2019 Annual Yeshiva Day School Day Of Learning: Workshops



are you a learning leader? (Room 240)

Polly Patrick

Let's think together at what it takes to be an effective learning leader.  We will use the research of Dr. John Hattie to explore the instructional practices that lead to the most effective learning. 

bold school essentials: blending effective instructional practices with digital tools
(Room 241)

Jaime Bissa

Creating an impactful digital learning environment requires educators to thoughtfully examine the learning experiences being created for students. In this experience, participants will engage in a deeper dive of the Rigor/Relevance Framework to develop effective instruction and re-envisioned learning spaces that increase critical thinking and real-world significance while successfully leveraging digital tools. Through the Bold School Framework for Strategic Blended Learning, educators will uncover a simple process for developing technology-supported learning to drive learning outcomes for all students.  

bringing sustainability into the classroom
(Room 233)

Arielle Aronoff

During this session, Teva professionals will demonstrate how to bring sustainability into the classroom in a fun and interactive way.  There will be an explanation of Shomrei Adamah, and how Teva inspires and activates kids and teachers to incorporate sustainability measures on an individual basis and school-wide level.  This session will also include interactive-style teaching on how teachers can bring this programming into the classroom. Engaging kids in leadership in the environmental field can empower them to be self-confident and motivated change-makers in the world.  Join us in creating the next generation of motivated Jewish environmental leaders! 

climbing bloom's ladder as we teach tanach
(Room 131)

Gitta Jaroslawicz-Neufeld

Too often, "advanced" Tanach classes mean teaching more mefarshim, without attention to higher-order critical thinking skills.  We will explore how to foster deep thinking in an atmosphere of yira'at shamayim and academic integrity. 

fostering a culture of gratitude in your classroom and halls (Room 225)

Yali Werzberger

Gratitude is something that is often overlooked- but the research on gratitude is astounding! Grateful people are happier, healthier, more socially connected, more generous and less materialistic. Grateful students do better academically and feel more connected with their school. This workshop will address the positive outcomes associated with gratitude and will delineate how administrators and teachers can create a culture of gratitude- on the school-wide, classroom, and individual level. 

fostering active learning (Room 201)

Tikvah Wiener

This session will explore ways to transfer agency to students, so they actively participate in learning, take greater ownership of it, and transform it into something meaningful for themselves. 

Genz now: understanding and connection with jewish teens today (room 124)

rebecca ruberg

Who are today’s Jewish teens, and what do they care about? With nearly 18,000 respondents, GenZ Now: Understanding and Connecting with Jewish Teens Today, is the largest study of Jewish teens ever conducted in North America, conducted in partnership with 14 diverse Jewish Youth Serving Organizations. 
Join GenZ Now The Jewish Education Project’s Susan Wachsstock to discuss key findings from the report, implications for the field, and potential opportunities to enhance teen engagement and help Jewish teens thrive in today’s world. 

hashem centered education (room 239)

Rabbi Shmuel Feld

Judaism is based in large part on developing a unique relationship with God. In this session, we will consider different methodologies of facilitating students' personal explorations about God in developmentally appropriate ways with the teacher serving as a coach.  We will examine different ways to use our sacred texts to pique students' independent curiosity about God.

helping your students struggling with stress
(Room 123)

Meir Mark

Today’s children have much more anxiety in their lives than ever before. Teachers who can recognize signs of anxiety in their students can help them learn ways to manage their stress. This presentation will cover recognition of  those signs in their students and in themselves, stress reduction techniques and how to make homework assignments less stressful.

keys to effective task management with less stress (for principals and assistant principals only)- double session (beit Midrash)

Diana Bloom

 In this session, Diana Bloom will teach take-away, actionable processes and systems that can be implemented immediately to achieve higher productivity and efficiency in all areas of an organization. Today's session will provide an introduction to skills that can strengthen communication, eliminate mistakes, clarify priorities, and reduce stress while creating a Totally Accountable culture. This is the first session of an ongoing Head of School / Principals Network Series for the school year. 

let's talk about race: opportunities and challenges in a multicultural jewish community (room 227)

Lindsey Newman

In an increasingly multicultural society and fraught political climate, the need for self-awareness, tolerance and open communication has never been more critical. The American Jewish community is far from uniform—every community, family, and individual has a different perspective on identity, race, and diversity. Many organizations state “welcoming” and/or “inclusivity” as part of their mission and are interested in developing programs aimed at diversity, yet  race remains the proverbial "elephant in the room." This interactive workshop gives participants the tools to think about their own racial identities, raises awareness about the politics of race in America, as well as race in a historical and contemporary Jewish context.

managing group dynamics (room 226)

Miriam Amsel

While the benefits of cooperative learning and grouping students for projects are well-known to educators, the role that educators are expected to play in managing groups and supporting cooperative group effort is often hazy. Additionally, educators often find it challenging to teach students how to navigate group dynamics effectively and independently. In this workshop, participants will explore the kind of characteristics that create the greatest challenges in groups, how to manage these challenges, and how to cultivate the core social mindsets so that students can work cooperatively and productively. 

