Saul you asked what are the 17 models emerging in NY?

---

MODEL TYPE*	MODEL DESCRIPTION
1. Shabbat Family Celebration	Jewish education focuses on family learning and growing Jewishly through shared study, observance and celebration in “real Jewish time”—on Shabbat. It involves experiencing Shabbat, not simply learning about Shabbat. Families come together in some regular rhythm (e.g., weekly or bi-weekly) on Shabbat (Friday and/or Saturday) in homes or in synagogue for learning and celebration. The model includes a combination of adult time, children time and family time, often a combination of meal, worship, and learning. An emphasis on creating connections within and among participating families (and with the congregation) drives much of the educational design.  In most cases these experiences are augmented with some other form of learning for children such as regular peer classes, tutoring, or Skype lessons.
2. Family (non-Shabbat) Learning	This model focuses on families learning and growing Jewishly through shared experiences and study. Families come together on a regular basis in homes, synagogue and/or the larger community to learn, worship, and/or share a meal. Sometimes the meetings follow the rhythm of holidays. Sometimes the focus is on a specific learning theme (e.g., Jewish New York) and learning takes place in sites that support the learning (e.g, Ellis Island). An emphasis on creating connections within and among participating families (and with the congregation) drives much of the educational design. In most cases these experiences are augmented with some other form of learning for children such as regular peer classes, tutoring, or Skype lessons.
3. Intergenerational/Multi-age Learning	Jewish education brings together learners across lines of age and stage of development. Variations of this model focus on varied relationships. Models might involve children working with adults congregants not related to them, older and younger children, children and teens, or teens and adults. The model provides all learners with the opportunity to build relationships and learn with and from other members of the community with whom they would not typically have contact.
4. Home-Based Learning	Home is seen as a sacred learning place. Individual families are supported to learn in their own homes with materials or staff. Or, families gather in one another’s homes for learning supported by materials and/or staff of the congregation. The model can include social activity and meals as well as learning. By meeting in homes, the model shifts some of the responsibility for setting goals and determining content to the learners, and also provides flexibility for scheduling. The home setting provides a natural context for learning about subjects ranging from sibling rivalry to kashrut, and encourages the possibility of extending or transferring the learning to day-to-day living.
5. Jewish Service Learning	The model uses the three part experiential learning approach of preparation/action/reflection. Learners engage with a variety of Jewish texts to deepen their understanding of relevantmitzvot and Jewish values. They also regularly participate in hands-on social service in a variety of settings, most often outside of the congregation, to put their learning into action. A key component is reflection on action, allowing learners to make deeper connections between the values they have studied and the action they have performed. Core to this model is the belief that tikkun olam is not a project to be completed but an ongoing responsibility in the life of a Jew. This model can be used with children, teens or families.
6. Congregation-wide Theme-based Learning	Learning is centered on a core curriculum that is pertinent for children and adults throughout the congregation. All congregational learning focuses on selected content (e.g., rabbi’s sermons, family programs, classroom study, communication with congregation like newsletters). Often the curricular focus is one or several Jewish values.
7. Mentoring Self-Directed Learning	The model employs self-paced learning in a beit midrash format or open classroom format. Learners gather together in a space, and engaged in learning individually, with a partner or in small groups. The goals and materials may vary from learner to learner. Teachers and/or tutors are available to support the learners in meeting goals.
8. Retreat-Based Learning	This model uses intensive experiences held over an extended period of time (like a full day or weekend), occurring throughout the year, usually off-site. Learning is supported by preparation before and reflection afterwards. Children’s retreat-based learning is typically augmented with some other form of learning like regular peer classes, tutoring, or Skype lessons.
9. Distance Learning & Technology (including Skype Hebrew)	In this model, technology is used to support distance learning, enabling learners to have either more control over the content, time and pace of their learning or to eliminate logistical challenges like transportation. This model can employ available online content (e.g., Hebrew learning games, MyJewishLearning) or can facilitate interaction with a tutor or teacher. The approach is usually integrated with regularized peer or family learning.
10. Choice-Based Learning	In this model, congregations establish a set of broad learning requirements and opportunities for fulfilling them. Families, teens, and/or children select the time, the content and/or the approach to learning that interests them in order to meet those requirements. Learners select from a wide array of possibilities from family travel, to visiting museums, to study groups provided by the congregation.
11. City as Classroom Learning	Children and/or families seek out alternative geographic locations to support the content of learning (e.g., a museum, a mall, a yoga studio) or select goals and content for learning based on rich resources in the surrounding community (e.g., because Ellis Island and the Tenement Museum are nearby, the decision is made to explore issues of immigration and resettlement).
12. Holiday Celebration/Observance-Based Learning	In this model for families and/or children, the program revolves around the celebration of holidays in the home and congregation. Experiences include learning, worship, and meals. Often includes preparation, communal celebration/observance, and reflection.
13. Project-Based Learning	Learners engage with a real-life need or a problem of the community, identified by the educator, the community or the learners. Learning is structured so learners understand the need/problem, develop a solution through study, deliberation and consultation, implement it, and reflect on the process. A critical piece of the learning process involves creating and sharing a product with a wider public or audience, generally a solution to the problem explored or the fulfillment of the need addressed.
14. Camp, Camp-like, Camp-linked Camp-Inspired	This model is executed in one of two ways. In some cases it is held during school vacations and holidays and is led with the active participation of congregational teens as counselors.  It includes formal and informal activities for learning. Or, the model uses a camp-like format on a weekly basis and includes experiential activities in camp-like spaces within the congregation. Emphasis is placed on building rich, meaningful community while also deepening Jewish knowledge, understanding, values and skills.
15. Havurah (small groups)	Learners meet in small groups with a facilitator/teacher usually in homes or other settings. Often the agenda for learning is set by the decision and/or interests and questions of the group in consultation with the teacher. Small groups are often linked with some regular Shabbat, holiday or social gathering.
16. Leadership Development for Teens/Teens as Educators and Mentors	Teens are trained to be leaders and role models for educational programs for other learners in their congregations. Teens may lead social activities, worship, experiential learning, formal learning, tutoring, or some combination.
17. Family Coaching/Concierge	This model involves the training of congregants or educators as coaches to work with other families in the congregation. The coaches support learning in those families, based on the interests of the families.