The Transparency Files: Homework Wars III – Return of the Homework

home-work-close-up-1-1126726-mYou may recall that in Episode I, which came out in late November, I blogged about what was then a pending conversation our faculty was going to have in order to revisit and realign our school’s homework philosophy with our learning target.  In that post, I suggested some likely ideas that I imagined would make their way in based on all the work we have done these last few years making our beliefs about teaching and learning more explicit.

In Episode II, which came out in late January, I blogged about the process our faculty had gone through to create a new philosophy and set of guidelines for homework at the Martin J. Gottlieb Day School:

We introduced the project at the December Faculty Meeting in a really interesting way. One member of our 21st Century Learning Team, randomly went onto class blogs and picked homework assignments that were then presented to the faculty to open the meeting.  The question was then asked: “How long do you think this assignment ought to take the ‘typical’ students in this grade?”

The results were clarifying to say the least.  Just about each assignment – regardless of grade level or subject – was estimated to take anywhere between 5-40 minutes!

So if our own teachers couldn’t agree about how long an assignment ought to take our students to complete, imagine how our parents and students feel!

This was a great introduction into a conversation about revising and articulating our school’s homework philosophy.  Unlike other decisions in our school, I made it clear to faculty that although they would have input, the ultimate decision would be mine.  [In our school we peg decisions on a hierarchy of decision-making.  Some decisions they make with my input.  Some decisions I make with their input.  Some decisions require consensus.  Some decisions are made democratically.  And so on.  I find it helpful to make this transparent to teachers so expectations are clear and there are no unnecessarily hurt feelings.]  They were given the month to provide me with feedback to a draft.  I was then to report back at our January Faculty Meeting what the new “MJGDS Homework Philosophy & Guidelines” were to be.

And so I did and I shared it in Episode II.

The final step in the process was and is, perhaps, the most important and complicated – implementation.  Every teacher wants to and believes he or she is giving important and authentic homework.  Every teacher wants to and believes he or she is giving homework of appropriate length and content.  And yet…every teacher struggles to make those beliefs come true.  What does it really mean for homework to be “authentic”?  How can we be sure that the assignments we give are essential, necessary, meaningful and time-respectful?

Those questions we began to answer at our April Faculty Meeting.  And in true MJGDS style, we utilized what is fast becoming a favorite pedagogy of ours: Speed Geeking!  This time we selected five faculty representing different grades and different subjects who are experimenting with authentic homework and we “Homework Geeked”.2014-04-08 16.33.33 2014-04-08 16.33.46 2014-04-08 16.33.59 2014-04-08 16.34.08 2014-04-08 16.34.29

Like any “geeking” experience, it was both too quick and not quick enough.  Faculty had enough time to get the basic idea from each Homework Geeker and to start to explore how that idea may or may not translate to their grade/subject, but not enough time for deeper engagement.  We got to experience a range of ideas from badge learning for Lower School Math Enrichment to VoiceThread for Jewish Studies to flipped learning for Middle School Math to authentic reading as part of a Daily 5 philosophy (that we are going to extend school-wide next year) to family engagement for Kindergarten Social Studies.

And as we went around each table, there were a whole host of other great examples and ideas put on the table and shared.  All faculty were asked to continue the conversation and the sharing on our Faculty Ning.  Faculty were also asked to think about other ideas that go along with an implementation strategy such as…

  • How will teachers who share a grade communicate with each other about daily homework to ensure appropriate time management?
  • How will we coordinate quizzes, tests and other major projects that – along with daily homework – must not only pass the “authenticity” test, but must also be factored into appropriate time management?
  • How will we solicit feedback from students and parents to ensure that our time expectations are accurate?
  • How will communicate with parents so they will understand our homework philosophy, guidelines and implementation strategy in order to be the critical partners we need to achieve success?

