JCDS Winter 2015 Nitzotzot

JCDS

S PA R K S F R O M O U R S C H O O L C O M M U N I T Y

B O S TO N ’ S J E W I S H CO M M U N I T Y DAY S C H O O L

VOLUME 20, NO. 1 WINTER 2015 • ‫חורף תשע”ו‬

In This Issue: 2

Thinking Like Engineers

4

Building a Growth Mindset

in Gan Nitzan

5

Stories and Symbolism

6

Remembering Yaffah (Gail) Korinow z”l

7

Matters of Taste 2016

8

Sparks: News at JCDS

10 A Look at Inter-Grade

Learning at JCDS 11 Personal Mission Statements

THINKING LIKE ‫חושבים כמו מהנדסים‬ A

grandparent approached me and excitedly said, “I have to tell you what happened yesterday when I was in the park with my granddaughter. A friend said to my granddaughter, who was of course dressed in all-pink: ‘You are such a cutie.’ Without hesitation, my granddaughter turned to him and said, ‘Don’t call me cute. I am a strong engineer.’”

ENGIN

requires them to notice what is around them and to wonder about what they need to know before they can begin. Then they imagine their project and ponder possible solutions to a problem. Thereafter, our children have the opportunity to make a plan for their design and create a prototype of the project. Significantly, this is not where the process ends. Since each class is a learning community where our children learn from one another as well as their teachers, students respond to feedback from their fellow classmates with a growth mindset to improve their end product.

At JCDS, our children are being taught to “think like engineers” beginning in Kindergarten. We are continuing to develop our innovative engineering curriculum focused on our students designing solutions to real “problems,” with an emphasis on hands-on building.

Our 8th graders recently interviewed our faculty to identify needs or problems in the school that they could attempt to solve. As a result, they are now working on a range of projects including designing a projector stand that will project on the ceiling of the Beit Knesset, a PVC xylophone-like instrument in the key of G for the Klezmer band, locker organizers to fit school binders, and a camera tripod with wheels. Moreover, we integrate engineering projects with our students’ learning about key Jewish holidays. As our 1st and 2nd graders learned about the shofar for the Yamim Nora’im (the High Holy Days), they had the opportunity to become acoustical engineers. They were challenged to design and build a sound-reducing wall to facilitate practicing blowing a shofar in one classroom without disturbing other classes.

Our students had fun testing out their projects and increased their confidence and comfort with sharing and combining ideas to improve their designs.

The engineering design process is a fantastic pedagogical cycle that aligns beautifully with our school’s educational philosophy. Initially presented with a challenge, we teach our children to begin by asking questions, which

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NEERS

By identifying new opportunities for innovative curricular integration, our teachers encourage our students to use this iterative approach to problem solve in many areas, including Tanakh.

Following their study of chapters from Bamidbar (Numbers), our 5th graders were challenged to build a model of the encampment of B’nei Yisrael in the desert. Each small group was responsible for applying its knowledge of biblical texts to create a tent that represented one of the twelve tribes; each met certain requirements (size of the tribe and the tribe’s colors) and criteria (has to stand on its own and provide shelter from the desert sun for its inhabitants). I cannot help but smile as I walk down the corridors, observing the Tanakh come to life in this innovative and thrilling way.

Students

respond

to feedback from their classmates with a growth

Through this exciting, challenging and fun engineering program, our children are learning, practicing and internalizing strategies that will serve them for the rest of their lives. They are developing into creative and collaborative problem solvers. In addition to being cute mensches, they are becoming strong engineers.

mindset

ENGINEERING DESIGN PROCESS Our engineering wheel describes the process for problem solving that we apply not only in STEM-related subjects, but across all curriculum, including Tanakh and humanities.

B’virkat shalom (With a blessing of peace),

Dr. Susie Tanchel, JCDS Head of School

3

‫ר על פי דרכו‬ ‫לנע‬ ‫נוך‬ her way r o s i ” ‫ח‬ h o

t Teach g n a child acco rdi Proverbs 22:6

rowth Mind G a set g n i n N a G i tzan in ld i Bu

The JCDS value of growth mindset is not just discussed in the older grades; we begin in Gan Nitzan so that it serves as the foundation of the students’ learning. Those who maintain a growth mindset believe that abilities can be developed over time through effort, strategies and hard work.

At the beginning of the school year, Gan Nitzan created a Growth Mindset board, which displays authentic statements that the students have shared. We sat down with Gan Nitzan teacher, Brenda Dolan, to discuss this class project.

