Education A Baltimore Jewish Times Special Section
AUGUST 10, 2012
Bullying Stops here Park School raises awareness about bullying
Plus: Parent-Child Art Class Meeting Gifted Students’ Needs Technology In The Classroom
ROLAND PARK COUNTRY SCHOOL
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Education August 10, 2012
THE START OF THE SCHOOL YEAR
Laurie Legum
marks a fresh chapter in both a student’s academic and social lives. With the new year come new applications for technology in the classroom. From software that maximizes the potential of the learning disabled to advanced online Torah classes, the revolution continues. Yet, as rapidly as technology advances, the first day of school also brings longstanding conflicts to the forefront, including the ongoing problem of bullying. We look at a powerful documentary that delves headfirst into the issue and get students’ first-hand reactions to this hot-button topic.
inside… GERSTELL ACADEMY
22 Picture-Parent Krieger Schechter mixes art lessons and parental involvement
Leadership o Honor o Courage Are you looking for a school that will help your child reach his or her full potential in leadership, academics, and daily physical training? Gerstell Academy offers a rigorous, values-based curriculum with opportunities in art, music, and competitive athletics.
Pre-Kindergarten through Grade 12
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Ride the bus!
Come and see the beautiful new Carolyn B. Smith Hall which features state of the art Biology, Chemistry, and Physics laboratories as well as our new dining facility. Visit Gerstell Academy and ask about our scholarship opportunities for middle and upper school students! Gerstell Academy is seeking motivated, articulate, and talented students who wish to make a positive difference in the world.
24 Tomorrow’s Genius Beth Tfiloh employs new technology to meet gifted students’ needs
26
Bullying Stops Here Park School raises awareness about bullying
30 Hi-Tech, Hi-Impact Technology impacts the classroom — for students with learning difficulties and everyone else
Follow a Leader GERSTELL ACADEMY 2500 OLD WESTMINSTER PIKE, FINKSBURG, MD 21048
OPEN HOUSES
410.861.4400 • 866.861.3300 • www.gerstell.org Wednesday, October 10th
Sunday, November 4th
Tuesday, January 22nd
10 am
2 pm
4 pm
Sunday, October 28th
Wednesday, December 5th
Sunday, March 3rd
2 pm
10 am
2 pm
Editor Laurie Legum Art Director Ebony Brown Assistant to the Editor Phyllis Levin Production Manager Erin Clare Production Andrew Perlin, Heidi Traband Cover Photo of Race Mahaffey by David Stuck
Picture-Parent Krieger Schechter mixes art lessons and parental involvement
Mixtogethercreativeartlessons,thefreedomto explore and parent involvement on a palette, and the artistic product is the Picture-Parent Program of the Krieger Schechter Lower School.
Written By Gail Naron Chalew Photographed By David Stuck
Parent volunteer Debbie Geller helping first grader Aaron Medved, 6, create his letter artwork.
A first grade class at Krieger Schechter who participated in the Hebrew Letter artwork project.
Alana Zunikoff, 7, shows her Hebrew letter artwork.
Elana Silton Moskowitz shows students examples of historic Jewish memorabilia.
