Speaker A
All right. So, welcome everybody. Um, this is a get to know you, what's going on, keeping you in the loop before we go out for a long vacation. And I just want to sort of let you know where
Introduction to the REED 720 Full Program, explaining personalized learning in English and math for 23 schools with program management details.
Key Takeaways
- The 720 program personalizes learning to meet individual student needs and pace.
- Teachers will use dashboards for real-time feedback instead of relying solely on exams.
- Elelliana is the key contact for English program management and support.
- The program supports both strong and weaker students to ensure no one is left behind.
- Collaboration and communication are essential for successful implementation.
What the video covers
- Welcome and overview of the REED 720 Full Program involving 23 schools.
- Introduction of Elelliana as the program manager and main contact person.
- Explanation of the 720 program's goal to personalize learning in math and English.
- Description of how the program allows students to learn at their own pace with real-time feedback.
- Details on how teachers will shift from lecturing to guiding small groups based on student needs.
- Clarification that the program does not change curriculum content but changes delivery and assessment methods.
- Mention of special attention for restart and triple E students with dedicated support.
- Encouragement for collaboration and communication among teachers and program staff.
- Use of WhatsApp groups and digital tools to facilitate communication and program updates.
- Emphasis on ongoing learning and adaptation as the program evolves.
Full Transcript — Download SRT & Markdown
Speaker A
we are. The you, if you're here right now, you should be one of the 23 schools in the full program and you should be in the WhatsApp group for the full program.
Speaker A
you and your teachers, which means if you are here and welcome to you, um, that means that your school is one of the 23 schools in Reed who have chosen to go into the 720 program in math, maim
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and English, um, and you are in the WhatsApp group and if not, there'll be a QR code for you to go into it, but if you're here, I'm assuming that you are in the group because that's where we stuck the link.
Speaker A
so if you're not, then make sure that you get into it. And once again, I just wanted to meet with you for a few minutes in order to go over what's happening, go over what we're doing, um, before we go out on the long vacation.
Speaker A
What's going to, what's planned for after the vacation? I honestly don't know. Um, we're going into elections and stuff like that. So, I really am not 100% sure. But, um, I most of all what I wanted you to do was meet Elelliana.
Speaker A
Elelliana, wave. Hi, Elelliana. Elelliana is, um, the person who's going to keep me sane through this program.
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Um, Elelliana is what, um, they call either a moa or a metlet or my general go-to, oh my god, I need this right this second and there it is person. Um, she's going to be managing the entire program. She's
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going to be managing matim. She's going to be managing what your needs are. She's going to be helping you through whatever you need. Um, if it's not going to be her who's directly helping you, then she's going to tell me or the other
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people in the stem who needs to help you with what. If it's a problem with something, all right? If it's something great that's happening and you're going to share it with her, then it's going to get everywhere. In
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other words, she's the person who is your go-to person. Okay? So, she's going to introduce herself. She's going to go over a little bit about what she's been spending the last few weeks doing and learning. Um, if there are any
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questions, then either ask them to or ask them at the chat or ask them at the end. Um, and we're going to do this short and sweet so that you can go and put your feet up. Okay. Hello,
Speaker A
sweetheart. There's a very cute girl with us. Hello, little one. It's so nice to see you. Um, okay. So, yala, take over and do your thing, lady.
Speaker A
Okay. Thank you so much. Hi, everyone. Uh, I'm, um, actually after the whole, uh, introduction, I just want to say I am just me. Um, but, uh, please God, we'll be able to do things, uh, together and they'll be amazing. Um, okay, Judy, I'm
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going to share the screen the set. I think I'm going to share the screen.
Speaker A
Yes, here it is. Okay, we'll see y. Okay. Um, if we can't see, so let me know. Okay. All right. So, we're introducing the 720 English program and you all know the 720 program because you're all part of it. Um, but I do want
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to tell you my part, my side, what I'm in charge of and what I expect, uh, to be working on together with each and every one of you separately or together.
Speaker A
So, uh, who am I? I'm Lienstein. Um, I'm speaking Hebrew because that's the way it works with me. Um, I'm here for you.
