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Flip it and Flip it for Everything is in it
Can Religious Schools utilize the power of the flipped classroom?
Jonathan Bergann and Aaron Sams, two science teachers from South Dakota are pioneers in the way instruction is given in the classroom “The Flipped Class” is a method of teaching which involves flipping what happens in the classroom with what happens at home. Instead of lectures happening in the classroom, they happen at home via Vimeo or YouTube. Reinforcement of the learning which happened at home now occurs in the classroom.
How can Religious Schools take advantage of this methodology?
Possibilities:
- Use FC (flipped classroom) for Hebrew instruction. Have the teacher read a prayer, or lines from a textbook. Record it and post it on YouTube. The students can learn need letters, reading techniques, or learn about the meaning of the prayers at home.
- Use FC to pre-teach a Torah story. Use G-dcast.com or retell the story yourself and ask crucial questions in the video. Use class time to process the base of the pyramid of Bloom’s Taxonomy such as Analysis, Synthesis and Evaluation and use the video to teach Knowledge and Comprehension.
- Use videos to teach about a city in Israel. Dress up in costume and play disco music and teach about the modern city of Tel Aviv. Show up in your bathing suit onscreen and teach about the Galilee, the Dead Sea and the Red Sea.
- Use the video to teach rituals for a holiday such as Shabbat or Sukkot and then spend class time having children make ritual items or make their own how to videos.
- Tell a story about a midah or value using a puppet or while dressed in costume or find a video online which teaches a Jewish value. Check out Liberty Mutual’s Responsibility Project. https://www.youtube.com/watch?v=zahGeyGfNps
Challenges
- Religious School students “don’t do homework.” How are you going to get your students to watch these videos before they come into class?
- What if one or two students don’t watch the video? Are you going to show it again in class and if you do, doesn’t that defeat the purpose?
- Where are you going to find the time to make these videos and post them?
- How will you edit the videos without any training?
Other Resources on the Flipped Classroom
- http://flippedclassroom.org/
- http://www.youtube.com/watch?v=nTFEUsudhfs
- http://www.youtube.com/watch?v=9aGuLuipTwg
Bloom’s Taxonomy http://www.nwlink.com/~donclark/hrd/bloom.html
What is Experiential Education?
“education is life itself” – – John Dewey
What is experiential learning? People keep talking about it, webinars are being posted about it and textbooks are being created to encourage experiential learning. As a proponent of experiential education I am glad it is getting attention, but I suspect many people are using this buzz phrase and jumping on the experiential bandwagon without really understanding what they are talking about.
I want to make a distinction between “active and creative lessons” and “experiential learning.” Let me explain experiential education by looking at how a child learns to play kickball. Children are the best experiential teachers that exist. Children teach experientially to other children all the time. Usually they use a classroom setting called a playground.
If an 8 year old wants to learn kickball, she will NOT take a class on how to play kickball.
If a teacher wants to teach the game of kickball he is not going to draw a diagram on the whiteboard of a kickball field, list the rules and then use action figures to simulate a kickball game while all of the children look on. The teacher is not going to use the latest technology to teach kickball either. The teacher is going to take her students out to the playground to play kickball. Play and real life and real time interaction is how experiential learning happens.
Back to the 8 year old.
The 8 year old wants to learn to play kickball. She goes to the playground and watches the game for a little bit. She then gets up the courage to ask, “Can I play?” The other kids say, “sure.” It’s her turn to kick. She goes to home plate, kicks the ball. The ball goes foul. The other team says, “Go back, it was a foul ball, you have to kick it again.” Now she’s learned what a foul ball is. She then kicks the ball fair and runs to first, but overruns it. She beats the throw and is safe on first. The first base coach says, “Don’t run if it’s in the air but if its kicked on the ground, run!” The child who is up kicks the ball and our hero who is on first, runs to second, but she “overruns it.” The second baseman tags her out. She protests, “I thought I could overrun first, that’s not fair.” The fielding team says, “Well you can’t and you’re out.” Our hero learns that she can overrun first, but not second. The child talks to her teammates while she is waiting to bat talks to her teammates more about the game and her experiences in the field. They help her strategies how to kick the ball and where to kick it. The girl continues to process her experience when she goes home to talk to her parents about her exciting new learning experience. No textbook or frontal lesson is going to be able to teach her these rules and allow her to have a deep understanding of the rules of kickball like experiencing it. The added component of processing the learning with her friends and parents is crucial to the analysis and synthesis of the learning.