Developed more than a decade ago in collaboration with the Baltimore Museum of Art, Picture-Parent is now designed and run exclusively by parent volunteers. The KSDS Parent Association funds the program. Every year, each Lower School grade participates in two fun-filled, information-packed sessions in which they first learn about an artistic style or artist or medium, and then are set free to create their own interpretations of what they have just learned. As Jill Bers, co-chair of PictureParent along with Elana Moskowitz, explains, the recent first-grade program was typical of the parent-run offerings. “The entire first grade went to the Goldsmith Museum and Hendler Learning Center at Chizuk Amuno, where Moskowitz taught them about illuminated Hebrew manuscripts, and thanks to museum curator Dr. Susan Vick, they had the chance to see up close some beautiful examples in
the collection. “Then the children went back to their individual classrooms to create their own version of an illuminated manuscript. The parent coordinators gave each child a piece of parchment paper on which they had placed a pre-cut initial of the student’s Hebrew name. For the next hour or so, the children decorated the letter in the style they had just learned about, using a variety of supplies, including foil. “The parent coordinators then mounted each decorated piece of parchment on construction paper and the Hebrew teacher wrote out the rest of each child’s name in calligraphy.” Some of the Picture-Parent lessons are tied to the Jewish calendar; for instance, a program on the Chagall stained windows that feature the giving of the Torah is given around Shavuot. The students also learn about Matisse (creating their own versions of his
Everyyear,eachLowerSchoolgrade participates in two fun-filled, information-packedsessions inwhichtheyfirstlearnaboutanartisticstyleor artistormedium,andthenaresetfreetocreatetheir owninterpretationsofwhattheyhavejustlearned. cut-outs is a favorite kindergarten activity), Picasso and other giants of the art world. The work of some artists is easier to interpret than others. To help the students understand Georgia O’Keefe’s ability to zoom in on natural objects, they are each given a seashell, a flower or a feather. They then place a slide over one small section of their object and draw and paint with watercolors only the part within the slide; but the lesson does not stop there. Like O’Keefe, the students then have to draw that tiny part large enough to fill their paper completely. The result is an interpretation of the glory of the natural world based on its tiny details. As the children advance from grade to grade, so does the complexity and sophistication of the lessons, which are coordinated with KSDS’s art curriculum. Picture-Parent does more than just provide another opportunity for children to learn about art.
Says Elinor Spokes, who co-chaired the program from 2002-2006, “The KSDS dual curriculum is intense. Picture-Parent gives the children a break from the rigorous day. It allows them to let their creative juices flow without anyone critiquing their style or technique. We can just let them be and create.” Bers and Moskowitz coordinate the involvement of the estimated 60 parents who put on the programs each year. Although volunteers are always at a premium, the Picture-Parent program is an easy sell. Bers explains, “Volunteering with the Picture-Parent program gives parents the opportunity to work directly in the classroom, with their child and his or her friends. Many of our parent volunteers have art backgrounds and this gives them a chance to use that. “And it is really fun to see the children being so involved in creating their projects.” ✧
jtinsider.com 23
David Stuck
Tomorrow’s Genius Rivky Krestt (right), department chair of Judaics at Beth Tfiloh, works with rising sixith grade student Meira Kidorf, using the website Tomorrow's Genius.
Written By Maayan Jaffe
Beth Tfiloh employs new technology to meet gifted students’ needs
“Innovative,” “easy-to-use” and “exciting” are three adjectives that Lani Roskes, Beth Tfiloh Dahan Community School high school student, uses to describe her newest class. However, she is not referring to a course run by a member of the BT faculty. She’s talking about her advanced Chumash or Torah course, offered at the school via an impressive Israeli tech company — Tomorrow’s Genius. The company, a subsidiary of Green Point Technology Services Ltd. 24 iNSIDER/ Education August 2012
(greenpointtech.com), a leader in maximizing talents and labor potential worldwide, is now partnering with schools, organizations and students to create new online educational solutions. Through programs such as personalized online classes, oneon-one intensive tutoring and content/ course creation, students now have unlimited educational options — with teachers living and working in Israel. The brainchild behind the program is Tomorrow’s Genius Director of
Education Aryeh Eisenberg, a BT alum. The school is the local pilot. “Tomorrow’s Genius creates a platform where any educational resource/ idea is possible,” says Eisenberg. “Our online classes are powered by the Cisco Web-Ex technology and feature everything a student would experience if he or she was in a traditional classroom. The student can talk to the teacher, can see the teacher and vice versa. The teacher and student can work together on an interactive
white-board, use Word, PowerPoint and YouTube. The classes take in real time and the student can take advantage of the parent-teacher relationship.” It sounds too good to be true. However, BT faculty and students say Eisenberg’s program is better than they could ever have expected. Middle school students Rikki Margolit and Meira Kidorf started utilizing Tom-orrow’s Genius in February 2012. They study the weekly Torah portion twice a week with an Israeli
I Chose Cardin. Why? Cardin isn’t a big school. It’s small, on purpose. Cardin encourages questioning, discussion and individual exploration. And Cardin integrates Jewish values into a college preparatory curriculum.
