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8th Biennial Australian Jewish Educators’ Conference 12 - 13 August 2012 Bialik College, Melbourne Perspectives in Contemporary Jewish Education Our partners We thank the following for their support: For the Jewish and Zionist community in Australia www.jewishagency.org Program at a glance Sunday 12 August Monday 13 August 8:30 am Registration 9:30 am Keynote/Opening (Session 1) 10:40 am Session 2 11:30 am Morning Tea 11:45 am Session 3 12:35 pm Lunch 1:45 pm Session 4 2:45 pm Session 5 3:35 pm Afternoon Tea 3:55 pm Session 6 8:30 am 9:15 am 10:15 am 11:05 am 11:25 am 12:15 pm 1:30 pm 2:00 pm 7:30 pm Panel Discussion, Beth Weizmann Community Centre 2:30 pm 3:20 pm 3:40 pm 4:30 pm Registration Keynote (Session 7) Session 8 Morning Tea Keynote (Session 9) Lunch Session 10 AGM: Principals’ Association Session 11 Afternoon Tea Session 12 Closing session Contents Welcome Introduction ZFA education projects Keynote addresses Featured international presenters Day 1 program in detail Day 2 program in detail Presenters Day 1 program summary Day 2 program summary Acknowledgments Page 3 page 4 page 5 page 6 page 9 page 10 page 12 page 22 page 30 page 38 page 41 page 43 Welcome Dear Educators, “Perspectives in Contemporary Jewish Education” is an apt theme for the 2012 ZFA Jewish Educators’ Conference. Education is an ongoing relationship – between teacher and student, between past and present, text and reader, knowledge and practice, paper and computer screen, classroom and experience. The Zionist Federation of Australia is committed to ensuring that students are imbued with the values, passion and knowledge that drive the Jewish people forward. We are proud to present this 8th Biennial Jewish Educators’ Conference, which will feature our outstanding international presenters Rabbi Dr Benny Lau, Haim Aronovitz, Margalit Kavenstock, Professor Dan Porat, and Orly and Yoel Ganor. We will provide you with enrichment, professional development, educational content and tools, and opportunities to network with your peers from around the country. As educators, you are engaged with young people for many hours per day and have influence well beyond the classroom. We regard Jewish educators, together with the family and home, as the “engine” providing the Jewish people with the intellectual knowledge and spiritual connectivity to our rich and varied past – hence ensuring a gateway to our future. The ZFA is proud to maintain such a close and meaningful relationship with your schools, particularly through programs such as this conference, our longstanding and very successful Zionist Seminars and the Bible Quiz to name a few. The ZFA’s particular role within the community also enables us to forge meaningful relationships with hundreds of students and families each year. Our Zionist youth movements and their Israeli shlichim create lasting bonds with and enthusiasm for Israel. Our Israel Programs Department enables almost 700 young adults each year to participate in educational, experiential life adventures in Israel. Our young adult arm, Hagshama, engages young adults with Israeli culture. We also assist AUJS with a number of their important Zionist, Israel programs and hasbara endeavours. Over two days, “Perspectives in Contemporary Jewish Education” will pose challenging questions and provide a wide range of practical tools for educators. We are faced with many challenges in our community, of which Jewish continuity is paramount. We need to acknowledge that the young people in our classrooms are “wired differently” from those of previous generations. How to engage our students in a compelling manner, to touch their hearts, to create an enduring understanding of who they are, to provide them with the tools to embrace the future with confidence, and to embed a strong sense of Jewish identity and Israel connectivity – that is our challenge. It is a challenge that the perspectives you will hear over the two days of the conference will address. We welcome you to the conference and look forward to our continuing partnership in ensuring our shared vision for a vibrant Jewish and Zionist future for our Australian community. B’virkat Zion, Philip Chester Ginette Searle PRESIDENTEXECUTIVE DIRECTOR Page 4 Introduction For Jews, education is not just what we know, or the methods by which education is conveyed; it is, as Chief Rabbi Sir Jonathan Sacks once wrote, “who we are.” No people, he writes, ever cared for education more. Our ancestors were the first to make education a mitzvah:”Veshinantam levanecha.” They created a compulsory education system almost 2000 years before the English and Americans. As Rabbi Sacks notes, the Egyptians built pyramids, the Romans built amphitheatres and the Greeks built temples. Jews, however, built schools. To defend a country, Jews knew that one needs an army; but to protect and preserve a civilisation, one needs education. In the unchartered territory of a rapidly advancing scientific and technological world, one needs a compass, and that is what Judaism is. Australia’s Jewish leaders had the foresight to recognise this. The result has been the establishment of almost two dozen Jewish day schools, a well-established supplemental Jewish school system, and other Jewish educational institutions, among them rabbinical academies, kollelim, adult education courses and vibrant youth movements. I was privileged to organise the first national Jewish education conference in August 1988 under the auspices of the then-Australian Institute of Jewish Affairs. That conference marked the first time that Jewish educators with diverse hashkafot – world views – met and shared their educational ideas and professional experiences. Educators acknowledged that diversity is a sign of strength, not weakness, and that “machloket le’shem Shamayim” – “argument for the sake of Heaven” – reflect a healthy educational system. When ZFA visionaries subsequently undertook to convene regular biennial Jewish educators’ conferences, in the belief that Israel education and Jewish education are inextricably intertwined, the ZFA biennial educators’ conferences were born. The Federation has invested time, effort, and considerable financial resources in Jewish education. This is an investment for the future, and it is important that these efforts are acknowledged and supported by our Jewish educational institutions. Ultimately, our children, and the Jewish community at large, are the beneficiaries. On the eve of our conference, the Talmudic story of Choni Ham’agel is worth revisiting. One day, Choni saw a man planting a carob tree. “How long will it be,” he asked, “before this tree produces fruit?” “Seventy years”, replied the man. “And are you certain you will still be alive then?” asked Choni. “I was born into the world with carob trees,” the man answered. “Just as my father planted trees for me to enjoy, so I plant trees for my children.” Choni Ham’agel then sat down, ate, and dozed off. Hidden from view, he slept for 70 years. On awaking, he saw a man picking carobs from the tree that had been planted – the mirror image of the man Choni had seen planting the tree. “Are you the man that planted this tree?” Choni asked him. “No,” answered the man, “I am his grandson.” As teachers we invest our professionalism and commitment in the present, yet the fruits of our labours will surely be evident in generations to come. Michael Cohen Conference Coordinator - Education Page 5 ZFA Education Projects Zionist Seminars Each Australian winter since the early 1980s, teams of dynamic, inspiring and motivated young Israelis spend two months working in Jewish day schools around Australia, conducting camps and engaging students in vibrant Jewish and Zionist activities. About 40 Israeli madrichim arrive each year, conducting interactive, intensive sessions for hundreds of students from eight participating Jewish day schools and from the United Jewish Education Board (UJEB). Zionist Seminars, a joint project of the Jewish Agency for Israel and the ZFA, are considered a most significant contribution to Jewish education in Australia and are deeply valued by schools and students alike. During the three decades of partnership, relationships have been forged with each school to ensure that each receives its own team of educators suited to its specific needs. Australia’s Zionist Seminars are the most ramified and most successful in the Diaspora. Israel Programs Organised Israel trips and long-term programs in Israel have been found to be among the most powerful determinants of future Jewish identity and engagement. As such, the ZFA Israel Programs Department plays a central role in Jewish continuity and the contemporary Jewish experience. The ZFA serves as the Australian representative organisation for Taglight-Birthright Israel and MASA Israel Journey. As such, the ZFA enables almost 700 young adults to attend long-term and short-term Israel programs each year. Long-term MASA programs range from five to 10 months, including youth movement shnat programs, Israel By Choice (IBC), AUJS Aviv, studying at universities or yeshivot, volunteering, Maccabi Sports Leadership Program and career work experience. There are more than 200 long-term Israel programs for which MASA Israel Journey offers Australian participants grants and means-tested scholarships from US$1,000 up to US$10,000. The ZFA manages the Australian operation of Taglit-Birthright Israel, the 10-day free tour for young adults aged 18-26, and the ZFA works with AUJS on its other short-term programs. Shlichim Shlichim (emissaries) from the Jewish Agency for Israel (JAFI) play a major role in representing Israel and enhancing the connection between Israel and the Australian Jewish community. The ZFA coordinates the selection, arrival and visa processes of JAFI shlichim to Australia, and is responsible for their employment during their shlichut. Shlichim bring their unique vibrancy and expertise to the Jewish community at large, supporting various educational and community projects and events. They are Israeli citizens, trained, educated and experienced to work in their specific field on temporary service – usually for three years – for the community they are serving. Shlichim working in youth movements, AUJS and the community support activities, serve as role models and provide educational leadership for the communities. Other shlichim include Aliyah shlichim in Melbourne and in Sydney who promote the value of Aliyah and assist with the process of making Aliyah, and shlichim on a one-year volunteer basis such as those representing Torah Mitzion and Sherut Leumi. Page 6 ZFA Education Projects Aliyah The Israel Aliyah Centre-Australia operates under the auspices of the ZFA and is led by the central Aliyah shaliach. In addition to facilitating the Aliyah process for intending olim, the Centre promotes Israel and Aliyah within the community. Each year the Centre supports and sends more than 150 olim to Israel. Israel Advocacy Seminars The future of Israel advocacy in Australia becomes stronger each year with the ZFA/StandWithUs/AZYC “Israel In Focus-Australia” seminars. In a world that is becoming increasingly hostile toward Israel, select Australian participants from long-term Israel gap-year programs undertake two three-day seminars covering knowledge, skills and experiential advocacy training. Participants gain multiple perspectives and differentiated means to advocate for, support and defend Israel. In 2012, presenters included academic and author Gil Troy, former Israeli spokeswoman and retired Col. Miri Eisin, new media consultant Neil Lazarus, and Prime Minister’s Spokesman Mark Regev. Stand with Israel The Shlichim together with the ZFA have created a follow-up program for the Israel Advocacy Seminar participants on their return to Australia. Within the framework of the program, returnees develop and implement their own advocacy and activism campaigns and activities. Hagshama – Young Adults By offering movie nights, concerts, Hebrew Café, Israeli-themed parties and other Israeli-inspired events, Hagshama brings inspirational and meaningful Israeli and Zionist culture to young adults, aged 18-39. Hagshama also organises Birthright-Israel visits for young adults aged 22-26. With coordinators in Sydney, Melbourne and Perth, Hagshama is the young adult movement of the World Zionist Organization – Department of Diaspora Activities. In Australia, Hagshama falls under the auspices of the ZFA, which supports its activities. Bible Quiz The ZFA coordinates the annual Australian Bible Quiz with participants from various Jewish schools. Winners of the Australian competition have the unique opportunity to participate in the international contest, held in Israel on Yom Ha’atzmaut. The international finals are preceded by a two-week Bible Camp held in Israel. Teaching Israel Seminar In September 2011, between the 2010 and 2012 ZFA Jewish Educators’ Conferences, the ZFA’s Teaching Israel Seminar gave 38 teachers an opportunity to share best practice in Israel education in an atmosphere of mutual respect. Israeli curriculum specialist Tuvia Book presented different ways that educators can promote Zionism and Israel to their students and facilitated discussions during the two-day seminar. Page 7 ZFA Education Projects Zionist Youth Movements The activities and initiatives of the six Zionist youth movements under the umbrella of the Australasian Zionist Youth Council (AZYC) serve to complement Jewish and non-Jewish day school education. Youth movement leaders have all received comprehensive leadership training and are well-equipped to offer a meaningful informal Jewish and Zionist educational framework. The AZYC is a training ground for future leaders within and beyond the Jewish community. The movements operating in Australia are Betar, Bnei Akiva, Habonim Dror, Hashomer Haztair, Hineni and Netzer. Each movement organises regular activities throughout the