DEVELOPING LEARNING THAT IS CONTENT RICH AND ACCESSIBLE

Temple Shaaray Tefila of Bedford Corners

In Hebrew, the word for “journey” is masa. Julia Parzen, a third grade teacher
at Shaaray Tefila of Bedford Corners is creating powerful educational experiences. Her goal is to help students on their Jewish journeys. To be on a Jewish journey means to always question. To be on Jewish journey means to turn to sacred text for insights on how to live in relationship with God and with the Jewish people. To help her learners on their masa, Julia shapes her lesson around Bible stories. Questioning and contemplation are the habits of mind and heart which she is helping the children develop.

How is this personal engagement facilitated? Before students begin to read the Bible story independently, Julia writes questions on the board: “What is interesting about this story? What does this story make you wonder? Find a place where this story reminds you of another Torah story we have already read.” Julia Parzen uses these open-ended questions to facilitate meaning-making for her learners. Her approach fosters higher-order thinking quite different from a teacher “covering the facts of the story.” Learners engage in relevant conversations about their lives based on the text, rather than memorizing the facts and plotline of the story.

Julia guides her learners through the text as if it were a life map for a masa. “Identify your life questions and turn to Jewish text to uncover the answers.” The learners use post-it notes to mark the places in their book where they see answers to these questions. They jot down notes to help them remember their new ideas.

Julia thoughtfully creates an atmosphere that is safe and accepting. “Share your answers,” she encourages students. “What have you discovered?” The eight year olds are excited. They want to share their insights. Smiles and recognition encourage them to share.

Julia helps her third graders collect their insights in a “God journal.” She instructs her class to “interview a haver (friend) in class. What does your haver think about the Bible story we just read? What question did the story raise? How did the story make your haver feel?”

Children are learning how to be in relationship with sacred text and with one another. Instead of memorizing Bible facts, her learners find what speaks to them.

Julia creates powerful learning by applying a critical design principle, “learning will be content-rich and accessible.” She experiments with many techniques like acting out stories, creating a tableau of a critical Bible moment, and interviewing characters. All of these techniques enable learners to access the collective wisdom of our ancestors so it can guide for their life journeys.