עזרו לתלמידים.ות לאמץ אסטרטגיות למידה יעילות על ידי התנסות ורפלקציה

רפלקציה על השימוש באסטרטגיות למידה ועל התרומה שלהן מקדמת מוטיבציה של תלמידים.ות ותומכת באיכות הלמידה שלהם.ן. בקשו מהתלמידים.ות שלכם.ן לספר או לכתוב על הערך של השימוש באסטרטגיה מסוימת עבורם.ן. עודדו את הרפלקציה בעזרת שאלות כמו: מה היתה האסטרטגיה – מה עשית? מה/מי עזרו לך? איך תשתמש.י באסטרטגיה בפעם הבאה?

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The State of Hebrew Education: Insights from Toronto and Beyond

The latest State of the Field, contains a study conducted by UJA Federation of Greater Toronto in collaboration with Rosov Consulting which presents attitudes of various stakeholders to Hebrew education in the Jewish day school. Although the study was conducted in Toronto, we believe it is reflective of other communities around North America.

The study reports on the attitude of parents, students and teachers toward teaching and learning Hebrew, including Contemporary (Modern) and Classical Hebrew in Modern, Traditional and Hybrid schools. It showed that while parents value Hebrew, parents of children in Modern Schools valued Hebrew the least, while those in Hybrid or Traditional Schools, valued different Hebrews, with those in Traditional Schools opting for Classical Hebrew and those in Hybrid schools preferring Modern Hebrew.

The study revealed that parents and students value Hebrew for different reasons, with parents valuing more the symbolic reasons while students were more interested in the practical application of the language. However, what the study surfaced is that the enjoyment from learning Hebrew poses a challenge. While those students in Modern schools disliked all Hebrew learning, with Classical being more disliked than Contemporary Hebrew, students in Hybrid schools enjoyed Contemporary Hebrew very little but had a negative enjoyment from Classical Hebrew. Only students in Traditional Schools enjoyed Hebrew both Contemporary (very little) and Classical (significantly).

Interestingly, parents’ satisfaction with Hebrew education is less than 50% with either Contemporary or Classical Hebrew in Modern Schools, between 50 and 60 percent in Hybrid schools, and only 28% satisfaction with Contemporary Hebrew and 63% satisfaction with Classical Hebrew in Traditional Schools.

How Sarit Nevo Ended up Presenting at the Global Language Conference

Assuring students’ achievement in communicative Hebrew language skills is a high priority at The Leffell School. The Hebrew leaders of each division are deeply committed to the professional growth of their teachers and the senior leadership is equally committed to the professional growth of the Hebrew leaders.  

Dr. Michael Kay, Leffell’s Head of School, shared an email invitation to his Hebrew leaders with an interesting challenge: to submit a proposal to be a presenter at a Global Language Conference, to teachers of many different world languages. Sarit Nevo, Leffell’s new Middle School Ivrit Department Chair, accepted the challenge.  

Hebrew at the Center’s “Member School Highlight” sat down for an interview with Sarit to learn what led her to make 2 presentations at the New York State Association of Independent Schools’ Global Language Conference, and how this experience evolved to launch the upcoming in-person Shiur Ivrit Conference, to be held on Sunday, April 7, from 9:00 AM to 3:00 PM EDT, at the Leffell School in Hartsdate, New York: 

MSH: How did you find this opportunity to present at a World Language Conference?  

Sarit: This is my 6th year teaching Hebrew in a Jewish day school and my first year as a department chair. Dr. Kay received an email from New York State Association of Independent Schools (NYSAIS) with a call for proposals for their World Language Conference. Our school is a member of NYSAIS, which sponsors outstanding professional conferences throughout the year. Occasionally, there are opportunities for teachers at member schools to lead sessions at these conferences. Thinking that Hebrew teachers should be a part of this large community of language teachers, I decided to apply. My decision to participate wasn’t solely driven by personal ambition; rather, it was rooted in a desire to enrich the broader language teaching community. By offering insights into Hebrew pedagogy employed at The Leffell School, I aimed to elevate the status of Hebrew language instruction and foster cross-cultural understanding and appreciation. It was an opportunity to bridge cultures and celebrate diversity. Then the war broke out, I wasn’t sure this was the right time for Hebrew to be front and center, but decided to move forward. 

