The Passover Holiday
Recently, I read an article about Pesach and it's role in the development of Jewish Identify across the age range. Over the years I have read many articles, blogs, books, chapters on Jewish identity development and in particular the role that Jewish holidays play with regard to Jewish identity, but this article was unique. It mentioned that Pessach seems to be the one holiday that everyone - or almost everyone - regardless of their commitment to Judaism - remembers with fondness.
So why is it that the Passover seder has left such an important imprint in people's memories? I would like to suggest that there are a few reasons. First, the passover seder represents learning at its best - experiential. We don't learn about the holiday - we experience the holiday, and we re-live our history for a few hours each year. Second, is related to the wisdom of Judaism. The ritualistic nature of the evening brings comfort to adults and children. You know what to expect each year, and the pattern of the holiday brings a sense of calm and comfort. Finally, while most shabbat and holiday dinners seem to end almost as soon as they start - the pesach seder does not. You know that the meal will last - a few hours - and interpersed with the reading of the haggadah are discussions, jokes and memorable conversations. It is often the one time of year where family comes together - and that also brings a sense of security and enjoyment.
Chag Sameach - and continue building joyous memories.
Monday, March 25, 2013
Friday, September 28, 2012
Fullum, a renown leader in educational change, speaks of what he refers to as key drivers of school change. These key drivers allow for the implementation of educational initiatives that are meaningful, substantive and can be sustained over time.
Technology has significant prominence in our schools because any school that doesn't is not keeping up with the world in which we live. Yet, it is insufficient to see technology as the driver of change because it is ineffective as such. Technology for the sake of technology leads to sporadic, simplistic and disconnected use of a tool that should be seen as inherent to a school's educational program. Fullum has articulated technology as an ineffective driver of change with the flip side being pedagogy through technology as a far more effective driver. Schools need to examine their pedagogical vision and philosophy as well as the competencies that they want to impart; Technology as seen through the lens of solid pedagogy becomes a vital part of students' educational experience. Schools that adopt this view use technology as an tool for teaching, learning and communicating. We don't need to find ways to keep technology out of the classroom as is the case in many schools eg. cell phones, but rather bring technology into the class because it enhances our ability to teach, learn and communicate.
Technology has significant prominence in our schools because any school that doesn't is not keeping up with the world in which we live. Yet, it is insufficient to see technology as the driver of change because it is ineffective as such. Technology for the sake of technology leads to sporadic, simplistic and disconnected use of a tool that should be seen as inherent to a school's educational program. Fullum has articulated technology as an ineffective driver of change with the flip side being pedagogy through technology as a far more effective driver. Schools need to examine their pedagogical vision and philosophy as well as the competencies that they want to impart; Technology as seen through the lens of solid pedagogy becomes a vital part of students' educational experience. Schools that adopt this view use technology as an tool for teaching, learning and communicating. We don't need to find ways to keep technology out of the classroom as is the case in many schools eg. cell phones, but rather bring technology into the class because it enhances our ability to teach, learn and communicate.
Friday, May 4, 2012
Jim Collins new book titled "Great by Choice" identifies the factors that enabled companies to survive - and exceed the competition 10x over despite living through times of great uncertainty and unstable environments. The leaders of these 10x companies, or the 10xers as they are termed by Collins, are not more creative, greater risk takers, more visionary, more ambitious or more charismatic than the non 10xers.
So what are these factors that enable certain leaders to not only survive but thrive in difficult times?
1.These leaders take full control over the situation at hand - not blaming the situation or difficulty on anyone else or attributing the challenge to external forces.
2. These leaders have fanatic discipline Collins termed the 20 mile march. They are in it for the long haul; identifying clear performance markers and reaching them each time. The most difficult part of this, and the part that 10xers do so successfully is work very hard to maintain the performance goals in difficult times and holding back in good times. The 20 mile march is used as an analogy because of the importance of maintaining consistency. If the goal is to walk 20 miles a day, it is critical to maintain the goal even when the weather is making it near impossible. When the weather is great and energy is plentiful, it is equally important to maintain the goal and resist the urge to exceed the goal.
