Reform Judaism for Teachers module - Touro Synagogue

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Important Points to Consider: • Three 60 to 90 minutes lessons cannot possibly include all that teachers need to learn in order to teach in a Reform Jewish setting. For that reason, pre‐reading assignments have been suggested for the lessons and a list of recommended resources has been included to be shared with the teachers for additional study. • The lesson introductions provide a great deal of information and you may want to share them with participants as a pre‐reading assignment. • You may wish to post the enduring understandings and the essential questions as a guide each time the class meets. For this reason, the enduring understandings and essential questions are included as a separate sheet at the end of this packet so that you can have the page enlarged for easier viewing. • Each lesson begins with a set induction, a programmatic way of taking the learners from what is known and familiar to the new learning. Some adult learners enjoy this approach, while others may not. Use your judgment in deciding how to use this element of the lesson with your teachers. • Wherever possible, music, drama and art have been included in the lessons to provide multiple entry points for different kinds of learners and to model good classroom teaching practice. You may want to alter or adapt these to reflect the preferences of your staff. • An evaluation sheet has been included. Because assessment and evaluation is critical to the success of this program, we encourage you to complete and return an evaluation for each lesson taught. These should be sent to Joanne Doades in the Department of Lifelong Jewish Learning. • Most importantly of all, make these lessons your own! Adapt and alter them in any way that feels authentic and most beneficial for you and for your learners. 3
Enduring Understandings • To be an effective teacher in the Reform Movement depends on my ability to understand and transmit to my students the unique values, principles and contributions of the Movement to the Jewish people and to the world. This can best be accomplished through my own learning about Judaism in general, about the Reform Movement in particular, and about effective pedagogic skills and techniques. Essential Questions • What is Reform Judaism and what are its unique values, practices, and contributions? • What knowledge about Jewish texts and Jewish thought is necessary to ensure the Jewish literacy of the next generation of Jewish adults? 4
Page 1 and 2: Reform Judaism for Teachers: A Thre
Page 3: • Essential Questions ‐ Inquiri
Page 7 and 8: 2. Interesting & engaging (Were the
Page 9 and 10: Introduction Lesson #1 How Our Past
Page 11 and 12: Enduring Understandings • To be a
Page 13 and 14: of each of these periods written in
Page 15 and 16: Applying Your Learning Here are som
Page 17 and 18: Torah We affirm that Torah is the f
Page 19 and 20: We are committed to furthering Prog
Page 21 and 22: Monologue Preparation Sheet ‐ Has
Page 23 and 24: Union for Reform Judaism-Department
Page 25 and 26: eady to accept it, or even rejectin
Page 27 and 28: Shapiro Abraham, Michelle, CHAI Jew
Page 29 and 30: 1. Share this quotation with the cl
Page 31 and 32: 3. If time permits, distribute the
Page 33 and 34: Jewish Values for Our Times - What
Page 35 and 36: PRAYER SHEET Maariv Aravim from Sha
Page 37 and 38: Pittsburgh Platform ‐ 1885 1. We
Page 39 and 40: Reform Judaism: A Centenary Perspec
Page 41 and 42: At the same time that we consider t
Page 43 and 44: We encounter Godʹs presence in mom
Page 45 and 46: Israel We are Israel, a people aspi
Page 47 and 48: Introduction Lesson #3 Contribution
Page 49 and 50: Reading Resources for Teachers Euge
Page 51 and 52: 3. Distribute the resolution packet
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L'takein (The Na Na Song) Words: R.
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Resolution Adopted by the CCAR 12 E
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people. Since Emancipation, Jews ha
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Resolution Adopted by the CCAR 13 S
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Books Union for Reform Judaism-Depa
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Reform Judaism for Teachers module - Touro Synagogue

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