As we head into the final quarter of the school year, answering these questions will hopefully bring peace to the “Homework Wars” and usher in a new age of “Homework Authenticity”!  Stay tuned…



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What STILL no “Model Seder” this year?

This was originally published last year also the week prior our Passover activities.  I have revised it slightly…

Kitah Gimmel Model Seder 2012Regardless of whether the thought of not having a “model seder” to attend this year makes you happy or sad, let’s revisit the “model seder” and why we have changed up our Passover programming here at MJGDS.

What, exactly, is a “model seder” supposed to accomplish?  Do we need to do one in each grade?  And if not, are there other Passover experiences we can offer families that might be nice to experience as well?

At the Martin J. Gottlieb Day School, we had been pretty consistently offering pretty consistent-feeling model seders year after year for quite a while.  Are they rehearsals for the main event?  Are they just-in-case some families have no other Passover experience?

I admit that year before last I hit a bit of a “model seder” wall.  I had my own two children’s to attend.  And I had to make meaningful appearances at every other one in both the Preschool and the Day School.  By the time we got to Passover itself, I really wasn’t in the mood for two more!  I mean I love charoset, gefilte fish, and matzah as much as the next person…

We do believe in the “model seder”.  The seder itself is amongst the most powerful pedagogies ever developed.  Celebrating a holiday through reenactment is experiential education at its finest.  We like it so much we have created them for Tu B’Shevat, Yom Ha’Atzmaut and holidays!  And we do in the Jewish day school feel a certain pressure to provide Jewish experiences of holidays to ensure all our families have opportunities to participate.  Hence, our monthly “All-School Kabbalat Shabbat” services and this year’s Purim celebration (we felt we needed to acknowledge Purim in school even though it fell on a weekend this year).  Basically, outside of Rosh Hashanah and Yom Kippur, we celebrate the entire Jewish calendar in school – whether they fall during school or not.  So we were not going to get rid of Passover.  But maybe we could provide a differentiated educational experience?

So the Jewish Studies Faculty and I met after that Passover to reflect and to plan, and we were pleased last year deliver a K-8 differentiated Passover experience for MJGDS students and families:

  • Kitah Gan: First “Model” Seder
  • Kitah Alef: First Hebrew “Model” Seder
  • Kitah Bet: Hebrew Passover Play
  • Kitah Gimmel: Historical Reenactment “Model” Seder
  • Kitot Daley & Hay: A Passover Experience
  • Kitot Vav – Chet: Lead Seder at Mt. Carmel in partnership with JFCS

Feedback from students, parents, and teachers last year was extremely positive and so next week we will try it again!

Each grade (or grade grouping) has its particular theme or experience (or both).  Every student will have learned appropriate Passover material and each family will have a chance to have an appropriate Passover family experience.  Hopefully, the differentiated experience will continue to give our students something new to look forward to each year…and give our parents and families (particularly those with multiple children) something different to experience with each child.

Looking forward to all the pre-Passover excitement coming soon!

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edJEWcon FLA

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The Transparency Files: Budget is an Expression of Jewish Values

We have a saying here at Galinsky Academy: “If you really want to know what we value most, you only have to look in two places – the schedule and the budget.”

And it is true; there are no more valuable resources than our time and our money.  How we decide to allocate them is, therefore, the truest test of our values.  All the rest is commentary, as they say…

I have spent the last couple of months working with our school heads, the synagogue’s executive leadership, and a variety of lay committees on the 2014-2015 budget.  It is as rigorous and exhaustive a process as it to be, because there is nothing more critical to our mission than ensuring the longterm financial viability of our Academy and its schools.  We cannot provide the extraordinary secular and Jewish education that we do from age 1 to grade 12 in our Academy’s four schools – the DuBow Preschool, the Bernard and Alice Selevan Religious School, the Martin J. Gottlieb Day School, and Makom Hebrew High – if we become financially insoluble.

Why is it critical that there be a Galinsky Academy?