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My role here is to take charge of anything that happens or should be happening in the 720 program in English, uh, in your schools. That's in Kita and in Ket. So, I know that you're going to have more help with your Kita Zine kids
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um, with the 720 in maths and in, um, chemistry. No, no, chemistry, science. Um, but anything that has anything to do with English, uh, could be directed towards me.
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Um, so, if anyone doesn't know what 720 is, I'll just go through it quickly. The whole idea of 720 is making the program, the learning program more per more personalized, more real time, and to be able to let you as a teacher be the best
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at what you do, which is leading tech, uh, leading and supporting, um, leading and supporting the, uh, the students in what they're supposed to be learning. This isn't going to be changing what you teach. It just isn't going to be changing the way you've done
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it, just the way it works for each and every one of your students, um, at their own pace, at their own time.
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Uh, the idea of 720 and of using the app to be able to, uh, to put it into your teaching into the pedagogy, uh, is to be able to work in this way where every student h first starts off to map out
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where they are. Then together with the teacher and what the teacher has decided to put into teaching, setting the goals, learning together either separately one-on-one or in little groups. Uh, it says here in pairs but it's also little
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groups or in focus groups together with the teacher for when the students need, uh, specific help at their own, um, at their own pace, making it as personalized as possible and, um, for the teachers to be able to
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get a response, um, mash all the time, not only waiting for exams and then to be able to mark and test but to be able to see what's happening in the class at all moments or after every lesson or a few
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times even during the lesson seeing who knows what and who needs help. Uh oh, we've gone the wrong way. Here we go. So, what changes for the students by using 720?
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Um, the new things that are going to help the students right now is that instead of working with the whole class at the same pace on the same material, the students are going to have the same material but at their pace and to be
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able to have their own level. Uh, instead of strong students getting bored or the weaker students, uh, staying behind, this is going to be able to help every one of the students be challenged at their own, uh, at their own level and let making
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sure that no one drowns behind and, uh, doesn't get attended to and the fact that what I said before about the feedback not having to wait for exams but also to be able to have feedback on the go. Um, it's going to please God be
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very, very helpful for students and of course for you, the teachers. What chang, what changes for the teachers? Uh, by the way, if there are any questions I can't be, I can't see them so let me know at some point. Um, what
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changes for the teachers? Uh, at the moment all the hours that go into mapping and checking and making, uh, trying to work out where the students hold, please God, will be changed into an on-the-go dashboard that will be able
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to be very, very clear and, uh, and show you exactly what's going on with who and how many. Um, the structured, the structured lessons that we have until now where you're supposed to be in charge of a whole class going all at
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once at the same pace is going to be divided up into small groups so that you could guide the groups that need help separately and so that you could also use what it is that each group needs in
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a way that's good for them. And, um, what's the last thing? Instead of you having to teach all the time speaking in front of the class, you'll be able to move from being a speaker to a guide where you help each group and each
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student get what it is that they, that they would want to learn but at their pace.
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Um, okay. It's important to note that obviously not every student starts the same way. We know that we have the restart students and we have the triple E students. The restart students are going to have to obviously first of all
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catch up on what they need to catch up on the way that we've done it until now or you've done it until now and I'm still learning. And the triple E students are going to have their special attention, um, by our English counselor
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Paul Rifkin and, um, and they will all be attended to as they need with the help that they, uh, that they deserve.
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Hi. Um, okay. So, that was about 7:20. Uh, as, as a big idea, what about us? What are we planning on doing?
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So, the whole idea of me being here is that we could work through this hand in hand. Um, I want to be able to help you all. I want to be able to, to make this work, make it be, um, easier and h
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and precise and and the best it can be. Um for us to be able to get through this together, we need to have obviously your part and my part. Your part is to give it a try. Give the dashboard a real
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look. Try using it as much as you can. Bring up the problems. If you find them, the quicker, the sooner the better. Uh reach out as soon as you can for anything small, anything big. I'm always available. This is my job.
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Sorry. Okay. Um and of course working as a team uh if it'll be uh with me the mo if it will be with your mata matim in your schools um the teachers that all work with us together even the students are
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part of the team at some uh to some point. So bring everyone in make it into a thing that we learn together because this is a thing that we're learning together and we're going to make it work. Um what you get from 720
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first of all is an ongoing support system. Please God will make it the best. Uh you will have a tech implement the Matsia that I just spoke about. He uh they will be in your school starting from December January. Uh and they'll be
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able to help you. They'll be coming in once a month. Um there will be training.