year, as well as winter and summer camps, for school students aged 8 and above. They also offer year-long gap-year programs in Israel, for high school graduates. Bogrim (graduates) in their early twenties gain valuable skills through running weekly meetings, camps and other activities. The bogrim are effective and inspirational leaders and role models for their chanichim. Youth and students are very important to the ZFA. Aside from fostering the next generation of Australian Jewish leaders, youth movements foster enthusiasm and commitment to Jewish and Zionist causes. The ZFA is the single largest supporter of youth movement activities Australia-wide. Leaders from the AZYC sit on the Executive of the ZFA, allowing them to voice their opinions on key issues and the direction of the ZFA. Australasian Union of Jewish Students (AUJS) The Australasian Union of Jewish Students (AUJS) represents Jewish university students on campuses throughout Australia and New Zealand. AUJS and the ZFA share a long-standing partnership on AUJS Israel Programs. The ZFA is a proud sponsor of their endeavours. AUJS stands strong in providing meaningful Jewish experiences and encouraging students to be proud to be Jewish and Zionist. Student leaders create avenues for their peers to stay connected to Jewish life, to train as leaders, to develop Israel advocacy skills and to remain engaged in Jewish learning. AUJS-sponsored events include speakers, pro-Israel demonstrations and cultural events. Page 8 Keynote Addresses Sunday 12 August, 9:30 am Rabbi Dr Benny Lau Director, Center of Judaism and Society and the Institute for Social Justice at Beit Morasha Perspectives in contemporary Jewish education: Global challenges facing Judaism and Jewish education Monday 13 August, 9:15 am Haim Aronovitz Director of Israel Seminars, Florence Melton Adult Mini-School Institute Approaching the Israeli “Territorial Imperative” as an educational issue Monday 13 August, 11:25 am Rabbi James Kennard Principal, Mount Scopus Memorial College Australian Jewish education: Where next? Coming challenges and opportunities for educators Page 9 Featured International Presenters Rabbi Dr Benny Lau Director, Center of Judaism and Society and the Institute for Social Justice at Beit Morasha Rabbi Benjamin Lau, who is the director of the Center of Judaism and Society and of the Institute for Social Justice at Beit Morasha, Jerusalem, lectures extensively on halachah and social justice. Born in Israel, he studied at Har Etzion Yeshiva, Alon Shvut and the Yeshiva of the Kibbutz HaDati, Ein Tzurim, and has received rabbinic ordination. Rabbi Lau, who holds an M.A. and Ph.D. from Bar-Ilan University, has extensive experience in both formal and informal education and is a consultant at various educational institutions. He has published numerous essays, books and research articles in the fields of halachah, Judaic Studies and current events. He also serves as rabbi of the Ramban Synagogue in the Katamon neighborhood of Jerusalem. Professor Dan Porat Professor, Hebrew University. Visiting Scholar at The Shalom Institute, Dr Dan Porat is an Israeli-born award-winning lecturer at the Hebrew University specialising in Israeli history, education and the representation of the Holocaust. His acclaimed book, The Boy: A Holocaust Story, which unpacks the story behind the iconic photo of a little boy raising his hands in the Warsaw ghetto, has been published in several countries. He is the author of numerous academic publications and has been featured in The New York Times, The Washington Post, The Los Angeles Times, The Australian, Ha’aretz inter alia. Educated at the Open University (B.A. Cum Laude), Hebrew University of Jerusalem (M.A. Cum Laude) and Stanford University (Ph.D., 2000), Dr Porat has served as a senior-researcher at the University of Washington, Seattle. He began his scholarly work at the Hebrew University in analysing the political, social and economic context which shaped the Israeli history textbooks. He has also examined the historical consciousness of Israeli teenagers as it relates to ‘Holocaust and heroism’ and also as it relates to the Israeli-Arab conflict. He is currently working on his new book, tentatively titled Collaborators: Israel Prosecutes Jewish Nazi Helpers (1950-1964). Dan Porat is The Shalom Institute’s visiting scholar. Page 10 Featured International Presenters Haim Aronovitz Director of Israel Seminars, Florence Melton Adult Mini-School Institute Haim Aronovitz directs the Israel Seminars of the Florence Melton Adult Mini-School, a text-based learning project designed to engage adults in pluralistic Jewish learning. He served as educational coordinator for the former Senior Educators Program of the Melton Centre at Hebrew University, has worked with their in-service training programs for teachers since 1989, and has directed Melitz School for Tour Educators for a decade. His B.A. and M.A. degrees are from the Hebrew University. Margalit Kavenstock Head of the Hebrew Department, Hebraica University, Mexico City An Israeli educator who holds an M.A. in Jewish Education from the Jewish Theological Seminary, Margalit Kavenstock has specialised in teaching Hebrew as an additional language and in Jewish education generally. She has worked in these areas in several organisations in Israel and the Diaspora, during the course of which she has developed curricular programs and a unique workshop model that combines theory and practice to provide teachers with an innovative and enjoyable JewishHebrew teaching experience. Over the last two years Margalit has served as a World Zionist Organization shlichah in Mexico City, invited there to establish a new university department to train Hebrew teachers for the ramified local Jewish day school network. The department serves hundreds of early childhood, primary, secondary and tertiary teachers, focusing on the didactics of teaching Hebrew and Jewish-Israeli culture through the implementation of Chalav u’Dvash and Chaverim B’Ivrit programs, together with new learning models for secondary and tertiary students. Page 11 Day 1 Session 1 Hall Sunday 9:30 am – 10:30 am Gary Velleman, Bialik College Acting Principal Welcome to Bialik College Philip Chester, President, Zionist Federation of Australia Conference Opening Rabbi Dr Benny Lau Keynote address: Perspectives in contemporary Jewish education: Global challenges facing Judaism and Jewish education Session 2 10:40 am – 11:30 am Theatrette Dr Dan Porat The Boy – the story of one Holocaust image In this session we shall focus on the photograph of a little boy raising his hands in the Warsaw ghetto (the theme of my book, the title of which is The Boy: A Holocaust Story). The photograph taken in the spring of 1943 became an iconic image of the Holocaust, yet the story behind it has remained largely unknown. We shall learn about three Nazis as well as two Jewish survivors whose lives intersect in the photograph. Through learning about the history of the photograph, we shall touch upon different answers to the question of what had brought these Nazis to act in the murderous ways they did. This question – what caused members of the German society to become perpetrators? – is at the core of any educational experience related to the Holocaust. Shoah C111 Primary | Secondary Haim Aronovitz Of hopes and aspirations: Israel’s Declaration of Independence, then and now At the birth of any state, all are filled with hopes and good intentions. How did the founding fathers define their aspirations for the Jewish state? What can we – and our students – learn about their narrative of the Jewish people and its land? Discussion will focus on the teacher’s use of an historical document in order to ensure contemporary reflection on the meaning and challenge of Israel for us today. Israel | Jewish History and Culture C110 Early Childhood | Primary | Secondary | Informal Naomi Sprung Fight or flight: Confronting God in sacred texts We shall explore both the ‘Holy’ and ‘Unholy’ as they confront God with their doubts. Do misgivings and doubts render me a ‘Bad Jew’? Using sacred texts, we shall address the existential questions that students pose, and explore answers. Text Studies | Jewish Values A102 Secondary | Informal Avi Cohen A new approach to teaching text This session will outline two new programs for teaching Tanach and Gemarah, both of which are in use in England and the United States. These new programs focus on skill development and are appropriate for the Australian context. Text Studies Page 12 Primary | Secondary Day 1 C103 Sunday Margalit Kavenstock Early childhood – “Mahi Eretz Yisrael?” How to talk to young children about big ideas A fable for children promotes a different understanding of Eretz Yisrael. Through the different animals’ statements in this children’s book of fables, the readers are exposed to the value of respecting other points of view. The book is also a trigger for varied activities regarding Israel’s landscape, flora and fauna, and Jewish concepts that are reflected in the illustrations. Participants will experience a variety of techniques to work with the story while paying special attention to the story’s unique structure, and will learn how structure affects thought patterns and contributes to the development of thinking. Activities demonstrated during the session will include the following: pre-reading processes, active reading and post-story activities. Early Childhood | Israel C106 Carmia Shoval Easing into Modern Hebrew Grammar In this session I shall present my new book, Easing into Modern Hebrew Grammar (Magnes Press). This is a user-friendly reference and exercise book written for students of modern Hebrew who are looking for easy-tounderstand explanations, in English, of Hebrew grammar. The book can also be of great help to teachers of Hebrew. The session will demonstrate practical and easy ways for teachers to teach modern Hebrew grammar so that students can grasp the essentials with facility and apply them. Hebrew A101 Secondary Elka Borden TaLAM Network session 1: Assessment methods This will be the first of two TaLAM sessions for TaLAM coordinators and Heads of Hebrew / Jewish Studies in primary schools currently using TaLAM. During Session 1 we shall look at different assessment methods. During Session 2 we shall discuss challenges of the program. Hebrew C101 Primary Esther Takac A Genesis resource (and the issue of Jewish stereotyping) The Genesis stories and the commentaries about them provide students with a gateway into the rich world of Jewish interpretation. Genesis – the Book with Seventy Faces is a user-friendly resource for educators to explore the seventy faces of Torah including traditional rabbinic and modern commentaries, legend, Kabbalah and Midrash. It encourages students to engage personally with the stories, and to discuss and argue the relevant issues of morality and interpersonal relationships. While focusing on parashat Toldot, Esther will demonstrate how educators can use this book as a teaching resource and will explore the challenging issue of stereotyping, revealing how one’s time and place in history can affect the nature of commentary. Text Studies C108 Primary | Secondary Hagit Bar-On and Jenny Udovich Engaging Hebrew teaching through Cultures of Thinking routines The Hebrew classroom: “Making Thinking Visible.” At the end of the session participants will be inspired to use established thinking routines to enhance and stimulate use of the Hebrew language. By making the students’ thinking visible, the teacher will be able to prepare, engage and assess each student’s Hebrew progress. The session will provide participants with examples of different Cultures of Thinking routines that have been implemented successfully in the classroom. Hebrew Page 13 Primary Day 1 Session 3 C108 Sunday 11:45 am – 12:35 pm Rabbi James Kennard A demonstration shiur using classical sources A demonstration shiur for teachers – “The Book of the Covenant” – discovering what makes the Jews into a people. Text Studies C103 Early Childhood | Primary | Secondary | Informal Paul Forgasz A framework for teaching about Zionist ideologies In this session a framework will be presented for teaching about the various streams of Zionist thought which emerged during the early 20th century and which infused the Jewish State with deep ideological tensions following its creation in 1948. Israel | Jewish History and Culture C106 Secondary | Informal Orly and Yoel Ganor Technology as the teacher’s loyal partner in teaching Hebrew Ulpan-Or’s approach to modern language instruction, including the Internet and other technological tools. This session will be presented in Hebrew. Hebrew | Information Technology A103 Secondary | Informal Ricki Mainzer Har Herzl and its hidden stories – exploring one mother’s quest for truth Amid the graves of fallen soldiers on Mount Herzl, there is one that stands out as it accommodates two headstones. There is the standard headstone, and another which was the result of a High Court decision to rectify the first by including information deemed crucial by his mother. This session explores the personal struggle and dilemma that faced one Israeli, in the context of the changing social backdrop. Presented from a personal perspective, the session will provide educators with the tools to replicate what they learn during this session, both for formal and informal education scenarios, and for inclusion in Yom Hazikaron programs in the upper secondary year levels. Israel Studies | Jewish History and Culture A101 Secondary | Informal Rabbi Jonathan Keren-Black Hebrew from Zero – catch-up for the older child Thirty years of teaching Hebrew to adults and children have led to the development of this innovative scheme which helps those new to Hebrew to grasp Hebrew letters and vowels and learn to decode rapidly, while also learning some grammar and vocabulary, both with respect to Siddur and to Ivrit. Lots of new ideas and