Ask them:

That video was created as part of this year’s L’dor V’dor Annual Campaign (LDVD).  This is the magical time of year where we are both working hard to close this year’s campaign to fulfill  our current budget expectations AND determining the expectations to satisfy next year’s budget with all it represents for our children and our community.  Why give?


Well, that is one reason.

In an average year, endowments and tuition cover only 80% of the cost to provide each student’s education at Galinsky Academy.  Annual giving provides the crucial margin of excellence that distinguishes education at the Galinsky Academy.

Here’s another:

The budget of Galinsky Academy essentially has four levers that matter: Tuition & Fundraising on the revenue side and Salaries & Scholarships on the expense side.

That’s the budget.

For our stakeholders, I can assure you that our budget has long been trimmed of fat.  We spend as little as necessary without sacrificing the integrity of our schools and trying (but not always succeeding) our best to compensate our teachers as fairly as we can.  As the economy’s impact took hold in our community, we have seen legitimate scholarship need skyrocket and have had to match it with increased fundraising to keep pace so that we do not have turn away students from families who desire a Galinsky Academy education and genuinely cannot afford the full tuition.  All four of our schools have seen this rise in scholarship need and all four of our schools have benefited from LDVD funds to meet it (and at MJGDS a critical annual allocation from Federation).

Any other reasons annual giving is so important?

Here’s a few more:

LDVD will allow the Galinsky Academy to continue building upon several important priorities…

  • Supports the efforts of our teachers, providing them professional growth experiences and ever expanding resources and curriculum.
  • Provides students a chance to experience the integration of technology in the educational process and to understand its relevance to life in the 21st century.
  • Provides a “silent scholarship” for every student by supplementing tuition dollars to develop bold and inspiring programs.
  • Provides meaningful experiential learning and character-building opportunities both in the classroom and in the community.


If we treat our budget as the most honest expression of our Jewish values, then it is critical that the above and more find its way in to all the schools of Galinsky.  As we approach the two-year anniversary of our Academy’s founding, perhaps it is worthwhile to remember who we named our Academy after and why…

Samuel and Esther Galinsky were, by all accounts, modest and unassuming members of the Jacksonville Jewish Center.  They participated in synagogue life and were respected members of the congregation.  They cared about Jewish education, but had no children of their own.  They were, in many ways, like any other couple.  When they died, their friends mourned their passing.  And that should be the end of the story.  But it isn’t.  Because this ordinary couple did something extraordinary.  With no fanfare and no notice, Samuel and Esther Galinsky left the Center amongst the most significant gifts it has ever received – $3 million.  And it was given for one purpose – this childless couple gave their fortune to ensure that Jewish children would be able to have a Jewish education.  Has there even been a more selfless gift?  Have any people ever more embodied the idea of L’dor V’dor?

And so it is in the spirit of this gift – of that remarkable couple – that we officially announce the creation of what will forever now be known as “Galinsky Academy”.

To those who have given to help secure the Jewish future of Jacksonville, thank you.  To those who have not yet given, but plan to, thank you in advance.

To those who typically do not give, but are capable…

Let this be the year you are counted.  L’dor v’dor.


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The Schechter Difference: Minyan Matters

On the way to Camp Ramah...I am almost always the first car on the property each morning.  This is not new.  For the last nine years that I have been a Head of School at a Schechter - five years as founding head of the Solomon Schechter Day School of Las Vegas  and the last four, here, at the Martin J. Gottlieb Day School - however early childcare was available…that’s when the Mitzmacher family arrives.  My daughters since birth have had the pleasure of dining at school each morning at around 7:00 AM.  (You’re welcome!)  Why do I insist on arriving so early?

Based on the title of this blog post, you might think the answer is “minyan”.  That I try each morning to get to work as early as possible so that I can attend daily morning services at the synagogues in which my schools have been housed.


