experiments, instruments & measurement book

Powerful Learning: Five Must Do’s Webinar


Last week’s webinar Powerful Learning: Five Must Do’s with Cyd Weissman presented by JEA, was a thought provoking and compelling conversation.Click here to watch the full webinar playback.

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What do you think?
Please click on the title of this post to share your responses.

Time to Share Protocols

By Suri Jacknis


Over the next few weeks we’d like to share some of our most successful learning protocols. These protocols are structures for a guided conversation that usually gives directions/framework for who talks when and for how long to encourage focus and participation. We hope that you might experiment with these or develop your own protocols that will work for your target audiences.  We would love to hear about your experience using these protocols and/or developing and using your own protocols for the Noticing the Jewish Journey.  Click on the title of this post to share your responses.

We are on Jewish journeys throughout our lives.  The protocols have been developed to help our learners to notice their progress on their Jewish journeys and map out their future Jewish journey.We have done a lot of work in The Coalition of Innovating Congregations on the “noticing cycle”- identifying noticing targets for the whole person (Knowing Doing Belonging Believing); selecting tools to notice our progress toward our targets, collecting the data and then analyzing what we learn in order to improve teaching and learning in order that learners continue to progress toward the targets.

Now we bring “NOTICING” to the Jewish journey.  In what ways can we help our learners appreciate and celebrate past benchmarks?  In what ways can we empower learners to select their next goals, pick tools so that they can notice their progress and guide their own Jewish journeys?  Families want a Jewish life that is rich and fulfilling.  These protocols are tools designed to help families decide for themselves what are their own next steps toward a Jewish life that is “well-lived”.

This artifact protocol was developed by Cyd Weissman with input from our Webinar Design Team… Hilary Schumer, Tara Siegel and Suri Jacknis.


Artifact Family Protocol for Noticing the Jewish Journey

(Can also be adapted for individual learners)

Overview: This protocol supports families in paying attention to their Jewish journeys. Being a Jewish family grows and changes over time. Adults and children can benefit from a reflection of where they have been and where they want to go.

The artifact protocol, by accessing family “treasures” facilitates parents and children having a conversation to mark their memorable Jewish experiences. The protocol can help families honor these special moments and together set new experiences the family would like to have on their journey.

Parents and children can see they are in the “driver’s seat” for the journey ahead.


  1. Prior to a communal gathering, families are asked to conduct a “Jewish family treasure hunt” in their home. Each member should select one object that represents a Jewish memorable experience. Objects may be traditional like a hanukkiya or a hallah cover. They can select things outside of tradition that still are seen as special like a piece of clothing worn at a special time, a cookbook, or a photograph of a family member.
  2. At the communal gathering, each family sits as a group to share their treasured artifacts.  Each family member has a chance to share:  This object is important because it helps tell …a memorable Jewish experience I’ve had….
  3. Family members listen to one another’s stories.
  4. Together they make a Jewish Journey treasure map…the years of the events, the object, and why it was important to the person telling the story. Each family member can add their own memory of that moment/ event. Together the family writes a title for their Jewish journey treasure map.
  5. The family then is paired with another family to share their maps. Each family shares their map.
  6. After sharing there is time for questions. Time to be excited: What is one thing you’d like to learn or try from another family or another person’s experience?
  7. The original family unit returns to their own space: What is something we want to pencil in together in the coming months, what is the next treasure we want to uncover/discover/experience together? (This can be more of something they have already done or something new.)
  8. Family Journey Template to Complete together: (keep one copy of the following questions for your family and share one copy with your facilitator)
  • What is our next treasure that we want to uncover/discover experience together?
  • What is something that you might want to know more about so that you can think more deeply about what you will be doing?  How will you plan to learn about this area?
  • What is one way that you can highlight your progress as you move toward your next treasure?
  • How can your family share your pride in your own Jewish journey with others and be able to appreciate the journeys of other families in your circle?
  • How might we track our progress as we move forward toward our goal (next treasure)?


 Please keep an eye out for our next protocol in this series.

Express Innovation Living and Learning Success!

