Jewish Education Around the World
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A Twitter Chat as an Assessment Tool - Guest blog by Tikvah Wiener - Jewish Interactive

A Twitter Chat as an Assessment Tool - Guest blog by Tikvah Wiener - Jewish Interactive | Jewish Education Around the World | Scoop.it
Tikvah Wiener describes using Twitter Chat as an assessment tool for her Honors Sophomore classes, her assessment rubric and the class experience.
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Jewish Education Around the World
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Massive section of Western Wall and Roman theater uncovered after 1,700 years

Massive section of Western Wall and Roman theater uncovered after 1,700 years | Jewish Education Around the World | Scoop.it
Sought for 150 years, the remarkable discovery of the small theater changes archaeologists' perceptions of Roman-conquered Jerusalem after the fall of the Second Temple
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Reflecting on Israel during the High Holidays – Jeducation World

Reflecting on Israel during the High Holidays – Jeducation World | Jewish Education Around the World | Scoop.it
The Jewish Education Project has taken an inward look as well. We’ve concluded that one step forward is embracing the belief that learning about Israel, with all its complexities, is essential for all Jews.

We are proud and excited to share that we will be giving Israel a more prominent spot in all areas of our work. In the spirit of our current holiday preparation, I propose a hybrid exercise for our colleagues in the field, an Israel Education Heshbon HaNefesh. I offer a few suggestions to face the challenge of improving our practices this coming year.
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How to Spot Fake Photos on the Web

How to Spot Fake Photos on the Web | Jewish Education Around the World | Scoop.it
Take a moment before you reshare that hilarious or terrifying image on your favorite social media channel of choice—is it, in fact, as authentic as it first appears? From political scenes to shark invasions, the web is rife with fake photos thanks to easy-to-use image editing tools and gullible viewers. Here’s how to make sure you don’t get caught out.
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Photographers Janet Russek and David Scheinbaum Document What Remains of the Jewish Lower East Side

Photographers Janet Russek and David Scheinbaum Document What Remains of the Jewish Lower East Side | Jewish Education Around the World | Scoop.it
Photographers Janet Russek and David Scheinbaum document what remains of the old Jewish neighborhood
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Top 22 Google Apps for Teachers Using Android

Top 22 Google Apps for Teachers Using Android | Jewish Education Around the World | Scoop.it
Free resource of educational web tools, 21st century skills, tips and tutorials on how teachers and students integrate technology into education

Via WebTeachers
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How can New Google Slides features be used in your school? by Jeffrey Bradbury

How can New Google Slides features be used in your school? by Jeffrey Bradbury | Jewish Education Around the World | Scoop.it
By Jeffrey Bradbury

Via Tom D'Amico (@TDOttawa)
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MOFET JTEC - Shofarot Israel – The Story of the Shofar

The Shofarot Israel tells the story of fifteen generations (7 centuries) of a proud family tradition of creating shofars for use in synagogues around the world. The website includes the history of shofarot in Tanach and Jewish history up to modern times, videos on the process of creating a shofar, history of the family that has been doing this for hundreds of years. The site is in English and Hebrew.
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MOFET JTEC - Testing the Waters: New Summer Teen Experiences

MOFET JTEC - Testing the Waters: New Summer Teen Experiences | Jewish Education Around the World | Scoop.it
There was something fishy about the Sci-Tech Israel program. Just ask Robert, a rising junior at a Westchester high school, who joined 28 other teens from the New York area and around the country for three weeks on this Israel adventure. The teens met Israeli science and technology experts while exploring the country from Sinai to Eilat and celebrating Shabbat. The teens also learned about marine biology and ecosystems when they visited the National Institute of Oceanography in Haifa on the coast of the Mediterranean.

But the interactive learning went far beyond the sea. The group met with a start-up in Jerusalem that is developing artificial vision into assistive technology for blind people. They got an up-close look at the chemistry behind ice cream when they visited an ice cream factory in the Galilee. And they learned how to measure ancient artifacts during an archeological dig outside of Jerusalem.
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MOFET JTEC - Online Courses Offered by Gratz Advance’s NEXT Program – Fall 2017

MOFET JTEC - Online Courses Offered by Gratz Advance’s NEXT Program – Fall 2017 | Jewish Education Around the World | Scoop.it
What’s NEXT in online professional development? Here are Gratz College’s NEXT program’s offerings for this fall! Supplementary school programs must hire teachers with a complex patchwork of backgrounds and skills while living with budgets that lack healthy line items for professional development for those teachers. The challenge is how to provide the range – and depth –of learning needed to efficiently enhance our teachers’ knowledge and skills. NEXT addresses the disparate levels of experience in Jewish knowledge and educational pedagogy.
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MOFET JTEC - This Jewish Day School Built an R&D Lab

MOFET JTEC - This Jewish Day School Built an R&D Lab | Jewish Education Around the World | Scoop.it
Eliezer Jones, the new head of school at Akiba-Schechter Jewish Day School in Chicago, believes that education needs to evolve to accommodate those changes. “In general,” he said, “educators need to teach skills to children so they will be more flexible when they leave school. They’re living in a global world. Kids are connected everywhere. They need the skills to navigate that.”