Despite the fact that minyan begins (here) at 7:10 AM, I had not been in the habit of rushing to drop off my girls to attend.  Not that I never attended; I would attend sporadically on my own or to be present at school-related events.  But my rush in the morning was really to take advantage of that magic hour of silence before teachers and students arrived.  That was my hour to catch up on voicemail and email and to be ready to greet teachers and students at their arrival times.  For many parents and students, seeing me in the carpool line each morning is my primary point of contact, one that I take very seriously for communication and community-building.  So if I am being honest, when the minyan would be short the requisite ten and I was sent for, there were times when I either went begrudgingly or not at all.

And evening minyan?


Ironically, with all my talk of transparency and role modeling, there was always a disconnect between my schools’ expression of the value of daily prayer and my own personal practice.

“Do as I say, not as I do.”

That is not typically my leadership style, but when it has come to prayer that has been my unstated approach.  

And I like prayer!

So much so that it is the focus of my teaching time in the school.  I teach tefillah to Kitah Alef twice a week, to Kitah Zayin once a week, and teach a seminar about tefillah to Kitah Chet once a week as well.  I love visiting all our minyanim and our monthly Kabbalat Shabbat service.  We come each week to Shabbat services as a family and attend all Jewish holidays.  So what’s going on?

I think it has to do with my initial visit to the University of Judaism (now American Jewish University) in the winter of 1994.  I have shared about my religious upbringing before, but it is worth mentioning that that morning began with this thing called “minyan” and I can still feel the shock to my system I felt that morning as I watched peers participate in the first Hebrew (only) service I had ever experienced.  It was also the first time I had ever seen tefillin.  And that feeling of discomfort served both as the catalyst for the Jewish journey my life has taken since…and the roadblock to my daily minyan attendance.

Because, I still feel it each time I put on my tefillin.  I still feel it each time I walk through the doors.  I still feel it each time I am asked to lead.  All those feelings of inadequacy or ignorance or fraudulence…they are still there.  Despite all my years of education, my years of teaching, my years of leading those same prayers for children and teens – you put me in a room with 500 children and I am fine.  7:10 AM with 9 other adults?  Terror.

And if that’s how feel…imagine how the average parent in our schools feel.

I can.

And in a normal year, this would be the point in my blog post where I would transition into an educational and religious exposition of the value of prayer, linking it to why we engage our students in daily prayer and our aspirations for the outcomes.  But for me this is not a normal year.  Because my life changed forever almost eight months ago when I unexpectedly lost my father and with that change, my attitude about minyan has undergone a fundamental transformation.

I realize it is a cliche.  The process of mourning often has this impact on people.  But cliches are often built on a foundation of truth and one person’s cliche is another person’s life-changing experience and this has been mine.  And since July, I have attended minyan each day in order to say Kaddish.  Any my appreciation for those who ensure that there is, in fact, a minyan is unbounded.  And it isn’t always easy to do…there are days we struggle to make ten.  This is why my colleague Hazzan Holzer began a campaign this year at the Jacksonville Jewish Center called “Minyan Matters”.

It really does.

And this is the part that I do connect to our school and my newfound appreciation that as a Schechter school we value daily prayer.  We value it not only because of the skills it provides them with so that they will never have to feel the discomfort and fear many of us experience as adults with prayer.  We value it not only because we hope to inspire a lifelong love of prayer and future synagogue affiliation.  We value it because part of what it means to be a community is to provide its members with opportunities to have its spiritual needs met.  It is a blessing to have that opportunity with our children each day.

It is a blessing for me to have that opportunity each day as well.

And only by raising our children to appreciate this value can we be assured that when it is our turn in the circle of life to be the subject of someone else’s Kaddish that there will be a minayn in which it can be said.

That’s the Schechter Difference.

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Habits of Kindness: “Synergize”

paper-chain-in-the-dark-1215912-mFirst of all, it is hard to believe that we are already introducing the SIXTH Habit, “Syngergize”, because there are only seven…where did all the time go!

