The Qualities and Elements of Models


Part C will introduce you to the "qualities" that appear across all good models and give you access to our Interactive Table where you can explore the “elements" that are unique to particular models.  

Why are models important?
What are "model qualities"?
What are "model elements"?

Selecting and then adapting a model to meet your congregational needs is exciting and creative work. When selecting a new model you can’t just randomly take one off the shelf. We highly recommend that you start by identifying your most important goal, your Priority Goal, and your Vision for your congregation (see the Priority Goal Setting and Appreciative Inquiry Protocol from Part A). Once you and your education team have a Goal and a Vision, you can read about different educational models and consider which models would be the best fit for your congregation. By using the tools found here along with the model descriptions in Part D, you and your team can thoughtfully choose, and then adapt, a model that will provide innovative and impactful learning for your congregation.

The Qualities of a Model

What makes something a model? A model has specific qualities. For example the learning takes place regularly and is not episodic. Take a look at our Model Qualities list to learn more.

Model Elements

The type of learning that takes place, what we call the “Model Elements,” need to be aligned to your Priority Goal and Vision. A congregation that is focusing on building relationships within the larger congregational community might adapt a model that includes both older congregants and teens assisting in classrooms. A congregation that wants to build a strong Shabbat community would likely include the element of learning on Shabbat. Our Interactive Model Elements Table identifies the elements of all the models included in our site and allows you to link back and forth between them. (Note: It's a Google Sheet [like a Google Doc]. You do not need to have a Google or gmail account to view).