recognizing and nourishing strengths of introverted students (room 125)

Eliza Dragowski

In a world where gregariousness and social expansiveness are often equated with social and leadership ideals, youth who are temperamentally quieter and more reserved can be overlooked by peers and adults alike.  In this workshop, we will explore ways of recognizing and creatively engaging introverted students, thus creating an inclusive educational environment fostering their many strengths, including extraordinary creativity, communication skills, and leadership capabilities. 

rethinking challenging kids: the collaborative problem solving approach- double session
(room 234)

Erin Hill

Children and adolescents with challenging behavior present significant difficulties to teachers, parents and mental health professionals. While traditional reward and punishment approaches are sometimes useful, they often prove ineffective for many children with challenging behavior. 
This workshop is facilitated by the Think: Kids program based in the Dept. of Psychiatry at the Massachusetts General Hospital, and will outline an alternative way to understand children with behavioral issues and provide an overview of the Collaborative Problem Solving® (CPS) approach. The CPS approach reduces the frequency and intensity of challenging behavior while fostering a positive adult/child relationship and building the child's skills. Collaborative Problem Solving is an evidence-based model that has been successfully used across various settings including classrooms, therapeutic facilities, and homes. This workshop is designed for educators, social workers, therapists, and anyone who works with children with challenging behavior.

rigorous curriculum design (room 130)

Denise Lowe

This workshop will provide an overview of the importance of curriculum that is aligned to NYS Standards and how to align the curriculum, instruction, and assessment to increase student learning. 

st2em framework: Integrating torah & stem
(room 228)

Dr. Christine Coleman 
Rabbi Yona Krainess

Pronounced “STEM Squared”, this lesson framework is designed to provide hands-on project-based learning experiences for grades 1-8 in Science, Technology, Torah, Engineering and Math in 40 minutes lessons.  The ST2EM Framework is researched-based, piloted for 2 years, and successfully implemented at the Yeshivah of Flatbush in Brooklyn, NY. Students will also learn about STEM careers, teamwork and complete each lesson with an assessment. Through ST2EM Framework, students will learn essential 21st-century skills while at the same time aligning with NGSS Standards, Next Generation Common Core Standards, and relevant Torah passages. The ST2EM Framework also has a robust professional development program designed with the TPACK Model for Science, Technology, Torah Studies, Engineering and Math teachers who can customize and implement ST2EM Framework in their classrooms. Learn about the journey of concept to full implementation and the ST2EM Framework. 

the ABC's of steamaker education: activate learning, build new ideas, create meaningful lessons (Room 235)

Joan Freedman

Experience your own active learning as you engage students using design thinking while creating STEAM-related lessons. Leave this workshop with ideas of your own to put into action. 

the schoolwide enrichment model: creating a space for enjoyment, engagement, and enthusiasm for learning for students and teachers (room 129)

Nicole Waicunas

The Schoolwide Enrichment Model provides opportunities for young people to recognize, own, and share their talents and gifts. This educational alchemy generates a harmony that is more than a manner of learning; it is a thriving educational force. The Schoolwide Enrichment Model creates occasions for students to see the best within themselves and each other.  School becomes a place where ideas are explored, nurtured, and have the chance to blossom into new and exciting products that the children create.  The focus centers on the educational and social-emotional needs of the youth, and the youth has not just the classroom as their space for learning but also the community itself, creating a hive of activity that can bloom forth from child to child, and classroom to classroom. This kind of learning becomes something that young people cannot wait to share. In this session, participants will observe and participate in the understanding of differentiation from the students’ point of view.  Enjoyment, Engagement, and Enthusiasm for Learning are the three Es that teachers will come to know as the light that enables children to see knowledge as accessible, attainable, and dynamic.  Teachers will see education as filled with possibility for each of their students. Come to appreciate how education is filled with possibilities when it is viewed through the interests, learning styles, and preferred modes of expression of your students.

The science of learning (room 126)

John Almarode

This workshop unpacks the most recent and relevant findings from the science of learning and shows you how to put them into action! Practicing what we preach, participants will take part in an out-of-your-seat experience that models the promising principles from the science of learning for deep thinking and understanding. 

Trivia or pedagogy: what the chidon ha'tanakh can teach us about tanakh education (room 122)

Dovi Nadel

The session will reflect on the unique skills gained by students who study for the Chidon Ha'Tanakh. It will serve as a valuable reflection on Tanakh study in general as well as provide insight into implementing or enhancing a Chidon Ha'Tanakh program in your school.

understanding by design- double session (Room 229)

Elizabeth Imende-Cooney 

How can you design learning experiences that make it much more likely that students will understand content and be able to apply it in meaningful ways?  Since 1998, thousands of educators around the world have used the Understanding by Design® (UbD) Framework to answer that question and create more rigorous and engaging curricula. In this design workshop, participants will explore the key ideas of UbD and apply practical and proven design tools and templates for unit design.