ways to encourage my students to converse in Hebrew and become more proficient in speaking the language?
Publication Year: 2017    |    Updated in JTEC: March 8, 2017
7   |   From section Education & Administration
The Kohelet Foundation Announces Kohelet Prize Winners for 2017
The Kohelet Foundation has announced the winners of its 2017 Kohelet Prize. Six $36,000 prizes were awarded to educators and teams of educators whose entries were selected as exemplifying excellence in six distinct categories critical to effective education. Created to celebrate extraordinary accomplishment, stimulate breakthroughs and enrich the field of Jewish day school education, the Kohelet Prize inspired over 300 educators to share their innovations, successes and instructive failures on a national scale.
Publication Year: 2017    |    Updated in JTEC: March 8, 2017
8   |   From section Conferences & Events
Yad Vashem Summer Seminar for Educators in both Formal and Informal Jewish Supplemental Programs
The Yad Vashem seminar for educators in Jewish Supplemental Programs is an eight day, June 20-28, 2017, creative program focusing on helping educators develop the skills needed to create programs and content for Shoah studies that can be used in a variety of settings and to deliver those programs in the most compelling way possible. The seminar is historically based, with interdisciplinary approaches to enable the educators to understand the Shoah in its complexity. Using the unique Yad Vashem pedagogical approach, modeled lessons, and collegial interaction, participants will be empowered to create individual Shoah Study programs tailored to their specific supplemental program. This program is highly subsidized and space is very limited. In order to be considered eligible for this seminar you must currently be involved in delivering educational programming in a Synagogue, Jewish Educational Program, Jewish Youth Movement, or Jewish Community Resource Center. Yad Vashem will cover all tuition costs associated with the seminar; including Hotel accommodations, (double occupancy / Half board), for the duration of the program, food, transportation from the hotel to the seminar and back, and all extracurricular activities.
Publication Year: 2017    |    Updated in JTEC: February 14, 2017
9   |   From section Conferences & Events
Prizmah Day School Conference Delivers Fresh Approach and Exciting Collaboration
Attended by more than 1,000 people from across the Jewish community, the Prizmah Jewish Day School Conference in Chicago this week was fresh, exciting, and full of innovative approaches to Jewish education that were embraced by energetic attendees. The three-day conference lived up to expectations as an “interactive learning experience” with well-known speakers, dozens of panels and small group interactions, coaching sessions, and an “innovation playground” that showcased the Jewish community’s most advanced education technology and approaches.
Publication Year: 2017    |    Updated in JTEC: February 13, 2017
10   |   From section Formal Education
Jewish Educational Leadership. Winter, 2016 – Teaching the Whole Child
There is no automatic translation of Torah text study from an academic enterprise to a life-guide. I interviewed dozens, if not hundreds of students exiting elementary school all of whom wanted to demonstrate their proficiency in Talmud. They could recite the various opinions of the sages as well as a range of commentaries, but when I asked them to describe what they would do if they found a lost object in the hallway I was met with a glazed stare. That basic translation into real life had simply not been part of the learning. How many students have studied the laws of mourning but have no idea what to say when entering a shiva home? It is these questions that are at the core of this issue of the journal. How can we transform the classroom into a place of discovery that can help ensure that the student is not just covering the material and learning the information but is growing as a person on the path to healthy, Jewish adulthood?
Publication Year: 2016    |    Updated in JTEC: February 16, 2017
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