That’s experiential learning. The learning must actually experience the learning in real time and have real life experiences in order to have a true, real, memorable and impactful learning experience.
If this is experiential learning then what does that mean for Jewish educators? It means that on Sunday mornings, we are limited in what we can teach. Teaching Shabbat on Sunday mornings is impossible. Teaching about values in a classroom with a really cute story and a play is not experiential. Reading the Torah, then designing the perfect sandal for the Israelites in your dessert shoe store is a cute lesson but NOT experiential. The challenge of having memorable and enduring lessons at a 2 hour a week religious school is huge. The reason summer camp is so coveted by Jewish educators is because for two, three or four weeks, the environment is created and controlled. It’s not just because it’s fun and the kids have a good time. It’s because at summer camp the participants experience Shabbat, experience prayer, experience challenging and rewarding interpersonal relationships, experience asking questions of older role models in a comfortable setting.
One reason nature is so fantastic for experiential learning is that children naturally say things like “Wow!” and “What is that?” Many times in a classroom and in a traditional lesson, the teacher is asking the questions. Good experiential learning creates a space where the learner asks questions that arise naturally.
The one way that I know of to create experiential lessons, especially when it comes to teach values and history is to use simulations or game play. I have used two simulations to create experiences with unintended outcomes and unplanned solutions.
One is a three hour Ellis Island/Immigration simulation during which participants must find jobs, send their children to school, find housing, eat and stay out of jail. Every seven minutes is a day and at the end of each day the participants journal about their experiences.
The second one, I am in the process of creating. It is a value based simulation which highlights the values of community with a hint of laws and customs of establishing a Jewish community. The participants will be divided into two towns. They will need to build shoebox houses, create neighborhoods, establish a voting body, elect a mayor, purchase items for their construction, pitch in to build a cemetery and a synagogue and work towards the reward of a block party.
For some secular inspiration on game playing and simulations check out:
Jane McGonigal: The game that can give you 10 extra years of life
John Hunter on the World Peace Game
Six Elements of Experiential Learning
1. Real Time Interactions – not what if’s but what is happening
2. Create a sense of urgency and need for the learner
3. The learning must engage the learning to think, create, experiment and improvise
4. A space must be created so that they learner asks questions of their own volition.
5. A space must be created for unintended outcomes and unplanned solutions to the challenges presented
6. Meaningful Reflection after the real time interactions
Four Actions Practitioners Can Implement in Religious Schools?
1. On holidays such as Sukkot, go to families’ homes to build Sukkot with the entire class
2. Teach about Shabbat on Friday nights in families’ homes, at the synagogue. Teach about Havdalah on Saturday night and cancel classes on Sunday morning.
3. Teach about values all year long and highlight and notice them in students throughout the year.
4. Create simulation and multi-player real time games to create scenarios that encourage
How Do We Make Experiential Learning Jewish and Not Just Engaging?
– according to Dr. David Bryfman
1. It must take place in a Jewish Context
2. It must be based in Jewish Learning and Values
3. It must deepen and personalize the individuals Jewish experiences so they feel that they are on a Jewish journey and not simply a member of a Jewish club.
It’s Not That Easy
- It is nearly impossible to always have experiential programs at your Religious School even if you ran it at a summer camp every weekend. Experiential education can be about the setting but it’s not only about the setting.
- Your teachers can have fun and out-of-the-box lessons that are not experiential lessons but still engaging learning that creates positive memories and associations with Judaism and Jewish learning.
- Your challenges are great as you are limited by time, a revolving student attendance and unpredictable family participation.
- Experiential education is powerful but not the only way to have powerful experiences with your students and families.
- You’re not alone when it comes to creating these programs, network with colleagues and key lay leaders to figure out what is in the world of the possible for your community.
Other Resources for Experiential Education
http://www.jesna.org/document-manager/doc_download/783-introduction-to-jewish-experiential-education
http://adatshalomcol.wikispaces.com/file/view/HowJewishExperientialLearningWorks.pdf
What Religious School Can Learn from 6 Points Sports Academy and Jewish Summer Camps
In this blog I want to highlight 5 elements of the URJ 6 Points Academy Jewish Sports Summer Camp that can be isolated to be used in the Religious School setting. These elements will take a lot of time, thought and energy to implement but can have a lasting impact on the Religious School children, families, faculty and synagogue community.