MSH: What was your presentation about? 

Sarit: I wanted to enrich the global language community and bring Hebrew to the forefront of our field. Recognizing the immense and multifaceted value of Hebrew educators contributing to the broader discourse on language education, I wrote two proposals. To my great surprise, both were accepted! I presented two units that I am very proud of and that are innovative and unique. The first was: The Power of Songs in Second Language Acquisition. The second was: Extensive Authentic Reading in Second Language Acquisition. 

These workshops were designed to bring both theory and practice, providing practical tools and strategies that attending teachers could immediately implement in their World Language classrooms, regardless of what language they teach. I developed detailed teacher guides, in English, to accompany the workshops, ensuring that the knowledge shared could be effectively applied in diverse educational and world language settings.  

MSH: What make you feel that you were ready to send a proposal for a conference that was outside of the Jewish day school space?  

Sarit: Wow! When Dr. Kay, our Head of School, shared that Hebrew has historically not been highly represented at this conference, I felt compelled to change that narrative. I recognized the importance of highlighting Hebrew education within a broader educational context. 

Although presenting at this conference was outside of my comfort zone – requiring me to present in English – I was driven by the opportunity to both learn from and contribute to other language educators. I firmly believe that while I have much to learn from teachers of other languages and cultures, I also have valuable insights to share. I approached the task with unwavering determination, dedicating my weekends over the next two months to develop comprehensive workshops. My husband and daughters were very generous to give me the time and space to prepare. 

MSH: Why do you think it is important for Hebrew language educators to present at such a conference?  

Sarit: I think it is important for Hebrew language teachers to present in a global language conference for a few reasons: 

  1. Representation: By presenting at conferences, Hebrew language educators contribute to the visibility and recognition of Hebrew as a language of study. They showcase the richness and diversity of Hebrew language instruction. As we are mostly teaching in Jewish schools and communities, we don’t have many opportunities to be a part of that larger community of language teachers. The NYSAIS Conference presented the opportunity for Hebrew at be represented. 
  1. Networking Opportunities: Conferences bring together a diverse community of language educators from various backgrounds and contexts. Participating in such events allows Hebrew language educators to network with peers, exchange ideas, and establish valuable connections. These networking opportunities can lead to collaborations, partnerships, and resource-sharing, which ultimately benefit both educators and their students. 
  1. Professional Development: Conferences provide a platform for educators to stay updated with the latest research, methodologies, and trends in language education. By presenting at conferences, Hebrew language educators can share their experiences, innovative teaching methods, and insights gained from their classrooms.  

MSH: What were your challenges? How did you overcome them? Who helped you brainstorm and prepare? 

Sarit: This was my first time presenting in a conference in English. This being my main challenge I knew I had to be ready and thoroughly prepared. Since all my materials were in Hebrew, I dedicated long weekends to crafting my presentations and materials in English and planning engaging workshops that teachers of other languages would find enjoyable, inspiring, and helpful. I am extremely grateful to Dr. Esty Gross, Chief of Staff and Director of Education at Hebrew at the Center, for her guidance throughout this journey. 

MSH: What are the implications for you as a Hebrew leader? 

Sarit: So many! Presenting at a World Language conference can be a source of inspiration and motivation for Hebrew educators. Sharing successful teaching strategies, student achievements, or innovative projects can energize educators and reaffirm their commitment to excellence in Hebrew language education.  

Professional Growth: Engaging in conference presentations and participation offers a platform for personal and professional growth and provides opportunities to refine presentation skills, enhance public speaking abilities, and receive constructive feedback 

Leadership Development: Presenting at a language conference showcases leadership within the Hebrew education community. It demonstrates initiative, expertise, and a commitment to advancing the field. By sharing innovative teaching methods, successful strategies, and unique insights, one can inspire and influence peers, thereby assuming a leadership role in shaping the direction of Hebrew language instruction. 

