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What are we doing today?
• Some theory, lots of practical examples• Inspiration & Resources• You will be overwhelmed…Don’t panic!• Classroom Management• Learning Styles and Teaching Modalities• An apology…
Welcome & Introductions
What are you REALLY teaching?
Explicit What youteach
Implicit How youteach
Null What youdon’t teach
Your Curriculum-Given to you by your principal
This workshop isabout the “HOW”
Educational theorist Elliot Eisner suggests that our “curriculum”
should be viewed as having three components.
Explicit CurriculumThis is the “WHAT” of your curriculum.
This is the content of your text books.
It is the subject matter itself.
It is the “observable” things learned fromyour lessons.
It is concrete and specific.
EXPLICIT
Israel
Hebrew
Holidays
Tanack
JewishLaw
SiddurSkills
Etc…
Implicit CurriculumThis is the “HOW” of your curriculum.
How do you arrange the seats?
What messages do you convey by the tone ofspeech you use or the way you arrange thechairs?
Are your lessons lecture style or dialogues?
What are the unspoken things your studentslearn from you?
IMPLICIT
Attitude
Methodology
Impressions
Vibe
Feelings
Personality
Etc.
Null CurriculumThis is what is “NOT” in your curriculum.
Do you use transliteration withoutactual Hebrew letters???
What do the students learn from the elements notin your curriculum?
Hebrew: Conversation or Siddur
Tanack: Is “נך“ missing?
Is your classroom “yours” or are you a guest in apre-school or day school room?
NULL
Missing elements
Subjects nevermentioned
They don’t knowwhat they don’tknow is missing
PHYSICALSOCIOLOGICAL
EMOTIONALENVIRONMENT
Information adapted from Teaching Students Through Their Individual Learning Styles, Dr. Rita S. Dunn & Dr. Kenneth J. Dunn.
Light
Temperature DesignSound
Responsibility
Structure
Persistence
Motivation
Intake
Time
MobilityPerceptual
PeersSelfPairTeamAdultVaried
PEOPLE ARE ABLE TO:(Learning Outcomes)
Watch a Demonstration
·Define·Describe·List·Explain
·Demonstrate·Apply·Practice
90% of what theysay as they do athing
70% of what they sayand write
50% of what they hear andsee
30% of what they see
20% of what they hear
10% of what they read
PEOPLE GENERALLY REMEMBER:
Design / Perform a Presentation—Do the “Real Thing”
Simulate, Model or Experience a Lesson
Design a Collaborative Lesson
Participate in Hands-On Workshop
Attend Exhibit / Sites
Watch Videos
View Images
Hear
Read
·Analyze·Design·Create·Evaluate
Adapted from Wiman & Meirhenry, Educational Media, 1096 on Edgar Dale
Brain Research and Education
The Influence of Dopamine
“Strategies to promoteinput to the prefrontal
cortex overlap with thoseassociated with increased
dopamine levels.”
Information from SHEVET Webinar on Brain Research by Joel Grishaver(www.shevet-jfee.org)
• Making movement part of lessons.
• Reading to students or shared readingby student pairs.
• Creating opportunities for student toexperience satisfaction from incrementalprogress.
• Using humor not sarcasm.
• Structuring positive peer interactions.
• Collaborative group work.
• Providing choices for practice orassessment.
Teacher
Students in rows & desks
Teacher
Teacher
Teacher
Outside on the grassOn the Bima
In the hallwayOn steps or a staircase
In the darkAt your home
Be creative! Use your space.What does your lesson need?
My Guiding PrincipalG
enes
is1:
26
Building A Relationship
• By Dr. RonWolfson
Set the tone with a “brit”(covenant)
Use the “Royal Anachnu” when discussing your class.
Community Building in your Classroom
Setting the stage
• Hand raisers share their answer• Tov Points• Kol HaKavod & a Little Mazel
Check out the DLAM(Don’t Laugh At Me) Curriculum availablefree from: www.operationrespect.org
Respect their time…set the schedule
Do they have the option to say“Lo Todah?”
TO USE THIS CARD YOU MUST:...try the regular lesson for 10minutes, at least....have the teacher approve andmark the card....sit at the “No Thank You” area andwork on an alternative project....not disturb the group in any way....follow all regular class rules.THIS CARD IS NOT VALID INCASE OF SPECIAL EVENTS…Including assemblies, tests,substitute teachers, etc.YOU ARE STILL RESPONSIBLEFOR ALL HOMEWORK!!
VIOLATING ANY OF THESERULES WILL MEAN YOU LOOSETHE CARD and/or DISCIPLINARY
ACTION.
This card entitles bearer to say:To a maximum of 3 lessons. It is subject to the rules on thereverse side of this card.
X______________________________________________I have read the rules & agree to abide by them.
