Hebrew Union College-Jewish Institute of Religion
New York School
PD.J10 Fall-Spring 1998/99
Educational Leadership- Dr. Sherry H.Blumberg
Introduction to Education
Since this is a required introductory course, there may be students at many different levels. Advanced and experienced students in education have the option of choosing alternatives in readings and assignments. All students are responsible for attendance, class participation, and demonstration of educational growth from whatever point they begin. Students will be able to schedule bi-weekly or monthly meeting with the instructor to individualize the course to their needs. During the year, on-site visits (at least one) to the student's teaching job will be scheduled if requested. Students who are not currently teaching will be required to do a class presentation for observation of their teaching. For students who have taken education degrees and courses, or who have taught for at least 4 years the PDJ10Adv. course is suggested.
I. Goals
A. To introduce the student to basic and significant educational concepts which will enable her to function more effectively as a Rabbi, Cantor or Educator
B. To introduce and stimulate an educational outlook, vision and philosophy.
C. To develop the student's ability as a classroom teacher by providing knowledge of and practice with teaching skills.
D. To provide practice in developing educational units and programs with appropriate content, scope, sequence, and variety.
E. To encourage both reflective thinking upon and open sharing of educational problems and challenges in order to model a way of working in the future.
F. To explore "Jewish educational" resources, content, methods, history, and philosophy.
G. To begin the practice of applying educational theory and practical knowledge to educational situations within professional life.
II. Objectives: The students will be able to
A. Write a coherent statement of their developing ideas about Jewish education.
B. Discuss how their philosophy and knowledge may translate into practical issues for a Jewish school.
C. Demonstrate a knowledge of basic educational concepts in educational sociology, psychology, learning theory, curriculum, etc. and apply these to educational situations.
D. Analyze and evaluate current educational problems for themselves and their school.
E. Write lessons and units with good educational scope, sequence and variety.
F. Choose learning activities appropriate to their goals and objectives from among the many that are available.
G. Apply their readings in teaching skills to their own teaching and to classroom exercises ( such as set induction, closure, transitions, stimulus variation, etc.).
H. Structure a series of questions based on different teaching models and on Bloom's taxonomy.
I. Share problems and concerns from their own experience with the instructor and students.
J. Evaluate their own progress in learning about and using educational concepts and skill.
K. Utilize the basic administrative skills needed for running a religious education program.
III. Texts
(Required texts will be on reserve, an # by the text name suggests that the student should purchase the text for future reference and current use.
1st Semester:
Bloom, Benjamin (et. al.) Taxonomy of Educational Objectives
Volumes I and II. New York: David McKay, 1964
Cooper, James M., ed. Classroom Teaching Skills. 5th ed.rev
Boston, Mass: D. Heath, 1994.
#Harmin, Merrill Inspiring Active Learning ASCD 1994
Joyce and Weil. Models of Teaching. 4th ed. rev. New Jersey: Prentice Hall, 1993
Marcus, Audrey, ed. New Jewish Teacher's Handbook. Denver: Alternatives in Religious Ed. 1995
#Rossel, Seymour. Managing the Jewish Classroom; How to Transform Yourself into a Master Teacher. Los Angeles: Torah Aura Productions, 1987.
Tyler, Ralph W. Basic Principles of Curriculum and
Instruction. Chicago: University of Chicago Press,
1949.
2nd Semester:
#Marcus, Audrey, ed. Jewish Principal's Handbook. Denver:
Alternatives in Religious Education
#Isa Aron, Sara Lee and Seymour Rossel, eds. A Congregation Learners: Transforming the Synagogue into a Learning
Community. NY: UAHC Press. 1995
**** Suggested Texts for Book reports or Special Work:
Brown Human Teaching for Human Learning or The Live Classroom
Dewey Experience and Education
Eisner The Educational Imagination
Freire Education for Critical Consciousness
Goodlad A Place Called School
Hooks, Bell Teaching for Transgression
Hunter, Madeline RX Improved Instruction TIP, 1976
Illich Deschooling Society
Leonard Education and Ecstasy
Lopate Being With Children
A.S. Neil Summerhill
Palmer, Parker The Courage to Teach
Postman Teaching as a Conserving Activity or Teaching as a Subversive Activity
Pratt I Learn from Children
Rogers Freedom to Learn
Rosenak Commandments and Concerns
Sinclaire, Carollllyne Looking for Home Albany:State
University of NY, 1994.