Networking and Collaboration: Participation in World Language conferences facilitates networking and collaboration opportunities. Building connections with like-minded individuals enables the exchange of ideas, resources, and best practices. Collaborative endeavors may emerge, leading to joint curriculum development initiatives.  

Through this conference I met Joshua Cabral from the https://wlclassroom.com/ . I was extremely honored that the conference keynote participated in my workshop. Joshua invited me to participate in his successful podcast about Authentic Reading in the Target Language. 

Advocacy and Visibility: Presenting at a world language conference serves as a form of advocacy for Hebrew language education. It raises awareness of the importance, relevance, and value of Hebrew as a language of study. By showcasing innovative approaches, successful outcomes, and student achievements, one can promote the growth and sustainability of Hebrew language programs within educational institutions and broader communities. 

Affirmation: Hearing positive feedback and engaging in discussions with colleagues can reignite passion for teaching and invigorate the teaching and learning process at your school. 

MSH: What are the implications of your presentations for Hebrew teaching and learning at The Leffell School? 

Sarit: Presenting at a conference elevates the profile of Hebrew teaching within the school community. It validates the importance of Hebrew language instruction and highlights the expertise of educators involved in teaching Hebrew. This recognition can foster a sense of pride among students, parents, and colleagues, reinforcing the value of Hebrew language learning.  

MSH: How has this experience changed your thoughts about Hebrew teaching and learning across the field?  

Sarit: After attending and presenting at the NYSAIS World Language Conference, noticing how much we educators can learn from each other, I’m initiating a Hebrew teachers’ conference Shiur Ivrit – the collaborative conference. I am calling all Hebrew teachers and leaders in the New York Metropolitan Area to present and/or participate in our conference that will take place, in person, on Sunday, April 7th, from 9:00 AM to 3:00 PM at The Leffell School Upper School Campus. This is a unique opportunity to learn from each other and build connections. 

I hope that my experience as a presenter at the NYSAIS World Language Conference will inspire others to attend and present at World Language conferences outside of our Hebrew language community. Just as NYSAIS hosts world language conferences, so do Associations of Independent Schools in other states and geographic regions. Each state also hosts similar conferences for World Language teachers in public schools. 

I also hope that Leffell’s Shiur Ivrit Collaborative Conference, co-sponsored by Hebrew at the Center, will encourage other Hebrew leaders in other locations to host their own regional conferences. Engaging in conference presentations encourages educators to stay updated with the latest trends, research, and best practices in Hebrew language instruction.  It provides an opportunity for teachers to refine their pedagogical skills, explore innovative teaching methods, and incorporate new approaches into their classrooms. Ultimately, the main beneficiaries are our Hebrew language students. 

MSH: Todah Rabbah, Sarit. Looking forward to seeing you at Shiur Ivrit on April 7th. 

Amitei Ivrit Fellows Bring Hebrew to Life Around the Country

Over the past few months, Hebrew at the Center staff ventured out into the field to visit with our Amitei Ivrit Year-Round fellows in their settings, and found them doing some extraordinary things!

Each site visit revealed a new exciting way our fellows were expanding the learning of Hebrew in their settings. At The Temple, in Atlanta, Rebecca Good guided fifth graders to create an exhibit in her program’s Jewish Museum to teach Hebrew to K-3rd grade students using Hebrew at the Center’s “Table Top” Hebrew learning games. At Malibu Jewish Center and Synagogue, in California, Michelle Geft welcomes all her students each week with a kinus opening session in which she prompts them to respond in Hebrew using various signs to let her know how they are feeling, what the date is, and answer other queries. In Manhattan, at Park Avenue Synagogue, teachers used Hebrew at the Center’s Hebrew word card decks to have first grade students identify Hebrew letters on the cards that are also in their Hebrew names. In Atlanta, at Shearith Israel, Sharon Graetz’ students opted into a scavenger hunt elective in which they had to identify in Hebrew the various rooms and objects that make their school and sacred space special. 

