Who can see your viewing activity?
Welcome! We are so glad you are here!
Brenda from Bender JCC of Greater Washington here! Hi!
Hello from the Jewish Eduction Project in New York!
Greetings from Carolyn Linder, Jewish Federation of Greater Pittsburgh.
Stephanie Flugman from Central Synagogue, New York City.
Hello from Ellen Glassman at Jewish Learning Venture in Elkins Park, PA!
Alyse Eisenberg-Jewish Federation of Greater Dallas
Liz Sherman BJE Chicago
Hello all! I work at Beth Ami Community Nursery School, Santa Rosa CA
Denise Moyes Schnur
Denise Moyes-Schnur Berkeley CA
Nancy Goldberg - Bnai Israel Schilit Nursery School, Rockville, Maryland
Hello! Emma Schnur, Director of Gan Shalom in Berkeley, CA
Shelli Patt - JRC Early Childhood Center, Evanston IL
Janet Sear Board of Jewish Education Early Childhood Center Chicago
Hi from Jane Mayers Cleveland OH
Rebecca Gautieri from Berman Hebrew Academy in Rockville, MD
Good afternoon. I am the interim director for the Beth Ami preschool in Sonoma Co, CA
Ray Sherman @JCYS in Chicago, IL
Marci Sperling Flynn - Oak Park, IL
Marci Sperling Flynn - Glasser Preschool at Oak Park Temple, Oak Park, IL
Aileen Landau - Gan Aliyah Preschool in Needham, MA
—Torah portion: Matot-Masei
—Looking from the wilderness over into the promised lans
—Thread: A reminder that the pandemic has ruled everyone’s lives. A reminder of our responsibility not to lose track of our charge—meaningful learning, nurturing engaged citizens
—The Torah portion begins by looking at vows. Subtle message here. When a woman makes a vow, but speaks up right away to protest, not binding. But when she stays silent, the vow is binding. Silence can be the same as agreement. If we don’t speak up in the face of injustice, then we are complicit. MLK on silence and collaboration. Can be overwhelming to lead forward in these times. A message here: Not doing anything isn’t an option. Ibram X Kendi has talked about how the opposite of racist is not non-racist, but rather antiracist, which involves action.
—How do we do this and how do we do this in ECE? Complicated but perhaps not.
—Using Jewish lenses drawn from Jewish tradition. Especially when things are out of focus, that is when you need to step back and use these lenses. Embedded in the lens of tikkun olam (repairing the world) is the value of tikkun olam.
—Thinking about lens of d’rash, there is an embedded value of inquiry.
—“It is not upon you to complete the task but neither are you free to desist from it.” How? Starting place is inquiry. Continual dialogue and questions.
—Listen here today for how our presenters engage in inquiry as a foundation.
—Andrea gets us started. Andrea at school and Alex working from home.
—Through our own active participation in learning we are more effective as educators.
—Our experience deeply rooted in our context.
—Boulder, CO. Western U.S. 100,000 people.
—Known as a community that embraces the natural environment
—4 distinct seasons, lots of sunshine, lots of snow.
—“Happiest city in the country”
—Educated and tech-savvy city
—Many used book stores!
—Roots and history a vantage point from which to examine your own roots and history
—School founded by Ellen Hall z”l
—“Make a Mess and Make Believe”
—Name change to encompass our own evolution.
—Reflects everyone being a learner at the school
—Inspired by the risks taken in RE
—We visit the city annually and have partnered with Amelia Gambetti and Carlina Rinaldi
—Partnership with UC Denver
—12-month master’s program at the school. This year launching fully online.
—Everything we will show you today has been co-created by master’s students, mentor teachers, and many more. All interconnected.
—Usually our enrollment is 225.
—In reduced mode now, with about 115 enrolled. We are slowly increasing.
—This summer we also hosted elementary-age siblings.
—Summer group size limited to 6 (infant), 8 (toddler), 10 (preschool age).
—Faculty of 60 educators. Oh boy—many, many kinds of roles! Most currently working away from school right now.
now more NATURAL
More natural looking now
—Q: Looking at these photos, what are your reflections?
no chairs, everything seems low to the ground
2019 calm and nurturing
creativity and self-expression
Opportunities for learning and moving around
more natural colors and inviting environemt
natural, environment as 3rd teacher
More creative now
More attention to design theory now
More open ended
Use of photographs
newer class feels more warm and inviting
the wood floors and furniture feel good as well as look beautiful. Very inviting
invites and encourages exploration
I see photographs of children and families rather than store bought designs
Denise Moyes Schnur
from teacher centered to child centered
but how do you clean the wood?
—Influenced by design theory—perhaps not something we considered in the ‘90s. Looking beyond early childhood to think about our spaces. When Andrea looks at 1995 she sees disorganization and things that belong to the teacher.