He began doing some research and discovered the book “R&D Your School: How to Start, Grow, and Sustain Your School’s Innovation Engine”.
It was based on methods that co-author Shabbi Luthra had developed at the American School of Bombay. Jones contacted Luthra and asked for her advice. Then, with the help of a grant from the Jewish Education Innovation Challenge, he brought her to Chicago to train a group of teachers at Akiba-Schechter.
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MOFET JTEC - Independent Afterschool Jewish Education Programs and Their Relationships with Congregational Supplementary Schools

MOFET JTEC - Independent Afterschool Jewish Education Programs and Their Relationships with Congregational Supplementary Schools | Jewish Education Around the World | Scoop.it
In recent years the Jewish community has witnessed a growth in the development of Jewish afterschool programs that provide childcare as well as Jewish educational programming to elementary age children. This possible trend may represent a diversification of options for families seeking to provide Jewish education and Jewish experiences for their children. Through a close examination of three afterschool programs and neighboring congregations, this article will consider whether these new start-up educational institutions threaten or complement the existing Jewish educational structures such as the congregational supplementary school and whether or not there are opportunities for congregational schools and afterschool programs to partner in serving families and what might those partnerships look like.
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MOFET JTEC - Assisting Struggling Teachers Effectively

MOFET JTEC - Assisting Struggling Teachers Effectively | Jewish Education Around the World | Scoop.it

In this research, we examine strategies school principals have used to assist struggling teachers. In an open-ended questionnaire designed for this study, we asked 219 school principals to describe a successful intervention they held. The results show that principals prefer supportive assistance to organizational changes (such as moving the teacher to another class). They rarely used confrontational approaches.

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MOFET JTEC - Jonathan Mirvis, It’s Our Challenge: A Social Entrepreneurship Approach to Jewish Education: Book Review

To survive we must adapt and change. We must disrupt, iterate, and take risks. This is the bold challenge posed by Dr. Jonathan Mirvis in his new book, It’s Our Challenge: A Social Entrepreneurship Approach to Jewish Education. As someone who has worked side by side with Jewish social entrepreneurs for the past two decades, I could not agree more.
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The Individuality of being Connected to Israel

The Individuality of being Connected to Israel | Jewish Education Around the World | Scoop.it
I was struck with these crucial ideas when reading the latest in the offerings of suggestions for how best to impart effective Israel Education. Alex Sinclair in his thoughtful piece “Toward an Israel Education of Direction, not Connection” suggests that we need to focus less on “Connecting” people to Israel and more on directing them on responding. I could not disagree more! Our approaches and pedagogies for Israel education must be firmly rooted within the methodologies employed for Jewish education. More specifically they must be in congruence with how we understand ourselves as Jews. We as a People are connected! This connection does not and cannot imply that we lose our ability to disagree or critique, on the contrary it is this very connection that enables frank and candid conversations. That is the nature of a relationship. Conceding this connection will only further encourage the ineffectual us and them discourse.
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Finding the Value in Jewish Heritage Tourism in Poland

Finding the Value in Jewish Heritage Tourism in Poland | Jewish Education Around the World | Scoop.it
This particular tour – made up of Jewish and non-Jewish students – was the first in a series of five coordinated by Stanford Hillel in conjunction with Taube Jewish Heritage Tours. Their program – which divided its time between Warsaw and Krakow along with a day-trip to Auschwitz and another to the birthplace of Pope John Paul II – was based on past itineraries used by POLAND/POLIN Study Tours and previous Taube Jewish Heritage tours created for Hillels such as those at Johns Hopkins, Northwestern, and Michigan.
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Opinion | Mayim Bialik: Being a Feminist in Harvey Weinstein’s World

Opinion | Mayim Bialik: Being a Feminist in Harvey Weinstein’s World | Jewish Education Around the World | Scoop.it
I have always had an uncomfortable relationship with being employed in an industry built on the objectification of women.
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השפה העברית - כיצד לנקד בחלונות 10

השפה העברית - כיצד לנקד בחלונות 10 | Jewish Education Around the World | Scoop.it

במערכות ההפעלה חלונות 8 ו-10 (Microsoft Windows) הוגדרו מחדש מקשי הניקוד. הגדרה זו פשוטה ואינטואיטיבית יותר מ◄השיטה הקודמת, ומומלץ לנסות אותה על פי ההסבר שלהלן. ניתן בכל עת לחזור לשיטה הקודמת על ידי בחירה במקלדת עברית בתפריט "הגדרות שפה ומקלדת" (בלוח הבקרה).
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Study Looks At How Fake News Thrives On Social Media

Study Looks At How Fake News Thrives On Social Media | Jewish Education Around the World | Scoop.it
A new study by Columbia University shows people tend to question news less when they see themselves in a public group compared to how often they fact-check information while alone, a trend which may explain how fake news spreads on social media.
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Top 200 Tools for Learning 2017

Top 200 Tools for Learning 2017 | Jewish Education Around the World | Scoop.it

Via Ana Cristina Pratas
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Rebecca Scriven's curator insight, October 3, 8:58 PM
This list is great for finding out what's new on the tools scene.
 
