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T THE CANADIAN JEWISH NEWS january 14, 2016B2 [ F O C U S O N E D U C A T I O N ]
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Recent media coverage has focused on how universities are retooling their admissions procedures, in-
cluding assessing applicants through standardized tests, personal referenc-es, and complex interview processes to measure students’ critical thinking abilities. In an attempt to ascertain the overall suitability of a student for suc-cess in a program and future career, many universities have started to rate applicants more holistically, and not based solely on academic ability.
Twenty-five years ago, a brief essay and short interview could secure med-ical school admission. Today, a high GPA, an outstanding MCAT score, per-sonal references, a rigorous interview and a résumé with diverse work and volunteer experiences doesn’t always guarantee admission with more holistic admissions criteria. Admission to other professional programs, such as dentist-ry, law and business are equally as com-petitive.
While grades remain an important metric, they are only one piece of the
admissions puzzle in working towards a chosen career path. Planning should begin as early as junior high. Students, as well as parents, should consider cre-ating a plan for the student’s future uni-versity studies.
Overall, universities are evaluating a student’s longitudinal development. For example, if you volunteer in an or-ganization in Grade 10, what is your longevity with that organization? Do you continue to volunteer over time and gradually take on roles with more re-sponsibility? Do you grow and develop leadership skills? What is your progres-sion? Being able to demonstrate com-mitment and growth in areas outside of academics are becoming increasingly important from a university admissions perspective.
University is a long-term investment. Bachelor degrees are still relevant and develop valuable critical thinking skills, providing the launching point for pro-fessional development.
Many university programs have moved to problem and case-based
learning, providing a broad cross sec-tion of transferrable skills, with learning models that sometimes include intern-ships and co-op placements to provide students with early exposure to future work environments. These placements also provide the opportunity to demon-strate personal value and expertise to potential employers, which can result in an offer of employment following the completion of a degree.
How can students improve their ap-plication profile? Focus on talent, apti-tude, areas of interest and passion. Vol-unteer and develop skills with respect to communication, time management and leadership. Pay attention to academics while taking advantage of the opportu-nity to develop critical thinking skills. These steps will help prepare a student to apply successfully for university ad-mission, but most importantly, will de-velop them as a person. n
For more information, please contact Dr. Robert Astroff at 416-929-6110 or visit www.Astroff.com.
University entrance requirements becoming more holistic
Dr. Robert Astroff, president of Astroff
Consultants Inc.
SPOnSOr COnTEnT
THE CANADIAN JEWISH NEWS TJanuary 14, 2016 B3[ F O C U S O N E D U C A T I O N ]
UJA Federation of Greater Toronto
Julia & Henry KoschitzkyCentre for Jewish EducationJulia & Henry KoschitzkyCentre for Jewish EducationJulia & Henry Koschitzky416-781-8088 / [email protected]
www.ahavatyisraelhebrewschool.com
Sunday orWeeknight Classes JK – Bar/Bat Mitzvah
YOUR KIDS WILL FALLIN WITH JUDAISM!lovelove
It used to be that a child’s aptitude was measured by their understanding of the 3R’s. No longer. Today, the more
advanced pedagogy says learning facts and figures is fine, but hardly a predictor of lifelong success. What is? Studies are now telling us that curiosity, creativity and, very importantly, perseverance are essential.
Introducing the world-renowned Reg-gio Emilia Early Childhood Education program at Robbins Hebrew Academy (RHA). This year, they’ve revamped the JK-SK program based on this legendary approach to education. In 2016, they are beginning a nursery program with the same orientation.
Its history is an interesting one. In post-World War II Italy, the small town of Reggio Emilia recognized that chil-dren were the key to rebuilding their city. Education would be a pivotal com-ponent. So the community embarked on changing the way its children were taught, particularly in the early years. Half a century later, and based on years of research and evaluation, it has be-
come astoundingly clear that a focus on play, imagination and self-expression build more adept and more advanced learners. The philosophy has become known as the Reggio Approach.
“The idea is to embrace children’s natural curiosity,” says Claire Sumer-lus, head of school. “Children have an amazing ability to think critically, and we encourage them to ask questions and explore their environment. This inquiry produces learners who are able to analyze, hypothesize and come up with their own solutions. Amazingly, it all begins in the early years of a child’s education.”