When our school introduces a new Habit of Kindness, I take it upon myself to blog about the new Habit.  (Last month was “Seek first to understand, then to be understood“.) Beginning with the fifth Habit, we have been enlisting our Middle School to prepare and present the new Habit at a monthly spirit day assembly.  (You can stay on top of all our Community of Kindness activities by checking out its blog.)  They have been very creative! Each month’s introduction has typically come with a song or dance that tries to explain the Habit in a catchy way that will stick.  Here’s what they came up with for “Syngergize”:

unnamed copy

MJGDS Syngergize

I don’t have video so you will have to supply your own tune (hmmm…that could be a fun contest for the future), but I can assure you that it was appropriately catchy!

Here’s what it says from the “Leader in Me: 7 Habits for Kids” page:

Habit 6 — Synergize

Together Is Better

I value other people’s strengths and learn from them.  I get along well with others, even people who are different than me.  I work well in groups.  I seek out other people’s ideas to solve problems because I know that by teaming with others we can create better solutions than anyone of us can alone.  I am humble.

What I would like to do is take this line by line and offer a little midrash via hyperlink about why I think “synergize” has such great…ummm…synergy for a school like ours.

“I value other people’s strengths and learn from them.”

As we have documented our 21st century learning journey over the last four years, one thing that has consistently been borne true, has been that learning is no longer (if it ever was) about transferring knowledge from an adult to a child.  One thing that I treasure about our school is the commitment our teachers have to lifelong learning and the willingness they have to learn not only from each other, but from their students.

“I get along well with others, even people who are different than me.”

Before we had chosen “Community of Kindness” as the initiative to ensure students feel welcome, protected, and loved within (and without) our walls, we had already made quite clear our desire to be an inclusive Jewish day school.  Each student, of course, is different from every other student because each is unique.  But we know that we – not just our school, but each of us – should be ultimately judged by how we treat “difference”.

“I work well in groups.”

One of the critical literacies for the 21st century is the ability to work well in “groups”.  It is why we jumped early to adopt ideas from Alan November about the “digital learning farm” back in our earliest Skype-ortunities (thanks for the coinage Seth Carpenter!) we had students grouped to take ensure that everyone had a meaningful role to play and that students would have authentic opportunities to learn how to work together.  It will be the rare job our students will grow up to perform, where working well with others will not be a key to success.  It isn’t a skill you master in Kindergarten and then revisit in adulthood…it is an art form to be practiced daily so mastery ensues.

“I seek out other people’s ideas to solve problems because I know that by teaming with others we can create better solutions than anyone of us can alone.”

So unlike the above, which is ensuring that everyone on a team has unique role, here we really see collaboration in action; that by working with each other and learning from each other we will come up something better together than we could on our own.  I cannot think of anything that reflects collaboration – between students, between students and teachers, and between schools and other organizations – better than our recently completed “Whack-A-Haman” project that reached its goal of 1,250 downloads ahead of Purim.

“I am humble.”

We teach our children that each is made in God’s image and that we ought to remember that when we interact with each other.  Humility is critical to collaboration because it assumes an attitude that one does not know it all and that there is wisdom to be found in each and every one of us if we are only willing to look and to listen.  One way we have embraced humility is in the transition from Parent-Teacher Conferences to Student-Led Conferences and from Teacher Observations to Teacher-Led Evaluations.  In both cases we put the onus of responsibility on the learner to share growth rather than on the authority figure to ferret it out.

Next month we will finish up with “Sharpen the Saw”!

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Jon’s #iJED Storify

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iJED 2014

Untitled1This week is a big week for MJGDS Faculty being honored by their participation in national conversations and conferences!