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Take a Closer Look at Friends Enjoy real-time Pre-K to grade 12 classroom tours led by students, teachers and parents. Then have lunch with our Head of School and hear about Friends’ innovative Teaching and Learning model.
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teacher, Leah Stein. Kidorf says Stein provides sources and commentaries on the portion that help her to better understand the readings. The review questions are excellent family discussion starters. “I think we grow as students by gaining more skills and learning how to use them,” says Kidorf. “I also enjoy having a connection Tomorrow’s Genius director of education to Israel.” Roskes, who has been learn- Aryeh Eisenberg ing multiple times per week with Rabbi Dr. Jeremiah Unterman, text-intensive course than their peers says she was very excited to start are getting. In other words, it is assisting the program, but “didn’t realize the advanced and the gifted. “BT has been very forward-thinkhow much I would enjoy such an ing in using computer technology opportunity.” “Since the class is one-on-one, I to provide Judaic enhancement for like that I can progress at my own interested students,” says Kidorf’s pace. I can ask questions and have mom, Meira Kidorf. “We hope they discussions about my questions in a continue to adapt to meet the needs less formal and more informative way of their children.” Krestt is confident BT can stand than in a traditional classroom,” says Roskes. “It is challenging me to ach- up to the challenge. “The world of educational techieve my best and learn as much as nology is developing at lightning I can.” Rivky Krestt is Beth Tfiloh’s Jud- speed, and BT is definitely keeping aics Department Chair. She says the tabs on all the twists and turns.” program is of great value to the Says Krestt. “Teachers are always school because it enables it to cater experimenting with new tools and to the outliers that often exist in any ideas to enhance their classrooms.” At the same time, Krestt notes, group of students. While many new technologies and supports are in BT is keenly aware that technology place for students with learning dif- is only one tool. “There is no easy solution to the ferences, who suffer from difficulty reading or the like, Tomorrow’s Gen- many complexities that are involved ius is for students who want a more in educating our youth,” she says. ✧
I Was Afraid I Would Be Lost in High School.
ADMISSION Lunch and Learn Sessions Sept. 24 and Oct. 25 Visit us online or scan code for monthly schedule
The Goals Of Tomorrow’s Genius
Tomorrow’s Genius teachers and staff commit to: • Advocate equally for every student • Strive to develop each student’s skills, competence and self-esteem • Create a caring learning environment to ensure growth and self-confidence • Use all their resources to match learning strategies to each student’s profile to achieve a unique model of success Source: Company website
The world needs what our children can do. jtinsider.com 25
bullying stops here Written By Linda L. Esterson
Park School raises awareness about bullying
“Harassment happens in between moments when adults are not always present, in the hallways and on buses. It’s pervasive, it’s persistent and it’s severe.” These words from Park School Middle School Principal Joshua Wolf apply to school children all over the country and the world. It’s in the media and on television and movies, on the ball field and at the mall. It’s everywhere. Park School parents and educators realize the issue applies to all venues, not just the school building and schoolyard. “Bullying and harassment are always on our radar,” says Wolf. “Every year we try to come up with a digestible way to present it to kids at all levels.” This spring, school leaders brought the documentary “Bully” to the Charles Theater in Baltimore to present to parents, students and educators. 26 iNSIDER/ Education August 2012
“Bully” is a production of the Bully Project, a collaboration of organizations which have voiced opposition to bullying. “Bully” follows five children and their families over the course of a school year, giving an intimate glimpse into bullying at schools and offering insight as teachers, administrators and parents struggle to find answers, according to the Bully Project web site, thebullyproject.com. Following the screening, attended primarily by parents and faculty members, the school held a discussion session. “The more sensitive people become to what it looks and feels like, the more apt they are to notice the signs,” Wolf says. “No one ever thinks it’s their kid.” According to Krista Dhruv, school counselor for middle and upper schools at Park, the film
showed how any student and any family could be affected by bullying. It also showed how children not only are victims; they can be advocates or allies of others who are being bullied. Twelve-year-old Race Mahaffey found the film informative, but he was upset that it “had to be made.” “It shows that there isn’t enough being done against bullying,” he says. “People are trying to prevent it, but it’s just upsetting there has to be a movie about it to show everybody what’s happening.” Mahaffey was particularly distressed by the story of a 16-year-old who committed suicide by hanging himself in a closet because of bullying. When he left the theater, he felt sad, yet informed.
