JED 426 Session 3 Integrating Jewish Studies Components Across and Beyond the Jewish Curriculum

1. Integrated Curriculum: Integrating Jewish Studies
Components across and beyond the Jewish Studies
Curriculum
• Application of knowledge about integration to specific
Jewish Studies theories and models.
• Consider the value of an integrated Jewish Curriculum.
• Consider the values that underlie an integrated Jewish
Studies Curriculum.
• Sharing integrated lesson plans and posters, with
feedback from peers.

2. Application of knowledge about integration to
specific Jewish Studies theories and models
HaRav Joseph B. Soloveitchik has been intimately associated
with the principle of Torah U’Madah through his writings,
lectures, and serving as Rosh HaYeshivah of Yeshiva
University. Summing up his understanding of Judaism in a
newspaper interview, he stated, “We are committed to God
and observing His laws . . . but God also wills us to be
committed to mankind in general and to the society in whose
midst we live in particular. To find fulfillment, one must
partake of the human endeavor” (Jack Bieler 2008)

3. Application of knowledge about integration to
specific Jewish Studies theories and models.
Core Concepts and Essential Questions –
• Core concepts and essential questions are what Sizer (1985) calls
lines of inquiry that are broad and rich enough for several lessons or a
unit.
• Example – Teachers created a list of 4 ‘Big Questions’ on the
classroom wall. The questions were all related to ‘The Role of Humans
in Nature’ and served as connective threads to link each of the units
they learnt throughout the year.
• The teachers did not integrate their actual lessons, but the pupils
were always able to draw links on their own, using the questions to
guide them.

4. Application of knowledge about integration to
specific Jewish Studies theories and models
Team Teaching
• Fundamental to schools’ integrated programmes in terms of planning
and classroom instruction.
• By teachers planning together, they can plan integrated curricula and
at the same time, see the relationships between different disciplines
that they may not have noticed previously.
• The Jewish Studies and General Studies teacher teaching
simultaneously in the same classroom can present great
opportunities for integration.

5. Application of knowledge about integration to
specific Jewish Studies theories and models
Time, Scheduling and Planning
• Sizer (1985) has written about the need to rethink how time is
scheduled in schools.
• Time is a huge challenge to presenting integrated curricula.
• Time to teach integrated lessons?
• Time for teachers of all disciplines to plan together
• Fogarty and Stoehr (1985) write that ‘…it is clear that making planning
time a priority is an essential element for schools that implement
integrated curriculum, because the need for teachers to work together
requires them to find time not ordinarily allotted in their daily
schedules.’

6. Application of knowledge about integration to
specific Jewish Studies theories and models
School Culture
• Rosenblum (1993) identifies, ‘…the ability to find the vision of an
organisation and to set goals for it.’ as one of the primary
characteristics of leadership.
• Jewish schools who want to emphasise integration must explore how
the school sets about creating a culture which is committed to
integration
• ‘When pupils see that their General Studies teachers have knowledge,
yet they also witness these same teachers speaking Hebrew together
or discussing Jewish topics that has a profound impact on them.’
(Pomson 2000)

7. Application of knowledge about integration to
specific Jewish Studies theories and models
Staffing
•Flexibility in teachers – The ability to work in
teams and have a desire to integrate.
•Attitudes of General Studies teachers to the
religion of the school in which they are teaching

8. Consider the value of an integrated
Jewish Curriculum.
https://www.youtube.com/watch?v=i-ZZwY5Q8ZA

9. Consider the value of an integrated Jewish
Curriculum
• Efficient use of resources and time
• You can achieve many Jewish Curriculum objectives at the same time
• Research has shown that learning is more effective when it is
embedded in connections
• Integration ‘transcends’ artificial distinctions made between subject
disciplines
• Promotes the idea that Jewish Studies and Judaism is relevant in
every aspect of our lives and Jewish lives are enriched by modernity
and worldly wisdom
• Transfer of skills

10. Value of Integrated Curriculum
https://www.youtube.com/watch?v=yCy4PSOvkL4

11. Consider the value of an integrated Jewish
Curriculum
• Enables pupils to develop integrated personalities in
which all parts of their Judaism and school lives are
interrelated.
• Judaism is a knowledge-rich set of subject matter and
integrating JS with General studies will enable pupils
to use skills which transcend the subject matter.
• G-d did not only create the Torah, He also created the
world and separating Kodesh and Chol diminishes G-d.

12. Consider the values that underlie an integrated
Jewish Studies Curriculum.
https://www.youtube.com/watch?v=0sLyIECe9cQ

13. Consider the values that underlie an
integrated Jewish Studies Curriculum.
What other values do
you think underlie an
integrated Jewish
Studies Curriculum?

14. Which of these JS subjects can be integrated
with each other?
• Chumash
• Halacha
• Parasha
• Talmud
• Tefillah
• Modern Jewish History
• Nach
• Hebrew Reading/Writing
• Jewish Living/Jewish Year

15. Which of these JS subjects can be integrated with
Secular subjects? Feed back on how you think they
can be integrated
• Chumash
• Halacha
• Parasha
• Talmud
• Tefillah
• Modern Jewish History
• Nach
• Hebrew Reading/Writing
• Jewish Living/Jewish Year

16. Using the list of JS subjects and the list of NC subjects
below, make some notes on how you think they can be
integrated
• Maths
• English
• Science
• Art and design
• Computing
• Design and technology
• Geography
• History
• Languages
• Music
• Physical education

17. Sharing integrated lesson plans and posters,
with feedback from peers.
•Using the information from the past few
sessions on integration and indeed,
today’s session, add to your lesson plans
and posters and and present them to
the group.
•Peers to give constructive feed back.

19. What should be an ideal JS and secular integration policy
AIMS AND OBJECTIVES S. M. School aims to ensure that the children at our
school are provided with high quality learning experiences that lead to a
consistently high level of pupil achievement. What kind of learning
experiences for an integrated curriculum?
PEDAGOGICAL PRINCIPLES Our policy is based upon the fundamental principle
that high self-esteem underpins high achievement. You might want to include
other principles discussed by Pomson, Kerry, Malkus, Kohn etc.
STRATEGIES FOR GOOD LEARNING AND TEACHING At S. M. we believe learning
is fun and that the best learning is active, usually involving the learner taking
part in an activity and then reflecting on that activity. The more the adult is
actively involved in the learning process with the pupil, the greater the chance
that the learning experience will be positive The would need careful planning.
We recognise the importance, therefore, of the relationship between the pupils,
the adults in the school and the parents/carers.

20. CELEBRATING ACHIEVEMENTS By promoting and celebrating pupils’
achievements at class and whole school level, we aim to build on
children’s success and boost their self-esteem. Social, physical, creative
and academic achievements are celebrated in many ways as an on
going process in all aspects of school life.
CLASSROOM MANAGEMENT Lessons should be carefully planned and
well informed by knowledge of the children how would you ensure
careful integrated planning? to ensure there is a range of activities
suited to the needs of both individuals and groups. Where appropriate,
activities should be differentiated to meet specific learning needs in
liaison with the SENCO and teaching assistants. What would this look
like in an integrated curriculum

21. ROLES AND RESPONSIBLITIES Although classroom teachers are
responsible for the teaching and learning in their lessons this
can be in conjunction with other adults including teaching
assistants, student teachers and volunteer helpers.
RESOURCES In addition to the school’s most valuable
resources – its staff and its pupils – each classroom should be
well equipped with a range of good quality consumable
resources to support children’s learning. What would these
look like for an integrated Curriculum?
MONITORING This policy will be kept under review during
October/November each academic year