Guest Post by Sarah Attermann

When I was first approached to become a member of the Ramah Service Corps and create “Ramah style” programs to implement in the synagogue setting, I was thrilled. I would be given the opportunity to bring the magic of Ramah to others through experiences and activities often found only at camp. To me, Ramah has … Continue Reading

Camp and School: Context Matters

By Rabbi Joshua Rabin I have never been comfortable with the question, “How we can make schools more like camp?” Yes, Jewish camps and other experiential programs are blessed with many elements that create holistic Jewish experiences leaving children with a warm feeling inside of them. However, camps are not bound by the parameters by … Continue Reading

Learning and Living: What USY Teens Can Teach Our Congregational School Teachers

USY Education in a Congregational School Setting Guest Post by: Amy Dorsch Reframe Key Question: What obstacles might stand in the way of ReFraming Jewish education in complementary schools to be more experiential?  How would you overcome those obstacles?  Congregational Supplementary schools are faced with challenges to restructure and reimage their content, goals and mission. For … Continue Reading

Why Is This Religious School Different from All Other Religious Schools?

Originally posted at by Aaron Starr Most conversations about Jewish education focus on the “how” and rarely get to the “what.” Should we invert the two? When those of us who are leaders in the world of Jewish education seek to define and, consequently, improve synagogue-based schools, we appropriately desire to engage the most … Continue Reading

Guest Post by Daniel Silverman

People involved in supplementary or congregational school education – administrators, teachers, parents and even learners – know that instructional time is short and precious.  When describing the challenge of time, I often revert to the following analogy.  In our school at Beth Tzedec Congregation in Toronto, learners begin a two day per week program in … Continue Reading

Prompt: How does Hebrew at camp reflect larger issues about Hebrew literacy and education?

Download this White Paper as a PDF Writer: Cheryl Magen One of the greatest criticisms of Jewish supplemental education has been its failure to teach Hebrew as an active, living language. Instead, the importance of actual language acquisition was subsumed by a focus on acquiring “siddur-Hebrew,” which left students unable to use Hebrew to communicate. … Continue Reading

Leveraging the Time Honored Approach of Experiential Education

By: Zachary Lasker, Ed.D. Setting: Camp Ramah in California Time: Nightfall, mid-summer Each year a haunting melody ignites a distinctly familiar tingle; the feeling is a clashing mix of sorrow and serenity. This melody is invoked just a couple times each year – between renditions of Avinu Malkeinu, Oseh Shalom, and Eli Eli – to … Continue Reading

Prompt: What is the range of goals for t’fillah education in a supplemental environment?

Download this White Paper as a PDF Writer: Cantor Marcey Wagner Bringing the Benefits of the Experiential Approach into T’fillah Education in an Supplemental Environment   Background information on My Experience with Supplemental education Having experienced Jewish education is ALL it’s forms and settings- overnight camp (Ramah), day school (Schechter), Family Education, Retreats, supplemental education … Continue Reading

Prompt: How can other settings of education be enhanced by the successful elements of t’fillah education at camp?

Originally posted at Download this White Paper as a PDF What can schools and synagogues learn from the successes of tefilah education at camp? Or, How did camp help me become a praying Jew? by Rabbi Sarah Graff I believe I was asked to write this paper because of my work at Camp Ramah Darom for the … Continue Reading

Prompt: What steps need to be taken to give Hebrew language acquisition velocity and attention?

Download this White Paper as a PDF Writer: Johannah Sohn It is hardly news that teaching Hebrew in complementary schools is challenging.  Traditional religious school models with five to seven hours of frontal instruction a week struggle with the endeavor.  The difficulty is only amplified for schools that have attempted to integrate experiential education into … Continue Reading