“It shows that there isn’t enough being done against bullying,” he says. “People are trying to prevent it, but it’s just upsetting there has to be a movie about it to show everybody what’s happening.” —Race Mahaffey
“It opened my eyes to things that happen that I might not have known normally.” Although the issue is “minor” at Park, Wolf says, it can be evident with cliques and persist over time with the potential to severely damage a child psychologically or physically. Mahaffey, too, agrees there is little bullying at Park, especially not as severe as in the film. “It isn’t physical, it’s more trying to manipulate people,” he says. The movie, says student Zoe Feldman, did not focus on girls being catty toward one another, but instead focused more on people being targeted because they are different. “I was really shocked at how the bullies didn’t think about their actions and how they might affect someone, and if they did think about it, how they didn’t care,” says Feldman, 15, who called the movie “intense.” Feldman agrees there is little bullying at Park. However, she found the movie helpful because it “made me aware of people who I don’t necessarily get along with or interact with on a daily basis, and how they might feel at times.”
Feldman also expressed disappointment at how the film’s adults dealt with bullying. After reported bullying, two boys were encouraged to shake hands and apologize. The perpetrator had a smirk on his face, proving that the punishment would do nothing to change his behavior. The administrator then “had the nerve to say the victim was as bad as the bully by not wanting to shake hands. It makes you wonder where people are getting the experience to be given jobs. They don’t know how to do their jobs. She genuinely thought she had dealt with the situation,” says Feldman, disappointed. Her mom, Karen Feldman, was quite moved by the screening. She was surprised how well the children’s lives were captured, but it was a rural community different from the more urban makeup of the Baltimore area. “I felt like it would be very easy as a parent of a kid in Park to feel that this is not us,” she says. “Bullying happens everywhere regardless of economic background, regardless of race, regardless of sexual orientation.”
jtinsider.com 27
Karen Feldman cried during the movie when bullying was just explained by the clichés “Kids will be kids, boys will be boys.” Nicole Levitt, parent of three Park students, ages 8 to 12, also was moved by the film. “It was profoundly sad,” she says. “It shook me to the core.” Levitt was glad she did not bring any of her children to the screening, which showed a mother walking into the closet where she found her son, then attending his funeral. “There are no words for this raw pain,” Levitt says. She too was appalled by the adults turning a blind eye to bullying. She also felt sickened by the father who advised his bullied son to “man up.” Levitt was so shaken that she could not attend the discussion that followed the movie. “It was really hard to watch,” she 28 iNSIDER/ Education August 2012
says. “It was very painful, but still necessary.” Putting the movie “out there” raises awareness of the issue to Park students and families as well as the Baltimore community, she notes. “The whole culture within our community either approves of this behavior or lets it pass,” Karen Feldman says. “If we could help one kid, how will it affect the world? It I don’t stand up, who will stand up?” Park leaders felt it was important to include the parents in bringing the movie to the community. “We see parents as partners in a lot of work we do, particularly around social and emotional issues,” says Dhruv, who notes that opening the screening to parents allowed them to “engage in the same conversations we have with kids at school.” Awareness was raised among parents, educators and students alike.
David Stuck
Left to right: Park School students Race Mahaffey, 12, Zoe Feldman, 15, and counselor Krista Dhruv express their feelings on the recently released “Bully” movie.
“The more sensitive people become to what it looks and feels like, the more apt they are to notice the signs.” —Joshua Wolf
“There definitely was an awareness raised among kids who were there,” says Dhruv. “Some came to talk in the days following about kids who were victims of bullying and it affected their behavior.” In addition to being moved by the individual stories, Mahaffey reflects on
a message he has learned as a result of seeing the film. “Don’t be afraid to tell an adult,” he says. “That can be a problem for kids afraid to tell an adult because a bully might do something else to them.” ✧ Linda L. Esterson is a local freelance writer.
