Wednesday, May 9, 2012
I don't know why there is national pickle week but only one Mother's Day
Wednesday, April 25, 2012
Showing Up is 80% of Life
Tuesday, April 17, 2012
Let Me Show You My Portfolio...Bazinga!
Educational Portfolios
Dr. Helen C. Barrett maintains that one of the many purposes of the educational portfolio is "to support reflection that can help students understand their own learning and to provide a richer picture of student work that documents growth over time." We in complementary schools have many frustrations - not enough time or enough days for learning, the supply of teachers, parents who bring their children to us for many different reasons, and not always the ones we think they should have - just to name a few. I think that getting students to reflect more deeply on the learning and meaningful evaluation are two that we don't often even get to when we are bemoaning the things we wish we could do. Barrett continues:
I first learned about portfolios as a graduate student in Jewish Education a long time ago. They sound wonderful don't they? Imagine if we could collect the creative output of each of our students over the course of the year. Every once in a while a teacher could ask each student to share what they think their best work was so far, or to discuss an idea they have been developing."Artists have maintained portfolios for years, often using their collection for seeking further work, or for simply demonstrating their art; an artist's portfolio usually includes only their best work. Financial portfolios contain a comprehensive record of fiscal transactions and investment holdings that represent a person's monetary worth. By contrast, an educational portfolio contains work that a learner has selected and collected to show growth and change over time; a critical component of an educational portfolio is the learner's reflection on the individual pieces of work (often called "artifacts") as well as an overall reflection on the story that the portfolio tells. There are many purposes for portfolios in education: learning, assessment, employment, marketing, showcase, best works."
Parents could be invited to review the portfolio in a conference with the teacher and student and get a real sense of what their child has been doing at temple each week instead of a progress report with letter grades and a brief paragraph that might include the phrase "I really enjoyed having Ploni in my class this year." And items from the portfolios could be displayed, celebrating each child in the eyes of the congregation!
Ah well. That sounds awesome for a day school or general education school. They have enough hours in the day and enough days in the week. They have professionally trained and licensed teachers who have more time to give. Our teachers are awesome, but they have so little time and we pay them so little. We all know that song. We sing it every time we come upon an educational innovation. Poor us. We are too small, too poor and have too little time. We could never do it.
Nonsense.
(Those of you who can remember the comedian David Steinberg know what that really means.)
I am tired of those excuses. Saying "Yes We Can" is more than political slogan. I have spent a fair amount of time evangelizing for using Web 2.0 technologies to leverage the things we might be lacking like time, money and staff.
We can and we should be using portfolios. They hold so much promise for making meaning. And Evernote just might be the way to do it with all of the limitations we believe we are our burden.
Evernote
Evernote's logo is the head of an elephant. When you got to www.evernote.com the headline is "Remember Everything."
It is actually "a suite of software and services designed for notetaking and archiving. A "note" can be a piece of formatted text, a wb page or exerpt, a photo, an audio recording or even a handwritten ink note. They can be sorted into folders, tagged, annotated, edited, given comments and searched. They can even be exported as part of a ntoebook."
What's so Shazam about it?
This is where Rob Van Nood's posting comes in. He begins: "I started teaching 15 years ago and that is when I first came across this concept of a ‘portfolio.’ A portfolio is a storehouse for projects, writing pieces, art, and performances. It can be used by students, teachers, and parents to document what they’re doing (either day-to-day things or through their best work or improvements they’ve made). I see portfolios as a way to hold onto and think about what you’re doing." He is on the same page as Dr. Barrett. Here are some the things he does:
- When our school first decided to use Evernote, we set up demos with the students to show them how to use Evernote. At their age, students familiarize themselves with technology really quickly and naturally. A few picked it up immediately and started teaching their fellow classmates. Getting everyone up to speed didn’t take a lot of time.
- Before setting students up with Evernote accounts, I created a set of guidelines for the students so they knew what kind of things to put into Evernote. We also discussed the kinds of tags that they should be using, so we’d all be on the same page.
- Students started asking, ‘How can I put this into Evernote?’ I set my classroom up with a Lexmark Pro scanner so students are able to immediately capture their work and send it to their Evernote portfolio. They can also capture using any number of mobile devices where they have Evernote installed. They’re even able to access their work on their iPod Touch in class.