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There'll be community days. Uh there'll be obviously ongoing support whenever it's needed and uh technopedy experts.
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Yeah, I said that before. Um and obviously we're all together with you trying to make sure that it works and that it's the best and that anything that isn't working is going to be chopped up and made sure that it makes
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that that we make it better. This is a link, a QR code that I would like you to all use to make sure that you're all part of our group, the 720 school program English teachers. Um, if there are any questions, anything that
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you want to see, anything that we're going to let you know that we're doing or learning, um, we will be sending it over there.
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If there are teachers here who aren't in the group, I recommend highly that you scan this now and make sure that you are in the WhatsApp group. Um, I had asked originally your coordinators to add everyone. I don't know if coordinators
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if you've added everyone. If you're not in the group, please be in the group.
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It's not a loud group. No one says really anything in the group right yet.
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It's not one of those annoying groups where we put out messages about anything. This has to do specifically with this and only this. If I have nothing to say, I will not put a message.
Speaker A
Okay, Zam, just a minute. I'm muting you. Um, uh, if I have nothing to say, you will not hear from me. Okay. It's really important that you be there, though, for things that are important.
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Okay. Um, one of the things I wanted to just say about the restart and the triple E, we're going to have to see what the which apps are approved and and what their abilities are going to be. So
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there may not be in the app a way for us to deal with students who really are have no vocabulary whatsoever and it might be that our strongest kids it it doesn't go high enough to be one B2 for
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our native speakers and and and so we're going to have to really pay attention to that. Okay. Now those are always the the the populations that are are the ones that we have to pay attention to and sometimes it's the hardest to pay
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attention to. All right. But in this case, we also have to see whether the app is going to do it. So that's something that we need to work on, which is one of the reasons why when we had
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the meeting about the beginning of the year, I said restart, everyone starts regular and restart starts.
Speaker A
Okay? So you have to make sure that your restart kits are are starting um your stronger students already know what they're doing because you're doing you do it every year and so you're doing it with them as well. Now, when we start to
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learn about the program a little bit more, then we'll be a little bit smarter as to how we can really reach those extremes. All right? And it's probably one of the things that I will put in to the WhatsApp group are either materials
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or um ideas for using that. One of the things that I asked Paula to do and she's here tonight is to create a choice board um for your stronger students with eight or eight I think eight uh eight or nine um
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units that they can work on independently if the app turns out not to be suitable for the highest level student. Okay. And so there will be um a choice board that your students can choose from to work in their little
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groups or by themselves or whatever on some sort of um work. So you won't have to make up that material. All right. So that's definitely one of the things that Reed will be able to give you that I'm
Speaker A
sure they're not going to talk about in any of the Pikto if it's not ours, but that um we'll definitely have for you so you don't have to deal with them. Um, absolutely. And you should all do Books
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and Bridges. This isn't going to change your curriculum. Okay. Can you unshare for just a sec, Elelliana? I want to answer that question. It's important to me, but I want to look at people when I'm answering it. It's a nice QR code, but
Speaker A
I'd really rather see the people in my Hello people in my window. Okay. Um, your your curriculum isn't changing.
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Okay. You're using your textbook. You're you're doing a project. You're doing a mini project about heroes. You're doing something in Kazen for Shawim. You're doing something about your maleim.
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You're doing you know whatever it is you do anyway in Kitazain. Okay. Whatever that is. If you do your family tree or if you're doing something about your grandfather wherever he came from or you do whatever it is you do, you're still
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doing that. Okay. Mostly the idea of the 720 is the way your room is going to look.
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And what do I mean? The the the way the flow of the classroom is going to be. Not everyone is going to be working on the family tree all at once.
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Okay? So, even if you're working on the family tree for a couple of weeks, your kids are going to be doing it in waves.
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All right? So, you'll have one group who's working on the family tree with you, and then there's going to be another group that's going to be working on something in the textbook, and then there's going to be one group that's
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going to be working on the app. And then in the next lesson, they either continue or one of the people in the app says, "I'm already done with that. I want to go work on my family tree." And he comes to talk to
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you. And then one of the family tree says, "I've had enough of the family tree. I want to go and work on my textbook." And he moves over to there.