Skinner Walden Two
IV. Course Outline:
This outline is subject to change depending on the basic skill level of the class. It is the intent of the course to build practice skills on theory and then to allow an individual's personal theory to grow from practice and knowledge. If the class needs basic skills earlier then is scheduled, the unit on the How of Teaching will be moved up into an earlier position.
# Means required reading * Means assignment due
##Suggested reading
Session l: v'sheenantam l'vaneycha
Introduction to the Course, Pretest on
educational concepts, "This thing we call
education!"
Problem Clinic: How to begin a class
#Rossel p.7-9
Session 2: yafeh talmud torah eem derech eretz
Philosophies of Education, theoretical common-places, the relation of theory to practice
Jewish texts in the philosophy of education
Problem Clinic: Planning a School Year
#Rossel p.23-28
##Cooper Chapter 1
**Commandments and Concerns
*Journal Entry, a suggestion might be an Evaluation of Your teaching strengths and
Session 3: train a child in the way s/he should go and when s/he grows old s/he will not depart from it.
Classroom Management: Discipline theories
#Rossel Chapters 6-7 p39-54 or
##Cooper Chapter 8 pp 271-358
##Marcus Teachers, Chapt.4
*Philosophy statement about Jewish Education Due
Session 4 : marbeh Torah, marbeh Hayyim
What of Teaching, Goals and Objectives
Content, Values, Decision Making
#Marcus Chapter 19 p. 188-191
#Tyler Chapter 1
#Cooper Chapter 2
*Jounal entry due: suggestion, reflect upon your
school where you are teaching, what did they you about goals and philosophy
Session 5: Naahseh v'nishma
Writing Objectives, Kinds of Objectives
Relationship of Goals and Objectives
Problem clinic: The child who doesn't
fit
##Cooper Chapters 3
##Eisner Chapt.6 p.93-107
##Blooms Taxonomy
*journal entry...discuss the students in your classes
Session 6: Hevey shakood lilmood Torah
How of Teaching: Learning Activities
Scope and Sequence, How to Match them
to the Objectives
Variety of learning activities
Problem Clinic: The clique
Student's suggestions
for clinics begin here
#Harmin, Inspiring Active Learning
##review Tyler on learning activities
##Marcus Chapter 19 p.191-199
#skim for ideas Chapters
13,14,15,16,17,and 18
## (**)Eisner p.118-134
*journal entries reflect upon best learning
activities for you
Session 7: B'raysheet Barah Eloheem
Teaching Techniques and Skills
Set induction, stimulus variation
#Rossel p.29-38
##Cooper Chapter 4
*journal entries
Session 8: Vatelech lidrosh et adonai...
Teaching Techniques: Questioning Skills
#Cooper Chapter 5
##Bloom's taxonomy
*journal entries
Session 9: Ayzeh hu hacham? Mi Lomed mical adam...
Teaching Techniques: Transitions,
Closure
#Cooper Chapter 4
#Rossel Chapter 3 p. 17-22
##Hunter, Madeline p.93-103
*journal entries
Session 10: hevay zachir b'limood sheshig'gat b'limood oleh
zadon
Teaching Techniques: Evaluation
Parent Conferences
Portfolio assesment
#Cooper Chapter 10
#Marcus Chapter 40
##Tyler Chapter 4
##Hunter p. 111-128
* journal entries
Session 11: Dah Lifney Mi Atah Omed
Who of Education--Educational Psychology
students and teachers,
Problem Clinic: these will continue with
student's concerns
#Marcus Chapters 6,8,9
*journal entries
Session 12: Arbaeem midot batalmideem...