- When a student comes up with an interesting strategy on a whiteboard, I have them write down their name next to it and take a picture of it, or record them explaining what they came up with. Great ideas are saved to Evernote to show progress over the course of the school year.
- I’ve actually started emailing parents with these progress notes immediately after I capture them. I’m able to show the parents that their kid had a great growth moment or did something they’ve never done before. The real-time sharing was appreciated not only by the parents, but also excited the students.
- The final ‘piece’ of the portfolio work is, of course, sharing. For our Spring conference, we asked students to have one example of work from each area (math, writing, art, kinesthetic) to share with their parents. The students actually taught the parents how to use Evernote at our conference by familiarizing them with their portfolios.
I will be spending some time with our Religious School Vision Team and some members of our faculty exploring using Evernote Portfolios. I am hoping to introduce them in one or two grades next year. In our school, our students in Kitot Alef - Vav (1 - 6) have two teachers. One is for general Jewish studies and the other focuses on Hebrew. I think that the portfolios will give the two teachers a powerful tool for connecting the learning between their classes.
And I am incredibly excited about curating these portfolios in a way that will allow us to share students' work with the entire congregation (with their permission of course). And the opportunity for kids to share their work with grandparents will open opportunities for intergenerational learning.
Are you using Evernote Portfolios? Please share. And contact me if you are interested in exploring the possibilities with me. And also check out Van Nood's Evernote Portfolio Blog.
Cross-posted from Welcome to the Next Level
Monday, April 16, 2012
Yom Hashoa here and there
3 synagogues come togther to remember the 6 million at a joint Yom Hashoa service. I was asked to reflect upon how Yom Hashoa is observed in Israel as opposed to the way we observe it here. Since I tied my remarks to our visit to the Israel Museum, I thought I would share them with you. Here they are:
Monday, April 2, 2012
Greene on greens
Nothing is insignificant when it comes to the seder. Each symbolic food has a deeper meaning, something more than just meets the eye. Some are more obvious than others. Matzah is the bread of affliction which our ancestors ate in
Thursday, March 29, 2012
My Fifth Question
Tuesday, March 27, 2012
I shall not hate
Sunday, March 11, 2012
Purim, Revelation, and Tel Aviv
by Gary Greene
Tuesday, February 28, 2012
Blogging the Torah — Shabbat Zachor: Remembering, Zippori and Beyond
by Gail F. Nalven
I marvel at the resilience of the Jewish people. Their best characteristic is their desire to remember. No other people has such an obsession with memory. — Elie WieselElie Wiesel was right. We Jews are big on remembering.
We remember those who have come before us at their yarzeits, and with the breaking of a glass under the chuppah. We remember our redemption from Pharaoh’s hands each year at our seders. We remember the military victory of the Maccabees every Hanukah. And we remember the murder of 6 million each year on Yom HaShoah and utter the words “Never forget,” as if we need an extra reminder to remember.
This Shabbat is the Shabbat of memory: Shabbat Zachor, which always falls on the Shabbat before Purim. Just before we celebrate one of our most joyous holidays, we remember the evil. The Torah tells us, in our special maftir section from the end of Chapter 25 in Deuteronomy, “You shall blot out the memory of Amalek from under heaven. Lo tishcach: Don’t forget.” Essentially we are told to remember to forget Amalek, and his descendants, who are thought to include Haman, whose name we blot out with boos during the reading of Megillat Esther.
Remember to forget? If we forget entirely, we will not remember. If we remember entirely, can we go about our lives?
Memory is a funny thing. When I was younger, and I would complain about something, my Aunt Minnie used to say that there was my version, the other person’s version (the other person was usually my mother,) and somewhere in the middle was the truth. There is personal memory and collective memory and it can be somewhat disarming when we hear a story that is so far from the story that we have always learned.
