Parashat Tzav

Howard Gardner made famous a theory that most educators have known inherently, that of "multiple intelligences."  He says that children (all of us) learn - or are smart - in various ways. 

• Linguistic intelligence
• Logical-mathematical
• Musical intelligence
• Spatial intelligence
• Bodily-kinesthetic intelligence
• Interpersonal intelligence
• Intrapersonal intelligence
• (He later identified an eighth intelligence, the naturalist intelligence.)

We believe in this - we see this every day.  A child who might struggle in reading absolutely shines when she's on stage - even memorizing her part amazing us all!

We see children who might struggle in math be the leaders when it comes to analyzing historical events.  Students who cannot imagine writing a complete paragraph translate an assignment into an outstanding piece of art work.

Obviously all students need to be able to read, write and do math – and many work mightily diligently at mastering these skills – or at least meeting the goals…but isn’t it wonderful t hat there are areas in which they easily succeed – and thrive?  Part of our curriculum is designed to academically challenge our students to do more, to reach new heights. Another facet recognizes that other need – of kids to succeed in other areas. And so, when we build our program, consideration is made to address all areas. 

Last week’s Oneg is a perfect example of this.  Our 5^th graders, with help from the DLGJCAC worked for a month with a playwright, writing their own scripts on Sefer Shemot, the Book of Exodus.  Imagine our delight when it was an unqualified success and the students wrote outstanding plays! This pleasure was increased when we watched 3 of their plays come to light on our stage and saw the various “intelligences” of our students shine!  This kind of learning is evident every day.  A first grade class took a break and the students did jumping jacks, counting to 50 by 5’s!  5^th grades learned about “chametz” by experimenting with yeast and balloon (trust me, it’s cool!); 3^rd graders used works of art to pinpoint Jewish traditions and also to create their own “Agams” about slavery and freedom. These of course are only examples of the multi-intelligence learning throughout the school.

The Pesach Seder, eons “before its time,” is a great example of this kind of learning.  We move, we taste, we ask, we sing; did you ever hear of the 4 sons!!!!.  Hopefully your children will bring home ideas and information that help you look at the Seder, at Pesach, through a new lens.  For many, it’s a turning of the tables.  We are commanded “v’heegadeta l’vincha”, and “you should teach your children.”  In many cases, the children are teaching their parents!! 

Second Trimester report cards should be sent home today.  As I read the various teachers’ assessments of your children, I am struck by the ability of our children to learn so much and to adapt to different styles of teaching.  I continue to enjoy the proof of multiple intelligences that children thrive in different ways, that varied learning styles – and the subjects themselves – bring out the best in our children and permit them to enjoy success.  

I join the entire Lower School staff in wishing you and your families a “zeesen Pesach,” our hope that you will enjoy your children and their knowledge – as well as their beautiful sweetness!  Shabbat Shalom