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THE PARK SCHOOL of BALTIMORE Coeducation — Age 4 through Grade 12 2425 Old Court Rd • Baltimore MD 21208 • 410.339.4130 • www.parkschool.net
OPEN HOUSE October 28 Lower School: 1:00 – 3:00pm Middle & Upper Schools: 3:30 – 5:30pm
TOURS WITH PRINCIPALS October 5 November 2 November 30 8:45 – 10:30am jtinsider.com 29
HI-TECH, HI-IMPACT Written By Maayan Jaffe | Photographed By David Stuck
Technology impacts the classroom — for students with learning difficulties and everyone else
6+2 30 iNSIDER/ Education August 2012
Gila Haor, of the Shemesh School, uses an iPad in the classroom equipped with a variety of educational apps, such as Brain Count from Approach to Montessori.
Click. Ding. Whoosh. Groan. The sounds of the 21st-
century are everywhere. The noises that were once reserved for those elite who worked in computer programming are now the norm for all of us — including our students. Technology has infiltrated the classroom, but experts say it is improving learning opportunities for everyone, including those with learning differences.
“Hardware and software are very motivating for students,” says Gila Haor, M.S., instructional coordinator for SHEMESH, a program of The Associated: Jewish Community Federation of Baltimore. “It is used to reinforce skills and ‘play a game’ at the same time.” Technology, explains Maryse Kaplan, acting supervisor of related services in the Baltimore County School Office of
Special Education, is helping ensure that the Universal Design for Learning, UDL, can come to fruition in the classroom, and that today’s students can be creative, innovative and collaborative. UDL, she explains, supports the development of expert learners and academic success for all students. There are three principles of UDL: multiple means of engagement, multiple means of representation and multiple means
of action. “Meeting students at their personal learning style is important,� says Kaplan. “The second principle calls for flexibility in curriculum development or ways that we deliver information. The third is offering students different ways to demonstrate what they have learned. As we look at how technology is improving the classroom for all children, consider that UDL asks for multiple and digital resources.� Kaplan was recently named Maryland’s 2012 Outstanding Technology Leader in Education. She explains that technology’s flexibility allows teachers to use it to support their instruction whole making direct connect-ions to the students’ learning styles and needs. For students with learning difficulties, says Haor, this means “leveling the playing field.� Or, as Haor’s colleague, SHEMESH Program Director Faye Friedman, explains, “raising the level of expectation� for students with learning differences. “Bright students no longer need to be relegated to the lowest group. Rather, they can be challenged to meet their potential,� says Friedman. In the past, students with a writing difficulty would have a teacher or classroom assistant write to their dictation. Often they would have to wait until that person was available. Now, these students can use a typing device on their own. Struggling students using MP3 format to listen to text can reserve the mental energy they previously devoted to decoding text to comprehending what they are listening to. SHEMESH instructors, reading specialists for example, use specially designed iPad applications to improve reading skills and literacy. These apps are generally focused on phonics and spelling. Speech and language pathologists use apps that can be used for speech practice. Other apps can be used to practice vocabulary, follow directions and even for storytelling. In Baltimore County schools, students with learning differences — and
2+1
“Bright students no longer need to be relegated to the lowest group. Rather, they can be challenged to meet their potential.�
Montessori...
preparing your child for a lifetime of success!
—Faye Friedman
Where can you learn more?
Five websites to continue the conversation
cast.org udlcenter.org thinkport.org thinkfinity.org donjohnston.com Source: Maryse Kaplan
The Montessori School (Toddlers-Grade 6)
Emerson Farm Middle School
(Grades 7 & 8) Falls & Greenspring Valley Rds., Lutherville, MD
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OPEN HOUSES Toddler/Primary: Oct. 4 & Nov. 14, 9:15 a.m. Elementary/Middle School: Oct. 11 & Nov. 15, 9:15 a.m. R.S.V.P. 410-321-8555.
Education for life. jtinsider.com 31
ER S T ! sit p I G e i R E N O Wtails, vedu/pr e u.
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PEABODY P R E PA R AT O R Y FALL 2012 SPRING 2013 Early childhood, dance classes, and individual instruction in all orchestral instruments, guitar, harp, voice, and piano are offered at the Preparatory’s main campus in historic Mount Vernon and the Towson campus on Dulaney Valley Road, where Children’s Chorus is also available. Early childhood classes and individual instruction in flute, guitar, harp, voice, and piano are offered at the Annapolis campus at Maryland Hall for the Creative Arts. Individual music instruction and Children’s Chorus are also offered at Howard County locations.
