JournalCreditsThis chapter is excerpted from the book The Road to Resilience: From Chaos to Celebration, republished here with permission from the author and Toby Press. Community “The world is built with acts of kindness,” Psalms 89:3 In Jewish thought, creating...
Tony Wagner, Innovation Education Fellow at the Technology & Entrepreneurship Center at Harvard, often discusses the importance of experiencing failure in the learning process. Trial and error, he argues, inevitably involves error. How can we learn from our mistakes if we are never in a position to make a mistake? He cites real world examples from companies who follow this philosophy and post signs like “Fail early and fail often” and “If you haven’t failed, you haven’t tried” around the building. There is no innovation, Wagner says, without trial and error, and there cannot be trial and error if students are afraid of error.
Jewish Educational Leadership Jewish Educational Leadership is a publication of The Lookstein Center for Jewish Education of Bar Ilan University.Chana German, Executive Director Journal StaffZvi Grumet, Editor-in-ChiefHyim Brandes, EditorChevi Rubin, Editor Please...
This Pesach, it will not be difficult to answer the question: “How will our s’darim this year be different from all other years?” My guess is they will be smaller, possibly shorter, requiring more distance between participants.
Stress is a normal part of daily life; however, the entire world is now going through a period that cannot be viewed by anyone as normal.
In 1969, Rabbi Joseph Soloveitchik (also known as “The Rav”) began a lecture on Purim, and asked the audience to ponder the “basic discrepancy between Purim and Hanukkah,” two holidays that share a similar status or recognition…
If you’ve ever been in a class where the teacher makes you laugh or where the teacher is willing to laugh at herself or himself, you’ve probably found that the learning becomes lighter and easier.
In reading Rabbi Zvi Grumet’s summary of the core elements that run through this journal, this statement resonated deeply: ”The empowerment of students to be not only consumers of information but discoverers or creators, the conscious integration of communication and collaboration into learning, and the creation of environments which are adaptable to student needs and foster student flexibility are all part of this shift.”
We are used to thinking about learning as a sequence of classes, workshops, visits – and that’s how many institutions design educational experiences. It’s true for most schools and for many Israel tours; Estee Eisenberg Fleischmann explains that it is not the case for camps – or at least Camp Stone, where they thought of “the entire campus as the classroom.
When the open classroom was introduced in the 1960s it did not gain significant traction in the broader educational community and it was rare to find Jewish day schools adopting it. By contrast, 21st century learning, propelled by dramatic advances in technology and revolutionary changes in the workplace, has gained a foothold to some degree in nearly every Jewish day school.