tricks, which every Hebrew teacher can apply to those with English as a first language, will be presented. Hebrew Page 14 Primary | Secondary | Informal Day 1 C101 Sunday Velvel Lederman Is your chag samayach? This session will demonstrate how to make celebration of the chagim at pre-school level more meaningful through the creative use of music and drama models. Jewish History and Culture A104 Early Childhood Rebecca Gaida Making Hebrew videos – in other words, making Hebrew awesome This session will offer a hands-on experience using iPads to make movies in Hebrew and then analyse them. Hebrew | Information Technology C110 Primary | Secondary Beruria Tenenbaum Teaching Parshanut and Midrash This session will offer philosophical and methodological approaches to teaching Parshanut and Midrash, with particular emphasis on the historical context in which these texts were written. Copies of the specific midrashim used as examples will be provided. Text Studies C111 Secondary Shirley Atlas The role of music in Terezin Music composed during any period of history constitutes an historical document. Songs such as those composed in Terezin during the Holocaust help students to understand the feelings, ideas and values of people during that period of history and convey in a powerful way the suffering of men, women and children in Terezin. The songs also serve to deepen students’ understanding not only of creativity but also of defiance, courage and spiritual resistance. Shoah | Jewish History and Culture Page 15 Secondary | Informal Day 1 Session 4 C101 Sunday 1:45 pm – 2:35 pm Prof. David Mittelberg “Jewish Peoplehood Education”: Lessons for Australian Jewish day schools from the BostonHaifa school Twinning Program School twinning initiatives have emerged as a key paradigm for fostering personal and meaningful connections between Israeli and Diaspora youth and educators. The Department of Jewish Peoplehood at Oranim has been leading a global initiative in Jewish Peoplehood Education based on the platform of International Jewish school twinning since 2000. This presentation will draw on data from a two-year study of an Israeli-American school twinning initiative and will articulate the challenges faced by educators from both sides of the ocean. Lessons for Australian day schools will be indicated based in part on data collected from Australian day schools. Israel | Informal | Jewish History and Culture | Other C103 Secondary | Informal Margalit Kavenstock “Sof ma’aseh b’machshavah techilah.” The secret of planning The main measure of success in teaching is not what the teacher has taught but rather what children have learned and, more importantly, what children can do with what they have learned in Hebrew class. Participants will learn the basis for determining the expected achievements of the children by analysing a number of learning units and building effective and measurable lesson plans, based on teaching-learning strategies. This session is earmarked for current teachers of the Chalav u’Dvash program. Hebrew Early Childhood Theatrette Dr Dan Porat Claude Lanzmann’s Shoah – an examination of a Holocaust movie Claude Lanzmann’s Shoah, a nine-and-a-half-hour long movie, is considered by many to be a masterpiece. In this session we shall watch and conduct a close analysis of one segment of this movie and demonstrate the ingenuity of Lanzmann’s movie and his presentation of the Holocaust, an account that gives a deep and unmatched view to that of any other Holocaust movie. This segment of the movie can serve as an excellent tool in educational experiences to demonstrate the life of Jews in the hostile environment of the Second World War. Shoah A101 Secondary Rabbi Tal Segel Jewish Studies brought to life with the iPad Rabbi Tal Segel of Jewish Interactive will present a hands-on workshop on blended learning in the 21st century Jewish Studies classroom using the iPad, and demonstrating how to use relevant iPad apps and tools in the classroom to engage primary students to enrich their learning experience. The workshop will explore apps for content consumption, or apps that provide Jewish content in the classroom. More importantly, those who attend will explore apps for content creation, demonstrating the use of apps as tools for teachers to create their own content as well as apps serving as tools for students to use for assignments in the “flipped” classroom, and how this can bring Jewish Studies to life. Some of the apps that Jewish Interactive is currently developing for primary-age Jewish students will be presented. Text Studies | Information Technology Page 16 Primary Day 1 C106 Sunday Yael Schneier Keeping students involved This session will focus on techniques to involve students in class activities and ensure that they learn actively and gain from the values being taught. Other C108 Secondary Osnat Dvorkin Local-global perspectives on teaching peoplehood and teaching Israel Having worked over the past eight years with Jewish communities on five continents where 15 languages were spoken, and across the entire spectrum of Judaism, I shall outline the various “Teaching Israel” models in these communities. What can our teachers learn from these models – from the stories and perspectives which have emerged from these experiences? Israel C111 Early Childhood | Primary | Secondary | Informal Yehuda Dvorkin The Holocaust and the Facebook generation This session will focus on ways to build a bridge between the current generation and the Shoah. Given the presentation of the Holocaust in popular films such as the X-Men series, the use of the Holocaust as a commercial tool and the conflation of the Holocaust with other events, how can we connect the current generation with the Shoah? What values must change? What tools must teachers apply? Shoah | Information Technology C110 Secondary | Informal Dr Ron Weiser AM The meaning and implications of “settlements” in the context of the Israel-Arab conflict Our students are confronted, almost daily, with the term “settlements” in the context of the conflict in the Middle East. This session aims to clarify, for teachers of Teaching Israel, contemporary conflicts and Israel advocacy, the issues – subjective and objective – surrounding the term “settlements,” and to analyse the perceptions of Israel’s body politic and international leaders with respect to the “settlements.” Israel A103 Secondary | Informal Yona Gilead Writing in Modern Hebrew at the text level Writing a variety of text types is a an important skill in learning an additional language, as well as one of the major requirements of both the HSC (NSW) and VCE (Victoria) Modern Hebrew examinations. This practical and hands-on workshop will look at ways in which teachers can assist and support their students in attaining greater written proficiency at the text level. We shall analyse a number of example texts, both of high and low proficiency levels, in order to develop techniques to assist students in expanding their writing skills. Hebrew Page 17 Secondary Day 1 Session 5 C110 Sunday 2:45 pm – 3:35 pm Rabbi Benny Lau A guide to teaching Tanach to make the Bible relevant to students in their daily lives The Hebrew prophets penned their prophecies for every generation, not only for their own age. In this session I shall demonstrate one method of teaching Tanach which brings out the real-life stories reflected in the texts rather than a method which simply focuses on teaching words or even verses and chapters. The stories relate to the dilemmas of a Jewish state within a world in turmoil, against the background of struggles between empires and between leaders. Above all of this, we hear the voices of the prophets who emphasise that what will become of the Jewish nation will be determined by its ethics and morality and not by political exigencies. Text Studies | Jewish Values C111 Primary | Secondary Haim Aronovitz A look at Biblical figures through the eyes of Israeli poetesses The classic commentators on the Biblical texts are invariably men, but over the years another approach is emerging, the result of Israeli poets using the Biblical text as raw material for looking anew at the central texts of the Jewish people, bringing to play the experience of living in the land of the Bible. Discussion will also focus on modern midrash in general as a tool for students’ engagement with the classical text. Text Studies | Jewish History and Culture C106 Secondary Orly and Yoel Ganor Hebrew as a key to Judaic Studies and Israeli culture The Ulpan-Or methodological approach to Hebrew teaching as a key to Judaic Studies and to teaching Israeli culture. This session will be presented in English. Hebrew | Information Technology C103 Secondary | Informal Debbie Conn Effective integration of Hebrew and Jewish Studies in the early childhood learning environment This session will offer various practical models of Hebrew and Jewish Studies integration programs, demonstrating how language can come alive for young children and how to integrate Jewish topics effectively into the Hebrew learning process. (This session will be presented with Anat Lavi and Jordana Levin) Hebrew | Jewish History and Culture A101 Early Childhood | Primary Gary Samowitz Making Tikkun Olam come alive at school: Effective methods of teaching social justice This session will present a range of innovative programs which include campaigns, volunteer experiences, sixpart workshops and social justice competitions. It will demonstrate how the Jewish Aid model can be applied in the education sector to facilitate such programs. This session will be useful for teachers of both formal and informal education at primary and secondary levels, for teachers of Civics, Religion and Society, and for leadership development. Informal Page 18 Primary | Secondary | Informal Day 1 C101 Sunday Debbie Posner How young children learn to decode the Torah A method using colour to help young children decode scriptural text and learn Torah Text Studies Early Childhood | Primary D103 Shlomo BenHaiem and Erez Feinberg IT Lab Israel, Tanach and Jewish Studies in the iPhone era – teaching Israel and Jewish Studies in today’s dynamic world This session will demonstrate models for using new and relevant methods in teaching formal and informal Jewish Studies and Teaching Israel, to make the educative process more attractive to students in today’s fastdeveloping world of the Internet. JNF Education Directors will demonstrate an all-new world of apps that will help to strengthen the students’ links to their Jewish roots and to the Land of Israel. Israel | Jewish History and Culture | Information Technology C108 Early Childhood | Primary | Secondary | Informal Debbi Benn Teaching Hebrew with the iPad This session will describe the rationale for using the iPad rather than a laptop and the use of a variety of apps to engage students and to enhance Hebrew reading and speaking skills. Samples of students’ work will be shown to illustrate what can be achieved with the use of a tablet computer in the Hebrew classroom. Hebrew | Information Technology A102 Primary Ittay Flescher The 2011 Israeli social justice protests – how a Facebook post about the cost of housing could change the future of Israel United by a rallying cry, “Ha’am Doresh Tzedek Chevrati,” close to a half of a million Israelis joined protests in the summer of 2011. This session will explore how these protests began, what they achieved, and how they may serve as a model for a more engaging type of Zionism for our students. Israel Page 19 Secondary | Informal Day 1 Session 6 C103 Sunday 3:55 pm – 4:45 pm Margalit Kavenstock Let’s play again! Going back to play into the classroom with Chalav u’Dvash Social games are a “natural school” through which we learn, experience and enjoy. Advances of technology and individualisation in education have led to reduced exposure of children to informal teaching and less experience in developing social skills. All children need to play in order to explore the social world that surrounds them and discover their limits, strengths and competencies. The social game evokes curiosity and develops the imagination and thought. This session will demonstrate how this is done. This session is earmarked for current teachers of the Chalav u’Dvash program. Hebrew C101 Early Childhood Neta Steigrad A positive approach to classroom management Classroom management is a perpetual challenge, especially for specialist teachers. While a well-planned lesson is a vital ingredient for a thriving classroom, an investment in the development of each student’s sense of self, both as a member of the class group and as an individual learner, is also necessary. This session will examine the application of Self-Determination Theory to helping teachers address this issue. Other C108 Primary | Secondary Tzipi Boroda B’kiyut curricular material – power tools for teaching the critical content for Jewish literacy The B’kiyut curricular material to be presented and explained includes the following: A cumulative PreschoolYear 1 Hebrew program, with key vocabulary that reappears in the relevant learning modality for each skill level; a Parshah Knowledge Program, Years 2-6, encompassing key events, verses, concepts and “Rashis” on the entire Book of Bereishit, formulated by students, and personalised in display books and index files; and a “Mishnah Card Project.” Hebrew | Text Studies C106 Early Childhood | Primary Carmia Shoval Hebrew reading and comprehension at HSC/VCE/Year 12 level Reading and responding to a variety of modern Hebrew text types is a major requirement at Year 12 level in NSW, WA and Victoria. This session will focus on the goals of teaching reading and responding to texts and specific strategies to provide students with reading and responding to both prescribed and hitherto unseen texts. The session will also focus on ways of increasing students’ vocabulary, syntactic structures and ways of using texts as a basis for oral