The curriculum is structured in a spe-cial way. Students work in small groups so that each child is heard individually. Children collaborate to find answers to their own questions, teachers tailor lessons to fit the particular needs and interests of the class, and students’ ob-servations drive the conversations and activities. This happens across both gen-eral and Jewish studies.
Classrooms are designed to bring the
outside environment in, and natural materials are used in the learning pro-cess. Each week, time is spent outdoors investigating and observing nature.
“On a recent excursion, the JK class was curious about why trees grow in different directions,” says Sumerlus.
“These questions led to discussions about the way in which sunlight and the environment affect the growth of trees and vegetation. The students then took their observations and explored them further in the classroom.”
The Reggio Approach also places an emphasis on documenting the chil-dren’s thoughts and the progression of their thinking. Teachers share the activ-ities with parents so conversations can continue at home. “Gone are the days when your child says they don’t remem-ber what they learned at school. Each parent can see what happened at school that day through photos and videos,” says Sumerlus.
“The end result is happy children who not only develop sharper and more sophisticated minds, but who also go through life thinking innovatively and originally.” n
For more information about the early years experience at Robbins Hebrew Academy, please call 416-224-8737 ext. 137 or visit www.rhacademy.ca.
Why a child’s curiosity matters
Introducing the world-renowned Reggio
Emilia Early Childhood Education program at
Robbins Hebrew Academy.
SPOnSOr COnTEnT
T THE CANADIAN JEWISH NEWS january 14, 2016B4 [ F O C U S O N E D U C A T I O N ]
Beit Rayim Hebrew Schoolis devoted to inspiring Jewish
children to embrace the knowledgeand faith of their heritage.As a Conservative school,
our goal is to teach girls and boys equally to become educated,
committed and ethical members of the Jewish community.
Hebrew SchoolHebrew School
Beit Rayim Hebrew Schoolis devoted to inspiring Jewish
children to embrace the knowledgeand faith of their heritage.
Hebrew SchoolHebrew SchoolHebrew SchoolHebrew SchoolHebrew SchoolHebrew SchoolBeit Rayim Synagogue and School
Phone: 905-303-5471 • Fax: 905-303-54739600 Bathurst Street, Unit 244
Vaughan • ON • L6A 3Z8 www.beitrayim.org
facebook.com/beitrayimhebrewschool
Family Studies Festive Holiday EventsCommunity Outreach Music programMusic program Rikudiyah Bible Contest
416-565-6605
A supportive environment for students who have academic challenges.
A unique opportunity for gifted students to accelerate at their own pace.
A low student to teacher ratio which improves learning outcomes.
We provide a superior balanced Ontario curriculum that caters to your son's speci�c needs.
Limited space is available for January for grade 6 and up.
A new private boys school meeting the needs of our community
416-565-6605
Forest Hill Torah Academyand Learning Centre
New siddurim connect children to prayerMAAyAN JAffEjnS.org
“T fillah is a journey,” says Rabbi Jonathan Sacks, former chief rabbi of the United Kingdom.
Some students are better able to experi-ence that voyage with the release of the first two volumes in the Koren Magerman Educational Siddur Series, a joint project of Yeshiva University (YU) and Koren Pub-lishers Jerusalem.
These two prayer books – The Koren Children’s Siddur and the Koren Ani Tefilla Weekday Siddur for high school students – offer a new approach to tfillah education in the school, the home, and the syna-gogue.
The books, according to YU’s Scott Gold-berg, are based on dialogue with close to 100 elementary, middle, and high school Jewish educators.
Following a short trial period, during which YU and Koren received positive feedback from Jewish educators who re-viewed them and tried them in their own classrooms, the books are now available to the general public.
In an introduction, publisher Matthew Miller conveys that the siddurim serve two purposes. One is the obvious: pray-er. While volume 1 is abridged, the pray-ers follow traditional conventions. So too with the high school siddur, which is not abridged.
Giving children age-appropriate siddur-im is a paradigm shift, says Daniel Rose, project director of The Koren Children’s Siddur and author of the adult education-al companion.
“You don’t give [primary students] a high school math book and say, ‘You’ll get something now, but by the time you get to high school you’ll really get it.’... So why do we give them an adult siddur?” ex-plains Rose.
