September
≤∞∞µ
Â¢Ò˘˙ ¨È¯˘˙ ÌÚ Ï˙ ÔÂ˙Ú
A Message from Tova
With the opening of the ‫ תשס"ו‬school year, we have chosen to
focus on the topic of the planning and preparation for a new
school year. Efficient preparation facilitates productive teaching
and the enhancement of the learning experience.
Teachers who effectively prepare for the school year:
- Familiarize themselves with the material in all disciplines studied throughout the year;
- Employ the material effectively and creatively;
- Coordinate the curriculum with special school celebrations;
- Enjoy organized equipment and materials, saving time and
eliminating technical difficulties.
˙Â¢‡¯‰ ˙„ÈÁÈÏ ‰‡¯Â‰ ˙ÈȘÈ˙ ÌÈÈÎÓ Æµ
–¢¯‰© ßÂΠ‰„Â·Ú ÈÙ„ ¨ÌȘÁ˘Ó ¨‰˜¯·‰ ÈÒÈ˯Π˘‡¯Ó ÂÈΉ
ÈÙ ÏÚ ˙ÂȘÈ˙· Ì˙‡ ¯„Ò ¨®¢‰Ή¢ ˙¯˙ÂΉ ˙Á˙ Íȯ„Ó· ÌÈÓ
ÌȯÓÂÁ ¯ÂÊ‚Ï ÔÈÎ‰Ï ‰‚‡„‰ ÌÎÓ ÍÒÁÈ˙˘ ÍÎ ¨˙ÂÈÂÏÈÚÙ‰ Ûˆ¯
ƯÂÚÈ˘ ÏÎ ÈÙÏ
–ÎÂ˙Ó ÌÈ„ÂÓÈÏ ˙˘ ˙ÁÈ˙Ù Ìȯ˘Ù‡Ó ÌÈÏÈÚÈ ‰Ή ˙ÂίÚȉ
ÌÈÏÁ‡Ó ÂÁ‡ Ɖ˘‰ Í¯Â‡Ï ÁψÂÓÂ È˘ÚÓ „ÂÓÈÏ Í˘Ó‰Â ¨˙
°‰ÈȯÂÙ ÌÈ„ÂÓÈÏ ˙˘ ÌÎÏÂÎÏ
¨‰·ÂË ‰˘ ˙ί··
ÌÈ„ÂÓÈÏ ˙ÂÈÎÂ˙ ÁÂ˙ÈÙÏ ‰˜ÏÁÓ‰ ˙ωÓ ¨ÔÂÚÓ˘ ‰·ÂË
How should you prepare for a new school year?
1
1. Familiarize yourself with the new curriculum / refresh
knowledge of content you have already taught
Read the unit you are about to teach. Identify the core of the
unit, and the elective material. Plan the instruction of the unit
in accordance with your time allocation. If you are teaching the
program for the first time, consult your colleagues or our staff
at TaL AM.
2. Study the portfolio
Study the portfolio, which includes the SIPUR book documenting everything the students learned and experienced last year,
as well as a variety of creative works representing their achievements. This information will help your studentsʼ memory retrieval
and will assist you in planning differentiated instruction.
3. Plan language and content retrieval
We recommend that you establish class procedures and refresh
the studentsʼ memory prior to teaching new material. Plan activities that will remind the students what they learned in previous
years. Memory retrieval is achieved through that which is familiar and frequently used, in connection with the first activities in
the first unit. We recommend that you focus on retrieval that will
encourage functional communication pertaining to welcoming
the students and getting to know them, and with their immediate
environment - the classroom, the school, and their family.
4. Design the learning environment
Designing a Hebrew learning environment is essential to the
acquisition and mastery of the Hebrew language. In order to do
so we recommend that you:
- Create different learning centers: Library, Israel, Torah, Holidays, Parashat Hashavua, Creative Writing, etc.
- Hang up the environmental posters, in correspondence with
the abovementioned areas. These posters reinforce Hebrew
acquisition and the internalization of the curriculum content.
- Label the various objects in the classroom in order to create
environmental reinforcement.
- Place a CD player in an accessible location, enabling you to
play the songs and listening activities in the various units, to
play stories and Torah chapters, and to enable individualized
learning. We also recommend that you prepare blank tapes
so that you can record reading and oral expression samples
of your students.
5. Prepare instructional portfolios for the first units
Prepare the flashcards, games, worksheets etc. (specified under "Preparation" in the teacherʼs manual), and arrange them
in folders according to the sequence of instruction, saving you
the need to prepare materials before each class.
Efficient preparation and organization enable the successful
opening of a well-planned school year, and continued success
throughout the year. We wish you all a productive school year!
Shana Tova,
Tova Shimon, Director of Curriculum Development
‰·ÂËÓ ¯ÒÓ
–Úȉ‰ ‡˘Â· „˜Ó˙‰Ï Â¯Á· Â¢Ò˘˙ ÌÈ„ÂÓÈω ˙˘ ˙ÁÈ˙Ù ÌÚ
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Ɖ„ÈÓω ˙ÈÂÂÁ ¯ÂÙÈ˘Ï ‰ÈȯÂÙ
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Ɖ˘‰ Íωӷ
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ÆÌÚ Ï˙ ˙ˆ· ‡ ‰„·ÚÏ
ËȘÏ˙‰ ˙‡ ÌÈ„ÓÂÏ Æ≤
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Æ˙Ó‡˙ÂÓ ‰‡¯Â‰ ÔÂÎ˙·Â ¨ÌÎÈ„ÈÓÏ˙
ÔÎÂ˙‰Â ‰Ù˘‰ ¯ÂÎʇ ˙‡ ÌÈÎ˙Ó Æ≥
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ÌÈ„ÈÓÏ˙Ï Â¯ÈÎÊÈ˘ ˙ÂÈÂÏÈÚÙ ÂÎ˙ Æ˘„Á ¯ÓÂÁ „ÓÏÏ ÌÈÏÈÁ˙Ó˘
·Â¯˜‰Ó ‰˘Ú Ô¯ÎÈʉ ·Â·È„ Æ˙Âӄ˜ ÌÈ˘Ó Ì‰Ï Ú„ȉ ˙‡
Ï˘ ˙Â¢‡¯‰ ˙ÂÈÂÏÈÚÙÏ ¯˘˜‰·Â ¨È˘ÂÓÈ˘‰Â ¯È„˙‰Ó ¨¯ÎÂÓ‰Â
–Ù˙ ˙¯Â˘˜˙ ··Â„È˘ ¯ÂÎʇ· „˜Ó˙‰Ï ıÏÓÂÓ Æ‰¢‡¯‰ ‰„ÈÁȉ
˙È„ÈÈÓ‰ ‰·È·ÒÏ ¨Ì˙¯Î‰Ï ÌÈ„ÈÓÏ˙‰ ÈÙ ˙Ï·˜Ï Ú‚Â· ˙Ȅ˜
ƉÁÙ˘Ó‰Â Ò¢‰È· ¨‰˙ÈΉ ≠
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∫ıÏÓÂÓ ˙ȯ·Ú ‰·È·Ò ˙¯ÈˆÈÏ Æ‰˙˘¯˘‰Ï ˙ȯ
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Æ„ÂÚ ¨˙¯ˆÂÈ ‰·È˙Î ¨Ú·˘‰
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ÆÌ˙ÓÙ‰·Â ˙ÈÎ˙· ÌÈÎ˙‰Â ‰Ù˘‰ ˙˘Èί· ÌÈÚÈÈÒÓ ˙ÂÁ
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ÚÈÓ˘‰Ï ÌÎÏ ¯˘Ù‡È˘ ÌȯÂËÈϘ˙ Ô‚ ÌÎÏ ˘È‚ ̘ӷ ̘ÓÏ ≠
–ÈÒ ÚÈÓ˘‰Ï ¨˙Â¢‰ ˙„ÈÁÈ· ‰ʇ‰‰ ˙ÂÈÂÏÈÚÙ ÌÈ¯È˘‰ ˙‡
Æ˙È‡ÓˆÚ ‰„ÈÓÏ ¯˘Ù‡Ï ¨‰¯Â˙ Ș¯Ù ÌȯÂÙ
‰‡È¯˜ ÈÓ‚„Ó ˙ËϘ‰Ï ˙˜ȯ ˙ÂËϘ ÔÈÎ‰Ï ıÏÓÂÓ ÔÎ ÂÓÎ ≠
ÆÍÈ„ÈÓÏ˙ Ï˘ ‰Ù≠ÏÚ· ‰Ú·‰Â
Multimedia in the Classroom
Enriching Knowledge and Learning Experience
One of the challenges facing educators is the construction of a learning environment and atmosphere
that encourages and reinforces the use of the Hebrew
language and the acquisition of Jewish content and
values. Current research has shown that enriching
frontal instruction with interactive multimedia not only
prepares students for life in a technologically advanced
era, but also enriches and encourages learning, and
enhances the ability to acquire language and assimilate knowledge.
In addition to the various games, environmental posters and flash cards enriching the studentsʼ learning,
TaL AM also features different multimedia elements:
tapes, CDs and CD-ROMs. These contribute to the
creation of a Hebrew environment and to the development of listening and comprehension skills through
songs, stories, games, dictations, prayers and Torah
reading.