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All right? It's the dynamic that's going to be happening in the classroom that is the 720 method. Okay? It's a station rotation.
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It's not very strict necessarily. It can be at the beginning it as a baby step, but the vision is that the class will move.
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Okay? You're not standing up in front and everyone is doing what you say. You finish 12 minutes and now we do the next thing and then we finish 12 minutes, we do the next thing. No. All right. that
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the things are dynamic and moving and the kids are moving and dynamic and some of them are working on this and some of them are doing that and you are now one of the things they wanted which they
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didn't really take into account that we don't have two teachers for every class which is I mean oh that we had that many teachers in English we should say thank you we have enough just to cover the basic but in general they wanted one
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teacher to be able to sit with the students and actually work with them and another adult pay attention to my to what I'm saying.
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Another adult, okay, doesn't necessarily have to be an English teacher that's going around and sort of making sure that everyone else is busy and doing what they're supposed to be doing, okay?
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And again, it doesn't have to be an English teacher. It can be either some, it could be a history teacher, but it needs to be someone. Okay? Now, the group that you're working with is obviously the group that you is getting
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your attention in that hour. Okay? Now, for you guys, in the full program, you have all of your hours or or at least most of your hours that are going to this program. And so, you're going to learn to do that kind of juggling, okay?
Speaker A
Um, and that's that's the shift. It's not just that there's an app, okay? Cuz that's a nice thing, but we have Capiche, we've had apps before. This isn't like, you know, rocket science, right? The difference now is in your
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ability to what's happening in the class. All right? That's the essence of of the change. So, of course, you should do be doing Brooks's Bridges. All of you should be doing Brooks's Bridges. Okay?
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That's the best program I have. Um, but it's also one of the reasons why the Restart kids are out cuz they would never do it um they would never do it in the same room. Do you know what I'm saying? that that wouldn't
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happen. All right. Did that answer your question, Stev? Okay, good. Yeah, another question here.
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Yeah, obviously it would be better if there are two teachers. Um I'm just not sure that we'll have so many, but obviously the more the marrier.
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Um, okay. So, on to our last slide. Here we go. Um, that this is the last slide. Thank you so much for your listening. Please scan and send me any thoughts, ideas, questions. I don't know.
Speaker A
I wanted to ask is there going to be a schlomi because they didn't publish anything. We don't know yet exactly how it's going to be. We're trying to get um uh Tafon and Meraz and Dome and maybe it'll partially be um online. We're
Speaker A
still working on it. We'll know after the Khagim. Right now, they haven't chosen the apps yet. So, in any case, we're sort of still waiting.
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Um in any case, what we were told was it's not happening before December. It's not going to be in October. I don't know about the but talking about I understand and since we don't know anything about it yet the program itself
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isn't supposed to start until December at least. Okay. So we have time after the to figure out what we have to do. I know it's short timing. I don't know. Um there's a lot of hats in all different directions
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about schlomi. All right. Also remember that Reed has schools in the Okay. They're not getting a helicopter.
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All right. There are things that we need to work out. Minel is trying to work on it. Um, one second, please. Minel is trying to work on it to see how we can make the suit the meanal. Um, because it
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doesn't right as it sits now, three days in doesn't necessarily suit everyone in the minhal. And so, we're going to work on it. There have been a lot of principles also who have more than one teacher especially in the full program
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who can't just let five teachers out for three days. Some of them are some of them are like I'm not even talking about your private lives. I'm talking about your professional lives. Do you know what I'm saying? Like a lot of you have
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other so it's still so I don't know yet. Um there are a lot of different options that have come up. Um I'm not going to share each option with you because nothing's been decided but the second I know I will tell you. Um, but don't
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worry. All right. Don't worry. The second I know, you will know. All right. 100%.
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All right. Elelliana, did you want to do anything else? Sweetie, I'm sorry that I made you take your QR code off.
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No, I've got a new QR code. Oh, we have a new one. Oh, yay. I'm so excited.