3.The next area of strenghth that the 10xers possess is their ability to use empirical creativity. Rather than big leap innovations they test the waters through firing bullets and if the bullets prove successful then they fire cannonballs, and all is based on empirical evidence. The bullet is low cost and low risk which enables the leader to learn about the potential of the innovation without much lost in the process but with the potential for gain. The cannonballs that are fired are calibrated - based on empirical validation.
4. Productive paranoia is the next effective characteristic found in 10xers. An example was provided of two mountain climbers who led groups up Mt Everest; one group survived and the other didn't. The group that survived the expeditition planned very carefully and with paranoia for anything that could possibly go wrong. They were overly cautious, carried extra cannisters of oxygen and paid very careful attention to the impending weather conditions. Collins termed this - staying away from the death line. Effective companies build reserves and buffers (extra oxygen), stay away from potential danger and remain hypervigilant to changing conditions.
Collins closes by explaining the importance of maintainng the SMaC princple - specific, methodical and consistent. The success formula is that the operating practices in the organization are concrete with clear guidelines of what to do and what not to do - actions are based on empirical data and methodological practices and these practices remain consistent over time.
There are many interesting analogies that can be made between the factors identified in the success of businesses and these same factors as it applies to effective schooling. We are certainly living through challenging times in the world of Jewish education. Challenges are many and competition is often fierce. How could we look at the challenges and be aware of them yet maintain control over our own destiny?
How could we identify optimistic and measurable performance goals and use the discipline to maintain those goals in difficult times as well as in good times? We might think that exceeding goals is a positive trait yet it could be problematic if we don't have the resources to support them.
How could we continue to use empirical data to goven our actions - and then shoot bullets to test the waters? If the bullets prove successful, then we can move on to callibrated cannonballs.
How could we maintain a level of paranoia - plan for the best but ensure we are ready for the worst? What is the day school's oxygen cannister that we can keep in stock as our buffer?
So what are these factors that enable certain leaders to not only survive but thrive in difficult times?
1.These leaders take full control over the situation at hand - not blaming the situation or difficulty on anyone else or attributing the challenge to external forces.
2. These leaders have fanatic discipline Collins termed the 20 mile march. They are in it for the long haul; identifying clear performance markers and reaching them each time. The most difficult part of this, and the part that 10xers do so successfully is work very hard to maintain the performance goals in difficult times and holding back in good times. The 20 mile march is used as an analogy because of the importance of maintaining consistency. If the goal is to walk 20 miles a day, it is critical to maintain the goal even when the weather is making it near impossible. When the weather is great and energy is plentiful, it is equally important to maintain the goal and resist the urge to exceed the goal.
3.The next area of strenghth that the 10xers possess is their ability to use empirical creativity. Rather than big leap innovations they test the waters through firing bullets and if the bullets prove successful then they fire cannonballs, and all is based on empirical evidence. The bullet is low cost and low risk which enables the leader to learn about the potential of the innovation without much lost in the process but with the potential for gain. The cannonballs that are fired are calibrated - based on empirical validation.
4. Productive paranoia is the next effective characteristic found in 10xers. An example was provided of two mountain climbers who led groups up Mt Everest; one group survived and the other didn't. The group that survived the expeditition planned very carefully and with paranoia for anything that could possibly go wrong. They were overly cautious, carried extra cannisters of oxygen and paid very careful attention to the impending weather conditions. Collins termed this - staying away from the death line. Effective companies build reserves and buffers (extra oxygen), stay away from potential danger and remain hypervigilant to changing conditions.
Collins closes by explaining the importance of maintainng the SMaC princple - specific, methodical and consistent. The success formula is that the operating practices in the organization are concrete with clear guidelines of what to do and what not to do - actions are based on empirical data and methodological practices and these practices remain consistent over time.
There are many interesting analogies that can be made between the factors identified in the success of businesses and these same factors as it applies to effective schooling. We are certainly living through challenging times in the world of Jewish education. Challenges are many and competition is often fierce. How could we look at the challenges and be aware of them yet maintain control over our own destiny?
How could we identify optimistic and measurable performance goals and use the discipline to maintain those goals in difficult times as well as in good times? We might think that exceeding goals is a positive trait yet it could be problematic if we don't have the resources to support them.
How could we continue to use empirical data to goven our actions - and then shoot bullets to test the waters? If the bullets prove successful, then we can move on to callibrated cannonballs.