The song CDs accompany the various units of TaL AM, adding another
dimension to the learning experience.
Studies of the brain and the anatomy
of memory have found that as well
as being enjoyable, music is also an
efficient tool enabling the memorization and retrieval of knowledge. When
students acquire a new song - its content, rhythm and
melody - they add to their vocabulary, enhance their
reading skills, acquire language patterns and the ability to express themselves in Hebrew, all of which are
reinforced through memory activation each time they
sing the song.
TaL AM also features Books on Tape,
offering students the opportunity to listen to
stories pertaining to everyday life and to the
various holidays while reading the books,
thereby enhancing their language acquisition, and providing listening enjoyment.
The Torah Reading CDs and
CD-ROMs accompany the Torah
track, enabling students to visually
and acoustically follow the Biblical
texts studied in class word by word,
with the proper intonation and pronunciation. The students can skip or
repeat a word or verse as necessary,
‰˙Èη ‰È„ÓÈËÏÂÓ· ˘ÂÓÈ˘‰
‰„ÈÓÏ ÌÈ„„ÂÚÓ ÌȘÁ˘Ó‰ Ɖ‰Ó ȷÈ˘‡¯Ëȇ ÔÙ‡·
Ìȇ˙Ó‰ ·ˆ˜· ¨˙È·· ÌÈ„Ïȉ Ï˘ È˘ÙÂÁ‰ ÌÓÊ· ˙ȇӈÚ
ƘÂÊÈÁ ‰¯˘Ú‰ ¨È„ÈÈÓ ·Â˘Ó Ìȯ˘Ù‡Ó Íη ¨Ì‰Ï
˙Ó ÏÚ ÌÈ¢ ÌÈÈ‚ÂÏÂÎË ÌÈ˘Â„ÈÁ· ˘ÂÓÈ˘ ‰˘ÂÚ ÌÚ Ï˙
„„ÂÚÏ ¨‰ÈȯÂÙ ‰¯È˘Ú „ÂÓÈÏ ˙ÈÂÂÁ ÌÈ„ÈÓÏ˙Ï ˜ÈÚ‰Ï
ÏÈÚÈ ÔÙ‡· Ì˙¢¯Ï ÌÈ„ÓÂÚ‰ ÌÈÚˆÓ‡‰ ˙‡ ψÏ Ì˙‡
¨ÌÈÎ˙ ÚÈÓË‰Ï Ì‰Ï˘ ˙ÏÂÎȉ ˙‡ ÌȈډÏ ¨‰‰ÓÂ
–È˘‰ ÏÚ ÌÈÏ·˜Ó Â‡˘ ·Â˘Ó‰ ÆÌÈÈ„Â‰È ÌÈίÚ ÌȯÒÓ
ÍÈ˘Ó‰Ï ÌÈ·ÈÂÁÓ Â‡ ª¯„‰ ÌȘÁ˘Ó‰Â ÌȯÂÙÈÒ‰ ¨Ìȯ
¯˙ÂÈ· ÌÈÓ„˜˙Ӊ ÌÈ·Âˉ ÌÈÏΉ ˙‡ ÌÈ„ÈÓÏ˙Ï ˜ÈÚ‰ÏÂ
Æχ¯˘È ˙˘¯ÂÓ ˙˘¯˘‰Ï ˙ȯ·Ú‰ ‰Ù˘‰ ˙˘ÈίÏ
and are thus able to acquire and gradually assimilate
the sound and content of Biblical Hebrew.
The Parashat Hashavua CDs contain songs instilling the sequence of the Chumashim
and Parashot, and the Tefilah CD
features songs preparing students for
prayer, as well as the actual prayers
studied in the Tefilah track. This enables students to hear the melody and
content of the prayers, to become
familiar with their meaning and internalize them.
The games on CD-ROMs enable students to practice and implement the content and skills learned in
class in an interactive and enjoyable way. The games encourage
independent learning at home at
the studentsʼ leisure, at an individual pace suited to them, and enable
instant feedback, reinforcement
and enrichment.
TaL AM implements different technological innovations
in order to provide students with a rich and productive
learning experience, encouraging them to make use
of these tools in an efficient, fun way, and enhancing
their ability to assimilate Jewish content and values.
The feedback we continuously receive on the songs,
stories and games is wonderful; we are committed to
carry on offering students the finest, most innovative
tools to acquire the Hebrew language and instill our
Jewish heritage.
„ÂÓÈω ˙ÈÂÂÁ ڄȉ ˙¯˘Ú‰
‰·È·Ò ˙ÈÈ· ‡Â‰ ÍÁÓ ÏÎ ÈÙ· ÌÈ„ÓÂÚ‰ Ìȯ‚˙‡‰ „Á‡
‰Ù˘· ˘ÂÓÈ˘‰ ˙‡ ˙˜ÊÁÓ ˙„„ÂÚÓ‰ ÌÈ„ÂÓÈÏ ˙¯È‡Â
–ÁÓ ÆÌÈÈ„Â‰È ÌÈίÚ ÌȯÒÓ Ï˘ Ì˙ÓÙ‰ ˙‡Â ˙ȯ·Ú‰
‰‡¯Â‰‰ ˙¯˘Ú‰ ÈÎ ÌÈÁÈÎÂÓ ÍÂÈÁ‰ ÌÂÁ˙· ÌÈÈÎ„Ú Ìȯ˜
ÌÈÈ·È˘‡¯Ëȇ ‰È„ÓÈËÏÂÓ ÈÚˆÓ‡· ‰˙Èη ˙ÈÏË¯ى
‡Ï‡ ¨È‚ÂÏÂÎˉ ÌÏÂÚ· ÌÈÈÁÏ ÌÈ„ÈÓÏ˙‰ ˙‡ ‰ÈÎÓ ˜¯ ‡Ï
–ȉ ˙‡ ‰¯È·‚Ó ¨‰„ÈÓω ˙ÈÂÂÁ ˙‡ ˙„„ÂÚÓ ‰¯È˘ÚÓ Ì‚
ÆÚ„È ÚÈÓˉÏ ‰Ù˘ ˘ÂÎ¯Ï ˙ÏÂÎ
–·‰‰ ÈÒÈ˯ÎÏ ‰·È·Ò‰ ˙ÂÁÂÏÏ ¨ÌÈ¢‰ ÌȘÁ˘ÓÏ ÛÒÂ·
ÌÚ Ï˙ ¨ÌÈ„ÈÓÏ˙‰ Ï˘ „ÂÓÈω ˙·È·Ò ˙‡ ÌÈ¯È˘ÚÓ‰ ‰˜¯
˙ÂËϘ ∫‰È„ÓÈËÏÂÓ‰ ÌÏÂÚÓ ÌÈ¢ ÌÈËÓχ Ì‚ ‰ÏÈÎÓ
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ÚÓ˘‰ ˙·‰Â ‰ʇ‰ ÁÂ˙ÈÙÏ ˙ȯ·Ú ‰·È·Ò ˙¯ÈˆÈÏ ÌÈÓ
‰ÏÈÙ˙ ÔΠ¨˙·˙Ή ÌȘÁ˘Ó ¨ÌȯÂÙÈÒ ¨ÌÈ¯È˘ ˙ÂÚˆÓ‡·
Ɖ¯Â˙· ‰‡È¯˜Â
˙„ÈÁȉ ˙‡ ÌÈÂÂÏÓ ÌÈ¯È˘‰ ȯÂËÈϘ˙
ÛÒÂ „ÓÈÓ ÌȘÈÚÓ ÌÚ Ï˙ Ï˘ ˙Â¢‰
–‰Â ÁÂÓ‰ ¯˜Á· ÌÈÁÓÂÓ Æ„ÂÓÈω ˙ÈÈÂÂÁÏ
‰˙ÂÈ‰Ï ÛÒÂ· ≠ ‰˜ÈÒÂÓ ÈΠ‡ˆÓ Ô¯ÎÈÊ
–Ó ¨Ú„È ˙ËȯÁ· ÏÈÚÈ ÈÏÎ ‡È‰ ≠ ‰À ‰Ó
„ÈÓÏ˙‰˘Î ÆÔ¯ÎÈʉ ÔÓ Â˙ÙÈÏ˘· ˙ÚÈÈÒ
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˙ÂÓÂÈÓ ¨ÌÈÏÈÓ ¯ˆÂ‡ ˘Î¯ ‡Â‰ ¨˘„Á
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Æ¯È˘‰ ˙‡ ¯˘ ‡Â‰˘ ÌÚÙ
‡¯˜Â ÚÓ˘¢© ÌȯÂÙÈÒ È¯ÂËÈϘ˙ ˙ÂËϘ
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ÌÈ‚ÁÏ ÌÂÈ ÌÂȉ ÈÈÁÏ ÌÈ¯Â˘˜‰ ÌȯÂÙÈÒ‰
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Ɖ˙ÚÓˉ ‰Ù˘‰
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–ˉ ¯Á‡ ‰ÏÈÓ≠‰ÏÈÓ ·Â˜ÚÏ ÌÈ„ÈÓÏ˙Ï Ìȯ˘Ù‡Ó ¨‰¯Â˙
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ÏÚ ¯ÂÊÁÏ Â‡ ‚Ï„Ï ÌÈÏÂÎÈ ÌÈ„ÈÓÏ˙‰ ÆÌÈÂÎ‰ ‰ÈˆÂËȇ‰Â
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Ɖ‚¯„‰· Ì˙‡ ÚÈÓˉÏ ¨˙ȇ¯˜Ó‰ ˙ȯ·Ú‰
˙‡ ÌÈ˘È¯˘Ó‰ ÌÈ¯È˘ ÌÈÏÈÎÓ Ú·˘‰ ˙˘¯Ù ȯÂËÈϘ˙
ÌÈ¯È˘ ÏÈÎÓ ‰ÏÈÙ˙ ¯ÂËÈϘ˙ ¨˙¢¯Ù‰Â ÌÈ˘ÓÂÁ‰ Ûˆ¯
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ÆÌ˙‡ ÌÈÙ‰ÏÂ
ÔÓ‡˙‰Ï ÌÈ„ÈÓÏ˙Ï Ìȯ˘Ù‡Ó ÌȘÁ˘Ó‰ ȯÂËÈϘ˙
‰˙Èη „ÓÏ˘ ÌÈÏΉ ˙ÂÈÂÓÂÈÓ‰ ¨ÌÈÎ˙‰ ˙‡ Ì˘ÈÈÏÂ
.talam@talam.org È¯˘χ ¯‡Â„· ‡ ¨®µ±¥©≥¥µ≠∂¥¥± Ò˜Ù· ¨®µ±¥©≥¥µ≠≤∂±∞ ÔÂÙÏË· Â˙‡ ¯˘˜˙‰Ï ÂÏÎÂ˙
You may contact us by phone (514)345-2610, by fax (514)345-6441 or by e-mail talam@talam.org.