Liat Walker spent time this week in New Jersey participating in a new “iTal AM” think-tank as recognition of our school’s leading role in thinking about 21st century learning.  Andrea Hernandez will be co-presenting on Friday at NAIS about the role of 21st century learning and the teaching of empathy – which came directly from people and conversations from last year’s edJEWcon.  And Andrea will be at iJED as part of the MJGDS team representing our ongoing interests in the future of edJEWcon.  Shana Gutterman has been invited to present at this year’s iJED (the national conference that includes the Schechter Network [see below]) about the work she has been doing with Jewish Interactive in the creation of the amazing “Whack-A-Haman” app that our Middle School helped produce and is now available at all the app stores.  And Talie Zaifert and I co-facilitated a PEJE Webinar on Tuesday about the role of social media in retention and recruitment!  And Karin Hallett had an article accepted in an upcoming publication from Lookstein about the changing role of libraries and the new ways we need to teach students information literacy.

Congratulations to them and to all of us for creating an environment that encourages experimentation and continues to lead the field!  That’s quite a week!

I want to spend just a few more moments talking about iJED…

What’s “iJED”?


So what’s iJED?

As you can see, it should be something very special!

And as always, you can expect me to be tweeting and utilizing all kinds social media to share our experiences.  The hashtag for the conference will be #ijed14.  I look forward to reflecting on my experience (which I am so pleased to be sharing with Shana and Andrea) upon my return.  I am confident that it will be a conference unlike any other and that there will be lasting impact on our school…and most importantly, our teachers and students.

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MJGDS Got Game II – “Whack-a-Haman” – Now Please Get It Too!

[Quick note about last week's post covering edJEWcon LA: The decision to take edJEWcon on the road this year as regional mini-conferences was jointly made between the Martin J. Gottlieb Day School and the Schechter Day School Network out of recognition that the dual national Jewish day school conference schedule made it impossible to hold a third-annual full edJEWcon here in Jacksonville.  In order to keep the brand and the learning alive - and out of responses from across the nation - we decided to take the show on the road.  By continuing to provide the highest quality 21st century professional development to Jewish day schools throughout North America, we have simply widened the scope of what edJEWcon might be in the future.  There may be a full edJEWcon in Jacksonville in 2015 as well as other regional mini-edJEWcon's.  But what last week demonstrated and what April 1st will demonstrate at edJEWcon FLA, is that the desire for what edJEWcon has to offer the field remains intact and the need for edJEWcon to grow and thrive remains significant.  We'll keep you posted on the future of edJEWcon and if it winds up coming to a neighborhood near you soon!]

featured-image1In December of 2012, I blogged about an amazing new project we were launching at our school:

We are pleased to announce that Jewish Interactive will be embarking on a joint project with the Martin J. Gottlieb Day School of Jacksonville, Florida, where students will be designing from the ground up an educational Purim video game.  Jewish Interactive will actually build the software, to be released in advance of next Purim for use in their current network to more than 50 elementary schools around the world.

In this jointly planned and executed cross-curricular project, MJGDS students will first learn about the software development cycle and form project teams, each receiving a specific role, e.g.:

 Project manager

 Content expert

 Instructional designer

 Gaming expert

 Graphic artist

 Programmer

 Animator

 Sound effects

Students will research and gather the Jewish content to be included in their game, develop a curriculum and learning objectives, script an instructional game design, and develop characters and graphics. Every step of the process will be supported and guided by the team and educators at MJGDS and the Jewish Interactive team.

The MJGDS team has been a leader of innovation and entrepreneurship in the field, and a strong voice of change and advancement, most noticeably through their edJEWcon initiative, a conference for Jewish schools and institutions on 21st century teaching and learning, and the cross-curricular use of technology in their own school, sharing Jewish Interactive’s vision.

Jewish Interactive is thrilled to embark on this joint initiative with MJGDS and to pioneer the involvement of students at the very core of the learning experience.

And it is with great pride that just over a year later, we can share the following post from the Jewish Interactive website:

Whack-a-Haman is an international collaboration between Jewish Interactive (based in South Africa, UK and Israel) and Martin J Gottlieb Jewish Day School (Jacksonville, Florida).

