S pa r k S F r o m o u r S c h o o l co m m u n i t yJCDS

Volume 19, No. 2

SPRING 2015 • אביב תשע”ה

In This Issue:

3 Growth Mindset

4 Tanakh Standards and Benchmarks

5 Engaging with Difference

6 Supporting JCDS: Kevin Steinberg and Michelle Barmazel

7 JCDS “Counts”

8 Sparks: News at JCDS

10 Making Thinking Visible

CELEBRATING 20 YEARS OF EXCELLENCE

2 JCDS57 Stanley Ave, Watertown, MA 02472

www.jcdsboston.org

www.jcdsboston.org

הדרך לחשיבה בונהhard to accomplish something, as well as some intentional modeling by their teachers, these same children are now spontaneously saying to their classmates, “I worked hard on this” or, “This part was hard for me; how did you do it?” In fact, 2nd graders gather with their class at the end of the week to celebrate the best mistake of the week, as defined by the mistake from which they had learned the most. Another striking example of growth mindset is that while some schools have purchased 3D printers, a group of our middle school students built one. It took them many, many months to build it, and they had to continue in the face of

disappointment and obstacles to the completion of their work, but in the end they are justifiably proud of their accomplishment.

In a recent 6th grade math class, a student was struggling with a particular problem. When I was in this position at school, I raised my hand and waited patiently for a teacher to come and solve my problem. Instead, this young woman asked her friends in her

small group what their strategies were, which had worked and which had not, and then applied her learnings to her work. Believing that continuing to work on the problem would yield results, she persisted through her initial difficulties.

An education at JCDS is so much more than just preparing our students for high school. Our children celebrate opportunities to engage with challenge, are intrigued by errors, and experience true joy in learning. They are developing a growth mindset and the powerful habits of mind and heart of perseverance and resiliency that will serve them for the rest of their lives. It is a privilege to be a daily part of each of their journeys.

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

Dr. Susie Tanchel, JCDS Head of School

“What kind of mindset do you have?” At JCDS this year, we have asked one another this question many times. Dr. Carol Dweck, noted educational thinker, has written extensively on the difference between a fixed and a growth mindset. People holding a fixed mindset believe that each

person is born with a certain, fixed amount of potential, and no amount of effort that an individual exerts can change this. In contrast, people who maintain a growth mindset believe that abilities can be developed over time through effort, strategies and hard work.

The consequences of this understanding are profound for every person in our school community. Does a teacher or administrator experience difficult feedback as a judgment, or does he/she view it as data regarding an area for growth? Do children struggling to learn new Hebrew vocabulary view this as part of a process? Do they believe they have the necessary skills and strategies to overcome the temporary challenge?

At JCDS we see that when children with a fixed mindset experience a text as too difficult to interpret, or an experiment as too complex to execute, they give up. However, when our children believe their effort can make a difference, they develop resiliency and they learn to persevere through frustration. Thus, in our classrooms, we offer our children many opportunities to develop these habits when they experience early setbacks. At the beginning of the year, a couple of our 2nd graders bragged at the completion of their work. “This is so easy,” they exclaimed, no matter how much they had struggled with it. But after many conversations about the importance of effort, the value of risk-taking, and the pride in working

our children celebrate

opportunities to engage with

challenge.

“ “

Growth mindset

3

Over the past two years, JCDS Tanakh teachers have been partnering with the AVI CHAI Foundation and the Jewish Theological Seminary (JTS) to develop standards and

benchmarks for the teaching of Tanakh in grades K-8. The goal of the program is to create a comprehensive, purposeful, and spiraled Tanakh curriculum for day schools. Tanakh team leaders, Yaffa Korinow, Andrea Silton, and Dorit Zmiri, traveled to New York City several times for intensive training workshops with JTS to strengthen and standardize the Tanakh curriculum.

When the team began the design process, it asked: “What would ideal JCDS graduates look like in terms of their knowledge of and connection to Tanakh?” In coordination with Dr. Susie Tanchel, the team decided that its ideal graduate would be able to read and understand the nuances of text in Hebrew, as well as the commentaries, feel connected to Tanakh and feel empowered to add his/her own voice to the chain of this tradition.