WHY DID YOU DECIDE TO START THE YEAR WITH THIS UNIT? As I think about what will position my kindergarteners to succeed moving forward, approaching each day with a growth mindset is critical. I want them to use the language of growth mindset and integrate it into their learning from the beginning of their JCDS experience so it will stick with them throughout their time here and beyond.

WHAT KIND OF RESEARCH AND PREPARATION WAS NECESSARY FOR THIS UNIT? My research focused on how to build culture and expectations around growth mindset and how to create a physical environment that promotes and reinforces a growth mindset. I was able to draw on much of the professional development work we did as a faculty last year and used Students resources like Pinterest to find creative ideas and tools to introduce the concept in a integrate way that was accessible and meaningful for kindergarteners.

HOW DID YOU GO ABOUT TEACHING STUDENTS ABOUT GROWTH MINDSET? The most powerful way to teach growth mindset is through modeling and roleplay. It’s important for my students to see that I am embracing the concept myself.

We intentionally play out different scenarios in which I will make a mistake and the students will offer advice on an alternate solution. It helps them practice using growth mindset language.

growth mindset into their learning from the beginning so it sticks with them

DID YOU ALTER THE GROWTH MINDSET CONCEPT THAT THE REST OF THE SCHOOL PRACTICES FOR THE GAN NITZANERS? Not at all. As the children grow, you can certainly add more nuance to it, but at its heart it’s a simple concept. Kindergarten might even be the best place to teach it since students all have a fresh start in Gan Nitzan where growth mindset serves as a baseline for what we expect of them at JCDS.

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JCDS

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Stories and Symbolism:

Jewish Children’s Books

I

‫סימליות בסיפורים‬

t takes only a quick visit to one of the JCDS classrooms to understand the extent to which JCDS teachers strive to integrate units across curricula. From the second grade unit on tza’ar ba’alei chayyim (Jewish value of treating animals kindly) that incorporates a book sale to raise funds for animal rescue organizations, to fourth grade “tour guides” narrating the highlights of Boston in Hebrew, the JCDS educational experience incorporates multiple curricula into a single unit, showing students how integrated learning can strengthen their understanding and final work.

a shofar, menorah, Jewish star, etc., and write their children’s book using the literary skills they have practiced. Their final work is presented as an eBook that incorporates both the second and fifth graders’ illustrations and interpretations.

In 5th grade, students learn that strong, effective writers use clear, descriptive language to give the reader a mental image of their narrative. Some of the techniques that writers use to evoke these images are alliteration, metaphor, personification, and simile, i.e. figurative language. To assess the students’ knowledge and understanding, fifth graders are asked to write a children’s book centering on a Jewish symbol that incorporates these techniques. The final project is presented to their second grade buddies who act as an authentic audience and assess the descriptive skills of the 5th graders.

This project incorporates literary skills, Jewish symbolism, technology, and community work.

Samara Hendin Soiref, fifth grade teacher, wanted to combine this writing unit with Jewish symbolism not only because this is a Jewish school that integrates its curricula, but also due to the students comfort level with the content: “In order to write with this much description, students need to be well informed on their topic. Our students are very familiar with Jewish symbols so when they begin writing, they can practice the new skills without being bogged down by absorbing new content.”

Students begin the unit by studying and practicing these writing skills, using objects around them as inspiration. Students then choose a symbol, such as

Our students take skills they learn in one area and apply them across all disciplines, giving them the ability to express themselves and their work in many different ways. JCDS sees it as an essential tool in creating thoughtful, knowledgeable learners.

Students take the skills they learn in one area and apply them across all disciplines

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Remembering

Yaffah (Gail) Korinow Beloved

first g rade 13, 201 teach er 5 afte er, Yaff vemb o r a lo N a n h o (Gail) Korinow z”l, passed away ng b spend a o attle w few m only t d i t a h h c u a i n n o Y c er, which she bravely fought. utes watch h with Y or er ani affah to acher e t mate r e t s a u nderstand that she was a m d and her who ing passio le bod ren, us n d l i ate telling o y to h c r u f biblical stories to o the hab bring t of its of the ch dimen mind o aracters to b m e g n i life. She was the liv and h n. eart so l missio synonymo a n o i t a c u d us with the JCDS e

Yaffah’s Legacy

Dr. Susie Tanchel, Head of School: Yaffah made such an impact on the developing hearts, minds and souls of countless children over many decades doing what she loved most: teaching. Through her deep love of everything Jewish, she offered her students profound and meaningful ways to connect to the sacred texts, traditions and prayers she loved so dearly.

