Tuesday, Feb. 9, pm Designed & Led by Professional Learning Team Gail Nalven and Ayala Rybak, Lead Teachers Alan Block, Education Director Susan Ticker, LOMED Consultant

learner outcomes measurement for effective educational design

 Welcome  Connection Question  Text Study  Core Conversation  Reflection  Next Steps

 Priority Goal – Tikkun Olam  Memorable Experiences  Whole Person Learning  Cognitive Learning: Knowing  Affective Learning: Believing and Belonging  Authentic Living: Doing

 Teachers will understand the Priority Goal and will be able to explain it to others (parents and children).  Teachers will reflect on their own memorable Jewish experiences and see them as a model of what they could provide for their own learners.  Teachers will be inspired by the Priority Goal.

 [Future Sessions] Teachers will identify one lesson where they can incorporate the concept of tikkun olam into a learning experience.  [Future Sessions] Teachers will develop learner outcomes that include affective realm (KDBB)

Please share your favorite thing to teach and why it is special to you. Helene: Holocaust – increase empathy Aliza: Holocaust – connect with Jewish people; Hebrew; etc. Yona: Hebrew 3 rd Grade; Prayers; Torah stories – cuz I’m good Karen: Holocaust – personal history; Hebrew – aha moment; Art – Hebrew calligraphy to see boys shine Gail: Jewish text – see learner apply it (drama, writing in own words, adapting to show understanding) Alan: sociology – helping kids learn to ask questions: C.Rogers Ayala: Israel to 4 th Grade – helping kids connect in meaningful way; introduce and bring country closer

 Memorable Jewish Learning Experience  Where: Identify the Context  What: Describe the Experience  Why: Explain why it was memorable to you  Gail - learner’s minyan, power of prayer, transformative  Ayala – int’l school for holocaust studies, content learning, wealth of information, thought provoking  Karen – visiting yad vashem, record of family, 1967 expo, powerful imagery  Aliza – receiving ordination, moved by the presence of Reb Zalman  Helene – Hearing Elie Wiesel in college, feeling his words heart and soul, awakening  Alan – trip to Israel, looking upon open view of Jerusalem, feeling a sense of “home”  Susan – Avad group at camp, leading rosh chodesh celebration same day as first walk on the moon, powerful connection

 What are the big ideas that pop out? Are there any themes?

 What does this tell us about the situations that have the greatest impact on our lives and shape who we are as Jews?

 What if education in our congregation purposely set out to create these kinds of experiences with these characteristics?

 How would the results be different? What might be the impact:  On the children?  On their parents?  On our congregation?  On ourselves?

Learners will be on a journey of tikkun olam (mending the world) guided by a Jewish moral compass.

Learners will develop the knowledge, the sense of belonging, the values/beliefs and skills and habits to contribute to tikkun olam (mending the world.)

Commentary: Jewish tradition serves as a guide to understanding issues of social justice and social action and chesed by working on these issues. Learners who achieve this priority goal engage in tikkun olam (world repair) through learning value concepts and their connection to mitzvot by studying Jewish sources, acting and reflecting.

 Topic: Bread of Affliction – Ha Lachma Anya  You Tube Video  Powerful Learning Plan

 What stands out for you? School should be more like camp Power of experiential learning over formal Value of lifelong learning Enjoyed the chance to share with colleagues Frontal approach crowds out powerful learning

 What’s next?Faculty Learning March 16 with Hazon April 13 May 11 Teaching with Tikkun Olam in mind