Learning about Learning

Jack, Joseph and Morton Mandel Center for Studies in Jewish Education, Brandeis University

Tag: teacher learning (page 1 of 3)

Talking about Race in Jewish Day Schools

Due to a last-minute conflict, Yavilah McCoy of Dimensions Educational Consulting was unable to attend the recent Mandel Center conference, Inside Jewish Day Schools. Instead, she graciously pre-recorded this stirring framing statement for our panel entitled  “Embracing Diversity, Teaching Equity: Race and Ethnicity in Jewish Day Schools,” providing a context and a rationale for centering race and ethnicity in our conversations about teaching and learning and school culture in yeshivas and Jewish day schools.

 

 

 

The Impact of a Conference

by Elliott Rabin

IJDS Conference | April 30, 2018

Last week, I had the luxury and privilege of spending a couple of days with some 70 educators, administrators and professors at a remarkable conference on Jewish day school education, Inside Jewish Day Schools, hosted by the Mandel Center at Brandeis. Many things about the conference felt fresh, even pathbreaking to me. The focus entirely on day schools, within an academic setting. Attention paid to challenging subjects from contemporary society that rarely get addressed in the day school context: race, gender/sexuality, class. A screening of excerpts from the movie Race to Nowhere, with frequent interruptions in which we grappled with questions about homework. The framing notion of the “grammar of day schools,” component features that are accepted as a given. Addressing some of the big, catbird-seat questions about Jewish studies.

. . . the barrier between “academics” and “practitioners” of Jewish education appeared, for two days, entirely permeable . . .

But what struck me as most special and unusual about the conference was that the barrier between “academics” and “practitioners” of Jewish education appeared, for two days, entirely permeable. This conference was set in a magical kingdom where Continue reading

Continued Reflections from IJDS Conference: Creative Tensions Around Pluralism

by Rabbi Judd Kruger Levingston, Ph.D.

“Rabbi Lev, how come we have to go to Shaharit services?  It’s a pluralistic day school!”
“Rabbi Lev, why can girls wear leggings, but the boys have to wear khakis?  It’s a pluralistic school!”
“Why do boys have to wear a kippa in Jewish studies classes?  Can’t it be optional?  Isn’t this a pluralistic school?”
“Shouldn’t we be hearing more from the pro-Israel community?”
“Why don’t we hear more from the left?”

Attending this conference, Inside Jewish Day Schools, brought a welcome immersion in Jewish day school dilemmas, tensions, successes, and questions, some of which greet me every morning when I walk into my classroom.  Participants came to the conference from universities, professional training programs, and from classrooms and administrative wings of Jewish day schools throughout the country. Each session provided opportunities to hear about research and practice; to question whose voices are loudest; and to consider whose voices from among our many stakeholders might go unheard and stay silent at any given moment.

As the Director of Jewish Studies at Jack M. Barrack Hebrew Academy in the Philadelphia area, I oversee the Jewish studies curriculum and Jewish life at our 6th-12th grade pluralistic school, and each day brings questions that call us to take seriously our commitment to pluralism:

Should we emphasize depth or breadth?

Should we continue to emphasize the teaching of Jewish texts in the original Hebrew or should we provide more materials in translation?

When our students say that they love our school because it feels like camp, should we take them seriously and loosen up a little?

Alternatively, when our teachers say that they wish our Jewish studies classes were more like AP Chem, because then our students will take our classes more seriously, should we take them seriously and toughen up a little?

A single conference can’t answer every question, but it certainly validated that my colleagues and I at Barrack Hebrew Academy are not at all alone in wrestling with these questions.

Continue reading

Inside Jewish Day Schools: Initial Reflections from Conference Participants

Jon A. Levisohn

At the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education at Brandeis, we’re used to hosting conferences of various sizes. At least once a year and usually more often, we bring together groups of scholars, practitioners, and other stakeholders to share ideas and learn from one another. But each time, those first moments catch me off guard. After all the planning, all the coordinating and communicating, all the preparation, people show up on campus and this thing—which had been abstract and conceptual—emerges into a concrete existence. It’s kind of miraculous.

