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Teaching Chumash

Teaching Chumash. Faculty In-service August 09 Presented by Rabbi Akevy Greenblatt. Big Ideas in Chumash. Torat Chaim – A Living Torah The concepts are timeless Mesorah- Heritage Our lives are shaped by those of our Avot Kedushat HaTorah

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Teaching Chumash

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  1. Teaching Chumash Faculty In-service August 09 Presented by Rabbi Akevy Greenblatt

  2. Big Ideas in Chumash Torat Chaim – A Living Torah The concepts are timeless Mesorah- Heritage Our lives are shaped by those of our Avot Kedushat HaTorah The Torah is Min HaShamayim and teaches us how to live Lashon Hakodesh Divine Providence Relationship with individuals, Am Yisroel, and the nations of the world Layers of Understanding Parshanut, multiple interpretations Source: Developing and Integrating Big Ideas by Chani Maybruch

  3. Big Ideas in Chumash Essential Under- Standings What is essential for students to Know What is essential for students to understand What is essential for students to be able to do Essential Questions Essential Questions Essential Questions Activity Activity Activity Activity Activity Activity Activity Source: Developing and Integrating Big Ideas by Chani Maybruch

  4. D.I. And Meaningful and Engaging Activities • Vocabulary on the move • Grouping • 3-2-1 • Choral reading • Reading buddies • Reading round robin • Tic Tac Toe • Matching • Characters/ puppet show • Play

  5. PowerPoint • Graphic organizers • Midot and how the lives of the avot relate to us • Scafolding word bank pictures teacher assisted • Other ideas

  6. Identifying Desired Results Chumash • Ability to Navigate through a Tanach • Ability to Comprehend Pesukim that were read in class • Ability to identify textual difficulties in the narrative • Ability to identify and decode familiar roots Source: Assessing through the prism of D.I. by Rabbi Tzvi Kolslowe

  7. Chumash assessment Breakdown The categories are weighted based on what you feel are the skills that you want to focus on Source: Based on Assessing through the prism of D.I. by Rabbi Tzvi Kolslowe

  8. Student reflection • In which category did I perform best and why • In Which category did I perform the weakest and why • Other comments Source: Based Assessing through the prism of D.I. by Rabbi Tzvi Kolslowe

  9. Chumash assessment Class Breakdown Source: Based on Assessing through the prism of D.I. by Rabbi Tzvi Kolslowe

  10. Implications and ApplicationsFor the Teacher • Ability to identify class-wide areas of strength • And weakness • Ability to adjust learning environment to match class needs or growth • Ability to create homogeneous or heterogeneous groupings • Ability to determine grade level definitions Source: Based on Assessing through the prism of D.I. by Rabbi Tzvi Kolslowe

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