Jared Matas, Director of Educational Technology: In my work with technology at JCDS, Yaffah was my most successful student. Despite her technological illiteracy, she was determined to learn what she could about how technology could help her teaching. In many meetings with me to plan Chumash technology projects, she would challenge me, although always respectfully, to prove that what we could do on the iPad would actually help her students learn.

Sharona Givol, Director of Hebrew Program: One time I spotted my husband standing in the middle of the JCDS hallway, listening intently. As I approached, I realized that Yaffah was there in her alcove, giving a Hebrew lesson. It was a standard Yaffah lesson, with songs and recitations, highlighting letters and words.

But my husband was astonished. With eyes wide he said, “What’s going on here? She’s standing there and like some magician engaging all of the children! In all of thirty minutes she’s covering the entire scope — speaking, writing, reading. It’s unbelievable!” “Yes,” I said, perfectly naturally. “That’s Yaffah.”

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Yaffah walked through the world with curiosity and humility. She sought to nurture a perpetual sense of wonder in the children of JCDS. Her love of Tanakh and Hebrew was infectious — she was unique in her ability to give children an opportunity to develop a relationship to Judaism. She had growth mindset in hand long before the concept became so influential at JCDS; she was a master teacher, yet always open to improving her practice.

As her cancer progressed, she continued to teach. Now the lesson was about dedication, commitment and how to experience joy in the midst of struggle. Yaffah wanted to remain at school for as long as she was able, as JCDS was a haven for her. She told Dr. Susie Tanchel, “Teaching is my biggest joy.” Tanchel says: “Two days before her death, she was texting me about her classroom.

It was here that her life continued to have meaning, purpose and joy. And I wanted her to be kept warm and loved in our communal embrace — a life lesson for all of us.”

It is difficult to describe the enormity of Yaffah’s impact on our community. She taught almost all of the students in the school as well as the faculty. Through her deep love of and connection to Tefillah, Tanakh, and everything Jewish, Yaffah inspired all of us to see the beauty in ourselves, in each other and in the Torah.

She instilled a love of Hebrew, Torah, and yiddishkeit. Yaffah was a remarkable and beautiful soul. Now physically absent but present in our hearts, Yaffah, we will miss you so.

Contributions in memory of Yaffah can be made to the JCDS Annual Fund.

ONE NIGHT, EIGHTEEN DINNERS, UNFORGETTABLE CONVERSATIONS...

FOR A GREAT CAUSE

JCDS

STEVE PAGLIUCA

KATHLEEN FLINTON

DAVE DAVIES

CHARLOTTE

Managing Director of Bain Capital and Co-Owner of the Boston Celtics

A Clinical Social Worker at the Boston Center for Refugee Health and Human Rights

Guest Host on NPR's Fresh Air and a senior reporter for WHYY in Philadelphia

Chief Medical Officer for AARP and advisor to The Conversation Project

SUNDAY, MARCH 20, 2016 RECEPTION: 4:00 PM DINNER: 6:30 PM

YEH

Savor your choice of one of 18 simultaneous dinner parties, each hosted in a private home around the Boston area. At each dinner, you will join many other friends of JCDS and meet a special guest — perhaps a noted author, musician, scientist, or chef. Kick off the event with a pre-dinner reception at JCDS, where you can discover the vision and energy of this joyful institution.

For tickets and information, visit www.mattersoftaste.org

ALL PROCEEDS BENEFIT THE JCDS ANNUAL FUND 7

T

he fifth grade class was challenged to “think like engineers” in order to present what they learned from studying the camp of the Israelites in the midbar (desert). Working in groups, students created tents belonging to each tribe, including the Levi’im and the Mishkan.

This task was framed as an engineering challenge.

Students were given specific requirements that their building needed to fulfill, criteria that restricted their projects, and materials with which to create. Students followed the steps of the Engineering Design Process, asking questions about the task, imagining how they could build it, planning blueprints, creating, and then improving their design. Integrating their knowledge of engineering, students made Tanakh come alive and were motivated to engage deeply with text, take pride in their knowledge and demonstrate it in an innovative manner.

Students remarked that although sometimes you have to change your plan in the middle, you learn to keep trying.

mishkan:

Tanakh Engineering Challenge

Jesse Levisohn holds his “Mi Ani” book with his mother and former JCDS teacher, Emily Beck.

