Responses+-+Student+Outcomes

What student learning outcomes do you hope to achieve when you design/implement integrated units, lessons & programs?
 * * hope students see that there is a connection between studies and values. both areas are equally important and relevant. ||
 * * That the students Judaism shapes how they see the world and the learning, and that we are Jewish everyday no matter what we are learning or doing ||
 * * For the learner to realize that all components of learning benefit from knowledge and experience in other fields. Science effects History and Visa Versa. Psychology can help us to understand Torah and etc... ||
 * * That each academic area in General Studies will be reinforced in Jewish Studies That work habits e.g. turning in homework on time will be reinforced in both areas That students will make connections between the two areas That students will appreciate the relevance of Jewish values to all areas of their learning ||
 * * deepened understanding of each content area more synthesis & evaluation of each content area sense of connectedness deeper connection to Judaism for students ||
 * * For students to understand that Judaism is not a separate entity but that it is part of their everyday lives. ||
 * * To be honest with you, I am unclear regarding the definition you are using for "integration," and so it is difficult to answer these questions. ||
 * * Making Jewish history relevant to students' lives; engaging students with Jewish history on a personal level; building Jewish identity ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">I hope that students will come away from a unit/program knowing that Judaism has always had to "deal" with outside forces whether by adapting, conforming, questioning, fighting against, or embracing them. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">The more topics are interconnected, the better the chance what I teach will "stick" - be around in 40 years. I think it enriches both subjects that are integrated ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">For the most part, I feel the school does not integrate the learning between subjects, though it would make a lot of sense. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Students are able to connect their Jewish learning and identity with the larger world around them. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">* Judaism is infused into the students' lives - not seen as a separate subject or "way of being." * Hebrew - that students "think in Hebrew" and are comfortable using Hebrew in everyday context. * Exposure to a bi-cultural experience ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Able to incorporate Jewish thought and ideas into everyday life ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Students should recognize that Judaism is well-equipped to inform and shape their lives and be able to articulate how this is so in their present lives. The most important context for them to articulate this is their b'nei mitzvah, a major topic in the curriculum. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">The children will be exposed to Hebrew words throughout the day. Jewish values touch every aspect of our lives. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">For the students to have an integrated sense of their identity, not a Jewish identity totally separate from their secular identity. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Excitement about learning, ability to apply prior knowledge, sense of empowerment, richer understanding of the content and its connections to other parts of life. Much integration that I do is skills based - how to research, how to write a paragraph and so on, regardless of the content ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">to refine and express through visual arts a concept of self--at least one strand of which is Judaic. to break down the concept of disciplines as discreet units of knowledge and articulate the interrelationships and co-dependence of disciplinary learning. to forge a richer understanding of art as a product of history and of many cultures. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">I want the students to understand the world they live in and how the things they do mesh with both their everyday lives and their Jewish lives. I would also like them to see the connections that can be made with their study of Torah and mitzvot and general studies areas they may discover in science, math or literacy. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">I want students to see "subjects" (whether within General studies or between General and Jewish) as connected and to begin to see themselves as both Jewish and American throughout their whole day (not compartmentalized depending on which "class" they are in at the moment). I want students to apply the same skills/thinking strategies no matter what class they are in and to be able to take strengths/passions and apply them to whatever the subject matter even if it at first does not seem directly connected. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">For me writing is a primary skill in life and cannot be under emphasized. When I started students would get angry that I counted spelling and grammar in their d'vrei Torah writing. I want students to leave with superior writing skills. I want students to see Judaism as something that has a place in their life everyday in multiple ways. I want students to learn from the lessons of the past to make a better future. I want my students to be Upstanders in all areas of their lives based on what they learn about in Ethics and Shoah. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">I hope the students will develop new skills, new strategies and will be able to connect content to multiple areas of learning and apply critical thought to reflection application. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">I hope students see that what they learn in any classroom relates to all aspects of their life. For example the ethics lessons they learn in JS are valid in all classrooms and at home. The reading and writing skills they learn in GS should be used whenever they are reading and writing, even if it is in a different classroom or another language. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">A richer understanding of the material. A sense that Judaism does not go in one box and everything else in another, separate, box ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Application (ethics and values) to their own lives. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">An understanding that their Judaism influences every aspect of their being. That they should see everything through a Jewish lens. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Students create new points of integration. Students respond to tensions within identity between tradition and modernity. Students create new materials that utilize multiple approaches and methods from an array of disciplines and systems of thoughts. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Critical and connected thinking ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Students discover connections between tenets of Judaism and other Western belief systems ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">I hope to help the students gain an artistic perspective of their Jewish identity. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">That students will have a set of morals/ethics, based on our tradition that will help guide them through life, and that they will use these values and this knowledge both academically and socially. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Students will articulate understandings of how their Jewish and American identities interact. Students will use the values of classical Jewish texts to test their assumptions drawn from American society. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Fluid sense of relationship between Jewish history and World History in a manner that raises provocative questions about both. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Context. I want students to come away understanding that Judaism and Torah are not static entities, but are living, evolving entities, being constantly shaped and reshaped by living, practicing Jews in every generation, as we ourselves respond to the challenges of living in the real world, using our arsenal of Jewish knowledge and tradition. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Self generated reflection on identity, learning and thought. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Long term and broadly-applied concept attainment and recall ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">--mastery of separate disciplines (tools) --subject integration (integration/interaction) --integration between subject matter and identity ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">In the long run I would like students to understand more about who they are both as a Jew and a student of the arts. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">That the students are able to see the importance of Jewish Studies in the context of the world's wealth of knowledge. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">I would hope that integrated units would teach my students that there is not a division between the General and the Jewish but that each complement the other and makes the curriculum better understood for the "whole" student. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">A deeper understanding of the Jewish curriculum since when it is done only in Hebrew, we find that this deeper meaning is sometimes lost. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">I would like the students to have a deeper, more meaningful, more personal understanding of the material, and greater enthusiasm for their studies. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Texts that have meaning and are relevant to their lives. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">I try and use backward design when planning lessons, so I find the "Big idea" which connects what I am doing in JS to GS topics and ideas. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">I don't do this currently but if I do I would like students to see connections between disciplines. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">I want students to be able to see themselves as both a link in the chain of Jewish tradition as well as someone who can influence society in their local/ national/ world communities. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">risk taking community building believing in oneself ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">As my students learn about science concepts we also integrate Jewish values, such as tikkum olam, during nature/ecology units or tefillot such as when we include prayers when seeing something beautiful in nature or the bedtime shema for the little ones when learning about getting enough sleep. We learn science facts while keeping in mind our heritage. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">I want the students to learn how the calendar works, how the Jewish and secular calendars interact and overlap, how the holidays we celebrate mark who we are as Jews and as Americans. I want students to learn that skills they learn, for example in reading comprehension, apply to Jewish studies as well as general studies (whether they are reading a Torah story or a piece of fiction). ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">I want to help my students become proud Jewish Americans. I want them to be Jewish Americans all the time, rather then Jewish during "Jewish time" and American the rest of the time. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">For the students to see how Judaism is part of modern society. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">That I am addressing the ministry expectations while including Jewish traditions. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Nothing is stale, and everything is relevant in one shape or another to our own lives. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">I want students to see that being Jewish is a part of everything that they do. I want them to see the world through Jewish lenses. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">I hope that students understand the material and themselves better. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">Most units have integrated material. Expected outcomes are academic standards. ||
 * * <span style="line-height: normal; margin-bottom: .0001pt; 0in margin-bottom: 0in; mso-list: l0 level1 lfo1;"><span style="font-family: Tahoma,sans-serif; font-size: 10pt;">An understanding of their heritage within the context of world history. ||