Teachers are more aware of what is being taught at all grade levels and are then able to build on each other’s work to provide

“What would

ideal JCDS

graduates look

like in terms of

their knowledge

of and connection

to Tanakh?”

a smooth flow of material, ideas and skills to the students, as well as a love and passion for the study of Tanakh. We have already seen the benefits of a more focused, spiraled curriculum in students who are developing a consistent and more sophisticated set of Tanakh skills as they move through the grades. Middle School Tanakh teacher Andrea Silton explains: “Students are not just taught how to read the text… they acquire the skills to be independent learners by recognizing patterns in the words. We give them the keys to open the text.”

To help uS To reaCh our goalS, The Team ChoSe from

a liST The folloWing Three STanDarDS To foCuS on in

TeaChing Tanakh aT JCDS:

STanDarD #1: Students will become independent and literarily astute readers of the biblical text in Hebrew.

STanDarD #2: Students will be engaged in the learning of ancient, rabbinic, and modern modes of interpretation of the biblical text and will see themselves as a link in this ongoing chain of interpretation.

STanDarD #8: Students will develop a love of Torah study for its own sake and embrace it as an inspiring resource, informing their values, moral commitments and ways of experiencing the world.

Tanakh STanDarDS

anD benChmarkS

Tanakh STanDarDS

anD benChmarkSגישה בלימוד התנ“ךגישה בלימוד התנ“ך

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At JCDS, intentional pluralism extends outside the boundaries of Judaism to encompass engaging with difference in all facets of life in

productive and meaningful ways. Dr. Susie Tanchel strongly believes that learning and engaging with the “other” is an essential component of the school: “Our students practice 21st century skills, such as critical thinking, collaboration, creativity, and communication, as they collaborate with others. In order to develop new strategies for solving challenging math problems, new meanings for a biblical verse, or to find a creative solution for a playground dispute, they must engage with those different from themselves.”

At JCDS we strive to be deliberate and purposeful in our teaching of pluralism, and work to be able to communicate to others outside the community our

“Approach the world with a more open mind and welcoming heart.

“methods. JCDS has received a generous three-year grant to continue to focus on developing and nurturing our pluralistic community. This grant is generously supported through a Headway Enrichment Grant from the Legacy Heritage Fund. With the grant, JCDS has assembled a pluralism task force that is charged with defining a K-8 scope and sequence for pluralism whereby

engaging With

diFFerence

it is infused throughout the curriculum. Once the taskforce has compiled all of the necessary materials, it intends to create and capture a digital library that will be made available to others beyond JCDS. The hope is that this resource will turn JCDS into a model of pluralism in education for schools across the country. By developing a deeper, more comprehensive understanding and an increased awareness of pluralism, we hope that teachers, students, and parents alike will be inspired to engage with difference in meaningful and productive ways.

By attending an intentionally pluralistic school like JCDS, our students are immersed in difference from kindergarten through Middle School. They learn to navigate the nuances and complexities of difference from a very young age; by the time students graduate, they approach the world with a more open mind and welcoming heart.

התמודדות עם השונה5

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WANT YOur CHILD TO ENGAGE WITH

DIFFErENCE?Schedule a tour

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Michelle Barmazel and Kevin Steinberg came to the Boston area by way of Geneva, Switzerland, New York, and California, where they met in graduate school at Stanford university. Michelle recently graduated from Harvard Kennedy School’s mid-career program, and currently serves as Board Chair of PG retreat, an organization focused on meeting the educational and emotional needs of gifted children. Kevin is the President & Head of Client Services at Purpose, a revolutionary business that builds social movements and advises corporations, non-profits, and foundations on public engagement and social impact. Michelle and Kevin are members of Temple Emanuel in Newton, and for many years have hosted a Shabbat Dinner for dignitaries participating in the World Economic Forum’s Annual Meeting in Davos. They have three children: Zachary, who is in high school, and rebecca and Benjamin who are proudly at JCDS.

