Mitkadem :

1. Mitkadem: Setting Up Your Classroom

2. Tips and Hints Overview of Tutorial • Purpose – to outline the administration of the Mitkadem program - What is needed to run Mitkadem - Tips and hints for the classroom Places Paperwork People Glossary

3. Essential Questions • How does a student progress through the program • What makes for good record keeping • What people need to be involved and in what roles • What kinds of space do we need • How will I organize my classroom

4. Evidence of Understanding • You will identify how the paperwork, people, and places will be organized in your school for Mitkadem to work • You will create a plan for your own class

5. Places Paperwork People Glossary Tips and Hints

6. Paperwork

7. Paperwork UAHC Press Where can I look for information on how to use Mitkadem in my classroom? The Mitkadem Teacher’s Guides

8. Some Mitkadem Teacher’s Guide Resources: Steps to the Mitkadem Program Prayer Map Cumulative Report Paperwork

9. Paperwork What process will my students go through? Steps to the Mitkadem Program

10. Paperwork Student Begins Ramah Work on Contract Activities Complete the Ramah and Study for the Quiz Take the RamahQuiz Steps to the Mitkadem Program:

11. Paperwork Steps in the Mitkdem Program Student Begins a Ramah Start with the brit pamphlet (including contract, milon, and prayer) and hakdamah introductory pamphlet After completing the hakdamah activities students are given all the remaining activities Start with the brit Work on Contract Activities

12. Paperwork Steps to the Mitkadem Program Work on Contract Activities As students complete and check off activities, teachers or assistants sign off on the brit Activities can be done in any order – some reading should be done in each class Students can work alone or in groups to complete the activities CD players set up in the room for listening activities Complete the Ramah and Study for the Quiz

13. Steps to the Mitkadem Program Paperwork Complete the Ramah and Study for the Quiz Once students have completed at least the required activities, they can be tested It is suggested that students complete the “review” activities to study for the quiz All students should study prior to the quiz Take the Ramah Quiz

14. Paperwork Steps to the Mitkadem Program Take the Ramah Quiz Students are sent to the designated place to take the quiz Each Ramah assessment involves both a written and reading portion The written portion tests the knowledge of Hebrew principles and prayer content The reading portion is a test of the reading and chanting of the prayer – it can include reading unseen texts Does not pass Quiz Passes Quiz Begins New Ramah Study for ReQuiz

15. Paperwork Steps to the Mitkadem Program Student does not pass quiz: Begins New Ramah Study for ReQuiz Student studies the review activities more Teacher may assist student with one-on-one teaching passes Take the Ramah Quiz Student will either take the whole quiz or just retake the specific section(s) Repeat this step until passes Does not pass

16. Paperwork Steps in the Mitkdem Program Student passes quiz: Student Begins New Ramah Tester gives student the new brit pamphlet (including contract, milon, and prayer) and hakdamah introductory pamphlet After completing the hakdamah activities students are given all the remaining activities by the teacherto complete in the order of their choice Process continues Back to Steps

17. Paperwork What will help guide my students’ learning? • Prayer Map • Ramot Contracts • Mitkadem CD

18. Paperwork Prayer Map • Shows the order of the service • Demonstrates how their learning fits into the service • Acts as a place to mark what they know

19. Paperwork Ramot Contracts • Explain tasks to complete each ramah • Used by teacher and student to track progress • List required and review activities of each ramah

20. Mitkadem CD Allows students to listen to the sound of words and prayers Required in the k’riah section Consider having CD players and headsets - setup a listening center for student use Paperwork Select to order

21. Paperwork How will my students keep organized in class? Individual student folders

22. Paperwork Student Folder • Materials specific to the ramah • Materials needed throughout the program - prayer map - Milon – either in a machberet (notebook) or as index cards on a ring or in a box Contains:

23. Paperwork Student Folder • Keep in the classroom for students to access • When the student passes a test the ramah worksheets should be sent home

24. Paperwork How will student records be organized? Cumulative record folders

25. Paperwork Cumulative Folder Contains: • Cumulative record • Each ramah test the student has passed

26. Paperwork Cumulative Folder • Stored in the school by the “tester” - the tester may be the teacher, administrator, or another person on staff • Student does not use this folder

27. Paperwork Cumulative Folder Filing Tip: Each “class” of students can be color coded. For example, select blue for the 3rd grade of 2004 and keep the color across the years.

28. Places Paperwork People Glossary Tips and Hints

29. People

30. People Who currently helps you with Hebrew planning and teaching? Consider:

31. No one Educator/Principal Hebrew coordinator Student teacher Another teacher Rabbi Cantor People Is your list similar to ours?

32. People What are the roles for the personnel involved with Mitkadem?

33. People The Role of the Teacher The Facilitator

34. People What do you think the teacher’s role as facilitator might look like? Consider:

35. People Teacher as Facilitator • Being creative and flexible in teaching styles • Assisting individual students • Bringing your class together • Other ideas?

36. People Assisting your students: • Students needing assistance list their names on the board - assist students based on the list • Circle the room repeatedly in set order helping those that need assistance • Teacher’s assistant circles the room while the teacher remains in the front for those with more needs

37. People Assisting your students: • Use parent volunteers to assist • Have a person other than the teacher administer tests • Collect papers and review them between classes, not during • Other ideas?

38. People Bringing Your Class Together: • Discuss a prayer that most of your students have completed or are completing • Teach the class about a common mistake or challenge • Teach a theme from the liturgy (see the teacher’s guide for themes)

39. People Bringing Your Class Together: • Teach the structure of the service • Teach general grammar – use roots from the ramot • Other ideas? Discuss any group teaching with your Director or Coordinator to ensure that year to year there is continuity

40. People The Role of the Educator/Principal/Hebrew Coordinator Resource

41. People Consider: How might the educator be able to act as a resource?

42. People Educator as a Resource • Provide for teacher training and support • Allow time for teachers to share ideas • Assist with program administration • Other ideas?

43. People Teacher training and support Mitkadem is a new experience for teachers and students The educator may: • Provide teacher development workshops and opportunities to • • assist teachers with implementation • • allow teachers to develop new ways of teaching

44. People Time to share ideas Teachers need to be flexible in their teaching styles The educator may: Provide time for teachers to meet to • share ideas • work as a team

45. People Assist with administration Mitkadem requires administrative planning The educator may: • Provide administrative support with the program by • • acting as a/the test giver • • keeping the cumulative records

46. People The Role of the Co-Teacher/Student Teacher Assist Students

47. People Consider: How might a co-teacher/student teacher assist students?

48. People You might: • Split the number of students that you attend to with the other teacher • Have the second teacher provide assistance to students working at a slower pace • Other ideas?

49. People The Role of the Rabbi/Cantor Specialists

50. People Consider: How might you utilize the clergy in your classroom?