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This is the one that I really like because this one comes to my email and then I get to read everything. So, uh, please feel free to use it today, tomorrow, anytime within the next few months, years, whatever. I'm always
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available. I'm always available. Yeah, always. She just she's just breathing 720 in. Um, can I ask a question?
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Absolutely. Hi, Fern. Good evening. Hi, Judy. Hi, everybody. Nice to meet you, Elelliana. Uh I have I've been getting u messages about zooms from Mr.
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Kino and from Reed. Uh do I just go to every Zoom that's that talks about 720?
Speaker A
Absolutely not. You can. Thank you. Um no you don't. You will get from me everything that you need. You'll get from Elelliana everything that you need.
Speaker A
A lot of these are for the full program. um for other teachers, for madim teachers, for mathematica teachers, for your school should be keeping you apprised of the things you're only doing English. You really don't have to know
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what they do in madim. If it interests you and you want to see it, you know, how they're looking at this pedigogy and what they're doing, Sabah. Okay, that's a professional curiosity and I'm all for that. But don't go to all these zooms.
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We had one with Barry that talked a little bit more about the program. She's your chief inspector. So, that's kind of like, you know, a thing I can't tell you not to do and a thing I think you should
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do because she's your chief inspector. Um, but theoretically, I will bring you everything you need.
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Thank you. I appreciate that's also why I opened up the WhatsApp group. All right? Because it's also um it's also a place to gripe.
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It's fine. You know, I never tell. Um but but in general, it's a place to say, "I don't understand this. this isn't clear. They've been sending me this message and I don't know what to That's the place. All right. So, Fern, if you
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have one of those, again, just write it in the group. Just say, "I've been getting all these messages. What do I do?" All right? And I'd answer you the same.
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All right? Don't There are no weird questions. Just ask them. All right? Cuz you know, you know what they say. You're not the only one who had that question.
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You know what I mean? Like, no, I'm serious. Like, it's this is all new. So, it's totally natural that nobody knows what's going on. and it's the ministry.
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Um, I also have a question and again you just said that nothing is uh No, nothing is weird.
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Go for it. But um I is there like do they have an idea of how many students are supposed to be in one class because we have 35 in each class. So 70 kids with two adults feels like a lot,
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right? So it really depends. Um, and yes, I hear what you're saying. It also depends on the the space in the room, okay? If you've broken down a wall or some of you have bigger spaces, okay, where there are corners, some of you
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have spaces that are already built that have um these like plexiglass enclosed thing where twos and threes can sit and work on things. Sometimes there's an area with a computer with, you know, a set of computer and a gala
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of laptops that they can take out. It depends on what your setup is. If you have a regular room for 35 kids and we're going to squash 70 in there, yeah, that's not going to help. You're going to need football referees for that. All
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right? But if you're working in a larger area, all right, that's built for that kind of learning, um, then no, if they're busy and they know what they're supposed to be doing and your rules are very clear, it should
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be fine. Okay? And it does work. We have schools that it's already working in.
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Okay. Um, maybe one of the things you want to do is I will give you a list of schools that you can like I don't know where where stuff, where are you from?
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Um, okay. So, it is a bit of a schlle for you. I I'm not saying it's not, but if you want to take a walk or a trip, it's not a walk. Oh my god, it's like a three-hour drive.
Speaker A
But one of the best places that we have is in No Golan in Katarin. If you ever want to go up and secondhand shopping, antique shopping in the Golan, then you can go and see them.
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Um, but in general, they have been doing this now for a decade. This is the way they teach all of their students. Okay, they have these huge areas now. Um, Non used to do it. I mean, Non used to have
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it, but they've semi- stopped. Canot is working that way now as well. Um, but that's also near Gada. That's kind of far from you. Let me see if I can find a school near you that works like that
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that you can see. But one of the things that we might want to do in this program is um realize that we have to break down a wall in our school.
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Okay? It's not out of the box. Okay? If if we are going for that kind of pedigogy, then it might be that one of the things that you tell the Matia or you tell Elelliana during when she asks
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you, "How's it going? What's it doing? How's it going? What you know, what are you doing? What's good? What's bad?" One of the things might be a recommendation to your school to break down walls over the summer and then next year you're
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starting with these huge things or over a vacation or over something. Okay. So, I think that when we're in a pilot, you have to understand pilot mentality.