By Susie Tessel


What comes to mind when you think of hummus and lafa bread, camaraderie, raffles, creating a menu, laughter, warmth, connecting with friends and learning from each other?   An Express Innovation Living and Learning of course! Congregational teams gathered together for our Fall Living and Learning in Great Neck, New York held at the Persian Kosher Restaurant Colbeh. Along with the delicious Middle Eastern fair, Express Innovation educators and lay leaders reconnected to learn from each other, reflect on our successes and take-aways from the fall webinars, and dug deeper and explored issues of team building together. Express Innovation is an initiative of the Congregational Learning department at The Jewish Education Project that quickly brings new models of Jewish education to synagogues.

Our connection question, based on our communication booster, explored the way we liked to be contacted. This helped us all realize that to be most effective we must use all types of communication to reach our audience. To introduce the concept of team building, we adapted a Team building Activity to our Persian setting. Each table created a menu of Persian fare, suitable for four that could not exceed a budget of $175.00. With enthusiasm, participants jumped right in to create mouth-watering menus. Not surprisingly each table came up with something different. Lessons about collaboration and team building were easily deduced. To dig deeper we discussed the importance of assembling a team that works well together identifying key characteristics that help or hinder team building.

Our time together came to a close with peer consulting groups. Each group left feeling the wisdom is in the room, and was astonished by how helpful the process is for them.  As one participant exclaimed, I have participated in many different peer consulting networks.  I was skeptical about including it in Express Innovation.  To my surprise, it has been so helpful and on such a high level, it is one of my favorite parts of Express Innovation.

Throughout the afternoon, the festive atmosphere with allowed us the freedom to work productively in a relaxed manner. There were many take-aways from the afternoon…several lucky participants won Starbucks gift cards, each participant received a list of team building exercises, and a list of other team building resources. As people said their goodbyes they left recharged and ready to put to work many of the ideas discussed, shared and learned from this talented group.

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Grace Hopper’s 107th Birthday

By Ellen Rank








Did you see Monday’s Google doodle? Thinking about innovation, experimentation and failing forward lately it caught my eye. Seems like these are long honored methods that were practiced and encouraged by Google Doodle honoree: Grace Hopper (1906-1992), an amazing woman, US Navy Admiral and a pioneer in computer science. Hopper developed the first working compiler and developed COBOL, a programming language still in use today.

As an educator I was inspired by one of her quotes:

The most important thing I’ve accomplished, other than building the compiler, is training young people. They come to me, you know, and say, “Do you think we can do this?” I say, “Try it.” And I back ’em up. They need that. I keep track of them as they get older and I stir ’em up at intervals so they don’t forget to take chances.


The Proof: Alternatives are Worth the Trouble

By Cyd Weissman


The Coalition of Innovating Congregations has spent the last five years building new models of Jewish education but has it been worth it? Does it pay for congregations to transform their iconic Hebrew School with alternative models?

The answer from The Rosov Consulting Group is: Yes. Alternative Models enable learners to experience 21st century learning more  than traditional Hebrew Schools. This conclusion came from Rosov observing 14 congregational education programs. The “traditional Hebrew Schools” according to communal leaders were “excellent.”  The new models ranged in reputation from excellent to emergent.

This study, done in partnership between  The Jewish Education Project and The Experiment in Congregational Education (led by Dr. Rob Weinberg and Cindy Reich) the bold conclusion:

The four design principles of 21st century learning (relationships, content, meaning making, life    relevant) are being more fully implemented within alternative models for congregation-based Jewish education than in  traditional models for congregation-based Jewish education. …consistent patterns of differences were seen between alternative and traditional models of Jewish education. (p. 6 of 48)

To conduct the study that compares traditional Hebrew school with alternative new models Rosov Consulting created a protocol that enabled congregations to watch design principles in action. I expected to hear that these models were better vehicles for learning that spoke to the whole person. I’m glad we don’t have to now rely just on what I believe and a major study proves it. Will that bring more parents, clergy and educators to act? Not sure. Does the proof move you? Click on the title of this post to share your thoughts.


Additional findings:

1. Rosov observed four Reform and four Conservative Congregations with Alternative Models:

  • Conservative Congregations: On average had higher existence of caring relationships and rich content.
  • Reform Congregations: On average had higher existence of seeking answers to the questions of daily life and constructing meaning.

This seems to indicate that the educational models are influenced by synagogue cultures.


2. Three characteristics were prevalent in alternative models that fostered the implementation of 21st century design principles:

  • Situate learning in real time settings (e.g. live Shabbat on Shabbat vs. learning about Shabbat).
  • Where families are at the core (not just a three time a year family education program).
  • Structure relationships intentionally among peers and across generations.