2
ÌÚ Ï˙ ÌÚ È¯˘˙ È‚Á
The High Holidays
„≠‚≠·≠‡ ˙Â˙ÈÎÏ „ÂÓÈÏ È¯ÓÂÁ
TaL AM Materials for Grades 1-2-3-4
ß· ‰˙ÈÎÏ „ÂÓÈω ȯÓÂÁÓ
߇ ‰˙ÈÎÏ „ÂÓÈω ȯÓÂÁÓ
Grade 2 - Materials
Grade 1 - Materials
ß‚ ‰˙ÈÎÏ ÈÂÒÈ‰ ȯÓÂÁÓ
Grade 3 - Pilot Materials
ß„ ‰˙ÈÎÏ ÈÂÒÈ‰ ȯÓÂÁÓ
Grade 4 - Pilot Materials
3
As we welcome the New Year, we are delighted to present an interview with
Rabbi Lanton, Principal of Hebrew Foundation School in Montreal, who has
been accompanying Tal Sela and TaL AM for nearly 20 years.
Rabbi Lanton has been the principal of Hebrew
Foundation School in Montreal for the past 18 years.
Several of the schoolʼs teachers have been part of the
pilot testing writing and teaching team, enabling the
transition from Tal Sela to TaL AM.
Rabbi Lanton, tell us about your involvement with
TaL AM.
“Our school has been implementing Tal Sela, the
precursor of TaL AM, almost since it was launched.
I have been very impressed with the program, which
was a state-of-the-art program at the time, designed
specifically for Jewish students in the Diaspora. For
the first time these students could enjoy a spiraled curriculum that offered cohesion - both among the various
units comprising the program, and among the different grades. It emphasized the importance of learning
Hebrew in Hebrew - Ivrit BʼIvrit - and also made the
material relevant to the children.
ÔÂȇ¯ ÌÎÈÙ· ‚Ȉ‰Ï ÌÈÁÓ˘ ÂÁ‡ ¨Â¢Ò˘˙ ÌÈ„ÂÓÈω ˙˘ ˙ÁÈ˙Ù ÌÚ
Ï˙ ÌÚ „Úˆ‰ ¨Ï‡ȯËÂÓ· ‰Â˜˙‰ Ò¢‰È· ωÓ ¨ÔÂËÏ ·‡Ê ·¯‰ ÌÚ
Ɖ˘ ≤∞ ≠Ï ·Â¯˜ ÌÚ Ï˙ ÚÏÒ
¨‰˙Èη ˙ȯ·Ú‰ „ÂÓÈÏ ˙ÈÈÂÂÁ· ÌÈ„Ïȉ ÌȇˆÂÓ˘ ¯˘Â‡‰
¢Æ„ÂÓÈω ¯ÓÂÁÓ Ì˙·‰Ï˙‰ ˙‡Â
ÌÈ„ÂÓÈÏ ˙ÂÈÎÂ˙ ÁÂ˙ÈÙÏ ‰„Ú‰ ¯·ÁÎ Ì‚ ˙¯˘Ó ‰˙‡
øÍÎ ÏÚ ÂÏ ¯ÙÒÏ ÏÎÂ˙ ÆÌÚ Ï˙ Ï˘
˙‡ ÈÏ ‰˜ÈÚ‰ ÌÈ„ÂÓÈÏ ˙ÂÈÎÂ˙ ÁÂ˙ÈÙÏ ‰„Ú· È˙·¯ÂÚÓ¢
˜ÏÁ ˙Á˜Ï ‰Ï„‚ ˙ÂÎÊ È‰ÂÊ ÆÔÂÊÁ· Û˙˙˘‰Ï ˙¯˘Ù‡‰
–˜˙Ó ˙ÈÎ„Ú ÌÈ„ÂÓÈÏ ˙ÈÎÂ˙ ·ÂˆÈÚ· ‰Î¯Ή ˙ÂÈ˙¯ÈˆÈ·
˘Á È‡ ÆÌÏÂÚ‰ È·Á¯ Ïη ÌÈÈ„Â‰È ¯ÙÒ È˙·· ˙„ÓÏ‰ ˙Ó„
‡Ï‡ ¨˙ÈÓ˜Ӊ ‰Ó¯· ˜¯ ‡Ï Ï„‚ ÈÂÈ˘Ï ÌÈ‡È·Ó Â‡˘
¢ÆÈÓÏÂÚ ‰„ÈÓ ‰˜· Ì‚ Ȅ‰ȉ ÍÂÈÁÏ ÌÈÓ¯Â˙
øÌÚ Ï˙ ÌÚ Í„È˙Ú ˙‡ ‰‡Â¯ ‰˙‡ „ˆÈÎ ¨ÌÂÎÈÒÏ
ÁÂ˙ÈÙÏ ‰„Ú· È˙„Â·Ú ˙‡ ˙¯ÈÒÓ· ÍÈ˘Ó‰Ï „˙Ú˙Ó È‡¢
–ÈÁ‰ ÏÚ ÚÈÙ˘‰Ï ÈÏ ˙¯˘Ù‡Ó ÂÊ ‰„Â·Ú ÆÌÈ„ÂÓÈÏ ˙ÂÈÎÂ˙
˘Â·È‚Ï Ì¯˙Ï ¨ÂÏ˘ ˙ÈÓ˜Ӊ ‰Ïȉ˜Ï ¯·ÚÓ È„Â‰È‰ ÍÂ
Ì‚ ͢Ó˙ È˙·¯ÂÚÓ ¨Ìȯ·„‰ Ú·ËÓ Æ˙ÈÎÂ˙‰ Ï˘ ÈÂÈÚ¯‰
‰Ï‡ ÏÎ ˙‡ ÔÈÓÊÓ È‡ ƯÙÒ‰ ˙È·· ÌÚ Ï˙ ˙‡¯Â‰ ˙¯‚ÒÓ·
–ÙÒ ˙È·· ¯˜·Ï ÌÚ Ï˙ Ï˘ ‰Ó¢ÈÈÓ Ì˘¯˙‰Ï ÌÈÈÈÂÚÓ‰
¢°‰·ÂË ‰˘ Æ˙ÈÚ·Ë ‰·È·Ò· ˙ÈÎÂ˙‰ ˙‡ ˙ÂÂÁÏ ¨Â¯
When the pilot testing process of TaL AM began, we
were very pleased to participate in it. This is a cutting edge curriculum, founded on current brain-based
research, and it has proved itself. It addresses a tremendous need, and reaches a new level in terms of
its Hebrew language component, the alignment of the
various disciplines, its holistic nature, its inclusion of
Tefilah, and its spiraling of concepts and skills.
Our school embraced the new program, and the students had no difficulty adjusting to it. The program is
like scaffolding - one grade built onto the next - and
the transition from grade to grade is, therefore, smooth
and natural. Since Hebrew Foundation School is a
trailblazing school (we began French language immersion even before it was a requirement in Quebec), TaL
AM fit into our concept of language immersion, offering
material that was level and content-appropriate. The
pilot test has been phenomenal for the children. They
have a better handle on the Hebrew language, and are
more conversant. Visitors who come to our school are
always amazed by the level attained by our students in
Hebrew, and our French teacher wishes she had the
same materials offered by TaL AM - the posters, books,
etc. We were privileged to pilot the materials for Grades
1, 2 and 3, and are now happy to pilot Grade 4.
The schoolʼs Education Committee and the studentsʼ
parents are also very impressed with the program.