In each of these ways, and many others by the other fellows in the Amitei Ivrit year-round cohort, this group of educational leaders is deepening and expanding the role and presence of where Hebrew lives in our students’ lives. They are determined to bring Hebrew as a language, as part of Jewish culture, as central to religious behavior out of the academic oriented classroom and into the experiential and organic environments of informal education. In doing so, these students will see Hebrew as more than just a language to learn for a B’nei Mitzvah, or to use singularly on a trip to Israel. They will know and feel how Hebrew connects them to Jews in their own city and around their world. They will understand how Hebrew offers access to both exciting contemporary culture and the wisdom of Jewish literature that is thousands of years old. 

In these months, we witnessed the returns of the efforts to invest in training and coaching educators and providing them the resources and support to give them the space to dream, experiment and learn how Hebrew can elevate their mission and vision for Jewish education. 

Interested in bringing Amitei Ivrit fellows to your school? Click here to learn more about the program.

Hebrew is Magic: Under Contract

As a self-employed stand-up comedian and author, I spend a lot of time with contracts – writing them, reviewing them, and once in a while, arguing over the finer points within.

I know I’m not alone.

It used to be we dealt with contracts once or twice a year – when buying a house, renting an apartment, buying or leasing a car.

But in our modern world, contracts are a daily fixture. Whether it’s downloading an app, signing up for an email account, or ordering a pizza online, we’re first presented with a War-and-Peace-length contract stating the terms and conditions, which we must the acknowledge that we’ve read, understood, and agreed to. (If not, no email address. Or pizza.)

Is it simply the nature of contracts that they’re like this?

And why do we have contracts at all?

Believe it or not, Hebrew has the answer…

 

CHEST SELF FORWARD

The Hebrew word for contract is chozeh (חוזה)

If you’re familiar with Hebrew, look closely: Do you see another word hidden inside it? (Hint: it’s a body part…)

Indeed, embedded in chozeh are chet-zayin-heh (ח–ז–ה)

which gives us chazeh (חזה)

a three-letter word that means “chest.”

Now, why might this be?

As I see it, Hebrew is trying to tell us something about the nature of contracts. And it has to do with two unique aspects of the chest.

First, when facing another person, the chest is the only part of the body that you can’t conceal. You can cross your leg behind you, hide your arm behind your back, and you can even swivel your neck and turn away your head…but so long as you’re in front of that other person, your chest remains fixed in place. Move it, and you’re no longer facing them .

Second, the chest is the only part of the body that you can’t move in isolation. Fingers can be curled, faces scrunched up, but your chest? Move it, and other parts start moving too. Your chest is you: what you see is what you get.

According to Hebrew, our contracts should be the same way: forward-facing, declarative, and encompassing the entirety of the deal.

Nothing hidden, no fine print.

Once again, Hebrew proves itself an instruction manual for how to live an ethical life.


Joel Chasnoff is a stand-up comedian, podcast host, and co-author of Israel 201, winner of the 2023 National Jewish Book Award. You can find out more about his comedy, books, and upcoming tour at www.joelchasnoff.com, and sign up for his weekly newsletter, Hebrew Is Magic, to learn more about the hidden life lessons in Hebrew words.  

Building an Oasis of Jewish Joy: The Story of the Adelson Campus

Close your eyes and imagine being a child in the middle of a desert, growing up and being educated in an oasis of Jewish joy. What picture comes to mind?

Your imagination may have taken you to one of many communities in Israel. Or, it may have taken you to the Dr. Miriam and Sheldon G. Adelson Educational Campus, a community day school in Las Vegas, Nevada, where close to 700 children from age 18 months to 18 years, of diverse backgrounds, receive a world-class education in General and Judaic Studies, in English and in Hebrew.