discussion and written expression. The session will also examine classic methods of presenting a text alongside more creative ways of doing so. Hebrew C110 Secondary Dr Ron Weiser AM Whose fault is it? This session will seek to convey the reasons that “The Conflict” in the Middle East continues, so that students can understand more clearly the dramatic change in attitude by the democratic world that has made the past year one of the most dynamic in terms of hasbara, since 1967. Israel Page 20 Secondary | Informal Day 1 A101 Sunday Sonia Slonim The use of the Smart Board in teaching Tanach Teachers will learn how to create engaging Smart Board lessons as a teaching tool and not to view the Smart Board merely as a big computer screen in the classroom. Teachers will be shown ways of overcoming issues of Hebrew on the Smart Board. The session will also demonstrate how to incorporate “Lesson Activity Toolkit 2” into Tanach lessons, and demonstrate some useful “tricks.” Text Studies | Information Technology A104 Secondary Aaron Densham and Michael Schnall The butcher, the baker and the Bialik informal Jewish educator In this session we propose to present the model of informal Jewish education we have implemented at Bialik College over the last two years or so. Our model, which focuses not only on issues of Jewish identity, includes a specific focus on student self-realisation and student welfare for different year levels, and a curriculum which includes regular blocked time-table sessions for almost all year levels, including Year 11. Join us, hear what we do – and share with us and other informal Jewish educators what you have found to be successful and valuable. Informal C111 Informal Eran Berkovich The incredible but little-known story of Freddy Hirsch The incredible story of Freddy Hirsch, an extraordinary educator of children in Theresienstadt and Birkenau, is an excellent paradigm for teaching the topic of spiritual resistance during the Holocaust and for challenging students with a host of dilemmas, among them the many choices which Freddy Hirsch was compelled to make. The session will be delivered in the form of a multi-media presentation. Those who attend will be given access to copies of the presentation to be used in courses which focus on the Holocaust and on moral and ethical dilemmas. Shoah | Jewish Values Secondary | Informal Panel Discussion 7:30 pm – 9:00 pm Rabbi Dr Benny Lau and Haim Aronovitz Cracks in Israeli Society Beth Weizmann Community Centre 306 Hawthorn Road Caulfield South Page 21 Day 2 Monday Session 7 9:15 am – 10:05 pm Session 8 10:15 am – 11:05 am Hall C110 Haim Aronovitz Keynote address: Approaching the Israeli “Territorial Imperative” as an educational issue Rabbi Benny Lau Our sages as role models: A paradigmatic textual study to demonstrate the value to our students of the wisdom of Chazal The texts written by our sages are the basis of Jewish culture in its entirety: morality, jurisprudence (halachah), ethics and philosophy. In this session I shall present a system which reflects the relationship between a text and its historical reality. Each extant textual source was created by a person – and each human being has a real-life story. By placing textual sources into an historical, real-life context, we can reveal the deep significance of our sages’ writings, which then become alive, fascinating and meaningful for students of every age. Text Studies | Jewish Values C106 Early Childhood | Primary | Secondary | Informal Orly and Yoel Ganor The basics of Ulpan-Or’s unique RLA – Rapid Language Acquisition methodology Using RLA to teach Hebrew. This session will be presented in English. Hebrew | Information Technology C103 Secondary | Informal Margalit Kavenstock Chaverim B’Ivrit – a case study of a change: The story of five schools in Mexico City Participants will be exposed to the principles of the Chaverim B’Ivrit program and its implementation in five Jewish schools in Mexico City. The case of these schools is unique and shows the need for changing paradigms to create a more systemic change in the teacher-training process. New realities have created the need to develop a special model of training teachers: academic training combined with coaching at the school itself. Learning the story of the Jewish community in Mexico, its successes and its challenges, will benefit the participants with an overview of a change process that will contribute to new ideas in participants’ communities and schools, with respect to teaching Hebrew. Hebrew | Other A102 Primary | Secondary Anat Wilson “Memorising” is not a rude word: Promoting students’ awareness of the language learning process This session will challenge language teachers to reflect on their teaching and to notice their students’ learning journey. It will also provide a glimpse into the types of understanding and memory processes required by second language learners and the problems they confront, as highlighted in recent literature on language acquisition. Examining tools we can give our students to escape the cycle of repeated mistakes and the need to raise the awareness and reflective abilities in learners will be discussed. Practical classroom activities, as well as assessment as learning models to promote such conscious learning, will be provided. Hebrew | Other Page 22 Primary | Secondary Day 2 C101 Monday Yotam Weiner “Why should I be Jewish?” “Is the Torah true?” “Judaism? But I believe in evolution!” Do you value seeing how other Jewish Studies teachers answer these questions in a classroom? What language do you use to help your students understand Judaism’s big questions? This is a sharing session – come and share how you respond to these questions from your students. Participants are encouraged to share their insights, experiences and suggestions on how to answer these questions while taking advantage of the experiences and insights of others. Text Studies | Jewish Values | Jewish History and Culture C111 Primary | Secondary | Informal Rabbi Adam Stein Face to face: Encountering God in the Sinai experience This session will focus on the study of Torah text, in chevrutot, and a journey through a powerful midrash on the Sinai experience, using digital technology. The message of the derash and the power of the presentation will afford new insights which can be conveyed in the classroom, and give participants a new appreciation of the use of technology in education. Text Studies | Information Technology A103 Secondary Marshall Voit and Stephanie Gratch Jewish music: Singing together as a way to connect to Jewish values. The Jewish Life Fellows at The King David School’s Centre for Living Judaism will present Israeli, American and Australian melodies as ways to connect to Israel, the liturgy and the Jewish holiday cycle. Resource packets to be given to those who attend the session will include all music presented as well as many other pieces that educators may choose to use in their classrooms and beyond. Jewish History and Culture | Informal C108 Primary | Secondary | Informal Adina Bankier-Karp The King – not the devil – is in the detail This session, which will focus on Megillat Ruth and the key messages of that story as highlighted in the Talmud, will involve an intensive study of a wide range of classical Jewish texts which seek to provide not only a timeless but also a timely response to the notion of leadership in Judaism and the qualities essential for leaders. An understanding of Hebrew is beneficial but not required. Text Studies | Jewish Values A101 Secondary Lior Argaman and Yiftach Nenner The role of the shlichim in the classroom and in the community as a resource This session will focus on the work of shlichim in the community and in the classroom and how teachers, principals, congregational representatives and youth movement leaders can use the shlichim in their educational work. Informal Page 23 Day 2 Session 9 Hall Monday 11:25 am – 12:15 pm Rabbi James Kennard Keynote address: Australian Jewish education: Where next? Coming challenges and opportunities for educators Session 10 1:30 pm – 2:20 pm C111 Haim Aronovitz Zion and the limits of compromise: A tool for looking at the territorial issue in Israeli decisionmaking An exercise developed to help examine the criteria according to which Israel has had and may have to take critical decisions on territorial compromise, and in which participants are asked to consider the consequences of their own hierarchy of values as they weigh them up against those of their companions. This session will allow for pedagogic discussion on the matter of the administered territories following Haim’s keynote presentation to the plenum. Israel C101 Secondary | Informal Neta Steigrad Games as a tool for differentiation and engagement in the language classroom Games are an excellent tool to help teachers differentiate learning in the language classroom. A simple, welldesigned game can increase learning through increased motivation and engagement, and can thus also increase students’ self-esteem as learners. This session will demonstrate that, by using a small range of templates, teachers can easily develop a number of games that can be used with different material, and in different learning situations. Hebrew | Other C103 Primary | Secondary Auryt Jacobson Israel Inside Out Israel Inside Out is JerusalemOnlineU.com’s multi-media Israel education program designed to inspire middle and high school students to connect with Israel, be proud of their Jewish identity, and learn to think independently. Featuring short film clips, interactive activities, discussions and quizzes, this program can be used as a stand-alone program or enjoyed simply for its resource material, which spans Jewish history from Abraham to the present. Students will learn from world-renowned teachers, including Alan Dershowitz, Sir Martin Gilbert, Dore Gold and Ambassador Daniel Ayalon, who bring clarity to topics such as the history of Israel, the creation of the State, Israel in the media, and Israel’s contributions to the world. Israel Studies | Jewish History and Culture | Information Technology C108 Secondary Feygi Zylberman Modern Jews – teaching Jewish choices A session to help educators deal with the many Jewish backgrounds and ideas that students bring to a classroom and use them for the teaching and understanding of modern Jewish history. The session will focus, too, on teaching Jewish students about being Jewish and supporting them in their understanding of what it means to be Jewish within the understanding of your Jewish day school. Jewish Values | Jewish History and Culture Page 24 Early Childhood | Primary | Secondary | Informal Day 2 C110 Monday Dr Dvir Abramovich Teaching Hebrew poetry in class My aim in this session is to show how to teach a famous Hebrew poem. I shall demonstrate how this poem can provide a forum for students to be active participants in discussing, in Hebrew, stimulating and engaging subject matter. Also, specific directions will be given to the teachers about possible classroom exercises and assignments. This session will be conducted in Hebrew. Hebrew | Jewish History and Culture A101 Secondary Sonia Slonim Using the Smart Board for teaching Hebrew Creating interactive Hebrew lessons on the Smart Board. Hebrew | Information Technology C108 Secondary Damien Green and Shayndel Samuel Religion and Society for senior students This session will focus on using the textbook VCE Religion and Society Units 1-4 by Green D., Samuel S. & Paul M. (Macmillan 2012) as a teaching resource, demonstrating innovative exercises that engage students, and encourage higher level, critical thinking and analysis skills in the senior classroom. The session is suitable not only for current teachers of VCE Religion and Society (Years 10, 11 and 12) but also for prospective teachers of VCE and for all secondary teachers of comparative religions. It will also be valuable for NSW teachers of HSC Studies of Religion; QLD Study of Religion, and Religion and Ethics; SA Religion Studies; and WACE Religion and Life. Jewish Values | Jewish History and Culture A102 Secondary Tzipi Boroda Teaching Tefillah meaningfully: Curricular guidelines and frameworks for instruction and inspiration This session will focus on what I believe are the best instructional models, methodologies/practices and resources necessary for the optimal development of siddur literacy (skills and knowledge) for the learner. More importantly, these practices and methodologies will highlight and maximise the direct connection between self-actualization and Jewish prayer – that is, enhance the experience of davening for students in Jewish day schools, supplementary Jewish educational settings and adult learners irrespective of denomination. Jewish Values/Tefillah A103 Primary | Secondary Ricki Mainzer The “idea” of Jerusalem The Israeli movie James’ Journey in the Holy Land will be used as a trigger to explore the significance or ‘idea’ of Jerusalem. How does this portrayal match with the Jerusalem reflected symbolically in the Jewish narrative, both past and present? Questions raised are “Is Jerusalem a metaphor for our personal struggles?” and “Does the world need a Jerusalem?” The movie gives students the chance to reflect on their own perceptions and meanings of Jerusalem in quite an unconventional way. Appropriate for Yom Yerushalayim programs in the upper secondary years. Israel | Jewish History and Culture Page 25 Secondary | Informal Day 2 Principals’ AGM Library Monday 2:00 pm – 3:30 pm Jewish Day Schools Principals’ Association Annual General Meeting Rabbi Benny Lau will deliver a D’var Torah preceding the AGM on “Vehe’emidu Talmidim Harbeh” - “Acquire for yourselves many pupils” (Pirkei Avot/Ethics of the Fathers 1:1): Lessons for our educational leaders from the controversial interchange between the Schools of Hillel and Shammai. Session 11 2:30 pm – 3:20 pm C101 Lior Argaman and Yiftach Nenner Finding a structure within