The Integration Reflection
Students
Allowed students an opportunity to draw connection between what they do as Jews and how it affects their lives and the world around us. It also allowed them to see connections between science and torah and.
The students had a basic knowledge of kosher and of animals, but learning about them more deeply was exciting for them because they felt empowered by know about these subjects with added depth and breadth.
The students enjoyed the freedom this unit provided to discuss Judaism, G-d, the mitzvot in a General Studies class, with their General Studies teachers and weren't ashamed to share their Judaic knowledge while talking about science.
Curriculum
The curriculum in 2nd grade doesn't really afford for science, let along Judaism, to be taught. There were very few resources available for texts, games, books that provided an integrated approach to this topic. Because of this, I had to create my own materials, which consumed a lot of time and energy. What was great about integration was that it order to have a most active integration the students must be taught in a understanding focused approached. By utilizing the UBD principles I was able to utilize a more effective integrative lesson. I also feel that this prevented a coverage approach. Integration also allowed for a unit that depended on student reflection about what they were learning and how they were learning it.
Mentor
My mentor said that she really enjoyed this unit. She has made attempts herself to create an integration unit by discussing tikkun olam about Tzar Balai Chaim. However, this unit of hers doesn't allow for comparison between Torah's approach to the treatment of animals and our society's our science's. My mentor does recognize the increased possibilities inherent in teaching student through integration, but questions how to continue to fit in integration lessons while still maintaining coverage of the necessary textbooks and activities already embedded in the curriculum.
Me and My Teaching
I really enjoyed teaching this lesson. It was difficult to find a true balance between the science component and the Torah component of the unit. I realize that the authentic assessment becomes extremely important in ensuring that the students draw true connections between the two integrated components. The best way to do so would be to create an aspect of the workshop that would promote student reflection about the way that each of these areas of knowledge impact their lives and how understanding how they relate to each will allow them to act further. The reflection that occurs during the unit must be done through active exercises and not just class discussion.
Another aspect of integration that was exciting for me was how much teaching this unit forced me to know the content so much more thoroughly than I did before. Teaching the unit also made me draw new connections between Torah and Science and how I use both. This occurred both because of the ideas that the students developed and also while actually teaching I realized that there are so many ways to see these ideas.
Allowed students an opportunity to draw connection between what they do as Jews and how it affects their lives and the world around us. It also allowed them to see connections between science and torah and.
The students had a basic knowledge of kosher and of animals, but learning about them more deeply was exciting for them because they felt empowered by know about these subjects with added depth and breadth.
The students enjoyed the freedom this unit provided to discuss Judaism, G-d, the mitzvot in a General Studies class, with their General Studies teachers and weren't ashamed to share their Judaic knowledge while talking about science.
Curriculum
The curriculum in 2nd grade doesn't really afford for science, let along Judaism, to be taught. There were very few resources available for texts, games, books that provided an integrated approach to this topic. Because of this, I had to create my own materials, which consumed a lot of time and energy. What was great about integration was that it order to have a most active integration the students must be taught in a understanding focused approached. By utilizing the UBD principles I was able to utilize a more effective integrative lesson. I also feel that this prevented a coverage approach. Integration also allowed for a unit that depended on student reflection about what they were learning and how they were learning it.
Mentor
My mentor said that she really enjoyed this unit. She has made attempts herself to create an integration unit by discussing tikkun olam about Tzar Balai Chaim. However, this unit of hers doesn't allow for comparison between Torah's approach to the treatment of animals and our society's our science's. My mentor does recognize the increased possibilities inherent in teaching student through integration, but questions how to continue to fit in integration lessons while still maintaining coverage of the necessary textbooks and activities already embedded in the curriculum.
Me and My Teaching
I really enjoyed teaching this lesson. It was difficult to find a true balance between the science component and the Torah component of the unit. I realize that the authentic assessment becomes extremely important in ensuring that the students draw true connections between the two integrated components. The best way to do so would be to create an aspect of the workshop that would promote student reflection about the way that each of these areas of knowledge impact their lives and how understanding how they relate to each will allow them to act further. The reflection that occurs during the unit must be done through active exercises and not just class discussion.
Another aspect of integration that was exciting for me was how much teaching this unit forced me to know the content so much more thoroughly than I did before. Teaching the unit also made me draw new connections between Torah and Science and how I use both. This occurred both because of the ideas that the students developed and also while actually teaching I realized that there are so many ways to see these ideas.
posted by yhoffman @ 6:45 PM
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