Curriculum 21 and TAL AMMargolin Hebrew Academy Martin Luther

King Day In-Service

January 16,2012

Presented by Rabbi Akevy Greenblatt

What is and What isn’t 21What is and What isn’t 21 stst Century Century Learning/SkillsLearning/Skills

A Guide to 21st Century Learning

  

USA 1960’s typical classroom – teacher-centered, fragmented curriculum, students working in isolation, memorizing facts.

  

A San Francisco architectural firm establishes an alternative school providing internships for high school students. A perfect example of real-life, relevant, project-based 21st century education. 

Time-based Outcome-based 

Focus:  memorization of discrete facts Focus:  what students Know, Can Do and Are Like after all the details are forgotten. 

Lessons focus on the lower level of Bloom’s Taxonomy – knowledge, comprehension and application.

Learning is designed on upper levels of Blooms’ – synthesis, analysis and evaluation (and include lower levels as curriculum is designed down from the top.) 

Textbook-driven Research-driven 

Passive learning  Active Learning 

Learners work in isolation – classroom within 4 walls Learners work collaboratively with classmates and others around the world – the Global Classroom 

http://www.21stcenturyschools.com/20th_vs_21st_Century_Classroom.htm

Which one describes your classroom or school?

                                                                                                                     

20th century classroom 21st Century classroom

Teacher-centered:  teacher is center of attention and provider of information 

Student-centered:  teacher is facilitator/coach

Little to no student freedom Great deal of student freedom 

“Discipline problems – educators do not trust students and vice versa.  No student motivation.

No “discipline problems” – students and teaches have mutually respectful relationship as co-learners; students are highly motivated. 

Fragmented curriculum Integrated and Interdisciplinary curriculum 

Grades averaged Grades based on what was learned 

Low expectations High expectations – “If it isn’t good it isn’t done.”  We expect, and ensure, that all students succeed in learning at high levels.  Some may go higher – we get out of their way to let them do that. 

http://www.21stcenturyschools.com/20th_vs_21st_Century_Classroom.htm

What is missing from this list?

Technology

What Do You Think A 21St Century Teacher Looks Like? Or What Does 21st Century Learning Mean to you

https://docs.google.com/document/d/1_qsZSVxyWQF3ZRrlz5E8szF8h8rVCfH8IRBQ0EHb50U/edit?hl=en_U

• What was or is the goal of this type of assignment?

• What do we want our students to know afterwards

• How could we have done it differently

Could we have Accomplished our Goals Could we have Accomplished our Goals DifferentlyDifferently

IF YES HOW?IF YES HOW?

אֶל א יְהוָה מֵארְצְךָ -לֶךְ, אבְרָם-וַיֹאמֶר לְךָאבִיךָ ומִבֵית אֲשֶר, הָארֶץ-אֶל, ומִמולַדְתְךָ

גָדול , וְאֶעֶשְךָ ב.  ארְאֶךָ ,וַאֲבָרֶכְךָ, לְגוישְמֶךָ ,וַאֲבָרְכָה ג.  בְרָכָה, וֶהְיֵה; וַאֲגַדְלָהבְךָ ; אאֹר, ומְקַלֶלְךָ, מְבָרְכֶיךָ כֹל, וְנִבְרְכו

הָאֲדָמָה אבְרָם ד.  מִשְפְחֹת דִבֶר , וַיֵלֶךְ כַאֲשֶריְהוָה אִתו , אֵלָיו חָמֵש-בֶן, וְאבְרָם; לוט, וַיֵלֶךְ

שָנָה וְשִבְעִים וַיִקַח ה.  מֵחָרָן, בְצֵאתו, שָנִיםאֶת וְאֶת -אבְרָם אִשְתו בֶן -שָרַי -כָל-וְאֶת, אחִיו-לוט

רָכָשו אֲשֶר בְחָרָן -אֲשֶר, הַנֶפֶש-וְאֶת, רְכושָם ;עָשוכְנַעַן , וַיֵצְאו ארְצָה כְנָעַן , וַיָבֹאו, לָלֶכֶת . ארְצָה

אבְרָם ו שְכֶם , בָארֶץ, וַיַעֲבֹר מְקום אֵלון , עַד עַדבָארֶץ , וְהַכְנַעֲנִי; מורֶה יְהוָה ז.  אז -אֶל, וַיֵרָאאֶת , וַיֹאמֶר, אבְרָם אֶתֵן הַזֹאת -לְזַרְעֲךָ ;הָארֶץ

מִזְבֵחַ שָם אֵלָיו , וַיִבֶן הַנִרְאֶה ח.  לַיהוָההָהָרָה מִשָם לְבֵית , וַיַעְתֵק וַיֵט--אֵל-מִקֶדֶם

מִיָם -בֵית; אהֳלֹה מִקֶדֶם , אֵל שָם-וַיִבֶן, וְהָעַילַיהוָה יְהוָה , מִזְבֵחַ בְשֵם וַיִסַע ט.  וַיִקְרָא

הַנֶגְבָה , אבְרָם וְנָסועַ הָלוךְ .

Using the goals and ideas of Tal Am create a 21st Century Lesson in Ivrit for these Pesukim

Ideas to keep in Mind:•Active Learning•Student centered•Collaboration•Critical Thinking•Creativity