Rose says he and his team are trying to encourage a new way of thinking about the prayer curriculum in Jewish day schools. Rather than the focus being on Hebrew lit-eracy, tropes, and choreography, the new prayer books will help teachers (and par-ents) better help students connect to the prayers and their meanings on a spiritual level, according to Rose
In the children’s siddur, this is accom-plished through a combination of visually stimulating, detailed, and intentional de-signs coupled with creative use of trigger questions and quotes.
The siddur’s creative director, Tani Bayer, describes the project as among the most unique she has participated in during her career as a graphic designer. She says she relates to the concept of the work on per-sonal, parental, and educational levels.
“I grew up frum, and even to this day I
would say there is something missing for me personally in my connection to tfill-ah,” says Bayer, noting how “special” it is to know that such a tool is now available for her own children, and that she will be able to watch them grow up with the rela-tionship and dialogue with God she wants them to have.
The high school version (which can be used by anyone in high school or older) stimulates an intellectual, visual, and
emotional connection to prayer through Rabbi Sacks’ translation of the prayers. It also includes a multi-tier commentary by Rabbi Jay Goldmintz.
“Each of us come to tfillah with different experiences and backgrounds, at different stages of our lives and our development… with different needs, moods and desires,” writes Rabbi Goldmintz in his introduc-tion to the high school siddur. “The prayer does not change, but the pray-er does.” n
You don’t give [primary students] a high school math book … so why do we give them an adult siddur?
THE CANADIAN JEWISH NEWS TJanuary 14, 2016 B5[ F O C U S O N E D U C A T I O N ]
Temple SinaiEducating our Children Today to be our Leaders Tomorrow!
Flexible, Family-Focused Elementary School Programs:
Judaic and Hebrew StudiesProgressive and innovative learning opportunities,
providing for the unique needs of all students, including those with special needs.
Engaging and Enriching High School Programs
Diverse youth programming for Grades 8 to 12, including unforgettable travel
experiences, youth group, and opportunities to earn volunteer hours.
For more information on our programs or to register, please call 416.487.3281 or email [email protected].
Learning about tikkun olam —
preparing meals for the homeless.
Dynamic Learning at Temple Sinai from JK to High School
210 Wilson Avenue416.487.3281www.templesinai.net
Discovering selflessness during a gap year in IsraelCHANA DEvorAH LEvINEJnS.org
I had looked forward to my year in sem-inary with great anticipation because I knew that living and learning in Israel
would open up a whole new world to me. In fact, everyone I encountered informed me that my gap year would consist of one life-altering experience after another and that I needed to make the most of every opportunity that came my way.
But I was a little anxious about my abil-ity to truly maximize the year. After all, I had only a few short months to achieve so many important things. In addition to increasing my Torah knowledge and en-hancing my spirituality, I wanted to vol-unteer, to give of myself, and to make an impact on others. Even though an incred-ible opportunity to volunteer with special needs children fell into my lap, I wasn’t sure if I could juggle everything.
To my great surprise, however, the vol-unteering opportunity was actually the best thing that could have happened to my year. It reframed and added structure to my seminary experience, and opened my eyes to the depth and beauty of life.
So what was this transformative volun-teering program?
While serving as a counsellor last sum-mer at Camp Migdal, a camp for children and teenagers with special needs, I was approached by the assistant director, Per-ri Binet, with a request. During her gap year many years earlier, Perri had start-ed a unique volunteering initiative with ALEH, Israel’s largest network of facili-ties for children with severe physical and cognitive disabilities, whereby seminary
students would visit ALEH’s Jerusalem fa-cility every night to say the Shema pray-er with the kids and put them to bed (like all other Jewish children). Perri was hoping that I would take over the “Sweet Dreams” program for the year.
At first, I didn’t know what to say. I was concerned about how I could possibly fit this into my already packed schedule, and the added responsibility made me anxious. But the program touched my heart, and I happily agreed.
Thanks to my friends in different schools around Jerusalem, it didn’t take too long to complete the weekly roster. Within just a few days, we solidified the rotation and began visiting the kids. Every night, the designated group of girls would spend 45 minutes going from room to room singing Shema and other lullabies and dispensing countless hugs and kisses.
I had slotted myself in for Thursday nights, and it quickly became the high-light of my week. Prior to my first visit to ALEH in Jerusalem, I wondered how re-sponsive the children would be. As my relationships with the children grew from week to week, I revelled in their abilities to enjoy our time together –smiling, clap-ping and giggling from the moment we arrived until the moment they faded off to sleep.