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Pilot mentality means out of the box. Okay. You're taking it to the k. All right. So there are just there are just dreams, right? And if you really want to try working on that, then one of the things you might want to do
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is you have to say to near break a wall. Okay. Yeah. Well, no, not in not he's not necessarily going to say no. It actually he actually suggested that to me like he said we might have to come up
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with like somethingative. There you go. You might have to. Now, one of the things that Elelliana is in charge of, especially in your schools, is to have that wish list.
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Okay? And so that when we get to March, and this is one of the things I spoke to Min about, I just got off a status with him and I said to him, we sat with this guy about a dashboard and one of the
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things I said was in March, I want to be able to give you a do of what every school needs, which may include small sections off, opening a wall, opening a it doesn't matter. I want to be able to give it in March this year so
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that it happens by August. Do you know what I'm saying? I can't just, you know, at the end of the year say, "Oh, yeah, we need to break down all the walls in May." Okay, that isn't going to happen.
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But I think that it's important that you guys feel it out and see what you really want. Okay? Cuz the pedigogy is good. I mean, it's a good pedigogy. It might be that our spaces aren't suitable and we
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have to, you know, reorganize or adapt. But, but I think the pedigogy is good.
Speaker A
All right. Also, Stav, your school totally went into the program. all the whole thing the whole shebang.
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All right, which is also I asked the schools to go in small and you guys went in the whole thing. So that's also something that we need to take into account. I mean it's okay. I mean we'll deal with it. But I'm just saying that's
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also something. All right. So we'll see. Don't worry. We'll check it out. Yeah. Dora.
Speaker A
Okay. I'm really concerned about the assessment part. Which assessment part? like how can we know that the program really succeeds or like does what it's supposed to do or that our students are you're talking about the the app.
Speaker A
Yes. Um the other part of it is you're teaching regularly. Well, the other part of it is you're also teaching in smaller groups like you would never stand up in front of a very heterogeneous class and just drone on about a text in a textbook.
Speaker A
There would be kids who would be doing easier questions. There would be kids that would be writing essays. In other words, you would work differentially anyway. All right? In the end, you're giving a summitative assessment to everybody. Okay? If it were up to me,
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it would be differential, but we're not there yet. Okay. We're not there yet. Do you mean that students are going to study in a classroom with their teacher as usual and only some of them will be in the computer room working or like in
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the whatever? No. It means that in your classroom, you're going to be sitting at your desk with eight students. Okay? The other 10 students are going to be working in three or four groups or pairs on something that they're doing. And then
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10 or 12 students are going to be on laptops in the same area working on their personalized app.
Speaker A
Okay, I understand. And and they they'll be able to move. Okay. They don't just sit there for 45 minutes and drool if they're done or jump up if they're bored, okay? They they they have movement. So, if you're
Speaker A
working with a group of students who are really strong and you're pushing them forward and the other kids are working on the text that you did in the first hour and now they're working on the exercises that you gave them, page 64,
Speaker A
exercises A, B, C, and D. Okay? Whatever. It doesn't matter. And then the other kids have logged into the app and they're getting what they need on the app because the app has a mapping at the beginning and then we'll do a post test at the
Speaker A
end. Now we don't really know when students are improving or not. We know how well they did on certain right you test what you teach. So if you taught about family then you're going to test about family and then we can know
Speaker A
if they learned the vocabulary they know how to use it. they know how to. So, I think those things are still to like there's still going to be some assessment that you do, okay? The way you always did it. You're teaching out
Speaker A
of a textbook. Your textbook is your textbook, guys. We're in seventh grade. We need the textbook or we will miss out on band words. It's very, very simple.
Speaker A
The textbooks are aligned to the curriculum. Okay? We need those words in order for them to get the new words, in order for them to get more words, right?
Speaker A
We have to like work systematically. We can't deny the textbook. I don't want to.
Speaker A
I want you to work with the textbook, but that's only one part of what you're doing. So, Stav asked if they could do Books for Bridges, which is a program where the students write books, writing portfolios, speaking cards. You guys
Speaker A
have all of these materials. Okay. So, it could be that they're using speaking cards. 10 of the kids, 10 of the kids are at the computer and eight of kids are with you. STEM. I I I mean I'm just giving you an example, but that
Speaker A
kind of dynamic. Okay. Now, what do you need the other adult there for? So, chairs don't fly when you're sitting with eight kids.