How could we maintain a level of paranoia - plan for the best but ensure we are ready for the worst? What is the day school's oxygen cannister that we can keep in stock as our buffer?
Friday, November 11, 2011
21st Century Learning
I am going to be writing about 21st century learning and how we can create schools that truly prepare students for the future. The task often seems insurmountable and therefore needs to be broken down into manageable steps; a road map or blueprint as a guide to teachers.
In curriculum 21 Heide Hayes Jacobs speaks about the essentials of 21st century learning. Despite the complexity of the paradigm shift, she suggests beginning with one aspect; assessment. It has often been said that assessment drives instruction and as such, if teachers are encouraged to make changes to assessment, it is highly likely that instruction will be altered as a result. In order for students to successfully accomplish the assessment requirement, the learning will need to look different.
As teachers attempt to create assessment tasks that are more authentic, it is easiest to think of assessment requirements in terms of asking students to take on a role; a role that is related to the discipline that is being studied and calls on the child to create something, that a professional related to that discipline would create. For example, in English Language Arts we could ask students to take on the role of journalist, or book reviewer, or editor, or debater, or conference presenter....... In a biology class we could ask students to take on the role of genetist, or medical doctor or nutritionist or....... Students are called upon to create products of value that model what "real people" do.
Teachers could begin by altering one assessment as a start; upgrade one assessment per semester. Students in a grade 11 English class could develop a screenplay instead of a short story. Students in grade four could develop a webquest about a visit to a foreign country. Students could create podcasts to show their new learning.
This could be the most manageable way to gradually move into 21st century learning.
More to come.....
In curriculum 21 Heide Hayes Jacobs speaks about the essentials of 21st century learning. Despite the complexity of the paradigm shift, she suggests beginning with one aspect; assessment. It has often been said that assessment drives instruction and as such, if teachers are encouraged to make changes to assessment, it is highly likely that instruction will be altered as a result. In order for students to successfully accomplish the assessment requirement, the learning will need to look different.
As teachers attempt to create assessment tasks that are more authentic, it is easiest to think of assessment requirements in terms of asking students to take on a role; a role that is related to the discipline that is being studied and calls on the child to create something, that a professional related to that discipline would create. For example, in English Language Arts we could ask students to take on the role of journalist, or book reviewer, or editor, or debater, or conference presenter....... In a biology class we could ask students to take on the role of genetist, or medical doctor or nutritionist or....... Students are called upon to create products of value that model what "real people" do.
Teachers could begin by altering one assessment as a start; upgrade one assessment per semester. Students in a grade 11 English class could develop a screenplay instead of a short story. Students in grade four could develop a webquest about a visit to a foreign country. Students could create podcasts to show their new learning.
This could be the most manageable way to gradually move into 21st century learning.
More to come.....
Tuesday, August 9, 2011
new website
I hope everyone is having a wonderful summer.
I found a fabulous website - vocabulary.com
It is a great website for older students to develop their vocabulary. It takes them to progressively more challenging application of the words. Truly a great site.
I found a fabulous website - vocabulary.com
It is a great website for older students to develop their vocabulary. It takes them to progressively more challenging application of the words. Truly a great site.
Thursday, May 12, 2011
Good Morning all
As promised, I will continue blogging and sharing with you what I am reading or learning about in the field of education.
This past week, I started reading Visible Learning by John Hattie. In this research based book, Hattie summarizes 800 meta-analyses and many more individual research studies that focus on teaching practices that have the greatest impact on student learning. Among other statistical measures, Hattie looks at an effect size - in particular effect size that is above the moderate size of .40 that you will see from general but not outstanding teaching practices. He presents strategies that have an effect size of .60 and above, which is quite significant.
One of the most effective and powerful strategies is teacher feedback. Students need to know how they are doing - at any given time. In addition, they need to have developed the comfort level and trust in the educator to be able to ask questions freely without risk of embarrassment. This leads to the importance of classroom environment in student achievement.
Feedback to teachers is also critical so that theycan gage how students are progressing and can modify and adjust their teaching according to individual accomplishments and/or challenges.
One of the most effective classroom strategies with an effect size of .76 (very high) is reciprocal teaching. The process of mediated learning, scaffolding instruction and using metacognitive strategy instruction in the developement of reading comprehension is extrememly valuable.