Though our weekly visits were short, my interactions with the ALEH kids and staff impacted me tremendously. It was amazing to be surrounded by such warmth, to realize that every person who entered ALEH Jerusa-lem would be praised and appreciated both
as individuals and for the great value that they added to the group, even if the value added was seemingly unconventional. It was inspiring to see that every accomplish-ment, no matter how small, would be cele-
brated as a major milestone.It was this stunning new system for
evaluating the world that transformed my year and, ultimately, my life. By de-
sign, there is a sense of “selfishness” that is built into the seminary ex-perience. The year is all about the individual: her goals, her growth, and how much she hopes to gain from every experience. Thankfully,
my time at ALEH kept me grounded, reminding me that while my person-
al growth was important, it would be flawed and incomplete if it wasn’t rooted in selflessness and receiving by way of giv-ing as much of oneself as possible.
I also reflect on how at the beginning of the year, I was so overwhelmed by my desire to achieve “everything” that I found myself paralyzed, with no idea of how or where to begin. But as I spent more and more time at ALEH, I learned that in order to achieve my goals, I would first need to redefine success and celebrate every step of my journey toward that goal –even the small ones – as a major victory.
All too often, it is the fear of failure that prevents us from accomplishing our goals. Yet if we only realized the value of a single action or experience, we would like-ly achieve a great deal more than we could ever imagine. Most of the time, all that stands between our greatest successes and our most dismal failures is the bravery to take (and celebrate) one step at a time.
In my case, a step toward the unknown allowed me to impact the lives of so many beautiful Jewish children and, in turn, pro-vided me with the tools to not only maxi-mize my year, but to elevate my outlook on life. A cause for celebration, indeed. n
The volunteering opportunity …opened my eyes to the depth and beauty of life.
T THE CANADIAN JEWISH NEWS january 14, 2016B6 [ F O C U S O N E D U C A T I O N ]
7026 Bathurst St.Thornhill, Ontario, L4J 8K3Phone (905) 669-7653 Fax (905) 669-5138 email [email protected]
Excellence in Judaic and General studies:
• YediotHatorahCurriculum• TorahLiveprogram• EveningMishmarprogram• Creativewritingandpublicspeakingcompetitions• Advancedmathandscienceinitiatives
Focus on Middot and Chesed:
• YesodeiHalashonShmiratHalashonInitiative• RoshChodeshprograms• MonthlyrecognitionforexcellenceinTefila andDerechEretz
Personalized Learning:
• Smallclasssizestoenableindividualattention• Accesstobroadrangeoftechnologies• SafetyKidProgram• Extra-curricularprogramming
Our goal is to engage our students.
To build character.
To prepare them for success in life. Visit us and be inspired.
Information versus inspiration
40 YEARS
Inspirati on versus informati on
Our goal is to engage our students.To build character.To prepare them for success in life.Our programs are designed to inspire each student to value:• Eff ort and achievement in Torah and General Studies• A connecti on to Hashem through daily Tefi la• A connecti on to their fellow man through Middot, Derech Eretz and Chesed• A connecti on to their world through math, science and technology
Our programs include:• Qualifi ed, experienced, and professional caring staff • Full day preschool through Junior High• Enriched early years program• French Studies Grades 1-8 • Extra-curricular programming Visit our school and be inspired.
Julia & Henry KoschitzkyCentre for Jewish Education
To arrange a visit or for more informati on:Please call (905) 669-7653 x223Visit our website www.jdohss.orgOr email us at [email protected]
The Joe Dwek Ohr HaEmet Sephardic School7026 Bathurst St.Thornhill, ON L4J 8K3
Scientific-technological preschool opens in IsraelABIgAIl KlEIN lEICHmANIsrael21C
Why did global aerospace giant Lockheed Martin send its chief executive to a Be’er Sheva pre-
school?Because Lockheed Martin is a major
partner in Israel’s first science-technology preschool program, thus far serving 100 children ages three to five. The idea is that
it’s never too soon to inculcate the basics of science, technology, engineering and mathematics (STEM) so as to better pre-pare the next generation for the job market.