informal education This session will focus on informal education in Jewish youth movements and in a school environment, and will also touch on the shlichim’s role in Jewish education in the Diaspora. Informal A102 Ittay Flescher Funny, you don’t look Jewish. Significant questions about Jewish identity for the 21st century explored through film, photography and art Are the Jews a nation, religion, tribe, ethnicity, nationality or civilisation? Are Jews insiders or outsiders? Can Jews belong to more than one tribe? How do we deal with issues of assimilation and intermarriage? What are the core fundamental question that Jews have been asking since the time of Abraham? These are among the questions which this session will explore through film, photography and art. Jewish Values | Jewish History and Culture A103 Secondary Rabbi Gersh Lazarow iPray: Using technology as a vehicle for liturgical education and engagement This session will explore the evolution of the digital prayer movement in North America and demonstrate how The King David School has harnessed the digital medium to enhance the religious life of its students and also to support and engage its staff. An innovative pedagogical method of value to schools across the ideological spectrum. Text Studies | Jewish Values | Information Technology C108 Primary | Informal Adina Bankier-Karp OMG: Paganism debunked This session, which will focus on the Abrahamic narrative and the key messages of his story as highlighted in the Talmud, will involve an intensive study of a wide range of classical Jewish texts which seek to provide not only a timeless but also a timely response to the challenge posed by the contemporary values which stress both the importance of conformity and uniqueness. An understanding of Hebrew is beneficial but not required. Text Studies | Jewish Values | Jewish History and Culture Page 26 Secondary Day 2 C103 Monday Margalit Kavenstock Hebrew experience – a new Hebrew language initiative for middle and high school students Jewish schools worldwide are interested in determining the Hebrew language curriculum. In Mexico, we have built a community project in which three large schools are partners in creating three collections of Hebrew language teaching materials and activities, specifically for them and with them. More schools are about to join the project next year. The collections are characterised by exposing Hebrew learners (from beginners’ level) to existing authentic materials (songs, music, literature, clips, artwork, newspaper clippings and video clips) and built-in content of teaching about Israel. The project goals are: to offer a dynamic collection of Hebrew teaching resources that will assist Hebrew teachers to create a customised Hebrew curriculum for their students; to enable teachers to create and adapt Hebrew teaching resources according to differing Hebrew standards; and to enable teachers to share and exchange teaching resources. In this workshop I shall demonstrate one collection from the three already completed and share a few ideas about the other two collections. Hebrew | Other A101 Primary | Secondary Elka Borden TaLAM Network session 2: Challenges of using the program This is the second of two TaLAM sessions for TaLAM coordinators and Heads of Hebrew / Jewish Studies in primary schools currently using TaLAM. During Session 1 we will have looked at different assessment methods. During this session we shall discuss challenges of the program. Hebrew C106 Primary Shula Lazar Teaching modern Israel through Tanach This session will focus on various texts from the Tanach and demonstrate how these texts can be used as a springboard for learning about topics such as the Second Intifada, the Second Lebanon War and the moral code of the IDF. Text Studies | Israel C110 Secondary Yael Koren TPR – teaching language through actions. “Babies don’t learn by memorising lists – why should children or adults?” – Dr. James J. Asher. Total Physical Response (TPR) is a method developed by Dr. Asher to aid learning second languages. The method became popular in the 1970s. TPR today is primarily used by ESL teachers and is also used in teaching foreign languages worldwide. I learned this method while teaching Hebrew in San Francisco and have used it when teaching both Hebrew and Arabic in the United States, Israel and Australia. Hebrew | Other C111 Early Childhood | Primary Yehuda Dvorkin Using YouTube as a tool in classwork and homework This session will demonstrate different examples of ways to use YouTube in a Jewish Studies classroom, and the various resources one can find. We shall see ways in which video clips can be interpreted in various ways and examine several methods to use clips, together with discussions, worksheets, art, Q&A and more. Jewish History and Culture | Information Technology Page 27 Secondary | Informal Day 2 Monday Session 12 3:40 pm – 4:30 pm C106 Orly and Yoel Ganor Ulpan-Or’s unique RLA – Rapid Language Acquisition methodology “Students do not need to be entertained – they need to be engaged.” Implementation of RLA to enable students to be engaged. This session will be presented in Hebrew. Hebrew | Information Technology C111 Secondary | Informal Shirley Atlas “Hana’s suitcase” – a lesson in Tikkun Olam Hana Brady was murdered in the Auschwitz concentration camp in 1944, aged 13. A Japanese teacher acquired her suitcase from Auschwitz and has used this to teach tolerance and understanding. This session will focus on resources and activities for teachers to impart these values to students. Shoah | Jewish History and Culture C101 Secondary Colin Bulka Informal education in a formal world – tensions and opportunities My tutor once said: “There is no distinction between informal and formal education; there is just good education and bad education.” In this session we shall explore what, if anything, actually defines informal education, the tensions occurring when it is expected to operate within more formal settings and the extent to which it can stay true to its core values in such a situation. The session will be workshop/discussion-based in style, using a classically “informal” methodology. This session is aimed primarily at those seeing themselves as informal educators. Israel C103 Informal Tuvia Cannon Israel and Zionism Quiz Recently introduced at Leibler Yavneh College, the “Israel Quiz,” to be outlined during this session, may not only serve as a paradigm for other schools, but may also become the prototype for a national quiz. The session will also focus on the educational value of the quiz. Israel | Jewish History and Culture | Informal C108 Secondary | Informal Osnat Dvorkin Israel through visual art This session will address various tools and methods for a teacher to use in a school environment to present different perspectives of Israel using Israeli art. The use of art in a classroom affords a range of perspectives on Israel, enabling the students to relate to Israel in a variety of ways. Israel | Jewish History and Culture Page 28 Early Childhood | Primary | Secondary | Informal A102 Day 2 Monday Shayndel Samuel and Anat Wilson The ‘Australian Curriculum: History’ through a Jewish perspective This session is designed for Jewish Studies and History teachers, heads of departments and curriculum leaders. It will afford an ideal setting to explore the challenges and opportunities of Jewish Studies curriculum design in light of the “Australian Curriculum: History.” Links, overlaps and differences between the “Australian Curriculum: History” and Jewish Studies topics will be analysed. The discussion will focus on Years 9 and 10 and a possible model for implementation will be suggested. Participants will have the opportunity to network with colleagues to explore different curricular models. Jewish History and Culture | Other C110 Secondary Tal Spinrad The autistic child in the Jewish school This session will focus on constructive, positive management – in the Jewish Studies environment – of students with autism and those on the autistic spectrum, and the ways in which Jewish educators can partner with special needs’ families to ensure a safe and enriching setting for these students. Other A101 Early Childhood | Primary | Secondary | Informal Rabbi Tal Segel Using blended learning in the Jewish Studies classroom using “Shabbat Interactive” as a case study A workshop for Jewish Studies teachers on techniques for implementing blended learning in the classroom using the innovative interactive learning environment “Shabbat Interactive” as a case study. Using skills gleaned from international experts in blended learning, this workshop is a practical guide on combining 21st century technology with Torah learning to make your lessons even more dynamic. Text Studies | Information Technology A103 Primary Rabbi Jonathan Keren-Black Why Judaism, Christianity and Islam are siblings – a sociological view of the rich development of Judaism. This session will trace the development of the understanding of God, peoplehood, food laws and other rituals over 4,000 years in the context of the session topic. Educators will be offered an historical/sociological framework within which to understand the Jewish tradition that we live, celebrate and try to teach their students. Jewish Values | Jewish History and Culture Secondary | Informal Closing Session 4:30 pm – 4:50 pm Hall Page 29 Presenters Dr Dvir Abramovich Director, Centre for Jewish History and Culture, University of Melbourne Dr. Dvir Abramovich is Director of the Centre for Jewish History and Culture at The University of Melbourne and a Senior Lecturer in Hebrew and Jewish Studies. He is co-editor of the book Testifying to the Holocaust (2008) and author of the books Back to the Future: Israeli Literature of the 1980s and 1990s (2010) and Hebrew Classics: Israel’s Timeless Fiction and Poetry (2012). Dr. Abramovich was President of the Australian Association of Jewish Studies from 2006-2010 and editor of the Australian Journal of Jewish Studies for eight years. Lior Argaman Shlichah, Progressive Judaism Victoria and Netzer Australia Shirley Atlas Jewish Studies Teacher, Carmel School Lior Argaman is a shlichah for the Progressive Movement of Victoria and the Netzer youth movement, and she works with students at The King David School. She has had extensive experience working with youth from Diaspora communities. Lior holds a B.S.W. from the Hebrew University as well as an M.A. in Jewish Education from the Hebrew University and the Hebrew Union College. Prior to her shlichut in Melbourne, Lior directed Netzer’s gap-year program in Israel. Shirley Atlas is a Jewish History teacher at Carmel School, Perth. She participated in the Seminar for Jewish Educators at Yad Vashem in 2006 and currently teaches Holocaust and Israel Studies at secondary school level. Shirley previously taught Hebrew and Music at primary school level for 14 years. She incorporates music into every aspect of her teaching. Shirley also serves as the Perth-based coordinator for March of the Living Australia and has accompanied students in her capacity as an educator to Poland and Israel on the March of the Living program. Adina Bankier-Karp Jewish Studies and English Teacher, Mount Scopus Memorial College Adina Bankier-Karp is a secondary school Jewish Studies and English teacher at Mount Scopus Memorial College. She is a graduate of the Melton Senior Educators’ Program at the Hebrew University and holds an M.A. from Monash University in curriculum development. She teaches the Mount Scopus Memorial College Mother-Daughter Bat-Mitzvah program and coordinates the Pre-Chagim Beit Midrash program. A member of the Mizrachi Beit Midrash, she delivers shiurim for people of all ages, particularly in Tanach. Hagit Bar-On Hebrew and Jewish Studies Teacher, Emanuel School Hagit Bar-On is Head of Hebrew K-5 and Head of Jewish Studies K-2 at Emanuel School. She studied at Tel Aviv University where she graduated with a bachelor’s degree in English Literature and a graduate qualification in Teaching a Second Language program. She currently teaches both the TaLAM and Neta programs. A former Head of Hebrew and Jewish Studies at Kadimah College, New Zealand, Hagit previously taught English at matriculation level in Israel. She is passionate about teaching Hebrew and Jewish Studies using Visible Thinking and ICT. Shlomo BenHaiem Education Director, JNF of Australia Inc. Shlomo BenHaiem is the NSW-based Australian National Education Director and JNF shaliach, having served in the same role in Melbourne a decade ago. Involved in formal and informal education most of his life, he holds an M.A in Land of Israel Studies and Jewish History, and a B.A.Dip.Ed in Jewish Studies, and is a qualified and experienced Israeli licensed tour guide. For the last 17 years he has worked with the JNF in the areas of tourism and Zionist education, having worked previously with the Society for the Protection of Nature in Israel. Shlomo has served in an IDF Intelligent Unit, as a volunteer commander of a Rescue and Search unit and as an MDA ambulance paramedic. Debbi Benn Coordinator of Primary School Hebew and Jewish Studies, Carmel School Eran Berkovich Shaliach, Jewish Agency for Israel and Habonim Dror Debbi Benn, who qualified at the University of Witwatersrand, South Africa, and in 1983 settled in Israel, has been teaching Hebrew and Jewish Studies at Perth’s Carmel School for 27 years. She serves as the Primary School Hebrew and Jewish Studies Coordinator and is responsible for the formal and informal Jewish curricula, K-7. She was involved in the school’s trial iPad program last year and currently integrates the use of iPads at Year 7 level in the Hebrew curriculum. She has developed a considerable interest in this approach to teaching and works with her staff in the use of apps to enhance Hebrew learning. Eran Berkovch, who graduated with honours in Political Science and International Relations from the Hebrew University, has