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KTI Faculty LOMED Professional Learning

KTI Faculty LOMED Professional Learning. Tuesday, March 16, 2010 5:30 - 8 pm. Alan Block, Education Director Gail Nalven and Ayala Rybak, Co-Lead Teachers Susan Ticker, LOMED Consultant Judith Belasco, Hazon, Education Resource Provider. Lomed. L earner

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KTI Faculty LOMED Professional Learning

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  1. KTI Faculty LOMED Professional Learning Tuesday, March 16, 2010 5:30 - 8 pm Alan Block, Education Director Gail Nalven and Ayala Rybak, Co-Lead Teachers Susan Ticker, LOMED Consultant Judith Belasco, Hazon, Education Resource Provider

  2. Lomed Learner Outcomes Measurement for Effective educational Design

  3. overview • Welcome • Connection Question • Text Study • Core Conversations • Reflection • Next Steps

  4. Big ideas Design Principle – Learning will seek answers to the questions, challenges and meaning of everyday life.

  5. Big ideas Design Principle – Learning will seek answers to the questions, challenges, and meaning of everyday life. • Starting with Learners’ Everyday Questions • Exploring Tools for Uncovering (Discovering) Learners’ Questions

  6. REVIEW of PRIOR SESSIONS • Priority Goal – Learners will be on a Journey of Tikkun Olam (guided by a Jewish moral compass). • Whole Person Learning • Cognitive Learning: Knowing • Affective Learning: Believing and Belonging • Authentic Living: Doing

  7. Priority goal Learners will be on a journey of Tikkun Olam (mending the world) guided by a Jewish moral compass.

  8. Learner outcomes for today • Teachers will be introduced to the Design Principle and an example of how to use it when they plan learning. • Teachers will engage in learning about hunger (and food insecurity) and consider it as a model for learning that leads to action. • Teachers will reflect on their own teaching experiences and begin to think about when they could teach toward the Priority goal of Tikkun Olam.

  9. Connection question Please share: • Your name • The grade and topic(s) you teach • One question you have about hunger … [that you put on the Graffiti Wall]

  10. Connection question Please share: • Your name • The grade and topic(s) you teach • One question you have about hunger • Example: why do some children worry about going to bed hungry?

  11. Connection question Please share: • Your name • The grade and topic(s) you teach • One question you have about hunger (on Graffiti Wall) • Example: why do some children go to bed hungry? • Why should I care about hun

  12. TEXT STUDY • Rav Huna: Vegetables in the Marketplace ~ Talmud Bavli, Masekhet Ta’anit 20b-21 • Ha lachma anya: Behold this is the bread of affliction… let all who are hungry come and eat. ~ Haggadah shel Pesach • Yosi ben Yochanan of Jerusalem said, Let your house be opened wide and let the poor be members of your household. ~ Pirkei Avot 1:5

  13. TEXT STUDY Rav Huna: Vegetables in the Marketplace • What is the good deed that Rav Huna did every Sabbath? He would send a messenger to the market and any veggies that were left over he bought and threw into the river.   • Why didn’t he give them to the poor? The poor would then rely upon him and not buy for themselves. • Why didn’t he give them to the animals? Human food should not go to animals. • Why did he purchase them at all? To make sure farmers continued to grow enough (more than enough food). • When he had a meal, what did he do? Open the door and declare, let all those who are hungry let him come and eat. ~ Talmud Bavli, Masekhet Ta’anit 20b-21a

  14. TEXT STUDY • Rav Huna: Vegetables in the Marketplace ~ Talmud Bavli, Masekket Ta’anit 20b-21a • Ha lachma anya: Behold this is the bread of affliction… let all who are hungry come and eat. ~ Haggadah shel Pesach • Yosi ben Yochanan of Jerusalem said, Let your house be opened wide and let the poor be members of your household. ~ Pirkei Avot 1:5

  15. TEXT STUDY • Rav Huna: Vegetables in the Marketplace ~ Talmud Bavli, Masekhet Ta’anit 20b-21a • Ha lachma anya: Behold this is the bread of affliction… let all who are hungry come and eat. ~ Haggadah shel Pesach • Yosi ben Yochanan of Jerusalem said, Let your house be opened wide and let the poor be members of your household. ~ Pirkei Avot 1:5 Our partner (chevruta) shared their ideas: • Rav Huna didn’t want the poor to become dependent on him or less motivated to help themselves. • In Ha lachma anya, not being able to have empathy for others leads to loneliness. • When Karen has guests to her home for a meal, she never eats until all who are present eat first. Today, we have to consider the risk/safety of inviting in strangers which is a barrier to helping. • The Rav Huna text is very confusing. He appears to be timid and unwilling to take a stand. We discussed the value of avoiding embarrassment for others, but it’s hard to figure it out. • By buying food from farmers, he is helping farmers to produce.

  16. TEXT STUDY • Rav Huna: Vegetables in the Marketplace ~ Talmud Bavli, Masekhet Ta’anit 20b-21a • Ha lachma anya: Behold this is the bread of affliction… let all who are hungry come and eat. ~ Haggadah shel Pesach • Yosi ben Yochanan of Jerusalem said, Let your house be opened wide and let the poor be members of your household. ~ Pirkei Avot 1:5 Our partner (chevruta) shared their ideas: • The distributor of food uneaten is critical in the process. Example of Somalia where food can get into the wrong hands. • Example of Haiti where help and food distribution has been difficult to provide where it is needed. • Problems of access and power get in the way of food being shared and distributed fairly throughout the world. There is enough food being produced to feed all of the world’s people, but yet there is still hunger in the world.