Learning Theories, learning styles
Modalities
Problem clinic:student's concerns
#Learning a matter of style
*Lesson Plan Due(now or during exam week)
(The next two sessions may be switched depending on
the semester and the class)
Session 13: Ohev et hab'riot oomkarban latorah
Models of Teaching and Special Education,
Should teaching/learning
styles be matched? 4Mat...
****Writing and Developing Units of Study
The Rationale...
#Joyce and Weil, Foreword, Preface and Chapter 1 Skim rest of the book
**Student demonstration of various models
*Unit Rationale and Outline of the Unit Due (During Intersession help will be available)
Session 14: Eem tirtzu ayn zo agadah
Use of Simuations, group projects,
application of our class theory to educational
practice, Groups formed
*Working Groups Proposals Discussed in Class
Analysis of the Issues, Work division etc.
Session 15: mah hadavar hazeh asher atah oseh laam?..
(Yitro)
Educational Administration or How
You Run Religious Education Programs
"Administration should agree with your philosophy" and introduction to Programming and
Calendaring, Budgets and Forms
#Jewish Principals Handbook appropriate
chapters
Session 16: Moshe kibayl Torah meesinai um'sarah l'yehoshua v'yehoshua l'zkayneem...
Educational Leadership: You are your
Teacher's Teacher
Supervision, Staff Development
#Appropriate chapters in Principal's Handbook
*Units Due (see description under
assignments)
Session 17: Umisha'ah shehtenok oneh amen yesh lo cheleck l'aolam habah. (Kitzur Shulchan Aruk)
Educational Sociology: The Environment
and Milieu, Physical Plant, Space, Color,
Lay Boards and Community Involvment
Change Management
#Principals Handbook appropriate chapters
Session 18: Eem ayn ani li mi li, uk'sheani l'atzmi,
mah ani?....
Where of Education: Classroom, School
Environment, The Caring Community
#Marcus Chapter 2
*Outline of Calendar, Programming and Budget Due
Session 19: "B'chol hamakom asher azkir et sh'mee avoh aylecha oovaych'teecha." Exodus 20:21
Where: Home and Family, Camping
Family Education vs. Parent involvement
#Marcus Chapter 3
#Jewish Principal's Handbook Chapters 9,40
*Plan for Staff Training, Teacher Supervision
Due
Session 20-23: He used to say: "five for scriptures,
ten for Mishna, Thirteen for the Commandments, Fifteen for the Talmud..."
Teaching Jewish Content Areas:
Issues Involved, Analysis of Problems
A. Content areas: Hebrew, Bible
Includes Sources and Resources
#Marcus 33
B. Teaching Jewish Content Areas:
Prayer, Texts, God
#Marcus 34,35
C. Teaching Jewish Content Areas
History, Holidays, Life Cycle
#Marcus 36-39
Session 24: Aytz Hayyim Hee...
Education Materials: Texts, Guides
Selection, Evaluation
#Marcus 20-21
*Plan for Parental or Community Involment
and Evaluation of the Program and Environment
due
Session 25: Rabbi Meir Omer: Col Haosayk BaTorah
Lishma zocher lidvarim harbeh...
History of Jewish Education in America
Jewish Curricula, UAHC, Melton
Benderly and the Benderley Boys
NATE, CAJE
*Student group presentations may begin here
Session 26: Eem tirtzu ayn zo agadah..
Student group presentations
Conclusion: Visions of Tomorrow
*Logs and Book reports due
Final exam: The same as class time exam week (for anyone with a conflict, notify me as soon as possible)
This will include materials from pre-test,an application question in which you will analyze a lesson for the elements we've studied, and will turn in your second philosophy statement with the start of your practical way to apply the ideas you have.
V. Passing Out of the Class
Students who would like to pass out of the class will be
able to in the following way...complete the final exam and do the group case study individually. Arrange a time for
observation of their teaching by the instructor.