2008

2015

A-HA Moment!

“It’s hard to remember back to the moment we knew JCDS was the right school for us, but we will never forget one of our earliest memories — the first day of kindergarten for our now high school senior. Nervous children and parents alike gathered on the carpet as the classroom teachers sat us down to read Little Blue and Little Yellow by Lio Leonni. One teacher read a page in English, followed by the other reading the same page in Hebrew. We could see how seamlessly JCDS would weave English and Hebrew together throughout the day while simultaneously teaching our children Jewish values. That morning was truly a foreshadowing of what would come. After thirteen years, and two kids graduated, we have never looked back.”

-Shoshana Jacobs and David Charytan

If you have news about JCDS alumni, PLEASE LET US KNOW at news@jcdsboston.org.

CHECK OUT OUR ALUMNI PAGE: WWW.JCDSBOSTON.ORG/ALUMNI

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FIND US ONLINE!

Spotlight on

Men’s Torah Study

Eleven years ago, a group of JCDS fathers decided that they would take time to learn Torah and they are still at it today. The Men’s Torah group was created so that fathers could become more involved in JCDS, model Torah study for their children, and create community within the JCDS community. Although the Hebrew literacy level among participants is extremely diverse, a line-by-line approach in Hebrew and English allows everyone to grasp the text. Mel Brown, one of the founders of the group calls their study method “Text Jazz” or “Text Led Group Study.” The group spends so much time on each verse, that after eleven years, they have just finished Parshat Noach.

“If you get a bunch of bright inquisitive people together, no matter their background, you will end up with a fascinating discussion,” says Brown. “We wanted to model Torah study for the students by their parents.” Although Mel no longer has children at JCDS, he still attends every meeting. “This group is my community, and this is an opportunity for people who are not part of synagogues to meet and learn Torah, and ponder philosophical issues,” he says. If you are interested in joining Men’s Torah Study, please contact Mel Brown at Mel@crocodilecreek.com.

PLAYER PROFILES leah gann

MILES MUNKACY

SPORT: Soccer POSITION: Offense/Mid Field SEASONS: 2012, 2013, 2014, 2015 NUMBER: 4

SPORT: Soccer POSITION: Center Back SEASONS: 2015 NUMBER: 31 (my favorite player’s #)

SEASON HIGHLIGHT: Scoring the first goal of the season.

GAMEDAY TRADITION: Drinking a TON of water.

BEST PART OF THE TEAM: “You get a chance to get close to other people on the team outside of regular classes. The JCDS team has a lot of pride and we are happy to play, not just to win. Also people should join the team. We’re always looking for more players!”

SEASON HIGHLIGHT: So far, we are undefeated!

BEST PART OF THE TEAM: “My favorite part of being on the team is just sitting on the bus with everyone, hanging out. It gives us an opportunity to bond as a community. Also, Rudie Lion is an awesome coach.”

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?‫איזהו חכם‬

Who is wise?

One who learns from everyone

‫הלומד מכל אדם‬

Pirkei Avot 4:1

A Look at Inter-Grade Learning JCDS strongly believes that all students are able to contribute to a discussion or a project, no matter their age. Our students benefit from engaging with multiple perspectives, positioning them to become 21st century leaders.

Fourth graders review the story of Joseph in an effort to understand how the Israelites ended up in Egypt. Students are introduced to this project by being told that the eighth graders, who have not studied the story of Joseph since fourth grade, need a refresher on the essential points of the story in the form of a Voice Thread. The eighth grade benefits from seeing the story of Joseph GRADES through fourth grade eyes, allowing them a look at a different perspective before they begin this unit.

JCDS comes together before each major holiday to prepare as a community. During these times, students meet with their buddies in different grades to engage in multi-age learning that centers around a certain aspect of the holiday. Even a Gan Nitzan student feels that he or she is able to contribute to a discussion with an eighth grader.

GRADES

4&8

K-8

Tanakh Review

Holiday Celebrations

JCDS fifth graders write a description GRADES of B’reishit to evoke an image in the reader’s mind. They share their work with the second graders, who draw an image based on the descriptions. The feedback from the second graders’ drawings assists the fifth graders in making their own writing more specific and descriptive.

2&5

Story Illustrations

First grade students write a book that tells the stories of the patriarchs and matriarchs called Sefer Avot v’Imahot.

At the end of the year, they teach that content to fourth graders who review and assess the books with their first grade counterparts. The first graders are given a sense of pride from teaching the fourth graders and the fourth graders are given an opportunity to review these stories as well as a chance to practice assessing the work of others.