“The future growth of Israel’s economy will require a constant supply of highly trained, highly capable technical talent, which is why advancing STEM education is a critical focus for Lockheed Martin,” said Marillyn Hewson, Lockheed Martin chair, president and CEO.
“We are proud of our collaboration with Israel’s Ministry of Education, Ministry of Science and the Rashi Foundation to pro-mote STEM-related programs for kinder-garten through high school students,” said Hewson at the dedication ceremony.
Lockheed Martin is among several ma-jor multinationals that have established offices in Be’er Sheva’s new Gav-Yam Ne-gev Advanced Technologies Park (ATP) housing mainly companies involved in developing cyber technologies.
The new early-childhood curriculum was designed to provide 300 hours of science study per year in a learning environment that allows preschoolers to develop skills through hands-on activities in astron-omy, physics, chemistry and robotics.
Over the next three years, the classrooms taking part in the project will be equipped with computers, Lego construction kits, ro-botics experiments and space-related con-tent, according to the Rashi Foundation. The joint initiative is part of the MadaKids program that aims to cultivate future sci-entists in Israel. (“Mada” means “science” in Hebrew.)
The project is operated by Beit Yatziv, an organization that runs science education programs for some 40,000 elementary school pupils across Israel on behalf of the
Rashi Foundation, including a municipal science excellence centre in co-operation with the municipality of Be’er Sheva.
“The participating kindergarten teachers received special training at Beit Yatziv that focused on the science behind natural phe-nomena such as the seasons, astronomy, robotics and more,” says Maya Lugassi Ben-Hemo, head of pedagogy at Beit Yatziv.
She emphasizes that the preschoolers won’t lack time to enjoy traditional nurs-ery-school activities.
“The science and technology program will be integrated within the regular cur-riculum of the Ministry of Education for science-oriented kindergartens,” she tells ISRAEL21c. It is hoped that this model for technological preschool education will be duplicated across Israel.
Hewson was not the only big name on hand for the dedication of the science pre-school. Also in attendance were Minister of Education Naftali Bennett, Be’er Sheva Mayor Rubik Danilovitch, Rashi Foundation chairman Lt. Gen. (ret.) Gabi Ashkenazi and other dignitaries from Israel and abroad.
“The significance of the knowledge the children gain in preschool will be felt in years to come, and it will surely be highly valuable on the personal as well as the na-tional level,” said Bennett. n
Israeli Minister of Education Naftali Bennett with science kindergarten kids in Beersheva.
Moshe azulay PhoTo
The future growth of Israel’s economy will require highly capable technical talent.
THE CANADIAN JEWISH NEWS TJanuary 14, 2016 B7[ F O C U S O N E D U C A T I O N ]
T he Academy for Gifted Children, P.A.C.E., is the only school in Ontario devoted entirely to intellectually gifted students. The primary goal
of P.A.C.E. is to fi nd and enhance the abilities of each child, in order to maximize his or her potential for success, while addressing the social and emotional needs of each student. Barbara Rosenberg, Director of P.A.C.E., is a specialist in gifted education. P.A.C.E. is based on the premise that gifted children need high-powered learning experiences to challenge their minds and ensure intellectual growth and achievement. P.A.C.E. offers a differentiated education, a
curriculum that is built on greater depth and breadth of instruction and a more complex approach to learning.
A fully balanced school program, including the fi ne arts and physical education, complements this specialized academic program.
THE ACADEMY FOR GIFTED CHILDREN – P.A.C.E.
For further information please visit
www.pace.on.ca call 905-773-0997
PRIVATE SCHOOL
NEWS CANADA
D espite the proliferation of high- tech mobile devices, tablets and laptops, the benefits of simply
reading a book endure.Fostering a love of reading among chil-
dren has long-term payoffs. It teaches them new values and lessons, exercises concentration skills, and even helps them learn new vocabulary or different ways to phrase a thought.
The National Reading Campaign, organ-ized by readers, writers, publishers, edu-cators and others who are focused on cre-ating a society of lifelong readers, reports some of the top reasons why reading is so important:
Three reasons why reading is important for children
41
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• Readers have better physical health, mental health and empathy.
• Reading for just six minutes can reduce stress by as much as 60 per cent, slow your heart beat, ease muscle tension and alter your state of mind.
• Reading has better stress-reduction out-comes than playing video games, drinking tea, listening to music or even going for a walk.