This idea was never as evident as during our day in Zippori with the Leadership Institute, a group 40 Jewish educators from the NY area who have been traveling thoroughout Israel and discussing change. Zippori is about halfway between Haifa and Tiberias in northern Israel. There we met Amin Muhammad Ali who told us the story of his childhood in the town he calls Saffuriyya. He now lives in Nazareth “temporarily” as he says, but keeps the memory alive of the night of July 16, 1948, when, as he says, the Zionists forced his family and his neighbors from their homes and their land. Amin told us this story, with great drama and emotion, through an interpreter, in a Arab cemetery in Zippori. I suspect that he remembers this story quite a lot. I suspect that he has made a life of remembering. He told us his tale of war and relocation. He told us his history. He told us that he wants to “come back to Saffuriyya and live with the Jews who live here now…We are waiting for peace, real peace.” He sees no differences between the Arab and the Jew but has a problem with the Zionists. (Shlomit, an Israeli educator who was part of our guide team, explained that by Zionist he means “everyone who came to Zippori after 1948.” So that would essentially mean all of the Israelis. Was she correct?) I was waiting to hear why Amin wanted to meet in this cemetery. Was there a massacre? A desecration? No, not that we heard. Clearly, this was a place where the impact of his memory could be felt most strongly.
We then heard an entirely different narrative. This was our story. We visited the ruins that have been uncovered in Zippori. The ruins where Yehudah HaNasi, the redactor of the Mishnah, lived and worked. We sat in the remains of the synagogue where he prayed and we remembered the beginnings of the Talmud. We saw the amazing mosaics and imagined his life and the society there. Why did Yehudah HaNasi go to Zippori? The Talmud answers that question (Ketubot 103b): “Rabbi Yehudah HaNasi was in Bet She’arim, but when he became ill, they brought him to Zippori, for it is high and has good air.” That it does. So this place has become part of our collective memory, our history as Jews.
And after being steeped in Jewish memory, memory that goes back almost 2,000 years, we were brought to the present. We visited the home of our leader, Roberta Bell-Kligler, the Head of the Department for Jewish Peoplehood at the Shdemot Center for Community Leadership at Oranim College. The previous day, Roberta and her colleagues had organized a ground-breaking conference bringing Israeli educators and American educators together. Roberta and her family lived on Moshav Zippori, a collective founded by 200 holocaust survivors in 1950. She explained that she moved to Israel years ago with a group of friends from Berkeley. In her lovely home, a stone’s throw away from the digs we had just visited, we were shown pottery handles, stones, and ancient money that she had found nearby. We heard of the children that she and her husband raised there. We also heard the view of Israelis who live their lives in the modern Zippori. This is their home. The Zippori where they live, and work, and created families, and created new memories.
As with most stories, the story of Zippori is complicated. And it is filled with many sides of remembering, all of which we should not forget. Albert Einstein said: “Memory is deceptive because it is colored by today’s events.” That certainly is true in Zippori. Today’s events and yesterday’s events. And as my Aunt Minnie might have said, somewhere in the middle of all of these stories lies the truth.
For more information, check out these links:
Article on Amin Muhammad Ali: http://electronicintifada.net/content/israel-begins-sell-refugees-land/8394
Zippori National Park: http://www.parks.org.il/BuildaGate5/general2/data_card.php?Cat=~25~~685252593
Oranim College: http://friends.oranim.ac.il/node/86
Wednesday, February 22, 2012
The reflecting continues....
Twelve days, 39 educators and 575 miles later, I am still unpacking and reflecting upon my time in Israel as a Fellow in the Leadership Institute. We learned, studied, pushed the boundaries and one another’s comfort zones. We brought tough, difficult and sometimes painful dialogue to the table. We laughed until we cried, and at times, only cried.
We visited schools and participated in an international conference with Israeli teachers. We met a man named Amin who shared his family’s story of losing his home in 1949 and his dreams of one day seeing his grandchildren play on that land. We spoke with Jews who were trying to build community in a land where they felt they had no community. We met with innovators and leaders in grassroots movements from inspiring at-risk youth to emboldening a liberal, pluralistic voice in an increasingly conservative, intolerant atmosphere. We walked in the footsteps of the Talmud and watched the newest in modern performance art and audience participation. We celebrated Shabbat with progressive Jews who are pioneers in Israel by taking their inspiration for practice from Jews in the United States. We forged the beginnings of relationships for our schools and classrooms that are built on ancient connections in a modern context. We met people who are as concerned as we are about our future; and together we embraced a challenge to find a new language in which to converse about what lies ahead. In the words of Amin, we are “one land, many peoples.”
For me, being in Israel is at once complex and a home-coming. I am overwhelmed by emotions and questions. I feel a part of the very land, something I don’t feel in New York. I have traveled all over the world, photographing and working; I feel different in Israel, and the complexities and emotions are not numbed, but heightened with each visit.
