Some of the most exciting developments on today’s Jewish landscape come from the “innovation sector,” which encourages people to take an idea and run with it. Bernstein applies its principles for Jewish education.
HAYIDION The Prizmah Journal
Dream big! Sample a mix of current programs and blueprints for new initiatives, all dreamed up to be “game-changers” that can reconfigure day school education and possibly exponentially increase the impact of day schools on students and the Jewish community.
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Our schools look for the right balance as we educate students to be both good Jews and good citizens. Jacobs argues that we should take the latter just as seriously as the former; he sketches out a curriculum to accomplish that.
This article and the next two advocate for day schools to provide programming beyond their core consituency. Fuchs and Libenson say it’s time for day schools to step in where synagogues have largely failed: supplemental education.
Building upon the innovations of the Mozilla Foundation, Blattner demonstrates how schools can employ digital badges to accomplish a host of pedagogical aims, including motivation, assessment, curricular planning, problem solving, blended learning and more.
As a director of the prestigious Bronfman fellowships, Voorwinde believes that some of the most powerful learning happens when day school teens encounter their Jewish peers from other schools—for their mutual growth.
Nash describes the highly ambitious project that her school undertook to provide a variety of Jewish family programming and education for underserved Jews in their catchment area.
Especially in smaller communities, community day schools often have complicated relations with the local Orthodox population, which usually sends children to day schools but can be demanding about the Jewish content. Here’s one model to make that relationship succeed.
For parents fully to buy into day school education and serve as ambassadors for it, they need to understand it and value it for themselves. Bamberger provides one model of a program that gives adults the joy of shared Jewish learning.
In the Jewish world, the term “pluralism” tends to be thought of primarily in denominational terms. Lipsky urges schools to recognize other forms of difference and empower students to own and explore them.
”Hands-on” is not a classical description of Jewish pedagogy, yet it is increasingly valued today in all educational settings. Kasper ups the ante, envisioning a school that is intensely hands-on and Jewish at once.
”Child-centered education” sounds great on paper but is not easy to put into practice. Here’s a description of how one recognized practioner school goes about it.
Mazal tov to these newly appointed heads: Susan Siegel, B’nai Shalom Day School, Greensboro, NC; Sharon Pollin, Community Day School, Metairie, LA; Adam Tilove, Jewish Community Day School of Rhode Island, Providence; Dr. Daniel Goldberg, Paul Penna Downtown Jewish Day School, Toronto; Lee Buckman,TanenbaumCHAT, Toronto; Jeff Davis, Tarbut V’Torah, Irvine, CA.
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