They see results: the joyfulness brought home by their
children; the wealth of the materials; the songs they
sing from the curriculum - all these reflect the joy the
children find in the experience of learning Hebrew in
class, and their enthusiasm about the material.”
You also serve on the Curriculum Development
Committee of TaL AM. Can you tell us about that?
“My involvement in the Curriculum Development
Committee has given me the opportunity to be part of
a great vision. It has been a privilege to partake in the
creativity of forming a state-of-the-art curriculum that
is taught in Jewish schools around the world. I truly
feel we are making a difference, not only impacting
students on a local level, but also contributing to Jewish education on a worldwide scale.”
In closing, how do you see your future with TaL AM?
“I plan to remain committed to my work on the Curriculum Development Committee; this work enables me to
impact Jewish education beyond our local community,
and allows me to contribute to the conceptualization
of the program. Naturally, I will also remain involved
through the instruction of TaL AM in our school. I invite
anyone who wishes to witness the implementation of
TaL AM to visit our school and experience the program in a live setting. Shana Tova!”
‰ÊÓ Ï‡ȯËÂÓ· ‰Â˜˙‰ Ò¢‰È· ωÓÎ Ô‰ÎÓ ÔÂËÏ ·¯‰
ÈÂÒÈ‰ ÍÈω˙· ÂÙ˙˙˘‰ ¯ÙÒ‰ ˙È· ȯÂÓÓ ˜ÏÁ Ɖ˘ ±∏
¯·ÚÓ· ÂÚÈÈÒ ¨ÌÈȇÒ ÌÈ·˙ÂÎ ÌȯÂÓÎ ÌÚ Ï˙ Ï˘ ·ˆÚÓ‰
ÆÌÚ Ï˙Ï ÚÏÒ Ï˙Ó
ÆÌÚ Ï˙· Í˙·¯ÂÚÓ ÏÚ ÂÏ ¯ÙÒ ¨ÔÂËÏ ·¯‰
Ï˙ ˙‡ ‰ÓÈ„˜‰˘ ¨ÚÏÒ Ï˙ ˙‡ ÏÈÚÙÓ ÂÏ˘ ¯ÙÒ‰ ˙È·¢
¨˙ÈÎÂ˙‰Ó È˙Ó˘¯˙‰ „Â‡Ó Æ¯Â‡Ï ‰˙‡ˆ Ê‡Ó ËÚÓÎ ¨ÌÚ
–Ï˙ ¯Â·Ú „ÁÂÈÓ· ‰·ˆÂÚ ¨„Â‡Ó ˙Ó„˜˙Ó ‰˙Ú˘· ‰˙ȉ˘
‰Ï‡ ÌÈ„ÈÓÏ˙ ÂÏÎÈ ‰¢‡¯‰ ÌÚÙ· ƉÏ‚· ÌÈÈ„Â‰È ÌÈ„ÈÓ
ÌÈ¢‰ ÌȯȈ‰ ‰·˘ ¨˙˘·Â‚Ó ˙ÈϯÈÙÒ ˙ÈÎÂ˙Ó ˙Â‰ÈÏ
˙‡ ‰˘È‚„‰ ˙ÈÎÂ˙‰ ƉÊÏ ‰Ê Ìȯ˘Â˜Ó ÌÈ¢‰ ÌÈ·Ï˘‰Â
Ú‚Â‰ ¯ÓÂÁ· ˘ÂÓÈ˘ ÍÂ˙ ¨˙ȯ·Ú· ˙ȯ·Ú „ÂÓÈÏ ˙Â·È˘Á
ÆÌÈ„Ïȉ ÈÈÁÏ
„Â‡Ó ÂÁÓ˘ ¨ÌÚ Ï˙ Ï˘ ·ˆÚÓ‰ ÈÂÒÈ‰ ÍÈω˙ ÏÈÁ˙‰˘Î
¯˜Á ÏÚ ˙ÒÒ·Ӊ ˙ÈÎ„Ú ˙ÈÎ˙ ȉÂÊ Æ˜ÏÁ · ˙Á˜Ï
ÌÚ Ï˙ Æ‰ÓˆÚ ˙‡ ‰ÁÈΉ ˙ÈÎÂ˙‰ ÈÂÒÈ‰ Íωӷ ¨ÁÂÓ‰
È·ÈÎ¯Ó ˙ÈÁ·Ó ‰Ó¯· ‰˙ÏÚ ¨ÌÂˆÚ Í¯ÂˆÏ ‰ÚÓ ˙˙Â
–¢‰ ˙Ú„‰ ÈÓÂÁ˙ ÔÈ· ‰Ó‡˙‰‰ ¨‰ÏÈÙ˙‰Â ˙ȯ·Ú‰ ‰Ù˘‰
ÌÈ‚˘ÂÓ‰ Ï˘ ˙ÂÈϯÈÙ҉ ÈËÒÈω‰ ‰Ú·Ë ˙ÈÁ·Ó ¨ÌÈ
Æ˙ÂÈÂÓÂÈÓ‰Â
–Ï˙Ï ¨‰˘„Á‰ ˙ÈÎÂ˙‰ ˙‡ ıÓ‡Ï ÁÃÓ˘ ÂÏ˘ ¯ÙÒ‰ ˙È·
ÂÓÎ ‰ÈÂ· ˙ÈÎÂ˙‰ ƉÈχ Ï‚˙Ò‰Ï È˘Â˜ ÏÎ ‰È‰ ‡Ï ÌÈ„ÈÓ
·Ï˘Ó ¯·ÚÓ‰ ÔÎÏ ≠ ·Ï˘ È·‚ ÏÚ ·Ï˘ ≠ ÌÈÓ‚ÈÙ ˙ίÚÓ
¯ÙÒ‰ ˙È·˘ ¯Á‡Ó ÆÈÚ·Ë ˜ÏÁ ¨‰˙ÈÎÏ ‰˙ÈÎÓ ¨·Ï˘Ï
˙‡¯Â‰· ÏÈÁ˙‰Ï ÌÈ¢‡¯‰ ÂÈȉ© ÂÚ·ËÓ Í¯„ ı¯ÂÙ ‰Â˜˙‰
˙Ï˘ÓÓ ÌÚËÓ ‰˘È¯„Ï ‰ÎÙ‰˘ ÈÙÏ ¨˙È˙Ù¯ˆ‰ ‰Ù˘‰
‰Ù˘ ˙ÚÓˉ ÏÚ ÂÏ˘ ‰·È˘Á· ‰·Ï˙˘‰ ÌÚ Ï˙ ¨®˜·È˜
ÆÂÎÂ˙·Â Â˙Ó¯· ÌÈ„ÈÓÏ˙Ï Ìȇ˙‰˘ ¯ÓÂÁ ‰ÚȈ‰˘ Íη
Ì˙˘ÈÙ˙ ÆÌÈ„Ïȉ ¯Â·Ú ˙¯„‰ ‰˙ȉ ·ˆÚÓ‰ ÈÂÒÈ‰ ˙ÈÂÂÁ
–·Ó ÆÍÂ¯Ú ÔÈ‡Ï Â¯Ù˙˘‰ ‰· Ì˙‡Ș·Â ˙ȯ·Ú‰ ‰Ù˘‰ ˙‡
Ï˘ Ì˙Ó¯Ó ÌÈÓ‰„ „ÈÓ˙ ÂÏ˘ ¯ÙÒ‰ ˙È·Ï ÌÈÚÈ‚Ó‰ Ìȯ˜
‰ÓˆÚÏ ˙ÏÁÈÈÓ ˙È˙Ù¯ˆÏ ÂÏ˘ ‰¯ÂӉ ¨˙ȯ·Ú· ÌÈ„ÈÓÏ˙‰
¨ÌÈ¯ÙÒ‰ ¨˙ÂÁÂω ≠ ÌÚ Ï˙ ‰ÚÈˆÓ˘ ÌȯÓÂÁ‰ Ì˙‡ ˙‡
Ï˙ Ï˘ ÌÈȇÒ‰ ¯ÙÒ‰ È˙· ÔÈ· ˙ÂÈ‰Ï ˙ÂÎʉ ÂÏ ‰˙ȉ ÆßÂÎÂ
Æ„ ÌÚ Ï˙ ˙‡ ˙ÂÒÏ ˙ÚÎ ÌÈÁÓ˘ ÂÁ‡Â ¨‚ ≠ · ¨‡ ÌÚ
ÂÓ˘¯˙‰ ¯ÙÒ‰ ˙È· Ï˘ ÍÂÈÁ‰ ˙„Ú ÌÈ„ÈÓÏ˙‰ ȯ‰ Ì‚
ÌÈ‡È·Ó˘ ‰ÁÓ˘‰ ∫˙‡ˆÂ˙ Ìȇ¯ ̉ Æ˙ÈÎÂ˙‰ ÔÓ „‡Ó
̉˘ ÌÈ¯È˘‰ ¨„ÂÓÈω ȯÓÂÁ Ï˘ ¯˘ÂÚ‰ ¨‰˙È·‰ ̉ȄÏÈ
˙‡ ÌÈÙ˜˘Ó ‰Ï‡ ÏÎ ≠ ˙ÈÎÂ˙‰ ˙¯‚ÒÓ· ¯È˘Ï ÌÈ„ÓÂÏ
4
ÔÓ¯˜‡ ‰˘Â˘ ∫‰¯ÂÓ‰ ¨ß‚ ‰˙ÈÎ
Grade 3, Teacher: Shoshan Ackerman
ÔÂÁÓ˘ ‰ÓÈÒ ∫‰¯ÂÓ‰ ¨ß· ‰˙ÈÎ
Grade 2, Teacher: Sima Simhon
‰‚¯Â È·ÂË ∫‰¯ÂÓ‰ ¨ß· ‰˙ÈÎ
Grade 2, Teacher: Tovi Varga
5
‰‚¯Â È·ÂË ∫‰¯ÂÓ‰ ¨ß‡ ‰˙ÈÎ
Grade 1, Teacher: Tovi Varga
Teachersʼ Feedback on TaL AM Institutes
During the past several months we held a number of training institutes for TaL AM 1,
2, 3 & 4 in preparation for the opening of the 2005-6 school year. We are delighted to
present to you some of the feedback we received from participants around the world.