NON TRANSFERABLE NON REPLACEABLE
• MINE • YOURS
Respect their realities:Homework
Value their words with“potent quotables”
Value their input…Bubble Talk & voting paddles
Dry Erase paddles available from OrientalTrading Company $15 for one dozen.
Respect their “shpilkis”
Give them somethingto touch or hold…
•Talking Stick•Talking Ball•Whiteboard
Paddles•Mini-Chalk boards
•Voting Paddles•Comment Cards•Puzzle Pieces•Magnifying Glass
The SETTING for your lesson isimportant…Our Rosh Hodesh ראש חודש Lesson wastaught under the moon!
Stop teaching ABOUT it and startDOING it!
Put in on
“Flash
Cards”
Text Study…actually studyingthe text. No more story telling for
this age group.
Pocket Charts are FUN!(…at any age!)
Ways to enhance discussions…
•Hold a talk show with characters/personalities•Choose a role and discuss from that perspective
•Debate or discuss from behind someone else’s eyes!
Civil LawJewish Law
Societal NormsPersonal OpinionParental OpinionOpinion of Peers
Mitzvah goreret Mitzvahמצוה גוררת מצוה
•Be a an example, a role model ,דוגמה•Positive – “do” things to emulate•Negative- “don’t do” things
•Create opportunities for them to CHOOSE to fulfill a mitzvah
•Happy Hanukkah Tzedakah Cards
•Optional Homework•Trivia Questions•Running Dialogue•Shabbat Friend (see next slide)
CONTENTS OF FRIEND’SSUITCASE:
•Candlesticks & 2 candles•Kiddush Cup & bottle of grape juice•Shabbat Home Observance book•Journal•2-3 Shabbat children’s books•Kippot•CD of Shabbat music
TRADITIONAL MODES OFCOMMUNICATION BETWEEN
SCHOOL AND STUDENT
• Call to parents
• Flyers senthome
• SchoolNewsletters
• Report Cards
• ____________
• ____________
• ____________
• ____________
Who remembers the mimiograph machine?
WAYS TO CONNECT TODAY… • Tweeting• FBing• Instagram• IMing• Texting• Pinning• Blogging• Skyping• Kiking• Podcasting• U-Tube• Rebloggin
g• Tumbling• Facetime• Prezing
How many of these services/apps do YOU use?
Letters:to them and to themselves
Be a ROLE MODEL…a•Use the vocabulary!!!!! Hebrew words are rich in tradition.
•Don’t e-mail your students, FB or Words with Friends onShabbat.
•Observe the rules of “Shmirat HaLashon” (Guarding yourLanguage)
•Don’t embarrass your students in any way.
•Find ways to build them up- Positive Reinforcement
Make ALL of your lesson“hands on” and “experiential”
Don’t reinvent the wheel! Take if from your text book or othercurriculum materials.
Make it bigger! Blow it up! Even great text book needenhancement for a whole class to experience them
together.
ChevrutaStyle
Studying
Costume Bin…all ages love it!
Hats or costumes or just cloth or scarves
Put in on “Flash Cards”
Give them something to look at & touch!
IF G-d wrote the Torah THENthe implications for us …
IF Moses wrote the Torah THENthe implications for us …
IF Redactors wrote the TorahTHEN the implications for us …
IF __?__ wrote the Torah THENthe implications for us …
AdvancedOrganizers
The psychologist David Ausubel distinguished rote learningfrom meaningful learning and suggested that teachers us an“ADVANCED ORGANIZER” to help students connect ideasand concepts. Ausubel proposed that advanced organizerswould help students connect information and concepts and
provide a structure and way for them to link new and previousinformation. Advanced organizers can be verbal or graphic.
Make it visualHow is a Talmud pagelike a facebook page?
Invite commentaries into your lessons!
…trivia games•Board Games•Gigantic versions•“TV” Game Shows•Concentration
•Vary yourlocations andseatingarrangements
•Allow forflexibility
…triviagames
•Board Games•Gigantic versions•“TV” Game Shows•Concentration
What willreinforce YOUR
curriculum?
www.DebiMishael.comPlease feel free to contact me
throughout the year for advice orassistance.
The website contains lots of link towonderful resources and
additional resource I have used.
Thank you for your dedication to Jewish Education!
Bloom’sTaxonomy
Evaluation
Synthesis
arrange, assemble, collect, compose, construct,create, design, develop, formulate, manage, organize,
plan, prepare, propose, set up, write.
analyze, appraise, calculate, categorize, compare, contrast, criticize,differentiate, discriminate, distinguish, examine, experiment, question, test.
apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice,schedule, sketch, solve, use, write.
Application
Analysis
classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review,select, translate,
arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.
Knowledge
Comprehension
appraise,argue, assess,attach, choose
compare, defendestimate, judge, predict,
rate, core, select, support, value,evaluate.
1956 Benjamin Bloom
Use verbs aligned to Bloom'sTaxonomy to create discussionquestions and lesson plans thatensureyour students' thinkingprogresses to higher levels.