I will write more about reciprocal teaching and other visible learning strategies that have a significant impact on student learning.
Have a great week-end
Karen
As promised, I will continue blogging and sharing with you what I am reading or learning about in the field of education.
This past week, I started reading Visible Learning by John Hattie. In this research based book, Hattie summarizes 800 meta-analyses and many more individual research studies that focus on teaching practices that have the greatest impact on student learning. Among other statistical measures, Hattie looks at an effect size - in particular effect size that is above the moderate size of .40 that you will see from general but not outstanding teaching practices. He presents strategies that have an effect size of .60 and above, which is quite significant.
One of the most effective and powerful strategies is teacher feedback. Students need to know how they are doing - at any given time. In addition, they need to have developed the comfort level and trust in the educator to be able to ask questions freely without risk of embarrassment. This leads to the importance of classroom environment in student achievement.
Feedback to teachers is also critical so that theycan gage how students are progressing and can modify and adjust their teaching according to individual accomplishments and/or challenges.
One of the most effective classroom strategies with an effect size of .76 (very high) is reciprocal teaching. The process of mediated learning, scaffolding instruction and using metacognitive strategy instruction in the developement of reading comprehension is extrememly valuable.
I will write more about reciprocal teaching and other visible learning strategies that have a significant impact on student learning.
Have a great week-end
Karen
Friday, April 29, 2011
Hi All
I've been away from blogging for awhile but am now committing to posting each week.
This week, I'd like to share a very interesting book that I've just finished reading called "Linchpin: Are you Indispensible" by Seth Godin. After reading it, I am convinced that it is a must read for our high school graduates. The author speaks about the rules of the past that are no longer the rules of today. In the past there were two teams, the managers and the workers. Things have changed drastically, partly because of the internet and the access that everyone now has to the public, Given that the rules of yesterday have changed, and in essence the rule book has been thrown out, how do we become indispensible in today's world. It is much easier than you might think.
Linchpins are the building blocks of great organizations - and the organization is meant as a word for the place where you work - could be large or small. According to Godin, people who are indispensible get the best jobs and have the most freedom.
What makes a person indispensible, the glue that holds the organization together, is what Godin terms emotional labour. How to connect to people, solve conflicts that others have been unable to solve, or find solutions that others have not yet been able to find.
There are many educational implications in this book - some obvious others less so. As such, this book can be a great starting point for our students who will soon be entering the world of work. It's not just about being mediocre, it's about being indispensible. Perhaps one of the most important points in the book is that mediocre is running rampant. This makes it all the more important to go that extra mile to get the job done even if you're completing a task that isn't officially part of your responsibility.
And it doesn't have to mean owning your own business. It is about engaging in emotional labour, that connects you to others. It is also about how to follow your dreams and get things done, without possessing the fear that often holds people back.
Read it and enjoy. Share your thoughts.
I've been away from blogging for awhile but am now committing to posting each week.
This week, I'd like to share a very interesting book that I've just finished reading called "Linchpin: Are you Indispensible" by Seth Godin. After reading it, I am convinced that it is a must read for our high school graduates. The author speaks about the rules of the past that are no longer the rules of today. In the past there were two teams, the managers and the workers. Things have changed drastically, partly because of the internet and the access that everyone now has to the public, Given that the rules of yesterday have changed, and in essence the rule book has been thrown out, how do we become indispensible in today's world. It is much easier than you might think.
Linchpins are the building blocks of great organizations - and the organization is meant as a word for the place where you work - could be large or small. According to Godin, people who are indispensible get the best jobs and have the most freedom.
What makes a person indispensible, the glue that holds the organization together, is what Godin terms emotional labour. How to connect to people, solve conflicts that others have been unable to solve, or find solutions that others have not yet been able to find.
There are many educational implications in this book - some obvious others less so. As such, this book can be a great starting point for our students who will soon be entering the world of work. It's not just about being mediocre, it's about being indispensible. Perhaps one of the most important points in the book is that mediocre is running rampant. This makes it all the more important to go that extra mile to get the job done even if you're completing a task that isn't officially part of your responsibility.
And it doesn't have to mean owning your own business. It is about engaging in emotional labour, that connects you to others. It is also about how to follow your dreams and get things done, without possessing the fear that often holds people back.
Read it and enjoy. Share your thoughts.
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