What inSpired you to become a Supporter oF JcdS?Our children joined JCDS in the 4th and 6th grades. From early on, as a family we were warmly welcomed both in the classroom and in the broader community. At JCDS our children quickly developed a stronger love for learning as well as greater self-confidence, and within only a few weeks of their arrival found themselves at ease and at home. We are delighted to support such a nurturing institution and caring kehillah (community).

What aSpect oF JcdS’S Work giveS you moSt SatiSFaction?We are particularly appreciative of JCDS’ pluralistic approach, which celebrates diversity in multiple ways. This commitment to pluralism is not only a question of accommodating different religious practices, but also teaching its students to value multiple perspectives and approaches. As a result, students are respected as individuals, and a range of learning styles, passions and interests are welcomed and encouraged.

What impact do you hope your giFt Will achieve For JcdS?We are happy to be contributing to a worthy cause, but more importantly, our primary hope is that it gives additional families the opportunity to experience JCDS and its nurturing environment.

Why doeS JeWiSh education matter to you?For us, Jewish education is far more than teaching our children the religious texts, rules and norms associated with Torah and Talmud, it is about grounding them in Jewish values and community. Our hope for our childrens’ Jewish education is to foster a love of inquiry and study, and create a link to our people’s extensive history of grappling with issues of justice, fairness and respect. We hope that JCDS continues this proud tradition, graduating students who are not only scholars conversant in Hebrew and biblical history, but mensches who make us proud.כי

מתו

ן בי

ו אנ

michelle barmazel & kevin Steinberg

Supporting JcdS

How can you become a supporter of JCDS?Visit www.jcdsboston.org/support.aspx for more information.6 JCDS

BOSTON’S JEWISH COMMUNITY DAY SCHOOL

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“From the moment we first walked into JCDS and began talking to the teachers, students and parents, we felt this was the place for our son. The moment that confirmed our initial impression was when Miles told his friends who were not at JCDS that ‘everyone at JCDS is nice.’

Another moment that made us smile and happy that Miles is at JCDS was when we ran into a teacher from Miles’ previous school, and after she was out of hearing range, Miles said, ‘She is a really great teacher – she’s as good as the teachers at JCDS.’”

-Karen and Ken munkacy Joined the JCDS Community in 2014

A-HA Moment!

Izy Altman-Sagan with his chumash in 2009 & 2015!

mIl

eS, 7

Th G

Ra

De

Alumni NewsmaRGalIT GlaSGow (‘10), oRoN PRoPP (‘11), aND aKIVa GoRDoN (‘12)are doing original research in mathematics, computer science, and/or computational biology as part of the MIT PrIMES program.

aKIVa JaCKSoN (‘11)and the Gann Academy team placed 2nd in the rAVSAK Moot Beit Din competition.

oRoN PRoPP (‘11)is doing mathematics research with Professor Kalai at the Hebrew university in Jerusalem through the MIT MISTI Israel program run by former JCDS parent, David Dolev.

ZIV STeRN (‘11)is interning at the Paideia Institute, which promotes the study of the classical humanities through academic programming in the uS and abroad.

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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This past winter, our 8th graders participated in rAVSAK’s JCAT, enabling them to delve into history by adopting a historical figure and acting in role, while interacting with a large cast of their peers and adults playing other characters. The program takes place mostly in a web-based forum, where students discuss cultural, social, and moral issues surrounding a fictional trial, using the voices of those characters. In doing so, JCAT provides students with an opportunity to practice historical research, deliberation, perspective-taking, genre, voice in writing, and other important educational skills.

8th graders debated the case of the MS St. Louis, a luxury liner that took 947 Jewish refugees away from Nazi Germany and headed to Cuba. In preparation, the students read The Other Half of Life by Kim Ablon Whitney, which tells a fictionalized version of the story. Students also had the opportunity to hear from Whitney during her visit to JCDS.

FIND uS oNlINe!