Hebrew at the Center’s Member School Highlight sat down with the Head of School, Alli Abrahamson, and the lower school’s Hebrew leader, Dina Rudaizky, to learn about their focused efforts to strengthen the Hebrew language program at their oasis known as the Adelson Campus

Knowing that their community wished to take a comprehensive approach to growing Hebrew language learning at the Adelson Campus, their multi-year partnership with Hebrew at the Center began in the spring of 2023. In turning to Hebrew at the Center, their goal was to establish Adelson Campus’ own K-5 scope and sequence, based on the ACTFL standards for teaching of foreign languages, which would lead their students to balanced competency in reading, writing, listening, and speaking. Luckily, they already had on board excellent teachers who were open to learning, and who are appreciative that the school was willing to invest in their professional growth as teachers of Hebrew language.

Now close your eyes again and imagine building a house in that desert. You’d first need to envision the house and how it fits into the unique landscape. Then you’d need to develop an architectural plan. Only then could you design the spaces within the house, such as kitchens, bedrooms, and bathrooms, created by utilizing commercially available components, such as cabinets, lighting, and furnishings.

The process of restructuring Adelson Campus’ Hebrew program began with coming together to develop a bold yet realistic vision for Hebrew language at this particular school, in this particular place. Then came the creation the “architectural plans,” what we call “scope and sequence,” before undertaking the design of rooms, what we call instructional units, utilizing commercially available components, otherwise known as published curriculum.

Throughout the summer of 2023, Dina Rudaitsky worked with her coach, a senior educator from Hebrew at the Center, to developed Adelson Campus’ scope and sequence for the lower school, the architectural plans of education. The next step, beginning in the fall of 2023, was designing each “room,” or instructional unit. For this phase, all lower school Hebrew teachers received coaching from a Hebrew at the Center coach to develop a complete unit plan for their own grade level, including all aspects of language instruction – reading, writing, listening, and speaking – as well as formative and summative assessment of student learning. Adelson Campus’ teacher-developed units incorporate commercially available curricular materials from Nifla’ot (Matach) and Haverim B’Ivrit, and are assembled to align with the blueprint, that is, Adelson Campus’ unique scope and sequence. The plan is that after being carefully coached through the first unit, Hebrew teachers will become more independent in developing subsequent units of instruction.

Thanks to having received Adelson Campus’ unique scope and sequence, teachers know the details of what students need to learn and achieve over time. They can utilize the published materials as components to reach their iterative goals, not just teach what comes next in the textbook series.

Adelson Campus’ reimagined Hebrew language program is a work in progress. They are, after all, a campus, not a house. As a nursery through 12th grade school, there are many more houses to build in this desert landscape. If all goes as planned, in a few years, when you close your eyes and imagine that oasis of Jewish joy in the middle of the desert, it will be much harder to discern if that oasis is in Israel or in Nevada.

שלבו בהוראה שלכם.ן סיפורי ילדים בעברית המקדמים הכרת האחר וסובלנות

העשירו את הטקסטים להם נחשפים התלמידים.ות בשיעור עברית והוסיפו ללמידה מימד ערכי וביקורתי על ידי בחירת סיפורי ילדים המעודדים הכלה וסובלנות. חפשו ברשימת הספרים כאן סיפור המתאים לגילאי הכיתה שלכם.ן, לנושא הנלמד ולמטרות הלימוד 

מאגר הספרים : אורנים מכללה אקדמית לחינוך והוראה 

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Hebrew is Magic: Lost in Transition

Dear friends,

I don’t know about you, but transitions have always been hard for me.

The final morning of summer camp? Yep, that was me curled up in the back of the bus, crying like the proverbial baby.

The day I graduated college? A disaster. I was literally sick to my stomach.

And then there’s July 30, 1997 – the day I entered the IDF. The 48 hours leading up to my induction I couldn’t eat, sleep, or carry on a normal conversation. On the way to the Induction Center, I trembled so badly that my buddy Mike had to pull the car over so I could step out and get some air.

Not surprisingly, by the time I got home from camp and college, and into the army, I was fine. It was the transition I struggled with, more so than with whatever came next.

I’m telling you this not because I feel I’m especially unique, but because I know I’m not.

Many of us struggle with transitions. Whether it’s a big one, like getting married or moving to a new country, or small, like packing for a trip, transitions can be harrowing.