ÌȯÂÓÏ ‰¯˘Î‰ ÈÂÎÓ ¯ÙÒÓ ÂÓÈȘ ÌÈ¯Á‡‰ ÌÈ˘„ÂÁ‰ Íωӷ
ÆÂ¢Ò˘˙ ÌÈ„ÂÓÈω ˙˘ ˙ÁÈ˙ÙÏ ‰ΉΠ„ ≠ ‚ ¨· ¨‡ ÌÚ Ï˙Ï
ÆÌÏÂÚ‰ È·Á¯ ÏÎÓ ÌÈÙ˙˙˘ÓÓ ÌÈÓ˘¯ ÌÎÈÙ· ‡È·‰Ï Ìȇ‚ ÂÁ‡
TaL AM Institute, New York
"The institute was well-organized, presenting information
on how children learn and on the links between the different themes, as well as analysis of videotaped lessons we
viewed, presentations of the various teaching aids, and
explanations on how to structure lessons.
Your professionalism as instructors, the beautiful,
organized and age-appropriate materials, and the wonderful
songs have all enriched me - as a teacher and as a Jew…
The program is superb in both content and form, and has
a wealth of activities... Each detail - each picture, symbol,
song and poster - is meaningful and significant to learning
structured on a rich and comprehensive curriculum."
- Sharon Weiss, Arthur I. Meyer Jewish Academy,
West Palm Beach, Florida
TaL AM Institute, Los Angeles
"Each and every participant in the institute this week benefited… I am beginning
to understand the wisdom behind the incredible TaL AM program, which is truly
aligned with my needs as a new principal. The program has a wealth of materials,
incorporating numerous disciplines. I am very pleased and enthusiastic."
- Jill Linder, Principal, Pressman Academy, Los Angeles, California
TaL AM Institute, Jerusalem
"It was very interesting to become familiar with the program, with the materials themselves,
and to watch videotaped lessons given by different teachers. The institute will improve the
implementation of the program in our classes on a practical as well as an inspirational level.
The program is wonderful, imaginative, and expertly structured. Everything is based on
experience as well as theory, and the content is good."
- Ronnie Gotkin, United Herzlia Schools, Cape Town, South Africa
"Your love of Judaism and our mesora is truly reflected in every
aspect of TaL AM! The success of the program can surely be
measured by the many children who develop a love and
connection to Yiddishkeit though it."
- Felicia Kaplan, Moriah School, Englewood, New Jersey
‰È¯ÂÙÈϘ ¨ÒÏß‚‡ ÒÂÏ ¨ÌÚ Ï˙ ÔÂÎÓ
‰ÓÎÁ‰ ˙‡ ÔÈ·‰Ï ÂÈ˘ÎÚ ‰ÏÈÁ˙Ó È‡ ÆÆÆ Áȯ‰ ‰„Ò· Ú·˘‰ ‰È‰˘ ÈÓ ÏÎ ¢
Ɖ˘„Á ˙ωÓÎ ÈÏ˘ ÌÈίˆÏ ˙Ú„ÂÓ ˘ÓÓ˘ ¨ÌÚ Ï˙ Ï˘ ‰Óȉ„Ó‰ ˙ÈÎ˙‰ ȯÂÁ‡Ó˘
¢ ÆÈ˙·‰Ï˙‰Â È˙ÁÓ˘ „Â‡Ó Æ‰„ÈÓÏ ÈÓÂÁ˙ ‰·¯‰ ˙·Ï˘Ó ‰¯È˘Ú ˙ÈÎ˙‰
‰È¯ÂÙÈϘ ¨ÒÏß‚‡ ÒÂÏ ¨Pressman Academy ¨˙ωÓ ¨¯„ÈÏ ÏÈß‚ ≠
"The institute taught me many ways to transmit the
material. I feel I have learned a lot and developed
my pedagogical thinking in ways I was not previously
aware of. The institute gave me the opportunity to feel
as though I were the student. The group discussions
and attention to detail were beneficial… Thanks to the
institute I feel I have internalizes and understood the
material, and that I will be able to teach it in a more
organized and comprehensible way."
- Hagit Shekel, The Jewish D. S. of Metropolitan
Seattle, Bellevue, Washington
TaL AM Institute, Montreal
˜¯ÂÈ ÂÈ ¨ÌÚ Ï˙ ÔÂÎÓ
¨ÌÈ„ÓÂÏ ÌÈ„Ïȉ Íȇ ÏÚ Ú˜¯ ÌÚ ¨˙‚¯Â‡Ó ‰˙ȉ ‰„Ò‰¢
¨ÂÈÙˆ ̉·˘ ÌȯÂÚÈ˘ ÁÂ˙È ¨ÌÈ¢‰ Ìȇ˘Â‰ ÔÈ· ¯˘˜
ÆÌȯÂÚÈ˘‰ ˙‡ ͯÚÏ Íȇ Ìȯ·Ò‰Â ¨ÌÈ¢‰ ÌȯÊÚ‰ ˙‚ˆ‰
ÔÎÂ˙‰ ¨‰Ùȉ Ԃ¯Â‡Ó‰ ¯ÓÂÁ‰ ¨˙ÂÁÓ‰ ÔÎÏ˘ ˙ÂÈÚˆ˜Ó‰
¯È˘ÚÓ ‰Ê ÏÎ - ÌÈÓÈÒ˜Ó‰ ÌÈ¯È˘‰ ¨ÌÈ„Ïȉ ˙Ó¯Ï Í¯ډ
≠‰¯Âˆ·Â ÔÎÂ˙· - ‰ÏÂÚÓ ˙ÈÎ˙‰ ÆÆƉȄ‰ÈΠ‰¯ÂÓÎ È˙‡
¨ÏÓÒ ¨¯ÂȈ ¨‰ÂÓ˙ ÏÎ ≠ ˯٠ÏÎ ÆÆÆ ˙ÂÈÂÏÈÚÙ· ‰¯È˘ÚÂ
ÏÚ ‰ÈÂ·‰ ‰„ÈÓÏÏ ÌÈ·Â˘Á ÌÈÈ˙ÂÚÓ˘Ó Ì‰ ≠ ÁÂÏ ¯È˘
¢Æ‰ÓÏ˘Â ˙¯˘ÚÂÓ ÌÈ„ÂÓÈÏ ˙ÈÎÂ˙
¨Arthur I. Meyer Jewish Academy ¨ÒÈÈ Ô¯˘ ≠
‰„ȯÂÏÙ ¨ßıÈ· ÌÏÙ ËÒÂÂ
Æ„ÓÏ‰ ¯ÓÂÁ‰ ˙‡ ¯È·Ú‰Ï ÌÈί„ ‰·¯‰ È˙„ÓÏ ‰„Ò·¢
˙Ȃ‚„Ù‰ ‰·È˘Á‰ ˙‡ È˙Á˙ÈÙ È˙Ï΢‰˘ ‰˘Á È‡
ÈÏ ‰˙ȉ ‰„Ò· Ǣ˜ ̉Èχ È˙Ù˘Á ‡Ï˘ ÌÈÂÂÈÎÏ
ÌÈÂÈ„‰ ÆÌÈ„ÈÓÏ˙‰ ¢Ì˜ӷ¢ ÈÓˆÚ ˙‡ ˘È‚¯‰Ï ˙¯˘Ù‡‰
ÆÆÆÈ¯Â·Ú ÌÈ·ÂË Âȉ ÌÈ˯ÙÏ ‰„ȯȉ ‰˘‰ ‰ˆÂ·˜‰ ÍÂ˙·
–ڢ ¨ÈÏ Ô·ÂÓ ÌÙ‰ ¯ÓÂÁ‰˘ ‰˘Á È‡ ¨‰„Ò‰ ˙ÂÎÊ·
˙‚¯Â‡Ó ‰¯Âˆ· ¯ÓÂÁ‰ ˙‡ „ÓÏÏ È˙¯˘Ù‡· ‰È‰È ÂÈ˘Î
¢ÆÌÈ„ÈÓÏ˙Ï ¯˙ÂÈ ˙·ÂÓ ¯˙ÂÈ
¨The Jewish D.S. of Metropolitan Seattle ¨Ï˜˘ ˙È‚Á ≠
ÔÂË‚È˘Â ¨ÂÈÂÂÏ·
ÌÈÏ˘Â¯È ¨ÌÚ Ï˙ ÔÂÎÓ
È˯ҷ ˙ÂوϠ¨ÌÓˆÚ ÌȯÓÂÁ‰ ˙‡ ¨˙ÈÎ˙‰ ˙‡ ¯ÈÎ‰Ï ÔÈÈÚÓ „Â‡Ó ‰È‰¢
˙ÈÎ˙‰ ˙ÏÚÙ‰ ˙‡ ¯Ù˘˙ ‰„Ò‰ ÆÌÈ¢ ÌȯÂÓ Ï˘ ÌÚ Ï˙ ȯÂÚÈ˘ Ï˘ ‡Ȅȉ