Students who pass out of PDJ10 are still required to take one PD education course (1 1/2) units during their time
at HUC-JIR New York
VI. Assignments
1. Reflective Journal due each week of class for
discussion and feedback
Student log/diary of educational thoughts, ideas, questions and concerns. Students may choose their own form of log/journal
In the past, art work, tapes, written, and comb-
inations have been used. The ideas will be dis-
cussed in the ongoing meetings with the instructor and the Journal is due at the end of each semester of the course.
I would suggest about 10 entries each semester. You may
a. write after each session of class,
b. after you teach
c. or whenever you think about an educational
issue
d. respond to and discuss the Hebrew quotations
It is your journal, it will not be graded. However, Failure to turn one in will be considered a fail
2. Lesson Plan and then a Unit of Study:
These may be on a topic of your choice and may
relate directly to your job or placement.
Important: Lesson Plans can be turned in parts, and much more than is needed will be submitted, the students will then select from what is turned in to make a good lesson. (Additional activities and questions may be included in the unit at the end.)
The Lesson will include: Introduction (ages, time)
Goals
Objectives
Set Induction
Sequenced Activities
with transitions
Questions
Closure
How you will evaluate
Each unit must include:
l. Title Page
2. Introduction and rationale
3. Unit Goals and Objectives
(5 Cognitive,
3 Affective)
4. 4 Lessons or Learning times (in the pattern of
lesson plan above excluding evaluation)
5. How you will do Evaluation of unit
6. Materials and Resources
Lesson Plan is due during first semester,
Unit is due exam week of first semester or
at the beginning of the second semester
3. Philosophy Statements
A. 2 page Philosophy of Education (due at the beginning of the course,
and B. a 3 page statement with philosophy and how to effect it due at the end of the course on final exam.
4. Teaching Session Observation or an Oral presentation of 8-l0 minutes
A. Statement of Strengths and Weakness as Teacher
due 2nd week -- pre- and post- meetings
for the observations
B. (for those students not teaching)
Based on readings, experience, and classroom content
Students may select a topic from the following:
Extensive Book reviews with implications (see list in texts)
Presentations on Model of Teaching
Interviews of Jewish ed. leaders
How and Why to teach about...God,Holocaust,
Israel, Hebrew, Kashrut, etc.
Audio/visual issues
Or may design their own. Two students may also work together.
**Alternative Assignment suggestions for advanced students
Classroom demonstrations of alternative teaching
styles
Oral presentations are due second semester
5. Book Report on Educational Classic
Due 2nd semester, 1 page, xeroxed for whole class
(This assigment dependent upon semester -- it may
be incorperated into assignment 6 or used for those
not teaching or as advanced work)
6. Group Application Project on Educational Situation
Due during 2nd semester
Students will create a simulated educational program
The program will include
Mission Statement and Philosophy
Budget
Administrative Calendar
Curriculum Outline
(Example of One lesson)
Personnel needed and Staff Development
Lay Leadership/Boards
This is a group project in which a case study of an
educational problem will be given. The group meets,
determines:
1)the possible solutions,
2) what theory (learning theory, educational sociology,psychology, teaching theory, etc.) is applicable
3) what does practical experience say
4) what politics are involved
5) Overall solution chosen by group
Written presentation will include the analysis of the
program with budget, calendar, teacher training and supervision, environment of the school, community involvement, materials and any other relevant facts that were turned in.
Due final sessions
VII. Evaluation and Grading:
Evaluation will be done both by the instructor and by the student. During bi-weekly or monthly meeting the student's self evaluation will count as 20%. Class participation will be based on growth in the following:
Log: only failure to turn in will count
Lesson Plan and Unit of Study 30%
Group oral and writtten (and Individual) Presentations 20%
Philosophy statements 10%
Written final, including final phil. statement 20%
Evaluation is criterion referenced and based on personal growth of the student.
Please do not hesistate to call with your questions or concerns:
Dr. Sherry H. Blumberg Office 523
32 South Monsey Road
Monsey, NY 10952 914-425-4643
Fax 914-426-3930
e mail @ blumberg@j51.com
