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KTI Faculty LOMED Professional Learning

KTI Faculty LOMED Professional Learning. Tuesday, Feb. 9, 2010 6 - 8 pm. Designed & Led by Professional Learning Team Gail Nalven and Ayala Rybak, Lead Teachers Alan Block, Education Director Susan Ticker, LOMED Consultant. Lomed.

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KTI Faculty LOMED Professional Learning

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  1. KTI Faculty LOMED Professional Learning Tuesday, Feb. 9, 2010 6 - 8 pm Designed & Led by Professional Learning Team Gail Nalven and Ayala Rybak, Lead Teachers Alan Block, Education Director Susan Ticker, LOMED Consultant

  2. Lomed learner outcomes measurement for effective educational design

  3. overview • Welcome • Connection Question • Text Study • Core Conversation • Reflection • Next Steps

  4. Big ideas • Priority Goal – Tikkun Olam • Memorable Experiences • Whole Person Learning • Cognitive Learning: Knowing • Affective Learning: Believing and Belonging • Authentic Living: Doing

  5. Learner outcomes for today • 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.

  6. Learner outcomes for future • [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)

  7. Connection question 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 3rd 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 4th Grade – helping kids connect in meaningful way; introduce and bring country closer

  8. Text study

  9. Core conversation • 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 yadvashem, record of family, 1967 expo, powerful imagery • Aliza – receiving ordination, moved by the presence of RebZalman • 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 roshchodesh celebration same day as first walk on the moon, powerful connection

  10. Memorable jewish learning experience • What are the big ideas that pop out? Are there any themes?

  11. Memorable jewish learning experience • 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?

  12. Memorable jewish learning experience • What if education in our congregation purposely set out to create these kinds of experiences with these characteristics?

  13. Memorable jewish learning experience • 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?

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

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

  16. Priority goal commentary 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.

  17. Text study

  18. Text study

  19. TikkunOlam lesson • Topic: Bread of Affliction – Ha Lachma Anya • You Tube Video • Powerful Learning Plan

  20. Reflection & Next steps • 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

  21. Next steps • What’s next? Faculty Learning March 16 with Hazon April 13 May 11 Teaching with Tikkun Olam in mind

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