¨˙¯„‰ ˙ÈÎ˙‰ Ɖ‡¯˘‰ ˙Ï·˜ ˙ÈÁ·Ó Ì‚Â ˙È˘ÚÓ ‰ÈÁ·Ó Ì‚ ÂÈ˙Â˙Èη
¨‰È¯Â‡È˙ Ì‚Â ÔÂÈÒÈ ÏÚ ÒÒÂ·Ó ÏΉ Æ˙ÈÚˆ˜Ó ‰¯Âˆ· ‰ÈÂ·Â ¨ÔÂÈÓ„ ˙‡ÏÓ
¢Æ·ÂË ÔÎÂ˙‰Â
‰˜È¯Ù‡ ̯„ ¨Ô‡ËÙÈȘ ¨United Herzlia Schools ¨Ï‰Ó ¨ÔȘË‚ È¯ ≠
χȯËÂÓ ¨ÌÚ Ï˙ ÔÂÎÓ
„Á‡ Ïη ˙‡Ë·˙Ó ˙¯ÂÒÓÏ ˙„‰ÈÏ ÌÎ˙·‰‡¢
˙„„Ó ȇ„ ˙ÈÎÂ˙‰ Ï˘ ‰˙Áψ‰ °ÌÚ Ï˙ ÈÈÈÙ‡ÓÓ
˙˘¯ÂÓÏ ‰˜ÈÊ ‰·‰‡ ‰Î¯„ ÌÈÁ˙ÙÓ‰ ÌÈ·¯‰ ÌÈ„ÏÈ·
¢Æ˙Ȅ‰ȉ
Èʯ߂ ÂÈ ¨„ÂÂÏ‚ȇ ¨Moriah School ¨ÔÏÙ˜ ‰ÈÒÈÏÙ ≠
6
ÌÈ„ÈÓÏ˙Ï ÚÂÈÒ‰ ıÓ‡ÓÏ ˙Ó˙¯ ÌÚ Ï˙
‰Ëȯ ‰ȯ˙˜ ˙ÂÙÂÒ‰ ÈÚ‚Ù
TaL AM joins efforts to assist students
afflicted by Hurricanes Katrina and Rita
TaL AM is offering assistance to all Jewish day schools
absorbing children who have fled the Hurricanes Katrina
and Rita by providing these students with learning materials
free of charge. If you implement TaL AM and/or Tal Sela
and need additional materials for students you have taken
in, please contact us to receive a special order form.
ÌÈ„ÏÈ ÂËϘ˘ ÌÈȄ‰ȉ ¯ÙÒ‰ È˙· ÏÎÏ ÚÈÈÒÏ ˙·„˙Ó ÌÚ Ï˙
ÆÌÈÁ „ÂÓÈÏ È¯ÓÂÁ Ì¯Â·Ú ˜ÙÒ˙ ¨‰Ëȯ ‰ȯ˙˜ ˙ÂÙÂÒ‰ ÈÚ‚Ù
ÌÈ„ÈÓÏ˙ Ì˙ËϘ ¨ÚÏÒ Ï˙ ‡Ø ÌÚ Ï˙ ˙‡ ÌÈÏÈÚÙÓ Ì˙‡ ̇
ÒÙÂË ˙Ï·˜Ï ÂÈχ ÂÙ ‡‡ ¨ÂÏ˘ „ÂÓÈω ȯÓÂÁÏ ÌȘ˜ʉ
Æ„ÁÂÈÓ ‰Óʉ
We are delighted to announce the commencement of
the TaL AM 4 Pilot Testing year.
As we strive to develop a program adaptable to various ideologies, the Pilot Test
incorporates teachers and students from schools in Europe, the United States
and Canada, representing different ideological streams, and creating an unified
language with unique voices. Shehechianu!
ÈÂÒÈ· ÂÏÁ˙‰ ‰·ÂË ‰Ú˘· ÈÎ ¯˘·Ï ÌÈÁÓ˘ Â‡
Æ„ ÌÚ Ï˙ Ï˘ ·ˆÚÓ‰
ÌÈ‚ˆÈÈÓ‰ ¨‰„˜Â ·¢‰¯‡ ¨‰Ù¯ȇ· ¯ÙÒ È˙·Ó ÌÈ„ÈÓÏ˙ ÌȯÂÓ ÌÈÙ˙˙˘Ó ÈÂÒÈ·
Íη - ÌÈ¢ ÌÈÓ¯ÊÏ ˙Ó‡˙ÂÓ‰ ˙ÈÎÂ˙ Á˙ÙÏ ‰Ó‚Ó· ˙‡Ê ¨˙Â¢ ˙ÂÈ‚ÂχȄȇ
°ÂÈÈÁ‰˘ ÆÌÈ„ÁÂÈÓ ˙ÂϘ· ˙„Á‡Ó ‰Ù˘ ¯ÂˆÈÏ
Âȉ˘ ÌÈÚ¯ȇ
Past Events
≤∞∞µ ËÒ‚‡≠ÈÂÈ
June-August 2005
•
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June 2 - Workshop introducing TaL AM 2, Paris
June 19-23 - TaL AM 1 & 2 Institutes, New York
June 27-30 - TaL AM 1 & 2 Institutes, Los Angeles
July 17-21 - TaL AM 1 & 2 Institutes, Jerusalem
August 15-18 - TaL AM & Institute Part 1, Montreal
August 21-25 - TaL AM 1 & 2 Institutes, Montreal
Òȯ٠¨· ÌÚ Ï˙ ˙‚ˆ‰Ï ÁÂ˙Ù ˙È· ≠ ÈÂÈ· ≤
˜¯ÂÈ ÂÈ ¨· ≠ ‡ ÌÚ Ï˙ ÔÂÎÓ ≠ ÈÂÈ· ±π≠≤≥
ÒÏß‚‡ ÒÂÏ ¨· ≠ ‡ ÌÚ Ï˙ ÔÂÎÓ ≠ ÈÂÈ· ≤∑≠≥∞
ÌÈÏ˘Â¯È ¨· ≠ ‡ ÌÚ Ï˙ ÔÂÎÓ ≠ ÈÏÂÈ· ±∑≠≤±
χȯËÂÓ ¨ß‡ ˜ÏÁ „ ÌÚ Ï˙ ÔÂÎÓ ≠ ËÒ‚‡· ±µ≠±∏
χȯËÂÓ ¨· ≠ ‡ ÌÚ Ï˙ ÔÂÎÓ ≠ ËÒ‚‡· ≤±≠≤µ
Êȯ٠¨ß· ÌÚ Ï˙ ˙¯Î‰Ï ÁÂ˙Ù ˙È·
TaL AM 2 Open House, Paris
ÌÈÈ„È˙Ú ÌÈÚ¯ȇ
Upcoming Events
≤∞∞∂ ¯‡ÂÈ ≠ ≤∞∞µ ¯·Ó·Â
November 2005 - January 2006
•
•
•
•
•
November 13-18 - TaL AM 1 & 2 Institutes, Melbourne
December 11-14 - TaL AM 4 Institute Part 2, Montreal
January 8-11 - TaL AM 1 & 2 Institutes, Zürich
January 22-26 - TaL AM 1 & 2 Institutes, Los Angeles
January 29 - February 2 - TaL AM 1 & 2 Institutes, NY
For additional information please visit our website
http://www.talam.org or send us an e-mail talam@talam.org
TaL AM 4 Institute Part 1, Augusut
≤∞∞µ ËÒ‚‡ ߇ ˜ÏÁ ¨„ ÌÚ Ï˙ ÔÂÎÓ
Professional Development for Principals
Leadership for Successful Learning and Teaching with TaL AM
Following numerous requests, we are planning a professional development session that will address the needs raised by leaders of schools implementing TaL
AM. This training is intended for educational leaders - principals, supervisors and
subject matter coordinators - and will familiarize them with the various features of
TaL AM, and offer practical guidance and helpful insight that will assist them in their
role as facilitators of educational improvement in their schools. Training will focus
on the role of the principal in the implementation of educational innovation through
TaL AM, and will enable principals to support their teachers as they implement the
program.
We are presently conducting a survey in order to ascertain the professional development needs and preferred venues for this training session. Please visit our
website http://www.talam.org and complete the brief survey so that we
may offer the training best suited to your needs.