3. Full time educators had higher implementation of 21st century design principles than part time educators.

This pattern confirms ” that the employment of full-time learning facilitators increases the likelihood of implementing the design principles probably because such educators are better informed about and more experienced in the practices of whole person learning.” (p. 18)


4. Three forces seem to enable or impede implementation:

  • Contextual factors: These are factors that can’t be easily changed (e.g. location or congregational culture.) They make up the deeply embedded culture, philosophy of the congregation.
  • Intensifiers: Less fixed than the contextual factors there are broad forces that shape the implementation of the design principles. These include full time vs. part time educational leaders and teachers, and ongoing professional development.
  • Educational Models: Real time learning, family activities and near peer activities lay the groundwork for high levels of implementation of the design principles.

5. Content and Relationships accentuate one another …not cancel one another out:

Rosov continually found that learning can and does focus equally on content and fostering relationships. Put to bed the myth that if you do one the other suffers.


By using a careful research methodology, the research team has been able to explore the systemic factors that enable and impede the implementation of principles of whole person learning. ..it seems that when educational approaches are carefully grounded in clear and well conceived educational models they can bring about different, alternative ways of doing things. This seems to be why alternative models are correlated with higher levels of implementation of the design principles. The findings suggest that in contrast to approaches that focus only on professional development for teachers or attempts to transform the entire congregation, it may be possible to achieve substantial educational change through a middle path focused on new models. (p. 37)

Are you, or your team moved to action?


You can read the full report here:

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12-Year-Old Carly Reflects on Her Religious School Experience in The Coalition


Carly, a 12-year-old girl from Westchester, wrote a letter about her religious school experience at Community Synagogue of Rye and working with her Coalition Educator, Hilary Schumer. Hear her thoughts in this video and read her letter.

Dear Rick and Laurie,

Earlier today, my mother informed me that due to the lack of students participating in Chavarah this year it might come to an end. I really think this would be a very big mistake because chavarah has really shaped mine, and I know the other students in my group, Jewish life and identity. I have learned more than I ever imagined when I first started participating Three years ago. Not only have I learned a lot about Judaism, but I have learned a lot about life. When I was in a classroom setting at the Hebrew school I found some of the things we learned were not going to help us in life, but simply let us get through our Bat/Bar Mitzvahs. Chavarah has made me look at my bat mitzvah year in a different way. It is not the end of my Jewish education, but the begging of my Jewish life and deciding who I want to be as a Jewish person. I have been inspired to help others more and am doing my mitzvah project at a place I once visited with my chavarah group, the sharing shelf. Each week I learn a life lesson that I will take with me forever. Every now and then something happens that reminds me of a lesson at chavarah and I know exactly what to do. It also has been a lot of fun, too.  We have visited many museums, learned from guests, went to a safartic temple to learn about different types of Jews, learned about working together, and did many other meaningful yet fun activities. I think because it is fun it will make people want to stay connected to the temple as they grow older. Chavarah has also taught me a lot about working with new people and our group has created a very special bond. Our teacher this year, Hilary, has really connected with us and we have had a great few weeks. I have to say that I now look forward to going every Tuesday. Our group has had ups and down, but we have begun to really connect and create a very special friendship. It would be such a shame to lose this great program that has provided students with valuable lessons.

Sincerely, Carly


Thoughts from an Educator: Nancy Parkes

By Nancy Parkes, Temple Israel Center in White Plains, New York


The United Synagogue of Conservative Judaism’s Centennial Conference was held from October 13-15.  Over 1,100 people attended and participated in workshops and lectures focused on the “challenges and opportunities we encounter as we reimagine our sacred communities for a changing Jewish world.”  I was honored to speak on a panel with David Bryfman and Jonathan Woocher, two renowned leaders in Jewish Education, about the process of change in Jewish education in the congregational setting. The following are my comments:

The first thing I want to say is that many of my colleagues are making incredible changes in the education taking place in their synagogues settings.  I have and continue to learn from them each and every day.

I was asked to speak today about the process of change, not necessarily the specific changes that have taken place at Temple Israel Center, because those changes are specific to our community.  However, if we have time and there is interest, I am happy to share what learning used to look like and what it looks like today.

