JLV Problem-based Learning

"Conclusion All these projects embody three elements that are fundamental for successful virtual communities: Content in context: The value of educational content depends on the context in which this content is going to be used. For example, information about the nature of water pollution in both Sao Paulo and San Jose is dynamic because it is being gathered and analyzed by the students themselves, as well as engaging students in finding other resources on the Web to assist their analyses. Creativity in communicating knowledge: All the national curriculum standards include enabling students to use a broader range of media and methods to communicate their knowledge than traditional standardized tests. It is well known that one of the best ways to learn something is to teach it (or communicate it) to others. New interdisciplinary fields of inquiry (such as chaos and complexity theory) require that students find new ways to use computers and multimedia to visualize and communicate data and patterns. The creation, sharing, and use of various forms of knowledge in multiple media support the important idea of encouraging students to communicate their knowledge and understanding to an authentic audience of their peers, teachers, and professionals. Collaboration for building communities of learners: Effective participation in the global economy means being able to work collaboratively with a wider diversity of other people. Business and industry have continually purported that today's schools need to prepare students to work collaboratively in teams (colocated or virtual) as one of the top priorities for educational reform. The Internet, along with Web-based tools and resources, is among the best vehicles we have for achieving this goal -- and, in the process, can also help build sustainable learning communities."

Project Based Learning has made a splash in the secular education world, and it can be a powerful tool for Jewish classrooms, too. In fact, project based learning can be a dynamic technique for teaching a wide range of Judaic topics, especially Jewish values. Why? Because we want students to live Jewish values, not just study them, and PBL is all about learning in the context of real life: Project based learning is hands-on, student-driven, and involves projects designed around real-world activities. Students build life skills while researching and tackling issues that are meaningful to them, resulting in learning that can be deeper and more lasting.

Prayer has become more meaningful, intentional, and personal for fourth graders at Temple Beth Shalom in Needham, Massachusetts, thanks to Project Based Learning (PBL). The fourth graders created a siddur all their own that is now used by their fellow students in K-5 classes. Guided by questions about why people pray and the importance of the siddur, the fourth graders worked in groups based on their interests. One group was in charge of siddur design and layout, a second group focused on kavanah, a third group worked on the siddur's illustrations and graphics, and another group decided on the siddur's content and the order of the prayers. Students combed through a library of siddurim as research, interviewed people about what's important to include in a siddur, and reflected on their own prayer in the process. The project culminated in a dedication ceremony for the new siddur.

Most Hebrew programs in congregational schools are directed toward language learning rather than language acquisition. In other words, students learn Hebrew as a skill (and often as a prayer skill) rather than for communication. That's a choice education directors make based on the time available, teacher ability, practical needs such as preparing students to become bar or bat mitzvah, and other factors such as the education director's own level of comfort speaking Hebrew or the Rabbi's preference.

PBL has the potential to liberate Judaism from the exclusive domain of the synagogue.

Diane Zimmerman is the Associate Education Director at Temple Sinai in Washington, D.C. She wrote the Project Based Learning section of the lesson plan manual for Building Jewish Identity, Volumes 3 and 4, which will be published by Behrman House in March 2013.