THE PEABODY PREPARATORY’S FALL SEMESTER OF MUSIC AND DANCE INSTRUC TION FOR ALL AGES BEGINS WEDNESDAY, SEPTEMBER 5, 2012 PEABOD Y C AMPUS 21 E. Mt. Vernon Place Baltimore
TOWSON C AMPUS 949 Dulaney Valley Rd. Towson
HOWARD COUNT Y LOC ATIONS Patapsco Middle School 8885 Old Frederick Rd. Ellicott City Centennial High School 4300 Centennial Lane Ellicott City
Classroom learning… can stem far beyond a school’s four walls. — Faye Kaplan
ANNAPOLIS C AMPUS Maryland Hall for the Creative Arts
801 Chase Street Annapolis 32 iNSIDER/ Education August 2012
Abiding Savior Lutheran Church 10689 Owen Brown Road Columbia
many of the general classrooms — are utilizing Kurzweil 3000, which allows students with reading struggles to experience their curriculum in a multimedia environment. In the general classroom, the whiteboard has really taken off. This technology seamlessly incorporates the principles of UDL, says Kaplan, by providing teachers with the ability to demonstrate and instruct in multiple ways. “It is certainly engaging, capturing the attention of varied learning styles, and it allows students to have assorted means of demonstrating new knowledge,” Kaplan says. The beauty of the digital world, notes See HI-TECH on page 34
McDonogh School in Owings Mills offers a challenging curriculum and the support of the entire McDonogh family—innovative teachers, caring advisors, involved parents, and truly remarkable peers.
My School
For information about our K-12 college preparatory program or to register for an open house, please call us at 410-581-4719 or visit us online at www.mcdonogh.org. Open House Dates:
McDonogh
Grades K-4 9:00 a.m. Tuesday, October 9 Thursday, October 25 Wednesday, November 14
Grades 5-8 1:00 p.m. Sunday, October 21 Grades 9-12 3:30 p.m. Sunday, October 21
Visiting Day for Kindergarten–First Grade: Saturday, November 10 at 9:30 a.m.
Independent School Fair www.IndependentSchoolFair.org Sunday, September 23, 2012, 3:00 p.m. to 5:00 p.m. Crowne Plaza Baltimore Admission is Free Learn first-hand from school representatives about – Close-knit diverse communities where students are given individualized attention – Classes that are intimate learning environments where teachers are closely connected to their students – Schools that challenge students to stretch their minds with high standards and rigorous programs – Teachers with the freedom to be creative and flexible to make sure students reach their full potential – Opportunities that extend beyond the classroom - to athletics, the arts, community service, and leadership experiences Hear presentations that explain 3:15 p.m. – How to Choose the Right School 3:45 p.m. – How Admission Decisions are Made 4:15 p.m. – How to Afford an Independent School
Participating Schools Baltimore Actors’ Theatre Conservatory Baltimore Lab School Baltimore Lutheran School Beth Tfiloh Dahan Community School The Boys’ Latin School of Maryland The Bryn Mawr School Calvert School Cambridge School Friends School of Baltimore Garrison Forest School Gerstell Academy Gilman School Glenelg Country School The Highlands School Indian Creek School Institute of Notre Dame
Jemicy School Krieger Schechter Day School Loyola Blakefield Maryvale Preparatory School McDonogh School Notre Dame Preparatory School Oldfields School The Park School of Baltimore Roland Park Country School The Shoshana S. Cardin School St. James Academy St. Paul’s School St. Paul’s School for Girls St. Timothy’s School Waldorf School of Baltimore
AIMS-member schools admit students of any race, color, national, or ethnic origin. They do not discriminate on the basis of race, color, national, or ethnic origin in the administration of their educational policies, their admission policies, scholarship and loan programs, athletic and other school-administered programs. Directions: Please visit the following link for directions to Crowne Plaza Baltimore: http://www.crowneplaza.com/h/d/cp/1/en/hotel/ballt/transportation?start=1 or you may enter the hotel’s address: 2004 Greenspring Drive, Timonium, MD, 21093 at Google Maps.
