1. An Introduction to CHAI: Learning for Jewish Life

2. Operating Assumptions 1.Autonomy is elemental to the Reform educational system. Therefore, you can use a component, strand or an individual lesson or program. Levels come in binders so that schools can reorganize the program in a way that best suits their situation.

3. 2.2.In Jewish Education  more is better  longer is better  and better is better.

4. 3.It is both possible and desirable to “raise the floor” of Jewish education in the Reform Movement.

5. Reform Movement Collaboration Authors – URJ Regional Educators Advisers – HUC-JIR Education Professors Readers – NATE Educational Practitioners Editors and Producers – URJ Books and Music Evaluators – JESNA and Dr. Susan Shevitz of Brandeis University Partners – URJ Congregational Leaders Beneficiaries – Teachers and Students

6. Learners students teachers families parents education committees congregational boards

7. Why CHAI? Allocates resources to curriculum development Helps our part-time and avocational teachers Great for substitute teachers

8. Why CHAI? Involves parents and families Room for individual, unique programs in each school while still providing a central, common core within the Reform Movement Puts education on the synagogue’s agenda

9. Why CHAI? Identifies core values and understandings Focuses on concept learning rather than on activity learning, deep learning rather than broad exposure

11. The Educational Strategy The teacher begins by determining the desired outcomes, next devises the ways they will tell whether the outcomes have been achieved, and only then creates the specifics of the lessons. Understanding by Design

12. Enduring Understanding: Four Criteria Has enduring value beyond the classroom. Resides at the heart of the discipline. Requires “uncoverage.” Offers potential for engaging students. The idea, topic, or process: Adapted from Wiggins and McTighe (UbD, p. 26)

13. Enduring Understanding: Example Taken from CHAI: Parent Education Nurturing a strong Jewish identity requires the active participation of parents in their children's Jewish living and learning experiences.

14. Backward Design The Desired Outcome After this lesson, the student will understand... Assessment I will be able to tell students are understanding by... Plan Instruction I will use the following learning experiences...

15. CHAI: The Curriculum Core Twenty-seven complete lesson plans for grades 1-7, based on Torah Avodah G’milut Chasadim With engaging student materials and family education for every level

16. Supplemental strands Israel History Holidays

17. Family Education Volumes Family Education How-To Manual Vol. 1, Shabbat and Holidays Vol. 2, Jewish Living

18. Parent Education Enables today’s Jewish parents to explore essential Jewish texts Sessions address Jewish concepts, observances and practices Engages adults in dialogue geared to their knowledge level

19. Early Childhood Parent Ed Helps Jewish parents address the “big” questions Enables them to create a Jewish home Includes programs filled with practical hands-on advice for the parents of children in an early childhood setting

20. The Role of Temple Boards The Responsibility of the Community Our Goals as a Congregation and a School Understanding the School Budget

21. Rethinking Jewish Education Structuring the Education Committee Setting School Policies Best Practices-Visiting Other Schools

22. For more information contact the Union for Reform Judaism, URJ Books and Music, or go to chai.urj.org.