So, let’s talk about change.  After all, everyone’s talking about it.  As scary as change can be, I actually think it is very exciting to be in supplementary education now precisely because people are experimenting and implementing new initiatives, and reimagining what education can be in the congregational setting.

But that doesn’t mean that change is easy or that this is about change for the sake of change.  The cost of change is too high for there not to be a very compelling reason to change.  In fact, that reason and the belief that change is necessary and doable needs to be so compelling that it keeps all those involved focused and inspired through all the difficulties and frustrations that are inherent in any change process.  Because change is hard– and it’s not for people who are afraid to take risk and possibly fail.

So what motivated us to start the change process? The first thing I want to say is that it wasn’t because we believed the system was broken or ineffective.  Our learners were learning.  We changed because the world has changed; families have changed, and the way some families connect to Judaism has changed; and education has changed. Those are the core variables that we were responding to. However, there were other motivating factors to change, as well.  For some members of our board, it was financial- our enrollment was down; for the parents, it was about the realities of life- people and children being pulled in too many directions because of the focus and pressures of secular school; for the educators, well, we had to take a good hard look at not only what we were teaching, but how we were teaching it, and whether this really aligned with how learners learn best and what our priority goals were for our school; and I would be remiss if I didn’t also admit that we were feeling the pressure of the change in structure that many supplementary schools were making around us.

So where did we begin?  The first thing we did was listen, listen to what our learners had to say; what they wanted, what they were interested in; how they learned best.  I am using learners here in the broadest sense- parents, teens, even children in some of the younger grades.  Don’t underestimate your younger learners. It’s amazing what they will tell you when you ask them.  And parents, we didn’t just ask them what they wanted their children to know, but what were their Jewish hopes, dreams, and wishes for their children.  Did you ever notice that in the word, “Jewish,” if you put the parenthesis around the “w” and the “h”, the word, “wish” is in between?  Well, we wanted them to tell us what those Jewish wishes were.  We listened by engaging in one-on-one and group conversations and through surveys.  It soon became very clear that their dreams and wishes were very similar to ours as educators, and that if we wanted to help those wishes come true, we were going to need to change the way we were “doing” education. That meant that both the content and the structure needed to change.

By the way, when you ask parents about their Jewish wishes or dreams for their children, they do not tell you that they want them to be a doctor or a lawyer. Or that they want them to know how many sides a sukkah must have according to halakha.  Yes, you do hear, “I want them to marry someone Jewish;” “I want them to have a strong Jewish identity;” and “I want them to continue our family’s traditions.”  But you also hear very passionately, “I want them to be kind;”  “I want them to make a difference in this world;”  “I want them to be happy.”  So why not teach in a way that shows parents that Judaism, Conservative Judaism, can do all that and more?

The question we had to ask ourselves as educators was, “Is Judaism something that we teach for knowledge alone, or do we believe that we teach Judaism because it will add meaning and value to someone’s life?” Since the latter is the case, we knew we had to teach differently.  We had to engage not only the head, but the heart; we had to engage the entire family and community; we had to create experiences, not programs; we had to extend where learning took place beyond the walls of the classroom; and we had to redefine who is the learner, the role of the educator; and what success looked like.

The first thing I want to say is that we did not do this alone. We were fortunate enough to work with LOMED.  LOMED is an initiative through the Jewish Education Project that guides synagogue schools in the creation and design of new kinds of learning experiences.  It challenges educators and their communities to clearly articulate their vision and goals, and this was also a crucial step in the change process.

So we made changes. We began by making small adjustments and testing the waters sort of speak.  And slowly, as we began to feel more comfortable with change, we made significant changes, dramatic changes. This change was in no way easy.  There were many obstacles that we anticipated, and even more that were unexpected.  For instance, we quickly learned that our learners were not used to being active learners; that is, they were used to being passive recipients of information.  It actually took some time for some of our learners to understand that there was an expectation that they would have to participate in their own learning.  There was a learning curve for the parents, too.  Many parents would peak in the classroom and report that the classroom was noisy or chaotic.  In fact, it was simply a change from “traditional” passive individual learning (the image of the child sitting at a desk and doing a worksheet) to active, learning, which was more often than not, done in havruta and small group learning, and required the learners to move around the room or the building.  This was something we never expected, and something we quickly realized had to be addressed by educating both the learners and the parents about what learning could look like.  And let’s not forget the educators.  This, too, required a change in thinking, and a new definition of learning.  And to Jon’s point, we had to fight against the notion – both from parents and educators- that fun and learning are not mutually exclusive;  the belief that if their children were engaged and having fun, it wasn’t “serious” learning.