Willem Kuypers's curator insight, October 8, 6:31 AM
Une belle liste d'outils.
Antònia Munar Gomila's curator insight, October 10, 2:28 AM
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MOFET JTEC - What Does It Take to Engage Our Students?

MOFET JTEC - What Does It Take to Engage Our Students? | Jewish Education Around the World | Scoop.it
Studies suggest that even when students have above-average intelligence and come from families of high socioeconomic status, they will experience increased anxiety and anger and decreased academic achievement when they feel disengaged from learning. All the more astonishing is that engagement in learning is on the steady decline from entry into kindergarten and through high school, with children sometimes showing signs of disengagement as early as first grade. How do we take this ivory tower research and make sense of it within our Jewish educational system? How can we provide a Jewish education that fosters engagement, enthusiasm, psychological investment, rather than compliance – or even worse – rejection?
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MOFET JTEC - Jewish Educational Leadership. Fall, 2017 – Tefillah

MOFET JTEC - Jewish Educational Leadership. Fall, 2017 – Tefillah | Jewish Education Around the World | Scoop.it
Many of the articles in this issue struggle with the same question, often using the popularized terminology of keva vs kavvanah. Hillel Broder, Phil Keisman, Seth Korelitz, Susan Marx, Peter Stein, and Ariel Wolgel all discuss approaches they have taken to inject meaning-making into tefillah. Ziva Hassenfeld, Russel Jay Hendel, Saul Kaiserman, and Joshua Ladon focus on tefillah literacy, each from their own unique perspective, while Chaim Feuerman describes an attempt to make tefillah dignified. Daniel Rose surveys a range of different types of schools to explore what might be appropriate in different communities and age groups. Lisa Exler and Sharon Freundel describe school-wide approaches designed to address issues of tefillah literacy alongside meaningful tefillah experiences.
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MOFET JTEC - Praying to the Wrong God? An Old/New Approach to Tefillah Education

MOFET JTEC - Praying to the Wrong God? An Old/New Approach to Tefillah Education | Jewish Education Around the World | Scoop.it
Our ability to speak to God, beseech God and appeal to Him to change reality stems from our individual and communal covenantal relationships with God. While we cannot know God, we can perceive, define and refine our relationship with God. Reality changes, and with it our relationship with God and our understanding of Him also changes. That is not a flaw, it is a feature.

We must teach our students to speak with God, using metaphor, covenant, Jewish history and peoplehood. Missing these, a critical ingredient in how our students approach tefillah will be lacking, and no matter how much we try, our schools will fall short.
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MOFET JTEC - Request for Proposals – Bringing Ayeka Soulful Education to Jewish Day Schools

MOFET JTEC - Request for Proposals – Bringing Ayeka Soulful Education to Jewish Day Schools | Jewish Education Around the World | Scoop.it
The AVI CHAI, Kohelet, and Mayberg Foundations are excited to announce their sponsorship of a 2-year partnership with Ayeka and four select Jewish day schools, beginning January, 2018. The purpose of this RFP is to solicit requests from Jewish day school leadership who are interested in transforming their school’s Judaic Studies faculty through Soulful Education training by Ayeka professional staff.
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MOFET JTEC - Networked but No System: Educational Innovation among Bay Area Jewish Organizations

MOFET JTEC - Networked but No System: Educational Innovation among Bay Area Jewish Organizations | Jewish Education Around the World | Scoop.it
A widely read article from this journal explores innovative Jewish educational programs, initiatives, and organizations, arguing that these share a commitment to being “learner-centered” and recommending that a system be created to foster collaboration among them (Woocher, 2012). Using five San Francisco Bay Area-based organizations—BimBam, Kevah, Sefaria, Urban Adamah, and Wilderness Torah—I test these ideas, finding that some elements of innovation are accurately described. However, some organizations utilize an educational focus beyond Jewish community that demands deeper exploration. And while these organizations share networks, there is little evidence of the creation of a larger Jewish educational system.
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MOFET JTEC - Theories of Transformative Learning in Jewish Education: Three Cases

MOFET JTEC - Theories of Transformative Learning in Jewish Education: Three Cases | Jewish Education Around the World | Scoop.it
In order to understand this phenomenon—not the phenomenon of the use of the language of transformation, per se, but the phenomenon of aspirational Jewish educational programs—this article develops three case studies (Encounter, the Bronfman Fellowship, and the Wexner Heritage Program). What emerges from these cases is a set of models or theories of transformative change: the Maimonides model, learning a habit such that, over time, habit becomes character; the paradise-and-exile model, becoming a seeker after an ideal that one has glimpsed; and the outsider-to-insider model, moving from a sense of fraudulence to a sense of confidence within a particular domain.
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