7
•
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•
•
•
ԯ·ÏÓ ¨· ≠ ‡ ÌÚ Ï˙ ÔÂÎÓ ≠ ¯·Ó·Â· ±≥≠±∏ •
χȯËÂÓ ¨ß· ˜ÏÁ „ ÌÚ Ï˙ ÔÂÎÓ ≠ ¯·Óˆ„· ±±≠±¥ •
ÍȯȈ ¨· ≠ ‡ ÌÚ Ï˙ ÔÂÎÓ ≠ ¯‡ÂÈ· ∏≠±± •
ÒÏß‚‡ ÒÂÏ ¨· ≠ ‡ ÌÚ Ï˙ ÔÂÎÓ ≠ ¯‡ÂÈ· ≤≤≠≤∂ •
˜¯ÂÈ ÂÈ ¨· ≠ ‡ ÌÚ Ï˙ ÔÂÎÓ ≠ ¯‡Â¯·Ù· ≤ ≠¯‡ÂÈ· ≤π •
http://www.talam.org ÂÏ˘ ¯˙‡· ¯˜· ‡‡ ÌÈÙÒÂ ÌÈ˯ÙÏ
talam@talam.org ˙·Â˙ÎÏ Ï¢‡Â„ ÂÏ ÂÁÏ˘ ‡
ÌÈωÓÏ ˙ÈÚˆ˜Ó ‰¯˘Î‰
ÌÚ Ï˙ ÌÚ ‰ÏÈÚÈ ‰‡¯Â‰Ï ˙ÁψÂÓ ‰„ÈÓÏÏ ˙‚ȉÓ
–Ó‰ ¯ÙÒ È˙· ȂȉÓ Ï˘ ÌÈίˆ‰ ÏÚ ˙ÂÚÏ ÌÈίÚ ÂÁ‡ ¨˙·¯ ˙¢˜· ˙·˜Ú·
˙‚ȉÓ È˘‡Ï ˙„ÚÂÈÓ ‰¯˘Î‰‰ Æ˙ÈÚˆ˜Ó ‰¯˘Î‰ ˙¯‚ÒÓ· ÌÚ Ï˙ ˙‡ ÌÈÏÈÚÙ
ÌȄȘÙ˙ ÈÏÚ·Ï ÚÈÈÒÏ ‰˙¯ËÓ - ÌÈÊίÓ ÌÈÁ˜ÙÓ ¨¯ÙÒ È˙· ÈωÓ - ˙ÈÎÂÈÁ
–Â˙ ˙È˘ÚÓ ‰ÈÈÁ‰ ˜ÈډϠ¨ÌÈ¢‰ ‰È·ÈÎ¯Ó ÏÚ ÌÚ Ï˙ ˙ÈÎ˙ ˙‡ ¯ÈÎ‰Ï ‰Ï‡
‰¯˘Î‰‰ ÆÌ‰Ï˘ ¯ÙÒ‰ È˙·· ÍÂÈÁ‰ ˙ÂÎȇ ÈÓ„˜ÓΠ̄ȘÙ˙· Ì‰Ï ÂÏÈÚÂÈ˘ ˙Â·
–¯Â‰· ÔΠÌÚ Ï˙ ˙ÂÚˆÓ‡· ÌÈ˘Â„ÈÁ Ï˘ ‰ÏÚÙ‰· ˙ØωÓ‰ „ȘÙ˙· „˜ÈÓ ÔÓÊ˙
Æ˙ÈÎÂ˙‰ ˙ÏÚÙ‰ Íωӷ ̉ȯÂÓ· ÍÂÓ˙Ï ÌÈωÓÏ ¯˘Ù‡˙ ¨‰ÏÈÚÈ ‰‡
˙ÈÚˆ˜Ó‰ ˙ÂÁ˙Ù˙‰‰ ÌÂÁ˙· ÌÈίˆ‰ ˙‡ ÂÏ ¯È‰·È˘ ¯˜Ò ˙ÚÎ ÌÈίÂÚ ÂÁ‡
–˙Ó ˙‡ Ú·˜Ï ÂÏ ÂÚÈÈÒÈ ¯˜Ò‰ ˙‡ˆÂ˙ Ɖ¯˘Î‰‰ ˙¯‚ÒÓÏ Ú‚Â· ˙ÂÙ„Ú‰‰ ˙‡Â
¯˙‡Ï ÂÙ ‡‡ ÆÌÚ Ï˙ ˙‡ ÌÈÏÈÚÙÓ‰ ¯ÙÒ È˙· ¯Â·Ú ˙ÈÚˆ˜Ó‰ ‰¯˘Î‰‰ ˙ÂÎ
ÏÎÂ˘ ˙Ó ÏÚ ¨¯ˆ˜‰ ¯˜Ò‰ ÏÚ Â·È˘‰Â http://www.talam.org ÂÏ˘
ÆÌÎÏ ‰Óȇ˙Ó‰ ‰¯˘Î‰‰ ˙‡ ÚȈ‰Ï
‰ÈϯËÒ‡ ¨Ô¯Â·ÏÓ ¨ÌÈÙˆ‰ ¯‰ Ò¢‰È·Ó Ï‚Ò Ì„‡ ¯Â˜È·
Adam Segal of Mount Scopus College in Melbourne, Australia, Visits Montreal
–·Ú‰ È„ÂÓÈÏ Ï‰Ó ¨Ï‚Ò Ì„‡ ˙‡ Á¯‡Ï ÂÁÓ˘ È‡Ó ˘„ÂÁ·
–‡ ¨Ô¯Â·ÏÓ· ÌÈÙˆ‰ ¯‰ È„ÂÒȉ Ò¢‰È· ωÓ ˙„‰È‰Â ˙ȯ
Ï˙ ˙‡ ÌÈÒÓ‰ ¯ÙÒ È˙· ‰Ú·¯‡· ¯˜È· Ï‚Ò ¯Ó ƉÈϯËÒ
‰ÏÚÙ‰‰ ÔÙÂ‡Ó Ì˘¯˙‰Ï ˙Ó ÏÚ ¨Ï‡ȯËÂÓ· ß‚ ≠ ߷ ÌÚ
–ȉÓ ¨ÌÈ„ÈÓÏ˙‰ Ï˘ „ÂÓÈω ˙ÈÈÂÂÁÓ ¨‰˙Èη ˙ÈÎ˙‰ Ï˘
ÈÓ¯„‰ ¯Â„Ή ȈÁÓ ÂÈÎÊ ÂÏ È˘‰ ¯Â˜È·‰ ‰Ê ‰È‰ Æ̉Ȃ˘
¨ÔÂÒÈÂÏ ·‡Ê ‰ÏÈ‚ ¯˜È· ‰¯·Ú˘ ‰˘· ªı¯‡‰ ¯Â„Î Ï˘
¯ÙÒ È˙·· ¨Ô¯Â·ÏÓ· ˜Èχȷ Ò¢‰È·· ˙ȯ·Ú‰ È„ÂÓÈÏ ÈÊίÓ
ÆÌÚ Ï˙ ˙‡ ÌÈÏÈÚÙÓ‰ χȯËÂÓ·Â ˜¯ÂÈ ÂÈ·
¯˙ÂÈ ‰¯È˘Ú ‰ÙÈ˜Ó ˙ÈÎ˙‰¢ ∫ÍÎ ÂÈÓ˘¯ ˙‡ ÌÎÈÒ Ï‚Ò ¯Ó
˘ÂÓÈ˘‰ ÆÌÈÈÎ„Ú Ìȯ˜ÁÓ ÏÚ ˙ÎÓÒ ¨È˙ÈÙȈ˘ ÈÙÎÓ
Ï˙ ˙„ÈÁÈ Ï˘ ·Â˙΢‰Â ¨¯È‰ ‰Èˆ‚ÈÏËȇ‰ È„˜ÂÓ Ïη
During the month of May we were pleased to host ¯ÙÒ‰ È˙·˘ Û‡ ÏÚ ÆÁψÂÓ „Â‡Ó ÌÚ Ï˙Ï Ô˙ÎÈى ÚÏÒ
the Hebrew and Jewish Studies Director and Primary ‰·Ó ¨‰¢ ‡Â‰ Û‡ ‰È‰ ÌȯÂÓ‰ Ï˘ ‰‡¯Â‰‰ ÔÂ‚Ò ÌÈ¢
School Principal of Mount Scopus College in Mel- –È˘Ó Æ‰‰Â·‚ ‰Ó¯Ï ÚÈ‚‰Ï ÌÈ„ÈÓÏ˙‰ ÏÎÏ ¯˘Ù‡Ó ˙ÈÎ˙‰
bourne, Australia. Mr. Segal visited four schools pilot Â‰Ê ÈÎ ‰˜ÒÓÏ È˙Ú‚‰ ÌÈ„ÈÓÏ˙ ÌȯÂÓ ¨ÌÈωÓ ÌÚ È˙ÂÁ
testing TaL AM 2 and 3 in Montreal in order to learn
Ƣ· „ÂÚˆÏ ÌÈÙˆ‰ ¯‰ Ò¢‰È·Ï ȇ„΢ ÔÂÂÈΉ
about the programʼs implementation in the classroom, ˙¯ÂÓÏ ¨Ï‚Ò ¯Ó ˙‡ ÂÁ¯È‡˘ ¯ÙÒ‰ È˙·Ï ˙Â„Â‰Ï Âˆ¯·
as well as the studentsʼ learning experiences and ac- ÈÊίÓ ÌÈωÓÏ ¨Ô‰È˙Â˙Èη ÌȯÂÚÈ˘· ˙ÂÙˆÏ ÂÏ Â¯˘Ù‡˘
complishments. This was the second visit we received ‚Ȉ‰Ï ˙Ó ÏÚ ÌÓÊÓ ÂÏ Â˘È„˜‰˘ ˙„‰È‰Â ˙ȯ·Ú‰ È„ÂÓÈÏ
from the Southern Hemisphere; last year Zeev Levin∫ÂÈ˙Âχ˘ ÏÚ ·È˘‰Ï ¯ÙÒ‰ È˙·· ÌÚ Ï˙ ˙ÏÚÙ‰ ˙‡
son, Director of Judaic and Hebrew Studies at Bialik ª˙„‰È‰ È„ÂÓÈÏ ˙ωÓ ¨Ô‚ȇ ‰ÏӯΠ- ‡·È˜Ú Ò¢‰È··
College in Melbourne, visited Montreal and New York
Æß‚Â ß· ˙Â˙Èη ¯Ëȯ ‰ÙÈ ¨ß‡ ‰˙Èη ÒÈÏËÈÈÙ ˙È¯
schools implementing TaL AM.