We also realized that we had to use a whole new language to describe what was taking place.  There were too many old associations with words like, “school,” “classroom,” “teacher,” and “student.”  This language, and people’s associations, were actually preventing people from thinking differently about how and where learning should take place.

So we began using new language, such as “learning space,” “educator,” and “learner.”  And the word, “school,” does not appear in our descriptions of our high school program, and this year we are transitioning into a new name, Shorashim, for our K-6 grade program.

All the change that has taken place at TIC was about aligning the design and settings of learning, the role of the educator, and the language that we use to our vision and priority goals.  And that is crucial in any change process- defining what your priority goals are.

That takes time, too.   But it’s a step that needs to be taken at the beginning of the process.  Your priority goals will be your compass throughout the process as you ensure that the changes you make align with them.

Our priority goals are building community and living Jewishly.  To build community, relationships had to be at the center of everything we did.  As educators, we know just how important the educator- learner relationship is; however, there is a big difference between knowing it and being intentional about it. The same is true for building relationships between learners.  Creating a safe, non-judgmental environment in which ideas and questions can be explored in depth means that there must exist relationships between learners. And that means that the space in which learning and exploration takes place has to be designed differently.

To live Jewishly meant that creating relationships with parents and families was crucial.  We also knew if we wanted what we were teaching to be lived, we needed to take learning outside of the four walls of the classroom.  Where and when learning took place became the focus of many of our discussions, and important decisions and changes followed.

What we have noticed is that these changes have positively affected so many aspects of our educational process- even our Education Council, and the way meetings are run, looks different.  But, do not underestimate how hard the change process is.  It takes a lot of time and energy from everyone involved. It takes patience, soul searching, and help from experts in the field.  It takes a Rabbi that views himself as my partner in this process.   It takes a group of talented and dedicated educators, who view themselves as a team.  It also takes a community, one that I am blessed to be a part of, that is willing to take risks.  All I can say, is that it is worth it- because as Conservative Jews we need to respond to the world in which we live and it is changing.  And so must we.

Express Innovation Network: Creating the Highway

By Rabbi Jennifer Goldsmith


Recently the Express Innovation Network of Westchester got together for our monthly meeting. Our post/pre-learning assignment was to host a mini-social connector conversation. We had stressed in our previous meetings the importance of getting to know each other and create a cohesive community.  We also underscored the importance of creating buy-in and support for the work we do encouraging our lay leaders to be our emissaries- not only wanting them to participate and volunteer, but also to encourage their friends to do the same. This was the perfect opportunity to put a conversation in place that would lay the groundwork for making these types of connections, for creating our own communication highways.


The Self Selected Focus Group
Beth El Synagogue Center, New Rochelle

Educator Jen Vegh wanted to explore more deeply what the family experience at Beth El could look like. She decided to organize a conversation about family experiences from multiple perspectives to help her shape the future path. Not only did she ask a series of questions to the senior staff at her synagogue, she also reached out to her parents asking the same questions. She invited all parents of school aged children and was pleased to receive a solid representation that included religious school parents, day school parents and lay leaders. When the group came together she created a common language around her topic defining “family experiences” and “community of families” as a group. From there she asked the following questions: How do you define a family learning experience? How do you define a family social experience? These questions led to a rich discussion that helped elucidate the needs of the community.  The group generated ideas that were new as well as those that were already aligned with the goals of the family experiences as they currently exist.


The Idea Driven Group
Scarsdale Synagogue Temples Tremont and Emanu-El, Scarsdale

Each year the students in Scarsdale Synagogue’s religious school have the chance to participate in a mitzvah day experience. This year Rabbi Wendy Pein wanted parent input to make the day a richer experience for all involved. She will be holding her mini-social connector conversation to gather a group of committed parents to discuss their hopes and dreams for the day.  They will then articulate the lasting impact this experience can have on the students when the values that come up during the mini social connector conversation are returned to throughout the year.