Our conference this year, chaired by my colleague Jonathan Krasner and me, focused on Jewish day schools. But more specifically, we wanted to draw attention to questions of teaching and learning. Hence our title: “Inside Jewish Day Schools.” Some of our plenary sessions explored questions of race and ethnicity, class and economic justice, and gender and sexuality. Other sessions focused on pluralism, teacher preparation, and teachers’ conceptions of purposes, as well as on the teaching and learning of classical Jewish texts, Hebrew language, and Israel.

In the coming days, we will share some reflections from conference participants, cross-posted with our colleagues at Prizmah. Today, we offer two: one from Dr. Sarah Levy, Director of Jewish Life and Learning at Denver Jewish Day School, and a second from Rav-Hazzan Dr. Scott Sokol, Head of School at MetroWest Jewish Day School in Framingham, MA.

. . . these sessions focused on some of the biggest challenges in American education today and highlighted that day schools, while unique in the educational landscape, are not unique in other ways . . .

Sarah wrote:

After the first roundtable, a session called “Embracing Diversity, Teaching Equity: Race and Ethnicity in Jewish Day School” … it seemed as if we were left with lots of questions and no answers. And that was the theme of the afternoon as a session about gender and sexuality was followed by a session about privilege and class, and a session about the emotional climates in Jewish day schools ended the day. During each session, the conversation focused on challenges that are prevalent in Jewish day schools, but not the kinds of challenges that are usually the focus of day school conferences. We didn’t focus on the questions that tend to occupy our daily thoughts in the world of practice such as meeting our fundraising goals, lowering attrition, raising the bar for academic excellence and supporting our teachers in 21st century methodologies.

Rather these sessions focused on some of the biggest challenges in American education today and highlighted that day schools, while unique in the educational landscape, are not unique in other ways, and these are all topics that need to be addressed in our schools. Equity in education is something to discuss, even amongst our population, as race and ethnicity impact our students both inside and outside of our buildings. Questions about gender and sexuality concern our students, not in spite of the fact that they are Jewish, but sometimes even more so because they attend Jewish day school. Economic and class distinctions impact the nature of our schools and who attends our schools. Sure, we’re not driven by standardized testing in the same way as public schools, but the pressure to succeed is just as high, if not higher.

Instead of going to bed depressed, however, Continue reading

Helping Early Childhood Educators Become Teachers of Rabbinics

By Elliot Goldberg

Are we doing all that we can to support the development of early childhood educators as teachers of the Jewish tradition? Previously, I’ve argued that the learning of rabbinics begins in Jewish early childhood education settings. Awareness of the place of rabbinics in the curriculum gives us an important new perspective about the education of our youngest learners. Strengthening our schools’ ability to use the rabbinic canon to deliver a strong Jewish experience requires additional steps.

I recently spent two days with the faculty of an early childhood center (ECC) embedded in a Jewish day school, as a part of the Legacy Heritage Instructional Leadership Institute of the Davidson Graduate School of Jewish Education at the Jewish Theological Seminary. The visit was part of a two-year initiative to strengthen the teaching and learning of rabbinics in the school.  A portion of the visit focused on developing an approach for incorporating the learning of Mishnah Bava Kamma, chapter 3, which deals with an individual’s responsibility for damages caused by personal property in the public domain, into the students’ school experience.

As we studied together, the ECC faculty made connections between the Mishnah and themes that are a part of school life at the start of the school year, especially teaching values and routines about cleaning up at the end of an activity and putting away personal property. It was striking how many examples of case law from the Mishnah resonated with situations that arise in a school’s hallways and classrooms. Our conversation about the various pathways we could use to bring the rabbinic material that we had studied into the classroom (a topic about which I hope to share more in the future) generated excitement and enthusiasm.

As we worked, a teacher raised her hand and asked a wonderful and challenging question, “How will we find texts as we explore other topics later, when there is no one here to provide them for us?” Continue reading

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