serveD as the Jewish Agency’s official representative in Australia since 2009. He is also the Habonim-Dror Australian federal shaliach. A specialist in Holocaust Studies, Eran is a graduate of the Yad Vashem Guides’ Training course and has led 25 school, army and English-speaking groups to Poland. Page 30 Presenters Elka Borden Teacher, TaLAM Coordinator, Mount Scopus Memorial College Tzipi Boroda Jewish Studies Educator, Kew Hebrew Congregation Colin Bulka Director, Jewish Agency for Israel (JAFI) Machon l’Madrichim Tuvia Cannon Head of Informal Jewish Education, Leibler Yavneh College Elka Borden has been teaching senior and junior primary Hebrew and Jewish Studies classes for the past 20 years. She has taught mainly Hebrew and Jewish Studies but also ICT, General Studies and Hebrew bilingual classes. She has focused on the integration of technology in Hebrew and Jewish Studies curricula and has been at the forefront of TaLAM since the program was introduced in Australia almost two decades ago. She currently serves as TaLAM coordinator and teacher-librarian at Mount Scopus Memorial College. Tzipi Boroda holds a Master’s degree in Jewish Education, has taught Jewish Studies in Jewish day schools and supplemental schools, and has conducted courses in the Florence Melton Mini-School program in the United States. As Rabbanit serving the Kew Hebrew Congregation, she is involved in the congregational education program, and has developed curricula in Hebrew and in Jewish Studies, primarily for home-schooling. She also teaches in the Melbourne Beth Din’s conversion program. Colin Bulka is the Director of the Jewish Agency’s Machon l’Madrichim program in Jerusalem. He is an informal educator who grew up in London, made Aliyah in 1992 and since then has worked primarily with Zionist youth movements on longterm programs. He holds an M.A. in Management of Informal Education and Applied Anthropology and is a graduate of the Mandel School’s Jerusalem Fellows’ program. Prior to his work with the Machon, he served as head of the British shlichim delegation. Tuvia Cannon is a shaliach at Leibler Yavneh College where he is head of Informal Jewish Studies. He holds an M.A. in Management and Leadership in Education from the Hebrew University. Prior to his schlihut at Leibler Yavneh College, Tuvia served as the Jewish Agency’s Director of Zionist Seminars. In addition to his involvement in Informal Jewish Studies, Tuvia teaches Gemara and Israel Advocacy. Avi Cohen Director of Jewish Studies and Hebrew, Mount Scopus Memorial College Avi Cohen is Director of Jewish Studies and Hebrew at Mount Scopus Memorial College. Over the past few years he has concentrated on integrating the educational programs of the College so that both informal and formal Jewish education serve to complement each other. In the past Avi has lectured at both Deakin and Monash universities specialising in the Arab-Israel conflict. Debbie Conn Primary Director of Hebrew, Moriah College Aaron Densham Co-director of Informal Jewish Education, Bialik College Osnat Dvorkin Community Shlichah, Zionist Federation of New Zealand Debbie Conn has been teaching full-time at Moriah College Primary for the past 20 years and is currently Director of Hebrew from pre-school level to Year 5. She has completed the TaLAM Master Teachers’ course and many other language courses both in Sydney and in Israel. She teaches the advanced stream of Hebrew in Year 5 and has a particular interest in differentiation in the Hebrew language classroom. As a master-trainer of TaLAM, Debbie is responsible for the ongoing professional development of the TaLAM teachers at Moriah College Primary School, and travels overseas to train teachers in the TaLAM program. Aaron Densham is a co-director of Informal Jewish Education at Bialik College. He has had considerable experience in the Habonim Dror youth movement and with the March of the Living program, both as a Year 11 participant in 2003 and, more recently, as a leader. He has spent almost 10 years volunteering and working in informal education settings, both within the Jewish and wider communities, in Australia and beyond. After completing combined Arts and Science undergraduate degrees, he travelled and worked in Australia, Rwanda, South Africa, Poland and Israel – experiences which confirmed his passion for education. Osnat Dvorkin is the Jewish Agency and World Zionist Organization shlichah on behalf of the Zionist Federation of New Zealand and Habonim Dror. She also coordinates the aliyah department in New Zealand. Osnat holds a B.A. in Jewish Philosophy and Art History from the Hebrew University. She has worked as a communities’ director for the Young Shlichim unit of the Jewish Agency, in which context she has visited Jewish communities worldwide. She also served as the coordinator of the Nitzanim course, a scholarship course for the professionalisation in the areas of Jewish and Irsael education for shlichim who have completed their shlichut. Page 31 Presenters Yehuda Dvorkin Community Shaliach, Zionist Federation of New Zealand, and Supplemental School Principal, Beth Shalom Sunday School Yehuda (Udi) Dvorkin, who holds an M.A. in Contemporary Judaism and History, is involved in supplemental Jewish education and is the Community and Formal Education shaliach in New Zealand. As such, he serves as the Principal of the Auckland Jewish community’s Sunday School. He has also served as a director of a Beit Midrash in Israel, as a Yad Vashem guide, and as a teacher of Jewish history, Holocaust Studies and conversion programs. He currently coordinates March of the Living in New Zealand. Erez Feinberg Education Director, JNF of Australia Inc., Victoria Division Ittay Flescher Jewish Studies Teacher, Mount Scopus Memorial College Paul Forgasz University Lecturer, Monash University Rebecca Gaida Hebrew and Jewish Studies Teacher, Emanuel School Orly Ganor Founder and Director, Ulpan-Or Yoel Ganor Director, Ulpan-Or Erez Feinberg is the Victorian-based JNF Education Director. He is a graduate of the Hebrew University of Jerusalem and holds an M.A. (Education Management), a Dip. Ed (Civil Studies), a B.A. (International Relations) and a professional tour guide qualification. He has taught at the Jerusalem-based Hebrew Gymnasia and has conducted extensive tiyulim in the context of Israel’s FNS (Field, Nation and Society) and Knowledge of Israel (‘Yediat Ha’aretz”) curricula. FNS contributes to youth education, including knowledge of the environment and understanding of the linkage between the Land, Water and Plantation. Erez was also a “Mashatzim” (youth movement ) Ministry of Education leader, training gifted youth in leadership. He served in the IDF training base instructors. Israeli-born Ittay Flescher teaches at Mount Scopus Memorial College, in the Jewish Museum of Australia’s Adult Education program and in the Ayeka program for secular Jewish learning. In 2007, he spent a year at the Hebrew University on the Senior Educators Program where he completed a major project on teaching Tanach in a pluralist setting. Paul Forgasz has been involved in Jewish education for more than 30 years, including a decade as Headmaster of the Secondary School at Mount Scopus Memorial College. Presently, Paul works at Monash University where he teaches Jewish History in the Centre for Jewish Civilisation and also lectures in both Jewish education and educational leadership in the Faculty of Education. Rebecca Gaida is a primary and secondary school Jewish Studies and Modern Hebrew teacher at Emanuel School. She is a graduate of Sydney University and holds a Master of Teaching and a B.A. in Jewish Civilisation, Modern Hebrew, and Thought and Culture. She has studied at the Hebrew University and attended Ulpan Etzion in Jerusalem. Rebecca taught in England at Rosh Pina Primary School. Rebecca incorporates acting and technology into her classrooms to enable her students to feel confident in speaking Hebrew. Orly Ganor is founder and director of Ulpan-Or International, a centre for Hebrew studies and Israeli culture. She is a graduate of the Hebrew University and of the Jerusalem-based Kerem Institution, and holds degrees in Hebrew Literature and Judaic Studies. She has worked as a teacher and language laboratory developer in numerous Hebrew teaching institutions in Israel, including the Hebrew University Ulpan, Beit Ha’Am and in various ulpanim in Rechovot. Over the years Orly conducted research in the area of second-language acquisition, and together with her husband, Yoel, developed a unique RLA – Rapid Language Acquisition – method. This method assists people in becoming conversational in Hebrew very quickly. She has also written numerous Hebrew study books, based on the RLA methodology, for all levels. Orly founded Ulpan-Or International in 1995. Since its establishment, some 10,000 students have made significant progress in Hebrew, using Ulpan-Or’s programs and self-study kits. Yoel Ganor is a director of Ulpan-Or International, a centre for Hebrew studies and Israeli culture. He is a graduate of the Technion and Henley Business School and holds degrees in electronic engineering and business administration. He has worked in numerous Hi-Tech companies such as Intel, Tracor and Lockheed-Martin in various professional and managerial positions. He has also been involved in founding start-up companies and holds several international patents in the field of electroluminescence. Over the years Yoel has supported his wife, Orly, in conducting research in the area of language learning, providing technological aspects to the research. Together they have developed a unique RLA – Rapid Language Acquisition – method. He is an avid student of Torah and publishes his Hebrew insights on the Torah portion (parashat hashavuah) online on a weekly basis. Together with Orly, he recently published a book on Torah insights, Hebrew from Insight Out, which he also designed as an iPad App. Page 32 Presenters Yona Gilead Lecturer and Program Coordinator, University of Sydney Yona Gilead is the Malka Einhorn Modern Hebrew Program Coordinator and Lecturer in the Department of Hebrew, Biblical and Jewish Studies at the University of Sydney. She holds a B.A. from the Hebrew University; an M.A. and Dip.Ed. (Secondary) from Sydney University; and is completing an Educational Doctorate (Ed.D.) at the University of Technology, Sydney. Her areas of research are in second/foreign language (L2) learning and development, Modern Hebrew pedagogy, and Hebrew literature. Stephanie Gratch Jewish Life Fellow, Union for Progressive Judaism and The King David School Originally from Chicago, Stephanie Gratch recently completed her teaching degree in Auckland, New Zealand. Apart from an interest in teaching secondary Mathematics, she has been involved in Jewish music education for the better part of a decade. She has served on the staff of the Olin-Sang Ruby Union Institute as a song leader and counsellor, and in 2011 as assistant education director at the Union for Reform Judaism Camp George, in Ontario, Canada. She is currently a Fellow at The King David School in the school’s Centre for Living Judaism, where she focuses on informal Jewish education and Jewish music programs. Damien Green Level Coordinator and Program Director, The King David School Auryt Jacobson Head of Languages, Masada College Damien Green is the Year 9 Level Coordinator at The King David School and director of the school’s Expanding Horizons Program. He also oversees the school’s Community Services program. Damien is co-author of the recently published VCE Religion and Society book. He also co-wrote Transcultural Understanding and the Deconstruction Reality (1998). In addition to teaching full-time, Damiem has served as a training consultant for business. Auryt Jacobson is Head of Languages at Masada College and has been a Jewish educator in South Africa and in Australia. Previously Head of Jewish Life at Masada College, she currently teaches modern and classical Hebrew and Jewish History, and teaches in the Jewish Life program. Rabbi James Kennard Principal, Mount Scopus Memorial College Rabbi James Kennard is the Principal of Mount Scopus Memorial College, where he also teaches Year 12 Mathematics. Before coming to Melbourne in 2007, he served as the Head of two schools in England, one Primary, one Secondary, and previously worked in informal Jewish education. Rabbi Jonathan Keren-Black Rabbi, Leo Baeck Centre for Progressive Judaism Rabbi Jonathan Keren-Black is the Rabbi at Melbourne’s Leo Baeck Centre for Progressive Judaism and head of the Centre’s Sunday School. He runs Bar/Bat Mitzvah workshops and adult education classes for congregants, and supervises an online ‘Introduction to Judaism’ course for adults. Rabbi Keren-Black has published A Judaism for the 21st Century, and has also written and published a teach-yourself-Hebrew program, Hebrew from Zero, for children and adults. He publishes the ‘MitzvahForToday’ tweet daily. Yael Koren Hebrew and Jewish Studies Teacher, Bialik College Anat Lavi Preschool Hebrew Teacher, Moriah College Yael Koren is a primary and middle school Hebrew and Jewish Studies teacher at Bialik College, who has taught both Hebrew and Arabic since 1991. A graduate of Bar-Ilan University in Arabic Language and Literature, Middle Eastern Studies and Education, Yael subsequently taught Hebrew at the Hebrew Academy of San Francisco and conducted Hebrew courses for adults at the San Francisco Jewish Community Center. She has also taught Arabic at matriculation level at a Kfar Sabba-based school. After mastering the Total Physical Response (TPR) at the Bureau of Jewish Education in San Francisco, she has incorporated this method in her language teaching. Anat Lavi is a Preschool Hebrew teacher at Moriah College. She studied at Oranim Academic College for Education in Israel, gaining a qualification in Early Childhood Education. Anat immigrated to Australia in 2007 and joined Moriah in 2011. She