But why?

And might there be a better way to think about transitions?

Whenever I find myself looking for insight into the human condition, I turn to Hebrew and the wisdom embedded in Hebrew words…

 

The Hebrew word for “transition” is ma’avar

Look closely. Do you see any other words embedded within ma’avar, perhaps one you already know?

Indeed, ma’avar is actually a combination of two expressions: ma’

which means “from,” and avar

Hebrew for “the past.”

This, according to Hebrew, is what transitions are: departures “from the past.”

It’s worth noting that the Hebrew word for transition could just as easily have been l’atid

a made-up word that, theoretically, would mean “to the future.”

But instead, it’s ma’avar. And as such, Hebrew is telling us something: that the hardest part of any transition is leaving a situation we’re familiar with.

To see what I mean, go ahead and think about a transition from your own life. What scared you most?

I have a feeling that if you really dig deep, you’ll discover it was leaving behind a world you knew, more so than any fears you had about the future.

This idea is backed up by science. One of the primary motivators of all living creatures, including humans, is homeostasis – our desire to “keep things as they are.”

One of the most common pieces of advice people give to someone going through a transition is to ask yourself, “What’s the worst that can happen?”

Personally, I’ve never found this helpful. And with good reason: the question is predicated on the idea that what we’re afraid of is the future, when in fact we’re afraid of leaving the past.

So the word ma’avar can actually offer insight into how to handle transitions.

Namely, that when going through a transition, we should remind ourselves of the many aspects of our lives that are constant and will remain in place: our friends, our families, our values.

The transition from the avar will always be difficult.

But the best parts of our past stay with us. Always.


Joel Chasnoff is a stand-up comedian, podcast host, and co-author of Israel 201, winner of the 2023 National Jewish Book Award. You can find out more about his comedy, books, and upcoming tour at www.joelchasnoff.com, and sign up for his weekly newsletter, Hebrew Is Magic, to learn more about the hidden life lessons in Hebrew words.  

Forty Two MILTON Students Achieve Global Seal of Biliteracy

We are excited to share that based on the latest Avant Hebrew assessment, a remarkable 42 MILTON students were awarded the Global Seal of Biliteracy. This award is given in recognition of students who attained a functional fluency in Hebrew, a designation given to students who earned a proficiency level of Intermediate mid-5 or higher on all four skill areas of the Avant assessment.

Click here to read complete story on miltongottesman.org

Bilingual English-Hebrew PBL Bring Joy To Learning

Denver Jewish Day School has a long and proud history as a member of Hebrew at the Center. Over the years, the status of both Hebrew language and the Hebrew teaching faculty have risen in stature in this K-12 community day school in the Mile-High City. Today, secular and Hebrew language studies flourish together, on equal footing, side-by-side but also intertwined, most notably through PBL units, meaning Project Based Learning or Project Based Learning. Either way, PBL is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire deeper knowledge through active exploration of areas of personal interest or real-world challenges and problems. PBL units involve the whole self and culminate in written and oral presentations and/or exhibitions, in which students can share their expertise and answer clarifying and probing questions, in real time, from members of their audience. Denver JDS is renowned among Jewish schools for their commitment to bilingual PBL units. 

Member School Highlights sat down with the lower school principal, Elana Shapiro, the lower school Hebrew Coordinator, Ravit Eldar, and the 2nd and 3rd grade Hebrew teacher, Elena Shtutman, to learn how Hebrew language instruction at Denver Jewish Day School continues to evolve and why PBL is such a source of true joy for students and faculty alike. 

Years back Denver Jewish Day School made the pioneering decision to invest serious thought, time, and funding for a customized, multi-year PD program for their Hebrew language staff through Hebrew at the Center. They went “all in” with the equivalent to what is now referred to as “Package 3: Best Recommended Value Package.” Around this time, Elana Shapiro became the elementary school principal and the lower division Hebrew Coordinator, Ravit Eldar, set out to earn a master’s degree in Hebrew language instruction at Middlebury College. Such intensive professional development led to significantly increased expertise in Hebrew language teaching and learning for the entire lower school Hebrew faculty. Maintaining basic membership, year after year, which includes some one-on-one coaching hours with their long-time and beloved HATC coach, Hamutal Keinan allows the Hebrew faculty to continue to refresh, renew, and sharpen their knowledge at a reasonable cost. 