Our physical journey began in the desert and we traveled north to the bustling metropolis of Tel Aviv, then north to the Galil and south again to end in Jerusalem. Every day was a coalescence of the historical and the modern, our collective memories and the individual experience. And every day I was forced to face the troubling questions and conflicting emotions. Visiting a public school in Haifa and seeing all the wonderful accomplishments this community has made in the face of adversity filled me with pride; and yet, the school remains segregated and Arab children attend a different school. Local leaders in Yerucham have seen real success in turning inward for strength, notable in the number of young adults who have now returned as teachers to a place they once ran from in droves; and yet, those on the outside still scornfully refer to this isolated place in the desert as a “settlement town,” even after 60 years.
And then there is Jerusalem. So much complexity wrapped up in the framework of religion, identity, history, past and present. Avraham Infeld, a leader and trailblazer in Jewish education tells us that “…Jews do not have history; Jews have memory.” In Jerusalem, this electrifies the air.
Tuesday, February 21, 2012
I am still here and as confused as ever
Yerucham -- Digging Deeper
Yeruham (Hebrew: יְרוּחָם, יְרוֹחַם, Yeroham) is a town (local council) in the Southern District of Israel, in the Negev desert. It covers 38,584 dunams (~38.6 km²) and had a population of 9,400 in 2006. It is named after the Biblical Jeroham. Modern Yeruham was founded on January 9, 1951 as Kfar Yeruham (Hebrew: כְּפַר יְרֻחָם). It was one of Israel's first development towns, created to settle frontier areas in the early days of the state. It was located near the Large Makhtesh, an area thought at the time to be rich with natural resources.
Yerucham is a story that goes much deeper than its Wikipedia description.
It was our second day in Israel with the Leadership Institute. We arrived after sundown and spent the first night at Kibbutz Mashabei Sadeh. http://www.m-sadeh.org.il/ewelcome.htm under and almost full moon.
We then met Rachel, from a religious school for girls. This school is providing high level education for 130 students from different communities. The curriculum includes religious studies and modern studies. Students go from Talmud to the sciences, physics, and biology. They use the shared laboratories for the high schools in town and engage in art, drama and the study of Israel. There is even family
What we didn't know was that the highlight of our day was still to come. We were invited into homes in the community for lunch. Atid Bamidbar established this program as a way for these women to earn some extra cash and to share their stories. One group went to the home of Mazel and Jojo. http://leadershipinstitutetheblog.blogspot.com/2012/02/culinary-queens-of-yerucham-put-sallah.html. My group went to the home of Leah who insisted that we eat before we talk. After a wonderful meal of many courses, she told us of herTunisian father and her Libyan mother. They met in a camp for new olim -- immigrants to Israel and helped to establish a moshav and lived on Kibbutz Tirat Ziv, a religiously kibbutz. Leah spoke lovingly of her parents who were nurturing and encouraged her and her siblings to grow. She was one of a family of 9 sisters and 4 brothers, all of whom became "academics." Leah said that she was a teacher.
She told us of her husband was mental illness. And knowing that she had to leave the marriage, she called her husband's brother, a doctor in America. Afterwards, we discussed how we were all speculating on what she would ask for. I thought she would asked her brother-in-law to take him to America. Others thought she would ask for money for a divorce. What Leah did ask for was money to go to therapy, because she knew that with therapy, she could gain the strength to leave her husband and move on with her life. Her son and then daughter were there to hear the story and even a grandchild appeared. She has 4 children.
At the conclusion, Leah asked for questions. I asked for recipes. And she was thrilled to share.
Red Cabbage Salad
Sauce
Balsamic Vinegar, Soy Sauce, Olive Oil, Sugar
Make the sauce two days in advance
Cut cabbage and cover with sugar in fridge for two hours.
Rinse off the sugar, and mix with the sauce. Add sesame seeds and nuts.
"Whatever you have in the house."
Tirsme (I think this is what it was called.)
This was a tasty orange dip.
Cook and mash (I think you could process)
1 pumpkin -- I think she meant butternut squash
white potatoes, 1 kilo
Mix with 2 sweet peppers (red, orange, yellow), a little hot pepper, kimmel, garlic, and oil.
Add lemon to taste
Orange Peel
Rachel added the most wonderful orange peel to her cookies. She put the orange peel in the over to dry. When it was completely dry, she ground it into a powder. She sent me off with a wonderful sample of the powder.