1. Multi-Point Exposure to Judaism
2. Excite the learner with activities that are already of interest to them.
3. Integrate Jewish learning and “touch points” throughout the lives of the families.
4. Hire or find volunteers who are role models for the students and families and train them.
5. Create a goal system towards which students and families can strive.
1. Multi-Point Exposure
At the URJ Six Points Sports Academy, Judaism is touched upon throughout the day. In the morning before breakfast campers chant a boker tov (good morning) chant during the calisthenics before breakfast. There is talk of integrating a “Modeh Ani” stretch into the routine as well. Before the meal the Motzi is said and after the meal, Birkat HaMazon is sung. During the meal, music is played, this is usually “counselors choice” and often includes Israeli rock and Matisiyahu, in addition to Top 40 secular songs. Before the campers head back to their bunks for Nikayon (clean up), a 10 minute set induction is given. This is a brief introduction using a video to teach the Jewish value of the day. Before 9 a.m., there are at least 6 points of exposure to Judaism and we could even call it seven, because the food they eat at the camp is kosher.
Throughout the day, the “value of the day” is reinforced by the sports coaches. Three times a week there is a Jewish song session, the bunk counselors are Jewish athletes, and the evening program is called a Laila Tov program in which the counselors help the campers evaluate the integration of the value of the day.
How does this translate to Religious School?
Six Points works its way through Bloom’s taxonomy starting with Knowledge and working their way through Synthesis and Evaluation. Imagine a Religious School day that from the very beginning when a child gets out of the car, the education begins, from the signs posted greeting the children to the music being played as they set foot on the grounds. Imagine everything about the day being part of one lesson plan from the food given at snack to the games played at recess. How might you integrate:
- the email sent home on Friday night for the families to discuss during their meal?
- a suggested DVD to watch as a family on Saturday night before they come into class?
- the songs taught at music by the song-leader?
- the email sent home to parents at the end of the day?
- a recipe sent home to parents to make for dinner that night?
How many points of contact can you create during your Religious School time slot and beyond?
2. Excite the learner with activities that are already of interest to them
During my visit, I noticed far less complaining by campers at Six Points than other URJ Camps with whom I have engaged. There is not less whining, because we are talking about Jewish kids (sarcasm with a dash of truth). I think there is less complaining because they know what they are getting. They have chosen a sports camp and they will be playing sports 85% of their time at the camp. They will not get stuck with their 3rd choice elective, be forced to play tzofim games or be made to go to art. Sports is their passion and that’s what they will have the opportunity to participate in.
How does this translate to Religious School?
What do your children and families like to do? What are their hobbies? What are their extracurricular activities? Do you know? If not, do a surveymonkey today! Some of the students at my Religious School are really into multiplayer role playing games, some are into Legos, some are into sports, some are in drama . . . so why not take what they already love and incorporate the Judaism into it. Subtly, not like a sledge hammer. What about Jew-ish improv classes? How about building Jerusalem with Legos? How about a values based multi-player role playing game – perfect for a retreat!
3. Integrate Jewish learning and “touch points” throughout the lives of the families
This point may be similar to point one, but I think the idea of integration needs to be emphasized. This is where I differ from other educators as to how experiential learning is defined. Experiential learning is NOT having an active lesson. Active lessons are using drama, skits, running around, movement, stations, role playing – While these may be fun and engaging lessons, this is NOT experiential learning. Experiential learning is learning through experiencing. No lesson held on Sunday morning can be an experiential lesson on Shabbat no matter how creative it is. Experiential Shabbat lessons can only be held on Shabbat. Experiential lessons on how to play kickball cannot be held in a classroom, they can only be held on a kickball field. Experiential lessons on values can only be taught when an experience which incorporates those values takes place.
Six Points has a values curriculum and the values are chosen because they “come up” while playing sports. While the campers are experiencing their sports, they also have the opportunity to view, experience, and observe the implementation (or lack of) of those values – in action! The coaches take the time throughout the day to highlight the incorporation of those values by the players.
How does this translate to Religious School?