The Age-Based Group
Westchester Jewish Center, Mamaroneck

At Westchester Jewish Center there is a regular group of families who attend Tot Shabbat. Education Director Aleza Kulp realized that the families that were most active were not always continuing their Shabbat journey by joining the junior congregation after aging out of the very popular and well attended Tot Shabbat program. She is bringing those most active in Tot Shabbat together for a conversation about both experiences, asking the participants to share ideas around outreach to help bridge the gap in the two age groups.  They will brainstorm ways to energize junior congregation as well as identify and address concerns as to why families might not be taking the next logical step in their Shabbat experience.



In each of these cases our educators saw an area of work that could use lay support, buy-in and input from the community to energize  the participants and create a more organic and responsive experience. By reaching out to parents and lay leaders they will have a chance to make personal connections and mobilize the group to then do the same with more parents helping them reach their social connector potential.




What’s Space Got to do with Powerful Learning?

By Rina Moscovitz, Congregation Emanu-El of the City of New York 


Extended Space in the Museum of the City of New York – October 6, 2013

For me there is a connecting thread between the space we visited, the artwork shown, the Bible texts, the LOMED powerful learning experience and what we bring into our classrooms as Jewish Educators.

The first art work by Janet Ruttenberg titled “Lemonade is so Last Summer” elicited words such as: gold sun rays, sparkles glistening behind the canvas, airy and light weight sensation, brought upon by the white, yellow and green colors, and bright light in the physical sense as well as illuminations, enlightenment and insights. What also caught my eye on the top part of the painting was the extended painted images of leaves that associated for me as physical extensions, enlarging the borders of the canvas to the space above, as if to note that there is more beyond the physical rectangular surface of the artwork.

The second painting titled “Shakespeare” which is a dark moon night painting had glimpses of light projected on the figures from the front and the back of the canvas. It gave me the feeling of depth and mysterious lively movement, up close and far views of couples dancing in circular movements. This art-work elicited notions of extended space by adding the video, the sound and length of time of the dance, which had a beginning and an end to it. The notion of time was extended when the video continued in a cyclical manner over and over again.

That brought me to think about space as extended spaces related to dimensionality, layers of meaning, multisensory mediums and how time is a continuum and more over an expansion of space in many directions and dimensions.

When we sat down to read the three pieces of Bible text, noting words, color and time, it all came together and the connecting thread made sense to me. As Jewish Educators in Jewish Congregational schools we are continuing and extending the Jewish time, the Jewish thread and our Jewish space of time to the next generation.

We are noticing the now, noticing our surroundings in relationship to the space of time from then to now and making intricate connections.

In a way we are making space in our hearts and minds for powerful learning, for light and connecting the far and the close, making sense of our Jewish heritage for us as educators as well as for our students.

Powerful Learning in Alternative Spaces: Nassau County Museum of Art


On Sunday 19 educators experienced Jewish learning in alternative spaces. Most Jewish learning and living tends to take place in traditional places such as congregations (or more recently homes or volunteer events). This weekend Long Island congregations forged ahead and turned the Nassau County Museum of Art into an alternative space for meaningful Jewish learning and experiences. The art museum is located on a grand Long Island gold coast estate that set the stage for a beautiful and wonderful communal gathering.

The experience began simply in the parking lot as participants were asked to “pay attention” to the beautiful trees and outdoor sculpture gardens as a prelude to their experience in the museum.


The participants enjoyed a day of meaningful conversation and paying attention in a deep way to the art and to each other. A phenomenal exhibit by pop artist Peter Max framed the day. The exhibit was his first museum exhibition in New York and juxtaposed portfolios of his mostly black-and-white drawings on paper against many of his larger and more color-saturated works in a variety of media. Participant Rabbi Jodie Siff of Reconstructionist Synagogue of the North Shore commented,


It is always wonderful to be in a learning environment with our educational leadership team.  We were collectively modeling what it means to live and learn in our secular and religious civilizations as we explored the art museum with a Jewish lens.

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Beyond the opportunity to network and collaborate, educators were inspired to consider how planning learning in appropriate alternative locations can greatly enhance the exploration of content.  The peer consultancy groups of directors were able to delve into dilemmas of innovation and for our teacher groups to consider both the design principles for powerful learning – both how they enhanced the experience in the museum and how they could strengthen learning experiences they design for their learners.  Appreciating and envisioning how to use space and environment to deepen learning around a big idea was also explored.

Thanks to all the staff and to each participant who made the learning both powerful and enjoyable.

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geriatrics books