debi mishael, maed. · debi mishael, maed. newcaje 4 dudley, ma july, 2013 av 5773 ב״עשת...

Debi Mishael, MAEd.

NewCAJE 4Dudley, MA

July, 2013Av 5773

תשע״בּבאב

www.debimishael.comdebimishael@gmail.com

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.