works closely with the Hebrew and Jewish Studies teachers to adapt the TaLAM program for children of early learning childhood age. Anat works in collaboration with the preschool teachers to ensure the continuity of the Hebrew program in the classroom. Page 33 Presenters Shula Lazar Deputy Principal, Leibler Yavneh College Shula Lazar is the Deputy Principal (Jewish Studies) at Leibler Yavneh College, and a teacher of Tanach and Israel Studies. A Monash University graduate in Economics, she subsequently began teaching Jewish Studies at junior primary level. Since then, she has taught VCE (Years 11 and 12) Economics and Mathematics, in addition to teaching secondary school Nach, Chumash, Yahadut and Music. She is also a graduate of the Hebrew University’s Melton Senior Educators’ Program, and holds an M.A. in Gifted Education. Rabbi Gersh Lazarow Campus Rabbi, The King David School As rabbi of The King David School, Gersh Lazarow serves as both the Head of Jewish Studies and Director of the school’s Centre for Living Judaism. He served as the Program Director at Wilshire Boulevard Temple in Los Angeles and as a Summer Camp Director in California. Rabbi Lazarow is also the rabbi of Etz Chayim Progressive Synagogue in Bentleigh. Velvel Lederman Jewish Studies Coordinator, Moriah College Jordana Levin Preschool Teacher, Moriah College Ricki Mainzer Jewish Studies Teacher, Leibler Yavneh College Velvel Lederman (“Uncle Velvel”), who has recorded many children’s musical CDs and who has given special music presentations for young students interstate and overseas, is an Australian Jewish children’s entertainer and early childhood educator at the Moriah Mount Zion Preschools. He has a great passion for drama and music for preschool children, frequently presenting special shows to mark the chagim. Jordana Levin is a teacher at Moriah College Preschool. She graduated from Macquarie University with a Bachelor of Education (Early Childhood Education) in 2006 and since then has worked in both early learning and primary school settings before commencing at Moriah at the start of 2011. Jordana works closely with both the preschool Hebrew and Jewish Studies teachers to ensure the continuity and integration of Hebrew and Jewish Studies lessons within the preschool program. Ricki Mainzer teaches in the secondary school at Leibler Yavneh College where she also writes curriculum for modern Israel programs, Jewish History and Holocaust Studies. She has participated in the Hebrew University-based Melton Centre program for ‘Models of Engagement with Israel in the Diaspora’ as well as the Yad Vashem Educators’ Course. She has lectured on the Holocaust at the Florence Melton Adult Mini-School and is currently an educator with March of the Living. She has lived and taught in Israel and writes children’s picture story books. Assoc. Prof. David Mittelberg Associate Professor, Oranim Academic College of Education David Mittelberg is Associate Professor for Sociology in the Graduate Faculty and former Head of the Department of Sociology at Oranim Academic College of Education. Professor Mittelberg also serves as an Adjunct Research Associate in the Australian Centre for Jewish Civilization, Monash University, and as a Senior Research Fellow at the Institute for Kibbutz Research at Haifa University where he formerly served as its Director. He is the author of Strangers in Paradise: The Israeli Kibbutz Experience (1988); The Israel Connection and American Jews (1999); Between Two Worlds: The Testimony and the Testament ( 2004 and 2009 in Hebrew) and has published articles on ethnicity, migration, gender, tourism, kibbutz education and the sociology of Diaspora Jewry. Yiftach Nenner Shaliach, Betar Australia Debbie Posner Hebrew and Jewish Studies Teacher and Program Coordinator, Carmel School A graduate in Political Science and History, cum laude, from the University of Tel Aviv and a secondary school teacher of History and Citizenship, Yiftach Nenner is currently the Melbourne-based Betar shaliach, having completed a previous shlichut in Mexico. He was employed as a deputy editor at Ynet, Israel’s largest online news organisation, and as general manager of Malraz, the first ecological NGO in Israel. Originally trained in South Africa, Debbie Posner has been a Hebrew and Jewish Studies teacher for 25 years. Her particular interest is teaching Chumash to primary school children. She has been teaching at Carmel School in Perth for the past 14 years, currently teaches in the school’s Torah Stream program, and coordinates the Torah Enrichment program for children from the K-7 levels. She is also involved in the Dianella synagogue’s education program where she teaches both children and adults. Page 34 Presenters Gary Samowitz Chief Executive Officer, Jewish Aid Australia Gary Samowitz is the CEO of Jewish Aid Australia (JAA), which aims to mobilise the Australian Jewish community to pursue social justice in the wider community. JAA works with Sudanese refugees and Aboriginal communities, and also send volunteers overseas. Gary was previously the Hillel Director in NSW, where he spent four years training and serving as a mentor to young leaders in the Jewish community. He has been a guide on 12 Israel and Poland programs, and is completing his Master’s in Jewish Studies and International Relations. He is an informal educator and runs workshops in Jewish schools throughout Australia. Shayndel Samuel Jewish Studies Coordinator, The King David School Shayndel Samuel has taught Jewish Studies, Biblical Studies, VCE Religion and Society, Holocaust Studies and Jewish Values in a career spanning more than three decades. She is currently Jewish Studies Coordinator on the senior campus of The King David School. She has also taught Politics, Australian History and VCE Texts and Tradition. She recently co-authored VCE Religion and Society Units 1-4 (Macmillan 2012), a comprehensive text with learning activities and a focus on Judaism and several other religions. Michael Schnall Co-director of Informal Jewish Education, Bialik College Yael Schneier Jewish Studies Teacher and Level Convenor, Beth Rivkah Ladies’ College Rabbi Tal Segel U.S. Manager, Jewish Interactive Carmia Shoval Senior Instructor, Rothberg International School, Hebrew University Sonia Slonim Hebrew and Jewish Studies Teacher, Leibler Yavneh College Michael Schnall is a co-director of Informal Jewish Education at Bialik College. Ongoing involvement with the Habonim Dror youth movement precipitated his professional pursuits in the area of Informal Jewish Education. Michael completed an undergraduate degree in Arts with Middle Eastern Politics and Jewish History as a double major, and subsequently worked in Israel as a madrich and tour guide for American groups before joining the Bialik College staff. Yael Schneier is a graduate of Monash University and holds degrees in Education and Biomedical Science. She has also completed the Australian Government Summer School for Excellent Teachers’ Program. She currently teaches both Jewish Studies and Science at Beth Rivkah Ladies’ College, where she is the Year 9 Level Convenor. Yael also runs the Bat Mitzvah program at St Kilda Hebrew Congregation. She focuses on using interesting and innovative techniques in her classroom to motivate her students. Rabbi Tal Segel is the New York-based manager of Jewish Interactive, an innovative non-profit organisation, founded in South Africa, that strives to create interactive Jewish programs, using modern technology to make Jewish Studies more relevant and accessible to Jewish educators. Australian-born, Rabbi Segel completed a Bachelor of Information Technology at the University of Technology, Sydney, and served with IBM and IAG. He subsequently spent seven years studying at yeshivot in Israel and the United States. Rabbi Segel, who holds a Master’s degree in Jewish Education from Yeshiva University, has extensive experience as an organisational leader, teacher and informal Jewish Studies educator in Australia and New York, having worked with Bnei Akiva, Aish HaTorah, Yeshiva University High School for Boys and Moriah College. Carmia Shoval is a senior instructor of Modern Hebrew at the Rothberg International School at the Hebrew University. Carmia, who holds an M.A. in Hebrew linguistics from the Hebrew University, has taught Biblical Hebrew, and directed the Rothberg Summer Ulpan and the Hebrew teachers’ training course. Carmia co-authored a software program for improving pronunciation in Hebrew and has co-authored a book on Modern Hebrew grammar for learners of Hebrew as a second language. She will spend the second semester this year at Sydney University. Sonia Slonim is a Tanach, Jewish History and Hebrew teacher at Leibler Yavneh College. She is a graduate of Bar Ilan University and the Hebrew University Schwartz Program for Management of Informal Education and has completed a Dip. Ed. at Monash University. Sonia commenced her career in education as an informal educator with Ulpan programs from South Africa and Mount Scopus Memorial College, serving as program coordinator, inter alia. She subsequently coordinated Jewish youth camps in the Former Soviet Union. Page 35 Presenters Tal Spinrad Beit Lama-Loh, Special Education Specialist Tal Spinrad, who holds degrees in Religion and Philosophy from San Francisco State University, served as a Jewish Family Education Fellow with the Bureau of Jewish Education in San Francisco, and a Special Education specialist at Camp Tawonga, California. He has worked as a Director of Education in both the Conservative and Progressive movements. After serving as Director of Education at Melbourne’s Etz Chayim supplemental school, Tal founded Beit Lama-Loh in 2011, specializing in Jewish family education, community enrichment opportunities and professional development globally. Naomi Sprung Jewish Studies Teacher, Leibler Yavneh College Neta Steigrad Teacher-educator, University of Sydney Naomi Sprung is a member of the Leibler Yavneh College secondary staff and Rebbetzin of Melbourne’s Mizrachi Organisation. A graduate of Maryland University and Barry University, she has taught and lectured widely in both the United States and Melbourne on topics in several areas, among them Jewish History, textual analysis,Tefillah and art. Rebbetzin Sprung, who has developed a holistic curriculum teaching Navi, Gemara and Jewish History, combines her passion for Jewish education with her skill as an artist in her teaching. Neta Steigrad is a teacher-educator in the Faculty of Education at the University of Sydney. She has taught English abroad and Modern Hebrew in Sydney. She holds an M.Ed. in Languages Education. Neta currently works with university students studying to become Hebrew/Jewish Studies teachers, as well as serving as a mentor to teachers currently working in schools. Her areas of interest include classroom practice, games in foreign language learning, teacher professional development and visual design in teaching material. Rabbi Adam Stein Rabbi, Kehilat Nitzan Synagogue Adam Stein is the Rabbi of Kehilat Nitzan, Melbourne’s only Masorti/Conservative community and synagogue. He received a B.A. in Judaic Studies from the University of California, San Diego, with minors in Theatre and Philosophy. Adam spent a year studying at the Hebrew University, and another, after completing his undergraduate degree, at the Pardes Institute in Jerusalem. He subsequently received Rabbinic ordination and a Master’s degree in Education from American Jewish University in Los Angeles. He and his wife, Tamar, moved to Melbourne in August 2011 after he had served as a rabbi for two years in Kansas City. Esther Takac Pyschologist and author Esther Takac is a child and adult psychologist. Having served for many years as senior psychologist on a Children’s Assessment and Therapy team, she now works in private practice. Esther is also an author. Her recent book, Genesis – the Book with Seventy Faces, won a National Jewish Book Award and was described at the awards’ ceremony as “a landmark book, an ingenious, impassioned gift to families looking for common sources of Jewish inspiration.” Beruria Tenenbaum Jewish Studies Teacher, Beth Rivkah Ladies’ College Beruria Tenenbaum is Melbourne-born, educated locally and in Israel. She has been teaching in Beth Rivkah secondary school for 18 years, where she has written the Chumash and Israel Studies curriculum. She currently teaches VCE Politics, Chumash, Jewish History and adult education classes. She also teaches tertiary courses at the Ohel Chana Werdiger Learning Institute for Women. Jenny Udovich Hebrew and Jewish Studies Teacher, Emanuel School Jenny Udovich teaches Hebrew and Jewish Studies (K-7) at Emanuel School. A former Co-ordinator of Hebrew at Masada College, she has had extensive experience teaching both the TaLAM and Neta programs, and serving as a program teacher-trainer. Jenny, who has had 32 years’ teaching experience in Israel and Australia, is passionate about teaching Hebrew and Jewish Studies using Cultures of Thinking routines for effective learning, and teaching Hebrew Language and Heritage Literacy through a gradual and spiralled process to make learning relevant to students’ everyday lives. Page 36 Presenters Marshall Voit Jewish Life Fellow, Union for Progressive Judaism and The King David School Yotam Weiner Jewish Studies and Informal Education Teacher, Emanuel School A native of Southern California, Marshall Voit currently serves as the Inaugural Jewish Life Fellow with the Centre for Living Judaism, based at The King David School. Marshall’s particular interest is using group singing to achieve a variety of goals, including creating prayerful moments and teaching Jewish values. Since his arrival in Australia in August 2011, Marshall has run workshops on Jewish Music, Family Programming and Technology in Synagogue Life with Jewish communities in Melbourne, Sydney, Canberra and Adelaide as well as in Auckland, Wellington