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I think with Covid, students lost out on important emotional processing skills. Often, I find students have a hard time regulating their emotions as well as understanding the emotions of others

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The text and thought process of the Talmud is very challenging. There are no vowels or punctuation. The thought process is not always linear. The development of skills is crucial for successful Talmud learning. It also also challenging to find a way for students to feel connected to the subject and process. I am looking for a way to facilitate the development of skills, for the students to have an immersive experience and to be able to create projects that will have them overcome these challenges.

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Allison Shusterman-Teaching Social and Emotional Skills

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Allison Shusterman-Teaching Social and Emotional Skills

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Every day I like to select a book to share with my students-particularly a story that relates to a social-emotional skill. I have to spend time researching online every morning and looking up a new book that corresponds to a social-emotional skill, such as being responsible, making good choices, empathy, kindness, and resilience. Sometimes I look at websites, such as NYT bestselling children's books, so I can get a sense of what new books are getting rave reviews.  Often times, once a book is selected, I type the book's title into YouTube on the Smartboard, so that the entire class has an easier time seeing the pictures and hearing the audio. This can be time consuming. There has to be a more efficient way to navigate this process.

I think a viable solution to this problem is to create a website with headings of different social emotional skills at the top. Underneath each heading, there would be several books listed that correspond to that skill that students can listen to and look at. There would be interactive activities that students can complete after listening to each story, polls/quizzes, and follow up lesson extensions for teachers.

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It won't let me edit the post but I guess the problem would be that teachers struggle to share resources especially between grade levels

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It has been a struggle collecting real time data about student learning in Judaic studies. Generating clear cut standards and benchmarks that cover a differentiated learning environment would be helpful.

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I have teachers who come to me to find out how they can make theor lessons happen. I would like to create a rolodex that will help find tools for each idea

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An intuitive and responsive Prioritization app that helps teachers and students see a visual representation of their multiple activities/ projects/ etc and that through an algorithm helps with the prioritization and timing of the to do list. So that the blind process of project work becomes more visible and explicit. This tool will be an educational tool which means it is a scaffold to help build this zooming in and out executive function skill set . It is like an explicit out of the brain executive function work space which allows the mind to see itself reflected and retain its information and sort and cluster long ienough to make different connections.

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Students sit in classrooms all day long.  We are still approaching education as it was during the industrial revolution

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Teachers complain that there is not enough time to cover all the subjects. As a Judaic studies educator, I personally feel that I have not enough time to go deeper with the students the way I know they would benefit from it.

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Building on what Nancy said, having a platform for teachers within a school to share resources they find or use in the classroom, almost like a "cloud" storage library

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As a people of the book, we have a struggle reaching those who struggle with the scholastic learning and teacher approach. How to engage our students with their Jewish identity, while grounding them with the skills necessary to sustain it. Due to this challenge, many teachers avoid high standards of Jewish studies and resort to "feel good" learning.

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1.) Big learning and student skill gaps as a result of Covid-
2.)The struggle between teens who are addicted to their devices and using tech tools properly to enhance their learning.
3.) The struggle to keep learning hands-on and applicable in a world that wants to be more tech-based and data- driven (not that those things are bad! but how to maintain a balance so that kids today actually know how to DO things.)
4.) Creating positive school culture that permeates every aspect of the students' school/ life experience.

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Teaching Talmud: the text is complicated as it is a mix of Hebrew and Aramaic without vowels and punctuation. The thought process is difficult as it is not alway linear. There are no graphics or charts that can help the student conceptualize what he/she is learning. The student is often in the sidelines and detached from their learning. I would like to develop a venue that can address t these issues 

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Teaching Talmud: the text is complicated as it is a mix of Hebrew and Aramaic without vowels and punctuation. The thought process is difficult as it is not alway linear. There are no graphics or charts that can help the student conceptualize what he/she is learning. The student is often in the sidelines and detached from their learning. I would like to develop a venue that can address t these issues 

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Students struggle with applying grammar skills learned in class from their written work to their typed product

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I am thinking about how teachers are always coming to me to find out what tools would work for the lessons they are looking for. I was thinking about trying to create a rolodex type of program where they put in the idea and then the rolodex helps them find the tools.

for example: We want to create PSAs for water issues in South Florida. What can we use? And the program gives a list of possible tools and links to how to guides and help.