What happens at your Religious School naturally? What are the natural moments? Bagels in the morning? Snack Shack in the afternoons? Recess? Homework room before school begins? I would start looking for those opportunities to teach. Maybe have the motzi laminated out by the bagels. Maybe highlight a value before recess? Maybe have a value of the month?
As soon as your students go into their classrooms it gets dangerous because teachers fall back into their roles of frontal teaching and questions and answers. How can you encourage your faculty to have experiences rather than lessons? FIND OUT WHAT THE STUDENTS ARE ALREADY DOING? Which of the kids do dance, drama, gymnastics, art, boy scouts. . . work from where they are instead of what you think what they’ll be into. Have a dance or drama expert consult or come in to teach and work with them to create the “lesson.” Find out what your families do for fun. Do they go bowling, play board games, go swimming, cook? Create activities in which they are already engaged.
4. Hire or find volunteers who are role models for the students and families and train them
The director of Six Points has a challenge. Does he hire Jewish counselors who are great athletes and good counselors or does he hire Jewish counselors who are great counselors and decent athletes? He has gone back and forth on this and has come down on the side of Jewish counselors who are great athletes and good counselors. He does a week of intense training before the campers come and does several social activities for them throughout the summer to bring them up to speed. The kids automatically respect their counselors for their sports knowledge and look up to them as role models.
How does this translate to Religious School?
Hire role models for your students and families. Try to remember back to your third grade class. You strongest memory of it is probably your teacher. Did you like them, were they funny or strict? Teachers in religious school must be strong role models for your students. This doesn’t mean they have to be “cool,” but it does mean they have to be passionate, sincere and aware that every action is being noticed. They are role models of adult Jews and that will have a greater impact throughout the year than any lesson plan, no matter how creative.
You must also implement consistent training throughout the year. The training must remind your teachers of their importance to the fabric of your institution. Your teachers are your most valuable asset and you must treat them that way.
5. Create a goal system towards which students and families can strive
At the Six Points Academy there are at least two very clear goals at the camp. One goal is to improve upon your sport and the second goal is to demonstrate and incorporate the values you are taught in your lifestyle. The mottos is “Training Young Athletes For Life.”
A value is taught every morning and in the afternoon/evening “value bracelets” are awarded to different campers who demonstrate these values. The counselors are on the lookout for campers who exemplify the value of the day. Campers are excited and honored to receive the bracelets.
How does this translate to Religious School?
What are you trying to get your students to accomplish?
- Learning the entire Hebrew Alphabet?
- Be a mensch?
- Be prepared for Bar Mitzvah?
- Incorporate mitzvot into their lives?
- Come to Shabbat services?
- Celebrate Shabbat at home?
I’m sure your list is more detailed and longer than this. My question to you is are these goals made clear? Are they posted somewhere? Are the students acknowledged or rewarded for accomplishing these goals in ways that are meaningful to them (e.g. not a paper certificate that they lose on the car ride home)? Have you asked your students what kind of acknowledgement would be meaningful to them?
What about having a reward system like going to dinner and a movie with their favorite teacher if they go to 5 services?
What about a bracelet or dog tag acknowledging their learning the entire alphabet? (This was my students’ idea, and the desire for the dog tags is intense!)
What about earning “points or tickets” for doing mitzvot, good towards a ice cream party?
Are you clear about your goals with your students and families? Many synagogues have a “task list” for Bar Mitzvah but kids need to be acknowledged! This could be as simple as a poster board with kids names on it. It’s important to remember that acknowledgement and praise don’t have to cost money.
Obviously, religious schools have their limitations. At sleep away camps we can immerse children in a culture and create cultural norms. I’m not saying make religious schools like summer camp, because unless you educate the entire family and create constant points of contact and community it’s tough to do. I am suggesting that we can take elements from summer camp experiences and incorporate them into our programs. These elements are more fundamental then adding a color war/maccabiah or a drama program.
1. Multi-Point Exposure to Judaism
2. Excite the learner with activities that are already of interest to them.
3. Integrate Jewish learning and “touch points” throughout the lives of the families.
4. Hire or find volunteers who are role models for the students and families and train them.
5. Create a goal system towards which students and families can strive.
Keep the ideas flowing, make your goals clear, identify touch points, hire role models, excite the learner and look for opportunities for Judaism to be integrated everywhere.
Sold on 6 Points – URJ Jewish Sports Camp
I did cheerlead my 3rd year of college.
Avrams.Blog 