˙¯ ª¯ÙÒ‰ ˙È· ωÓ ¨ÔÂËÏ ·‡Ê ·¯‰ ≠ ‰Â˜˙‰ Ò¢‰È··
Mr. Segal summarized his impressions as follows: ԉΠ‰Ïȇ ¨ß· ‰˙Èη ÔÂÁÓ˘ ‰ÓÈÒ ¨ß‡ ‰˙Èη ÌÂ¯Ë˘
“The program is richer and more comprehensive than I
Æß‚ ‰˙Èη
expected, and is based on cutting-edge research. The ˙È· ωÓ ¨ÔÓ¯Ó‰ Ô¢Ӣ ¯¢„ ≠ ¯Ë΢ ÔÂÓÂÏÂÒ Ò¢‰È··
use of Multiple Intelligences is clear, and the rewriting –‡·‡ ϘÈ ª˙„‰È‰ È„ÂÓÈÏ ˙ÊÎ¯Ó ¨‚¯·ÂÊ „·ÎÂÈ ª¯ÙÒ‰
of the Tal Sela units into TaL AM is extremely successÆß· ‰˙Èη ԉΠÈÁ ¨ß‡ ‰˙Èη ÒÈÒ
ful. Despite the fact that the schools I visited were Ò¢‰È· ωÓ ¨ÏÂÙ Ú˘Èχ ·¯‰ ≠ ˙ȯ·Ú ‰ÈÓ„˜‡ Ò¢‰È··
diverse and the teachersʼ teaching styles differed, I –¯Â ¨ß· ‰˙Èη ÏÙ˜ ˙È„‡ ¨ß‡ ‰˙Èη ÔÂÓÈÒ Ô· ÈË· ªÈ„ÂÒȉ
learned that the way in which the program is constructÆß‚ ‰˙Èη ‚·Ò ‰„
Director:
Tova Shimon
Coordinators:
Miriam Cohen, Drorit Farkas
Concept:
Tamara Ruby
Writer and Editor:
Sharonne Cohen
Graphic Designer:
Liat Arbesman, Mirit Fuhrer
∫˙ωÓ
ÔÂÚÓ˘ ‰·ÂË
∫˙ÂÊίÓ
˘˜¯Ù ˙ȯ¯„ ¨Ô‰Î ÌȯÓ
∫ÈÂÈÚ¯ ·ÂˆÈÚ
ȷ¯ ‰¯Ó˙
∫‰ÎȯÚ ‰·È˙Î
ԉΠÔ¯˘
∫ÈÙ¯‚ ·ÂˆÈÚ
¯¯ÂÙ ˙ȯÈÓ ¨ÔÓÒ·¯‡ ˙‡ÈÏ
ÔÈÈÚÏ ÌÚ Ï˙ ˙ˆ
TaL AM Matters staff
ed enables all students to achieve high standards. My
conversations with principals, teachers and students
led me to believe that this is the direction we would like
to take at Mount Scopus."
We would like to thank the schools that hosted Mr.
Segal, the teachers who welcomed him into their
classrooms, and the principals and Hebrew and Jewish Studies coordinators who generously devoted their
time to demonstrating the implementation of TaL AM in
their schools, and addressing his questions:
At Akiva - Carmela Aigen, Director of Jewish Studies;
Ronit Faitelis in Grade 1; Yaffa Ritter in Grades 2 & 3.
At Hebrew Foundation - Rabbi Zev Lanton, Principal;
Ruth Shtrom in Grade 1; Sima Simhon in Grade 2;
Elana Cohen in Grade 3.
Ï˘ ÈÓ¯„‰ ȈÁ· ÌÈ„ÂÓÈω ˙˘ ÈÎ Ì˙ڄȉ
ø¯‡Â¯·Ù ˘„ÂÁ· ‰ÏÈÁ˙Ó ı¯‡‰ ¯Â„Î
‰˜È¯Ó‡ ̯„ ‰˜È¯Ù‡ ̯„ ¨‰ÈϯËÒ‡· ¯ÙÒ‰ È˙· ÔÎÏ
ÌÈ„ÂÓÈω ˙˘ ˙ÁÈ˙Ù ˙‡¯˜Ï ͯÚÈ‰Ï ÂÈ˘ÎÚ ÌÈÏÈÁ˙Ó
ÛÒÂ· Æ· ÌÚ Ï˙ Ï˘ ‰˙ÏÚÙ‰Ï ‰Ê ÏÏη ¨Ê¢Ò˘˙≠Â¢Ò˘˙
¯ÙÒ‰ ˙È· ωÓ ¨Ï‚Ò Ì„‡ ¯Ó Ï˘ χȯËÂÓ· ¯˜ȷÏ
¥ ÂÙ˙˙˘‰ ¨®‰·˙Π߯© ‰ÈϯËÒ‡ ¨Ô¯Â·ÏÓ· ÌÈÙˆ‰ ¯‰
ÔÂÎÓ· ¨‰˜È¯Ù‡ ̯„ ¨Ô‡ËÙÈȘ· ‰Èψ¯‰ Ò¢‰È·Ó ÌȂȈ
ÆÈÏÂÈ ˘„ÂÁ· ÌÈÏ˘Â¯È· ÌÈȘ˙‰˘ · ÌÚ Ï˙ Ï˘ ‰¯˘Î‰‰
‰¢¢ ÌÚ „ÁÈ ÌÈÏ˘Â¯ÈÏ ÚÈ‚‰ ¨Ò¢‰È· ωÓ ¨ÔȘË‚ È¯
˙‡ „ÂÓÏÏ ˙Ó ÏÚ ı‰ ‰ÏÓÙ ÔÓÙ‰ ‰¯„Ò ¨‰¯‚ÈÏÒ
ÏÁ‡ Æ̯ÙÒ ˙È·· ‰˙ÏÚÙ‰Ï ÔÂÎ˙‰Ï ‰˘„Á‰ ˙ÈÎ˙‰
°‰Áψ‰· ¨ÈÂÙˆ‰ ¯Â„Ή ȈÁ· ¯ÙÒ‰ È˙· ˙‡ÓÏ ¨Ì‰Ï
At Solomon Schechter - Dr. Rabbi Shimshon Hamerman, Principal; Yocheved Sonenberg, Jewish Studies
Coordinator; Nicole Abecassis in Grade 1; Chani Cohen in Grade 2.
At Hebrew Academy - Rabbi Elisha Paul, Elementary
School Principal; Betty Bensimon in Grade 1; Edith
Copel in Grade 2; Varda Sebag in Grade 3.
Did you know that the school year in the
Southern Hemisphere begins in February?
ȯ˘˙ ˘„ÂÁ ÁÂÏ
‰È¯ÙÒÏ ‡¯˜‰ ˙·‰ ÈÙ„Â
∫ÂÏ˘ Ë¯Ëȇ‰ ¯˙‡ ÏÚ ÌȇˆÓ
http∫ØØwwwÆtalamÆorg
Ìȇ˙Ó‰ ¯Â˘È˜‰ ÏÚ Â˜ÈϘ‰ ‡‡
ÆÌ˙‡ ÒÈÙ„‰Ï ÁÂ˙ÙÏ ˙Ó ÏÚ
This is why schools in Australia, South Africa and
South America are now preparing for the opening of
the 2006 school year, and for the implementation of
TaL AM 2. In addition to the recent visit of Mr. Adam
Segal, Principal of Mount Scopus Primary School in
Melbourne, Australia, to Montreal (see article), four
representatives of the United Herzlia Schools in Cape
Town, South Africa, participated in the TaL AM 2 training institute held in Jerusalem during the month of
July. The schoolʼs principal, Ronnie Gotkin, arrived
in Israel with Susan Salingré, Sandra Hoffman, and
Pamela Hotz in order to study the new program and
train for its implementation in their school. We wish
them, as well as the hundreds of schools in the northern hemisphere, Good Luck!
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