Speaker A
All right. I mean, that's just they're seventh graders. You know what I mean? Like, you know, so the other adult doesn't necessarily need to be an English teacher, but does need to be able to calm down a student to
Speaker A
say, "If you need Dora, I'll go get her for you." Do you know what I'm saying?
Speaker A
like you know some other adult above 18 person who is taking responsibility while you're actually teaching a smaller group of kids. And remember uh even 25 minutes with eight kids is worth 3 hours with 35.
Speaker A
So if you can sit for 25 minutes with eight or 10 kids, that is almost an entire week of learning of you standing in front and them not listening.
Speaker A
Do you know what I'm saying? So, so even that 25 minutes out of 45 minutes is highly valuable. All right. And the other kids will learn. They need to be trained. Skinner, bells, food, dogs, you know, they need to be trained
Speaker A
to work independently without constantly going, right? So those are part of the things that that you know before we let them roam around their you know savannah of class we need to teach what the rules are going to be. So those are a lot of
Speaker A
things that we're also going to work on in the in the WhatsApp group. And I'm also sure that the piko should do some of this. But if it doesn't then Reed will do it with you. All right. Don't
Speaker A
don't worry. I don't I haven't seen what the mikoi looks like yet. So when I do see it, I'll be smarter and then I'll know what we need to or what or the things that I think you need to have. Do you know what
Speaker A
I'm saying? Cuz I'm not making the so so the mate is so once I see it, I'll be able to see if there are things that I think are more important for read schools. If there are things that I
Speaker A
think my teachers know that they need less of, you know what I mean? I'll sort of like do hatamot like and adjust the the what they're thinking of doing so that um I can be with you and and we can
Speaker A
work on the things that I think are more important for us cuz a lot of these things you guys know. So I don't want you to just be bored. So I would rather give you things that you need. So we'll
Speaker A
see how it goes. All right. When I see the curriculum then I'll be smarter.
Speaker A
Thank you so much Judy. You're so welcome. Um Zev, I wish I knew. I wish I knew for myself a nice schedule would be great. Do you know for Shaatova what I what I what I wished for everyone? I wished for a
Speaker A
really boring year. I I haven't gotten that yet. I haven't even gotten a week of that yet. Um but but um yes, the second the second I know about the the the will be easier. All right? because then
Speaker A
I know where it starts. And I'm not going to make you come into Zooms with me. And if I have them, you only have to come into them if you really want to.
Speaker A
I'm not taking attendance. All right. Today, I really wanted you to come in just so that I would keep you up to date before you went out on long holiday, right? Cuz it's sort of like you're in a
Speaker A
program, but it hasn't started yet, which is also weird in its own little way. So, I just didn't want you guys to go out on vacation without sort of having a little bit more information.
Speaker A
But again, I will never make you come to one of these. And if I do, if I say to you mandatory for all, it means it is really, really, really important. Okay?
Speaker A
I I try not to waste people's time. Okay? So, I'm sorry that I can't give you a good schedule. I wish I could, but even the be dates changed.
Speaker A
You know what I mean? like goodness way out of my pay grade. But the brood dates changed, right? It was a gaf and I got it when you got it. So, you know what I mean? I wish I could. It'd be
Speaker A
nice. It's a nice dream to have that the ministry would give me for for a couple of months and tell me what I have to do in March. Yeah, that'll ever happen.
Speaker A
I've been doing this for 14 years and it's never happened. Oh, what a sweetie.
Speaker A
Hello, sweetie. It's time for you to sleep. Good night. Nighty night. I love it when there are babies.
Speaker A
Oh, you're so cute. Hello, sweetie. Okay, you can all go. It was lovely to see you. If you have any other questions, you can write them in the group. You can write them to me. You can write them to Elelliana. Elelliana, you
Speaker A
are the best and you are going to be the best and we love you already and thank you for leading.
Topics:REED 720 programpersonalized learningEnglish educationmath educationstudent-centered learningteacher supportreal-time feedbackeducation technologyprogram managementteacher collaboration
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