JCAT: Jewish CourT of All TimeAlumni News

Talya LernerSPOrT: BasketballPOSITION: Captain, Point GuardSEASONS: 2012-13, 2013-14, 2014-15NuMBEr: 15

SEASON HIGHLIGHT: Scoring the game winning shot in a close game.

BEST PArT OF THE TEAM: “There is a uniqueness to playing on a JCDS team because even though it spans multiple grades, everyone is so close knit. Playing on the team creates this mini community inside of the larger JCDS community.”

Jonah WeinstockSPOrT: BasketballPOSITION: Shooting/Point GuardSEASONS: 2014-15NuMBEr: 23

SEASON HIGHLIGHT: Making it to the playoffs and beating rashi after losing a previous game.

BEST PArT OF THE TEAM: “Our team has an advantage over other schools’ teams because we are already so close and we understand how the other thinks, making our team so much stronger. Our team is more like a community.”

PLAYER PROFILES

9

think puzzle eXplore

At JCDS, we build skills in order to grow confident, independent thinkers. We focus on students’ strategies to give them a durable way to turn

classroom insights into real-world competence, an essential tool in a rapidly changing world.

How does this work? Emily Beck, kindergarten teacher, describes how she begins building this mindset even at the earliest ages: “When we solve a math problem, we also ask each other and share as a class, ‘What strategies did you use to solve this problem?’” Kindergartners come up to teach their classmates about alternative strategies and ways to make choices. As a teaching team, we intentionally build time into each area of the curriculum for this kind of reflection and discussion. We value questioning and wondering, and encourage children to be curious not only about the subject matter but also about how they do or could approach it in multiple ways. In kindergarten – Gan Nitzan, at JCDS – we put the thought process itself on the table.”

makingThinkingViSiBLE

חשיתמו

ה בשיח

10

“Ultimately, we want to empower stUdents to become – and see

themselves as – strategic learners.”

makingThinkingViSiBLE

This year, our teachers have been finding inspiration in this work in the book Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners by ron ritchert, Mark Church, and Karin Morrison. As part of our commitment to lifelong learning, our teachers embrace a culture of learning themselves. reading some of this book together as a faculty, the teachers are weaving “visible thinking” throughout the school.

Fourth grade teacher Ayelet Lipton has been implementing this approach, too, and she asserts: “This helps both focus and broaden students’ thinking, allowing them to become aware of their own process.” When teaching Jewish texts in Tanakh, she asks students to approach the text on several levels, and then to reflect and make connections. Students explore the text, its meaning, even its structure, asking questions such as, “Why this verb and not another one?” An added benefit to Ayelet’s teaching is that by understanding students’ thinking as well as their knowledge, she can hone her own teaching practice and plan future lessons to help support students’ understanding.

“ultimately, we want to empower students to become – and see themselves as – strategic learners,” says Lower School Director Alisa Berger. “This ‘making thinking visible’ approach is proving to be a key tool. It’s exciting to work at the forefront of this approach to learning.”

11

WANT TO SEE THIS EDuCATIONAL

MODEL IN ACTION?Schedule a tour

of JCDS!

57 Stanley Avenue, Watertown, MA 02472617-972-1733 • www.jcdsboston.org

Dr. Susie Tanchel, Head of School

Sara Riedner Brown, President

Arnee Winshall, Founding Chair

Miriam SeidmanCommunications Manager MiriamS@jcdsboston.org617-972-1733 x207

Development OfficeDevelopment@jcdsboston.org617-972-1733

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JCDS20 YEARS OF EXCELLENCE

SparkS From our School community

3

7

4 5 6

10

Growth Mindset

JCDS “Counts”

Tanakh Standards and Benchmarks

Engaging with Difference

Supporting JCDS: Kevin Steinberg and Michelle Barmazel

Making Thinking Visible

IN ThIS ISSue...

8-9 alumni News:Margalit GlasgowOron ProppAkiva GordonAkiva JacksonZiv Stern

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JCDSBOSTON’S JEWISH COMMUNITY DAY SCHOOL

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