Once the intensive work of professionalizing Hebrew teaching and learning at Denver JDS was well underway, interest and enthusiasm grew among secular studies teachers and subject specialists to collaborate with their Hebrew language partners in planning PBL units. As principal, Elana Shapiro was deeply committed to PBL, but she also gave the Hebrew and secular studies teachers agency in figuring out what concepts and topics would work well as bilingual units. Elana gave the teachers the gift of time, as she reorganized the daily schedule so that English and Hebrew teachers would have simultaneous prep periods. Teachers’ good intentions are worthless if there is no time to collaborate to create PBL units, and Elana made it happen. Currently, there are between two and three PBL units per grade, some that emanate from secular studies, and others from Judaic and Israel Studies. Examples of Judaic and Israel studies based PBL units are the Siddur Celebration in second grade, the Jerusalem Project in 3rd grade, Israeli Communities in 4th grade, and Israeli Inventions in 5th grade. 

As an example of a PBL that originated in the English language arts curriculum, Elena describes the second grade’s “Monsters Project,” a fruitful collaboration between the English and Hebrew teachers, and an imaginative and enjoyable leap forward in the writing and oral presentation skills of seven-year-olds. In their minds, and while workshopping ideas with their peers, each student created their imaginary monster and then developed their monster into a well-rounded, believable being: physically, emotionally, and cognitively. Each monster would have a personality, demeanor, look, likes, dislikes, moods, favorite foods, and hobbies. The vocabulary needed to develop their monsters was based on the daily conversations conducted in Hebrew class beginning in kindergarten, in which students described themselves in Hebrew and listened to their classmates’ self-descriptions. Through the Monster Project, students moved from first-person to third-person, and in dozens of creative ways from describing people to narrating the life of monsters. By unleashing their imaginations, learning more and more Hebrew vocabulary became an absolute necessity. How else could the students’ monsters become fantastical? 

Students conducted consultations with their peers and their teacher. Rough drafts were improved upon until the final version of their monsters’ descriptions were ready to be presented at exhibition, requiring artistic, written, and oral skills, as well as strong reading and aural skills to learn about their friends’ monsters. In other words, through imagining and expressing crazy, angry, and silly monsters, all four Hebrew language skill sets – listening, speaking, writing, and reading – grew stronger and stronger, side by side, in collaboration, but not in competition with English language skills. In fact, Elena Shtutman made very clear that students were NOT to translate their English writing, rather she encouraged her students to include different details in their Hebrew presentation. 

Topic-wise, next up for the second graders at the Denver Jewish Day School is a PBL unit on animals, which will rely more on reading-based research and less on imagination. It will require re-using the Hebrew and English vocabulary that children developed through the Monster Project, while also requiring the acquisition of new terminology. After all, just like monsters, animals have personalities, demeanors, likes, dislikes, and looks, but they also have habitats, ecosystems, and the need for healthy diets. Inevitably, fewer animals than monsters will be purple, pink, and green, but the students’ thinking, reasoning, vocabularies, writing, and speaking will continue to grow…bilingually. 

As part of Denver JDS’s ongoing PD through Hebrew at the Center, this year’s coaching hours with Hamutal Keinan are focused on building a scope and sequence for Hebrew grammar. Inevitably, future PBL units will include an increased focus on building written and spoken grammar skills. The students will not even notice. They will just think they are creating fantastical monsters! 

To learn more about effective interdisciplinary PBL’s, contact Elana Shapiro, Lower School Principal, or Ravit Eldar, Lower School Hebrew Coordinator at Denver Jewish Day School. To learn more about one-on-one coaching, professional development, and the benefits of membership at Hebrew at the Center, contact Dr. Cindy Dolgin.