  17. CORE CONVERSATION: PICTURING HUNGER Key Concepts: • Hunger • Starvation • Food security

  18. CORE CONVERSATION: PICTURING HUNGER • Hunger is a strong desire or need for food; the discomfort, weakness, or pain caused by a prolonged lack of food (Miriam-Webster).

  19. CORE CONVERSATION: PICTURING HUNGER • Hunger is a strong desire or need for food; the discomfort, weakness, or pain caused by a prolonged lack of food (Miriam-Webster). • Starvation is a severe reduction in vitamin, nutrient and energy intake. It is the most extreme form of malnutrition (Miriam-Webster).

  20. CORE CONVERSATION: PICTURING HUNGER • Hunger is a strong desire or need for food; the discomfort, weakness, or pain caused by a prolonged lack of food (Miriam-Webster). • Starvation is a severe reduction in vitamin, nutrient and energy intake. It is the most extreme form of malnutrition (Miriam-Webster). • Food securityfor a household means access by all members at all times to enough food for an active, healthy life. Food security includes at a minimum (1) the ready availability of nutritionally adequate and safe foods, and (2) an assured ability to acquire acceptable foods in socially acceptable ways (that is, without resorting to emergency food supplies, scavenging, stealing, or other coping strategies) (USDA).

  21. CORE CONVERSATION: PICTURING HUNGER • Hunger is a strong desire or need for food; the discomfort, weakness, or pain caused by a prolonged lack of food (Miriam-Webster). • Starvation is a severe reduction in vitamin, nutrient and energy intake. It is the most extreme form of malnutrition (Miriam-Webster). • Food security for a household means access by all members at all times to enough food for an active, healthy life. In Your Backyard: • Nearly 25% of Westchester County's residents are now living below the poverty level. • Last year, over 5 million meals were served in "affluent" Westchester County - 50% of those being children.

  22. CORE CONVERSATION: PICTURING HUNGER • Resource: The Food Bank for Westchester foodbankforwestchester.org

  23. CORE CONVERSATION: PICTURING HUNGER • Resource: The Food Bank for Westchester • Resources: • AJWS Global Hunger Shabbat sourcebook • A Hungry Planet book • YouTube: Bread of Affliction sung by Gabriel Mann • Resource: Pictures and Stories • Bhutan, Himalayas (near China) • Chad, Africa (next to Sudan and Niger) • Ecuador, South America (next to Peru)

  24. CORE CONVERSATION: PICTURING HUNGER • 1 billion people in the world face hunger every day • Resource: Pictures and Stories of Food Insecurity from Hungry Planet • Ideas from 3 group conversations: • People from Ecuador have variety and adequate amount of food. • Family from Bhutan suffered a blight on their chili harvest. They spend the entire day gathering food, feeding animals, and preparing food to eat. This is a large part of their vocation – sustaining themselves. They appear to have enough food, but it takes much of their time. The13 people in the family from Bhutan are feeding themselves for $5 in local currency. • Family from Chad is originally from Darfur. They are refugees living in a refugee camp in Chad. They have 2 grains (sorghum and _) which they cook daily. They don’t have great variety, no balance and no meat. They try to save money for candy, school supplies and clothing. • Recall slave life in Egypt and wonder if they were deprived and if they were aware of the privation.

  25. CORE CONVERSATION: PICTURING HUNGER Some classical texts from Jewish tradition: Deut. 10:19 – You must befriend the stranger, because you were strangers in the land of Egypt. Pirkei Avot 3:17 – If there is no sustenance (flour), there is no Torah. Mishnah Sanhedrin 4:5 – To save a single life is to save a whole world. Leviticus 19:18 – Love your neighbor as yourself. Haggadah - Ha lachma anya (bread of affliction)

  26. CORE CONVERSATION 2: TEACH AND TAKE ACTION When you sit down at your Passover table & say “Ha Lachma Anya,” what can we do to help those who are hungry and in need? • Could volunteer here or overseas to help out • Can give money to help meet global needs • CarverCenter.org on Westchester Avenue • Can help people in your own family • Can provide food to someone in a quiet way • Can publicize when have a meeting so needy can come in to partake of leftovers Resource: The Soul of Education (chapter on Silence & Stillness) by Rachael Kessler

  27. Reflection & Next steps Review: • Design Principle: Learning will seek answers to the questions, challenges, and meaning of everyday life. • Priority Goal: Learners will be on a journey of Tikkun Olam (mending the world) guided by a Jewish moral compass. What is one way you plan to bring the design principle or priority goal into your learners’ lives?

  28. Reflection & Next steps Review: • Design Principle: Learning will seek answers to the questions, challenges, and meaning of everyday life. • Adaptation: Content of lesson was food, but we can adapt to other topics we teach • Priority Goal: Learners will be on a journey of Tikkun Olam (mending the world) guided by a Jewish moral compass. What is one way you plan to bring the design principle or priority goal into your learners’ lives?

  29. Next steps • Faculty LOMED Professional Learning • April 13 • May 11 • Teaching with TikkunOlam in mind • What will you teach this year? • What do you want your learners to take away (knowing, doing, believing and belonging)? • How will you know it has been successful? • Advance Reflection Question • In my current practice, how do I assess my learners? When and how often do I do it?

  30. Contact information • Judith Belasco Director, Food Programs, Hazon judith@hazon.org ~ 212.644.2332 x308 • Susan Ticker LOMED consultant Communal Education Consultant, BJENY-SAJES Westchester tickers@bjeny.org ~ 914.328.8090

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