GRADES

1&4

Assessments

Pairing different grades together for activities within the regular curriculum demonstrates the value of these relationships that span age and development ranges. This results in students who are collaborative, creative and curious learners who appreciate the perspective of others.

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‫ מי‬WHO AM I? ?‫אני‬

8th Grade Personal Mission Statements

As eighth graders begin their final year at JCDS, they begin to ponder what life will be like when they leave our school. In this spirit, eighth graders are tasked with defining who they are, what they wish to be and what they want to improve in themselves. Students at JCDS are taught to be the best version of themselves as young adolescents, and that it is crucial to be both introspective about, and proactive in, their own lives.

Joanne Baker, seventh and eighth grade English teacher, has the students begin this introspective process by first writing down all the ways in which they see themselves: daughter, friend, athlete, Jewish teen, etc. Then they decide what defines them, such as an empathetic friend, a talented dancer, or a studious adolescent. They must be concise and define themselves in just a few sentences while also describing what they want to improve upon and ways in which they will go about that process.

ENCOURAGE AND ENABLE THEM TO BE LIFELONG LEARNERS

Eighth grader Dina G. said that although she already knew some of these things about herself, “putting them on paper and seeing a full list helped me to really identify who I think I am.” The finished mission statements are posted in the front of the school for everyone to see. Once a month, the students take a “field trip” to again read their statements and consider how they have been executing the changes detailed in their mission statements.

Although they are graduating from JCDS, the selfawareness that students will carry into high school and beyond will continue to guide them to be the best version of themselves. Eighth grader Hallah H. commented, “It was exciting and challenging to decide what we plan to do this year to better ourselves.”

Baker explains, “Part of the greatness of JCDS students is inexplicable, but I believe it has to do with the relationship between them and the school. Because of the closeness of community and the safety that students feel, JCDS students are willing to be open and share part of themselves.” Although the eighth graders will soon be JCDS alumni, we see it as our mission to help our students, past and present, develop habits of mind and heart that encourage and enable them to be lifelong learners, preand post-graduation.

WANT TO SEE THIS EDUCATIONAL MODEL IN AC TION?

Schedule a tour of JCDS!

11

NONPROFIT ORG U.S. POSTAGE

JCDS

PAID BOSTON MA

PERMIT NO 55058 SPARKS FROM OUR SCHOOL COMMUNITY

57 Stanley Avenue, Watertown, MA 02472 617-972-1733 • www.jcdsboston.org Dr. Susie Tanchel, Head of School Sari Korman, President Arnee Winshall, Founding Chair Miriam Seidman Communications Manager miriams@jcdsboston.org 617-972-1733 Claudia Jacobs Interim Director of Development claudiaj@jcdsboston.org 617-972-1733

www.jcdsboston.org

IN THIS ISSUE...

2

Thinking Like Engineers

4

Stories and Symbolism

5

Remembering Yaffah (Gail) Korinow z”l

6

10

Personal Mission Statements

11

ONE NIGHT, EIGHTEEN DINNERS, UNFORGETTABLE CONVERSATIONS...

FOR A GREAT CAUSE

JCDS

STEVE PAGLIUCA

KATHLEEN FLINTON

DAVE DAVIES

CHARLOTTE

Managing Director of Bain Capital and Co-Owner of the Boston Celtics

A Clinical Social Worker at the Boston Center for Refugee Health and Human Rights

Guest Host on NPR's Fresh Air and a senior reporter for WHYY in Philadelphia

Chief Medical Officer for AARP and advisor to The Conversation Project

SUNDAY, MARCH 20, 2016 RECEPTION: 4:00 PM DINNER: 6:30 PM

Building a Growth Mindset in Gan Nitzan

YEH

Savor your choice of one of 18 simultaneous dinner parties, each hosted in a private home around the Boston area. At each dinner, you will join many other friends of JCDS and meet a special guest — perhaps a noted author, musician, scientist, or chef. Kick off the event with a pre-dinner reception at JCDS, where you can discover the vision and energy of this joyful institution.

For tickets and information, Matters of Taste visit www.mattersoftaste.org March 20, 2016

7

ALL PROCEEDS BENEFIT THE JCDS ANNUAL FUND

8-9

Tanakh Engineering Challenge Men’s Torah Study Ah Ha Moment Then and Now Player Spotlight

A Look at InterGrade Learning