and Dunedin. Yotam Weiner is a Jewish Studies teacher at Emanuel School, Sydney. His responsibilities at Emanuel include experiential/informal education and Jewish Studies teaching at primary and high school levels. He is also a Year 8 tutor. Yotam, who studied Philosophy and Sociology at the University of NSW and Latrobe University, holds postgraduate qualifications in Education from Monash University. He has taught at several schools – in Melbourne, London and Sydney. Dr Ron Weiser AM Immediate Past President, Zionist Federation of Australia Ron Weiser’s roles in the Australian Jewish community and beyond include his position as Immediate Past President of the Zionist Federation of Australia, Honorary Life President of the Zionist Council of NSW, and committee member of the Board of Governors of the Sochnut/Jewish Agency. He initiated the Taglit/Birthright and MASA programs in Australia as well as the ZFA national Jewish educators’ conferences. In 2010 he was awarded an ‘AM’ – A Member in the General Division in the Order of Australia – for service to the community through leadership roles with the ZFA and promotion and development of Australia-Israel relations, inter alia. Anat Wilson Learning Team Coordinator, The King David School Feygi Zylberman Secondary Jewish and General Studies Teacher, The King David School Anat Wilson is an experienced educator currently working as the Learning Team Coordinator of the Senior School at The King David School. A Tel Aviv University and University of Melbourne graduate, Anat has specialised in History and languages teaching. She has taught at secondary and tertiary settings and also served as head of a languages department. She has been involved in the development and implementation of whole-school pedagogical approaches, such as the Thinking Classroom and the practice of classroom observation. Anat is involved in ongoing research into second language acquisition, teaching and learning. Feygi Zylberman is a middle school Jewish Studies, Humanities and English teacher at The King David School. She is a graduate of Monash University with B.Ed. and B.A. degrees. She also holds an M.A. in Modern Jewish Studies from the Jewish Theological Seminary, NY, where she received the Sydney Grossfarb Award for an outstanding student of Jewish History. She delivered a presentation on her M.A. thesis, Women in the Jewish Labor Bund between 1897-1922, at the recent Conference on Contemporary Jewish Life at Monash University. Feygi will lead The King David School’s Yesh program to Israel later this year. Page 37 Hagit Bar-On and Jenny Udovich Naomi Sprung Haim Aronovitz Elka Borden Dr Dan Porat C108 C110 C111 A101 Theatrette The Boy – the story of one Holocaust image TaLAM Network session 1: Assessment methods Of hopes and aspirations: Israel’s Declaration of Independence, then and now Fight or flight: Confronting God in sacred texts Engaging Hebrew teaching through Cultures of Thinking routines Easing into Modern Hebrew Grammar Rabbi Jonathan Keren-Black Velvel Lederman Rebecca Gaida Beruria Tenenbaum Orly and Yoel Ganor Shirley Atlas A102 C101 A104 C110 C106 C111 Page 38 The role of music in Terezin Technology as the teacher’s loyal partner in teaching Hebrew Teaching Parshanut and Midrash Making Hebrew videos – in other words, making Hebrew awesome Is your chag samayach? Hebrew from Zero – catch-up for the older child Har Herzl and its hidden stories – exploring one mother’s quest for truth A framework for teaching about Zionist ideologies A demonstration shiur using classical sources 12:35 pm – 1:45 pm Ricki Mainzer A103 Lunch Paul Forgasz C103 Mifgash Rabbi James Kennard C108 11:45 am – 12:35 pm Carmia Shoval C106 Early childhood – “Mahi Eretz Yisrael?” How to talk to young children about big ideas A new approach to teaching text Session 3 Margalit Kavenstock C103 Morning tea 11:30 am – 11:45 am Avi Cohen A102 A Genesis resource (and the issue of Jewish stereotyping) Mifgash Esther Takac C101 10:40 am – 11:30 am Keynote address: Perspectives in contemporary Jewish education: Global challenges facing Judaism and Jewish education 9:30 am – 10:30 am Rabbi Benny Lau Session 2 Hall Session 1 Day 1 program summary Sunday 12 August Morning √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ Subject Area √ √ Subject Area Subject Area √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ “Audience” √ √ √ “Audience” “Audience” Tex tS Jew tudies is Heb h Valu es re Jew w/Lite /Tefill ah ra is Sh h His ture t o o a ry a h nd Te a C c h ultu Ear ing Is re ra ly C hild el Inf o h r m al E ood Te d c u h c no ato l o n Oth gy in er J e wis Ear hl ly e a rnin Prim Childh g ood ary S e c ond ar I n f o rma y l Rabbi Tal Segel Yael Schneier Osnat Dvorkin Yehuda Dvorkin Dr Ron Weiser AM Yona Gilead A101 C106 C108 C111 C110 A103 Haim Aronovitz Debbie Conn Orly and Yoel Ganor Debbie Posner Shlomo BenHaiem and Erez Feinberg Gary Samowitz Debbi Benn Ittay Flescher C111 C103 C106 C101 D103 IT Lab A101 C108 A102 Page 39 3:35 pm – 3:55 pm The 2011 Israeli social justice protests – how a Facebook post about the cost of housing could change the future of Israel Teaching Hebrew with the iPad Making Tikkun Olam come alive at school: Effective methods of teaching social justice Israel, Tanach and Jewish Studies in the iPhone era – teaching Israel and Jewish Studies in today’s dynamic world How young children learn to decode the Torah Hebrew as a key to Judaic Studies and Israeli culture Effective integration of Hebrew and Jewish Studies in the early childhood learning environment A look at Biblical figures through the eyes of Israeli poetesses A guide to teaching Tanach to make the Bible relevant to students in their daily lives Afternoon tea Rabbi Benny Lau C110 Mifgash Writing in Modern Hebrew at the text level The meaning and implications of “settlements” in the context of the Israel-Arab conflict The Holocaust and the Facebook generation Local-global perspectives on teaching peoplehood and teaching Israel Keeping students involved Jewish Studies brought to life with the iPad Claude Lanzmann’s Shoah – an examination of a Holocaust movie “Sof ma’aseh b’machshavah techilah.” The secret of planning 2:45 pm – 3:35 pm Dr Dan Porat Theatrette Session 5 Margalit Kavenstock Prof. David Mittelberg “Jewish Peoplehood Education”: Lessons for Australian Jewish day schools from the Boston-Haifa school Twinning Program 1:45 pm – 2:35 pm C103 C101 Session 4 Day 1 program summary Sunday 12 August Afternoon √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ Subject Area √ Subject Area √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ “Audience” √ √ √ “Audience” Tex tS Jew tudies is Heb h Valu es re Jew w/Lite /Tefill ah ra is Sh h His ture t o o a ry a h nd Te a C c h ultu Ear ing Is re ra ly C hild el Inf o h r m al E ood Te d c u h c no ato l o n Oth gy in er J e wis Ear hl ly e a rnin Prim Childh g ood ary S e c ond ar I n f o rma y l Carmia Shoval Margalit Kavenstock Aaron Densham and Michael Schnall Eran Berkovich Sonia Slonim Dr Ron Weiser AM C106 C103 A104 C111 A101 C110 Page 40 Beth Weizmann Tzipi Boroda C108 Panel discussion Whose fault is it? 7:30 pm – 9:00 pm The use of the Smart Board in teaching Tanach The incredible but little-known story of Freddy Hirsch The butcher, the baker and the Bialik informal Jewish educator Let’s play again! Going back to play into the classroom with Chalav u’Dvash Hebrew reading and comprehension at HSC/VCE/Year 12 level B’kiyut curricular material – power tools for teaching the critical content for Jewish literacy A positive approach to classroom management 3:55 pm – 4:45 pm Neta Steigrad C101 Session 6 Day 1 program summary Sunday 12 August Afternoon √ √ √ √ √ √ Subject Area √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ “Audience” Tex tS Jew tudies is Heb h Valu es re Jew w/Lite /Tefill ah ra is Sho h Hist ture o a r h y and Te a C c h ultu Ear ing Is re rae ly Info Childh l r m al E ood Te c h no ducato l o n Oth gy in e r J ewi Ear sh l y l e a rnin Prim Childh g ood ary Se c o nda In r f o rma y l Margalit Kavenstock Rabbi Adam Stein Marshall Voit and Stephanie Gratch C103 C111 A103 Lior Argaman and Yiftach Nenner A101 Feygi Zylberman Damien Green and Shayndel Samuel Dr Dvir Abramovich Tzipi Boroda Ricki Mainzer Sonia Slonim Haim Aronovitz C108 C108 C110 A102 A103 A101 C111 Page 41 Auryt Jacobson C103 Zion and the limits of compromise: A tool for looking at the territorial issue in Israeli decision-making Using the Smart Board for teaching Hebrew The “idea” of Jerusalem Teaching Tefillah meaningfully: Curricular guidelines and frameworks for instruction and inspiration Teaching Hebrew poetry in class Religion and Society for senior students Modern Jews – teaching Jewish choices Israel Inside Out Games as a tool for differentiation and engagement in the language classroom 1:30 pm – 2:20 pm Neta Steigrad C101 Session 10 12:15 pm – 1:30 pm Australian Jewish education: Where next? Coming challenges and opportunities for educators Lunch Rabbi James Kennard Mifgash Hall The role of the shlichim in the classroom and in the community as a resource The King – not the devil – is in the detail The basics of Ulpan-Or’s unique RLA – Rapid Language Acquisition methodology Our sages as role models: A paradigmatic textual study to demonstrate the value to our students of the wisdom of Chazal Jewish music: Singing together as a way to connect to Jewish values. Face to face: Encountering God in the Sinai experience Chaverim B’Ivrit – a case study of a change: The story of five schools in Mexico City “Why should I be Jewish?” “Is the Torah true?” “Judaism? But I believe in evolution!” “Memorising” is not a rude word: Promoting students’ awareness of the language learning process Morning tea 11:05 am – 11:25 am 11:25 am – 12:15 pm Adina Bankier-Karp C108 Mifgash Session 9 Orly and Yoel Ganor C106 Rabbi Benny Lau Yotam Weiner C101 C110 Anat Wilson A102 10:15 am – 11:05 am Keynote address: Approaching the Israeli “Territorial Imperative” as an educational issue 9:15 am – 10:05 am Haim Aronovitz Session 8 Hall Session 7 Day 2 program summary Monday 13 August Morning √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ Subject Area √ √ Subject Area √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ “Audience” √ √ √ √ √ “Audience” Tex tS Jew tudies is Heb h Valu es re Jew w/Lite /Tefill ah ra is Sho h Hist ture o a r h y and Te a C c h ultu Ear ing Is re rae ly Info Childh l r m al E ood Te d c u h c no ato l o n Oth gy in J er e w Ear ish ly l e C a rnin hild P r i g m ary hood Se c o nda In r f o rma y l Adina Bankier-Karp Elka Borden Shula Lazar Yael Koren Yehuda Dvorkin C108 A101 C106 C110 C111 Using YouTube as a tool in classwork and homework TPR – teaching language through actions. Teaching modern Israel through Tanach TaLAM Network session 2: Challenges of using the program OMG: Paganism debunked iPray: Using technology as a vehicle for liturgical education and engagement Hebrew experience – a new Hebrew language initiative for middle and high school students Funny, you don’t look Jewish. Significant questions about Jewish identity for the 21st century explored through film, photography and art Finding a structure within informal education Tuvia Cannon Osnat Dvorkin Shayndel Samuel and Anat Wilson Tal Spinrad Orly and Yoel Ganor Rabbi Tal Segel Rabbi Jonathan Keren-Black Closing Session C103 C108 A102 C110 C106 A101 A103 Hall 4:30 pm – 4:50 pm Why Judaism, Christianity and Islam are siblings – a sociological view of the rich development of Judaism. Using blended learning in the Jewish Studies classroom using “Shabbat Interactive” as a case study Ulpan-Or’s unique RLA – Rapid Language Acquisition methodology The autistic child in the Jewish school The ‘Australian Curriculum: History’ through a Jewish perspective Israel through visual art Israel and Zionism Quiz Informal education in a formal world – tensions and opportunities Colin Bulka C101 “Hana’s suitcase” – a lesson in Tikkun Olam Shirley Atlas C111 Page 42 2:00 pm – 3:30 pm Afternoon tea 3:20 pm – 3:40 pm 3:40 pm – 4:30 pm Rabbi Gersh Lazarow Mifgash Session 12 Margalit Kavenstock A103 Ittay Flescher Lior Argaman and Yiftach Nenner Principals’ Association AGM 2:30 pm – 3:20 pm C103 A102 C101 Library Session 11 Day 2 program summary Monday 13 August Afternoon √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ Subject Area √ √ √ Subject Area √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ “Audience” √ √ √ √ √ √ “Audience” Tex tS Jew tudies is Heb h Valu es re Jew w/Lite /Tefill ah ra i s Sho h Hist ture o a r h y and Tea C c h u l ture Ear ing Is ra ly C hild el Inf o h r m al E ood T e c hno ducat on l o Oth gy in er J e wis Ear h l y l e a rnin Prim Childh g ood a Sec ry o n dar I n f o rma y l Acknowledgments Zionist Federation of Australia Philip Chester Ginette Searle Michael Cohen Joshua Cole ZFA President ZFA Executive Director Conference Coordinator – Education ZFA Communications and Events Director With thanks to the ZFA team Miri Abramovich Mirit Frenkel Gili Gafin Ilit Golshevsky Yigal Sela Tania Shvartsman Georgina Wober Bialik College staff Rick McLeod David Micallef Lee Scott Tim Spargo Gary Velleman Marcia Wolman Catering Mini-Bites Page 44 8th Biennial Australian Jewish Educators’ Conference 12 - 13 August 2012 Bialik College, Melbourne Perspectives in Contemporary Jewish Education Our partners We thank the following for their support: For the Jewish and Zionist community in Australia www.jewishagency.org Acknowledgments Zionist Federation of Australia Philip Chester Ginette Searle Michael Cohen Joshua Cole ZFA President ZFA Executive Director Conference Coordinator – Education ZFA Communications and Events Director With thanks to the ZFA team Miri Abramovich Mirit Frenkel Gili Gafin Ilit Golshevsky Yigal Sela Tania Shvartsman Georgina Wober Bialik College staff Rick McLeod David Micallef Lee Scott Tim Spargo Gary Velleman Marcia Wolman Catering Mini-Bites Page 48