Reading is important on many levels. So teachers across the country work with innov-ative approaches to ensure every student is equipped with, not just reading skills, but a love of reading that will last a lifetime.
“As students get older, it can become more challenging to keep them engaged in reading,” says a North Vancouver ele-mentary teacher.
Providing realistic content helps. For high school students with learning dis-abilities, integrating familiar technology assists with repetition exercises to boost reading.
Not all teachers who want to implement this love of reading for their students have access to the resources and technology
necessary to do so. To create a meaning-ful learning experience for their students, teachers can post their projects with My-ClassNeeds, a charitable crowd-funding organization that supports publicly fund-ed schools across Canada. n
More information about the MyClass-Needs program and how Canadians can contribute to a widespread love of reading is available at www.myclassneeds.ca. www.newscanada.comTemple Sinai
CommuniTy PreSChoolCreating wonderful memories for over 45 years!
New programs with lunch!
• Extended Day (9.00 a.m. to 1.00 p.m.)
• Full Day (9.00 a.m. to 2.45 p.m.)
• Early morning drop off
• Transportation available
Our beautifully renovated school boasts spacious classrooms, fully equipped gym, exciting discovery room and engaging library.
Register online at www.templesinai.net or call 416.487.3281 to book a tour.
A caring and engaging learning environment for children aged 10 months to 4 years.
Registration is
now open for
2016/2017.
210 Wilson Avenue416.487.3281www.templesinai.net
T THE CANADIAN JEWISH NEWS january 14, 2016B8 [ F O C U S O N E D U C A T I O N ]
W hat springs to mind when you think of York University? Engin-eering? Perhaps not.
What do you associate with engineer-ing? Passion? Humanism? Unlikely.
What about the spaces for engineering studies? Bright? Inspiring? Probably not.
These things are changing at York in 2016.
The transformation comes from the Lassonde School of Engineering created less than four years ago by founding Dean Janusz Kozinski, backed by a $25-million donation from mining entrepreneur and philanthropist Pierre Lassonde.
The school offers a full spectrum of undergraduate programs – with civil, mechanical and electrical engineering added recently – together with computer science degrees and more.
It offers a different type of engineering education to prepare students for the rapidly changing world. Students, or Las-sondians as they are known, can study a variety of subjects including entrepre-neurial courses at the Schulich School of Business, and intellectual property class-es at Osgoode Hall Law School. Lassonde has also committed to achieving a 50:50
gender split among students, the first en-gineering school in Canada with that goal.
“We will be a school that is recognized for its fascination with improving educa-tion, its humanistic breadth, its warmth, its human sympathy and its intense need to look at every angle of an issue,” Kozin-ski said.
For the past two years, 25 students have attended a summer program at Technion-Israel Institute of Technology. The next cohort is being selected for the 2016 program, which includes a chance to visit startups and entrepreneurs in Is-rael. This year, plans are also underway for students to travel to Ethiopia for an
international development program led by Technion’s Engineers Without Borders chapter.
“Those three weeks in Israel were prob-ably the best of my life so far… We learn-ed some valuable lessons, and we formed some bonds that will last a lifetime,” said Amal Dave, a Lassonde student who par-ticipated in the Technion program last year.
Another dramatic change for Lassonde’s engineering students will come in 2016 with the opening of a brand new space that confronts all expectations of what an engineering building should look and feel like.
Opening in March, the Bergeron Centre for Engineering Excellence is already at-tracting global attention from design crit-ics and architecture experts worldwide. It will be the new $115-million home to the students and faculty of Lassonde, with open-plan work areas, student-owned spaces and natural light streaming through the tessellated glass façade.
“The building has been designed to feel open and built just for us – they put in everything we need to do our studies so that we feel at home and valued… It’s a beauti-ful building, and even the triangle-shaped glass in the design represents engineering well,” said Lassonde space engineering student Tetiana Sitiugina.
The Bergeron Centre for Engineering Ex-cellence represents a seismic shift in the way engineers are educated. Students can learn through practical problem-solving and team projects.
In the “flipped classroom” approach, students can watch lectures on their lap-tops wherever and whenever they wish, and then come to the Bergeron Centre to develop hands-on solutions to challenges, with the help of classmates and the guid-ance of professors. n
A new chapter for engineering at York for 2016SPOnSOr COnTEnT