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jtinsider.com 33
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OPEN OP EN HOUSE H E–O October ctober b 21 2 11am in the IIglehart 11am glehart Center Center, r, G Grades rades K–12, Parents Students P arrents & S tudents &Žƌ ŵŽƌ &Žƌ ŵŽƌĞĞ ŝŶ ŝŶĨŽƌŵĂƟŽŶ͕ ĨŽƌŵ ŵĂƟŽŶ͕ ƉůĞ ƉůĞĂƐĞ ĂƐĞ ĐĐĂůů Ăůů ϰϭϬ͘ϯϳϳ͘ϱϭϵϮ Ϯ džϭϭϯϳ ĂĚŵŝƐƐŝŽŶƐΛďŽLJƐůĂƟŶŵĚ͘ĐŽŵ Žƌ ĞŵĂŝů ĂĚŵŝƐƐ ƐŝŽŶƐΛďŽLJƐůĂƟŶŵĚ͘ĐŽŵ Educational apps: Word Wizard from L’Escapadou
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HI-TECH om page 32
Kaplan, is that it is dynamic 24/7. Classroom learning, therefore, can stem far beyond a school’s four walls. “Use of Web 2.0 or cloud resources allows the students to continue their learning beyond the schoolhouse walls. Learning today has become an anywhere, anytime phenomenon. Employing these resources allows individuals to take responsibility for their own learning, and it helps us
develop our students into life-long learners,” Kaplan says. “We are living in amazing and exciting times,” notes Kaplan. “I know that we are preparing students for a world in which there will be vocational opportunities that do not currently exist. We need to watch, learn and provide our young people with opportunities that will assist them in being ready for new challenges.” ✧
TECHNOLOGY TIPS Five things to keep in mind when your child hits the web: ■
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34 iNSIDER/ Education August 2012
Not every website is appropriate — choose carefully. Keep the laptop/iPad in view and monitor your child’s use. Not all apps are equal — read reviews and check ratings.
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Set limits — experts recommend 30-45 minutes of computer use for elementary school children (up to one hour for middle and high school students).
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Mix low-tech with high-tech — don’t abandon crayons for an iPad coloring app. Source: Faye Friedman
YOUR F U T UR E B EG INS HER E . Join Us for our Fall Open House Saturday, October 13, 2012 • 10 am - 2:30 pm A N I B WOR LD SCHOOL
An Exceptional College-Preparatory Education for Girls Offering the International Baccalaureate Diploma Global Immersion Program • New State of the Art Academic Building • New Outdoor Athletic Complex Nationally Recognized Equestrian Program • Boarding and Day, Grades 9-12
Reservations: 410.486.7401 // admis@stt.org // www.stt.org
•
8400 Greenspring Ave., Stevenson, MD 21153
VENDORS WANTED
Partner with the Pikesville Chamber of Commerce during our next event! Sample your product, brand your business and meet your customers in a unique setting.
September 23 at Quarry Lake Contact Harris Promotions at 410-561-0065 for more information
jtinsider.com 35
Goldsmith Early Childhood Education Center 18 months - 5 years 410/486-8642 Open House Wednesday, November 14, 10 a.m.
Michelle Gold, Director www.chizukamuno.org/schools
Krieger Schechter Day School Kindergarten - 8th Grade 410/824-2066 Open House Monday, October 22, 9 a.m. Wednesday, December 5, 7 p.m.
Bil Zarch, Head of School Ilene Wise, Director of Admission www.ksds.edu
Great Beginnings Start at Our Schools Rosenbloom Religious School
Kindergarten - 7th Grade 410/486-8641 Rabbi Stuart Seltzer, Director of Congregational Education Please call for a personal tour. www.chizukamuno.org/rrs
Netivon High School Programs
Stulman Center for Adult Learning and The Florence Melton Adult Mini-School
Great beginnings for all adults. 410/824-2058/5 Judy Meltzer, Director www.chizukamuno.org/schools
410/486-8641 Please call for a personal tour. www.chizukamuno.org/rrs
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