March+2010+Videos


 * // VIDEOS COMING SOON! // **

In the first assessment activity that we did we got mediocre responses because we were trying to impose a system onto our students without it being in alignment with what we’re trying to do. After getting that assessment, we went back to our Priority Goal and Enduring Understandings and we created something that was more in line with what we were trying to achieve… It [the lesson] was life to Torah, instead of imposing Torah onto their lives. And that was very powerful. We were able to talk about what was really important to them [the students]. And that’s going to impact our next lesson because now we have a better window into where they are.
 * Philip Bazely, Temple Shaaray Tefilah of New York City: **
 * //About Design and Assessment in Alignment making impact on the learner//**

We started to see a lot more about our students. Things that personality-wise I never knew, I never would have known otherwise… We are starting to make a difference in the learning process; we’re starting to make a difference in how the learners are learning.
 * Janet Jeddah, Midway Jewish Center: **
 * //About impact on the learners// **

//**About Professional Learning in the Congregation **// Now, how to start this? Where to begin? We started by changing the old concept of the “faculty meeting” to professional learning… each member of our LOMED team was given a stake in for our professional learning – something entirely new.
 * Carol Greenberg, North Shore Jewish Center: **

When I first started doing the Noticing Targets, I was a little ambivalent – being a public school teacher, having assessments drive everything that we do in instruction – and then really looking at the fact that the noticings have to do with the Doing, Believing, Belonging, and Knowing. And that changes the aspect of what we’re looking at. … That really changed the way that I was doing things. Instead of just giving them a text to read and talk about, maybe just discussion wasn’t enough, or maybe just a text wasn’t enough. The noticing targets really allowed me to look at my lesson plan in a different way.
 * Joslyn Delancey, Community Synagogue of Rye: **
 * //About Assessment Driving the Creation of Powerful Learning// **