The students designed the game and its assets under the guidance of Jewish Interactive and their teacher.  Jewish Interactive produced the game.

Download and play this game on your computer now.


  • MJGDS teacher/director: Mrs. Gutterman
  • Project Manager: Casey B.
  • Quality Control: Sarah C.
  • Art Director: Sarah S.
  • Art Team: Talya P. and Lily H.
  • Audio Engineer: Sydney T.
  • Photographer: Noah R.

A special thanks to sixth grade for coming up with the questions:

Benjamin C., Elior L., Gil S., Itamar L., Jamie B., Jolie W., Rebecca B., Zachary S. and Zoe M.

Follow the MJGDS blog describing their progress here.

JI Team

With thanks to the JI team for mentoring and believing in the talent of young adults and for their individual roles:

  • Instructional designer and production management: Corinne Ossendryver
  • Programmer and game mechanics: David Komer
  • Graphics:  Rachel Silke
  • Curriculum development: Chana Kanzen
  • Content approval: Rabbi Johnny Solomon
  • JI Director: Nicole Newfield

Jewish Interactive presented Skype lessons to the middle school students on:

  • Purim
  • Lesson plans and education
  • Instructional design of games
  • Audio
  • Graphic design
  • Basic programming
  • Marketing and budgeting

Thank you to all the students who submitted game ideas and we look forward to collaborating and producing them in the future.

Thank you to Jon Mitzmacher and Andrea Hernandez, Corinne Ossendryver, Chana Kanzen and Nicole Newfield for initiating this project and to Shana Gutterman for making it happen.

Google-play-download-Android  app_store_badge

Or to see how our students’ wrote about it:

JI-Press-release-JPEGI cannot be more proud of the results!  And I am pleased that Shana Gutterman has been asked to present alongside Jewish Interactive at next week’s iJED conference in New York to share with the field the amazing work she and the students have done.

I cannot think of a project that brings together everything we have been learning, talking and trying to do here at MJGDS these last four years than this amazing project.  I hope you download the game.  I hope you go onto to the students’ blogfolios and let them know how incredible their project was.

This is this thing called “21st century learning” in full flower.  This is the future of Jewish education.  And this is just the beginning…


UPDATE: This just came from the good folk at Jewish Interactive…

Dear Team

Mazeltov on the release of the first Jewish Game made by kids, for kids. This is truly a ground breaking project. It is very rare that a collaboration is so seamless, so mutually productive and enjoyable. Well done to everyone who worked on it to make it happen. I am proud to be part of a dynamic team that believes so strongly in the power of our children, who hears what they need and helps facilitate their process of learning. Often people talk about doing projects but they often don’t  happen – even for legitimate reasons.
Everyone on this team has given of their personal time to make this a success. I appreciate all the intellect, guidance, out-the -box thinking and for being ‘YES’  people who find ways to do things. I pray that our learning will help empower many other teachers and young students to have such a positive learning experience and that the App ‘Whack-A – Haman” inspires many schools , families and kids.
Shana and Corinne and David and Rochi –  you were the real push to actually make it happen. Jon thank you for making it happen . To the following kids:
  • Project Manager: Casey B.
  • Quality Control: Sarah C.
  • Art Director: Sarah S.
  • Art Team: Talya P. and Lily H.
  • Audio Engineer: Sydney T.
  • Photographer: Noah R.

Benjamin C., Elior L., Gil S., Itamar L., Jamie B., Jolie W., Rebecca B., Zachary S. and Zoe M.

Message to Kids : Thank you for being part our time. We have been honoured to work with you as colleagues. You guys have talent and we will watch you as you grow and develop over the years . We believe in you and know you all going to do big things in this world to make it a good place for us all. We look forward to more projects  with the whole school.

Shalom  and thank you from Jerusalem,




Nicky Newfield
Director, Jewish Interactive

Mobile +27 82 307 4691

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edJEWcon LA

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