—We have a lot of indoor space, with communal spaces. We value organizing the school in this way to offer opportunities for mixed groupings. Not able to use these spaces now, at least not for mixing groups. How can we increase children’s access to these spaces while still maintaining health and safety.
—Ample outdoor space. Using constantly. Signif portion of day outside now.
—Each space reflects our image of the child: capable and competent. Natural learners and scientific thinkers.
—When we observe, we see this, and it impacts our teaching.
—Design principles applicable in any situation and leave room for interpretation. They are overarching approach to our work, but they are not a roadmap.
—Let’s unpack a few:
—“Learning happens through experience.” Children furthering understanding of physical science principles plus mathematical concepts. Also social concepts (including equity). Embedded in playful experiences.
This is so beautiful!
—“All children have the right to participate in the world.” How to partner with children to make space for them in all aspects of life? Power. How to challenge society’s power structures? Who holds power and privilege? School as a place to learn to more fully acknowledge the rights of all human beings.
—“Learning is socially co-constructed.” What we learn builds on what others learn. Learning internalized when children can explore and experiment in a group setting. Spaggiari quote on sharing ideas letting us know more.
—“All children have right to learn through the exchange of perspectives with others.” Small group learning, raising up different opinions.
—:Learning is meaningful and relevant.” Children and their research at the center. Our own ideas woven into the experience. Balanced with children’s ideas and interests. Curriculum decisions made alongside children. Challenging and rewarding.
—“All children have the right to participate in educational experiences that are of significance to them.” Imagine spending so much time in a place where your voice not heard and perspective not considered!
—“Learning is interdisciplinary.” No better evidence of this than when watching children play! Structure draped with fabric and paper—an invitation to explore many concepts. Can’t be compartmentalized.
—“Connections rather than separations.” From the hundred languages of children: “The school and the culture separate the head from the body…” The child uses so many languages to express and depend understanding. Via L. Malaguzzi
—“Learning happens over time.” When we offer this, children become more competent and can take ownership over their learning. No predetermined endpoints in our learning. Innate complexities in area of study, but instead of glossing over, we amplify those points.
—“All children have the right to time and space needed to fully participate.” We share observations with families. Try to reduce starts and stops. Time is a right of both children and teachers.
—“Learning is personalized, not standardized.” The mind leverages schemas and past experiences to learn. Thus learning not sequential and cant be standardized. Learning should be in a social context. This learning is personalized but not individual.
—“All children have the right to be engaged and challenged in school.” We know that when children graduate, they will have certain skills, but the path to that goal is personal to each child.
—“Learning happens in partnership with families.” Promoting learning for families too. Listen to families, seek to combine their passions and experiences with what is happening in the school. Asked families what they want children to learn.
-“Learning happens in relation to contemporary society.”
—“All children have the right to participate in complex topics and world issues.”
—“Learning can bring small and large scale social change.”
—“All children have the right to be recognized for what they can offer society.”
want to know what all this looks like now
Denise Moyes Schnur
The social stories are great resources
Love “Making room"
Such a great way to say it!
—*Hi Everyone, so exciting to hear about how BJS lives their values as they reopen. We will extend this presentation by 15ish minutes so that we can be sure to hear everything we desire! This means we will end closer to 4:45ish pm ET/ 3:45ish pm CT/ 2:45ish pm MT/ 1:45ish pm PT.*
—Three sets of ten books rotating out to get sanitized.
—In drawings, children drew the smile first and then the mask
—What are the things we CAN do?
—Teacher noted the children thinking about “What does six feet mean?”
—Offered children a variety of measurement materials. Investigation of what this is. Children developed markings on the floor.
—How to utilize spaces in new ways?
—Teacher in a toddler class: What children ARE able to do in all of the spaces.
—Window sill invitations. Popping up in other areas of the school. We are still a community even if we can’t be together. Obstacle course for wind-up toys.
—School filled with loose parts and natural materials. New ways to work with them. Thinned out selection for rotations. What materials are/not easy to sterilize?
—E.G. class that found a snakeskin.
—The more we include children’s voices in the materials that they have, the better.
—Writing letter to children in other classrooms
—Enforcing our value of community.
—Above all we seek to remember that learning is socially constructed and takes places in context. Today’s context: We are living in a pandemic!
—How to make that part of the study and the research.
—Lens of D’rash, value of inquiry. We recognize we can still revisit over time.
—*What other questions do you have? Put them in the Q&A. If no time now, Andrea offered to answer some later in writing.*
—Don’t be surprised when something catches you off guard.
—Can send you feeling you are letting everyone down. (Wow. Yes.)
Thank you for re-anchoring us.
—When you are at a stuck point, listen to the children.
—The children are incredibly resilient because they are living in this moment.
Thank you so much!
great being with all of you!!!! thank you for having us!!!!
Thank you very much!
wrong link! http://educators.boulderjourneyschool.com/onlinelearningdatabase/
Thank you for taking the time to share with us