programming - nfty

CHAPTER 4

PROGRAMMINGBen Zoma said: “Who is wise ?

The one who learns from everyone, as it sai d ,‘From all who would teach me, have I gained unders t a n di n g . ’ ”

[ Psalms 11 9 : 9 9 ] — Pirke Avot 4:1

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NFTY EDUCATIONAL PROGRAMMING

GOALS OF NFTY EDUCATIONAL PROGRAMMING

• To transmit Jewish culture, tradition, and information.

• To provide the setting and opportunities for Jewish high school students to explore,experiment with and establish their own Jewish identities.

• To provide the setting and opportunities for personal development and growth.

• To offer Jewish high school students the opportunity to meet and build relationships withtheir peers in their community, region and throughout North America.

• To focus on issues of relevance and importance to Jewish high school students.

• To provide education through a positive social environment.

• To provide opportunities for leadership development.

• To offer Reform Jewish high school students the opportunity for mentorship.

“NFTY-STYLE” PROGRAMMING

What makes NFTY programming so special is not the specific aims or content of theprogramming, but the context and the process of the programming itself. For this reason, NFTYprogramming is often called “informal education,” to distinguish it from the “formal education”that goes on in a religious school classroom. Since it is the form and not the substance of NFTYprogramming that differentiates it from classroom education, a more appropriate label forNFTY programming is “experiential education.”

Experiential education, however, signifies more than just the physical setting of the programs.The entire social context of NFTY programming also differentiates it from classroom learning.In NFTY, the participants plan much of the learning for themselves and for their peers. What’smost exciting is that students take responsibility for how they learn and what they absorb.

NFTY education is an active education. NFTY programs emphasize learning through experienceand activity, providing participants with the opportunity to become immersed in learning. Why?If you hear something about a subject, you may remember some of it. If you hear and seesomething, your recall is great but you’re still removed from what you’re learning. However, if youhear, see and do something, then it truly becomes part of you forever.

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THEMES: WHAT WE TEACH

NFTY programs accomplish the goals and educational methodologyenumerated above by exploring themes pertinent to today’s Reform Jewishteenager in a Reform Jewish context. Our tradition emphasizes ourresponsibility to make a difference, to join in the work of tikkun olam—repairing the world. NFTY themes and programs emphasize educationleading to action. “Lo ha-midrash ha-ikar, elah ha-ma-aseh,” declared theMishnah in the Third Century: “It is not the teaching that is the mainthing, but rather the deed to which it leads.” In this way, all NFTY themesand educational programs are social action themes and programs.

Each February, the NFTY General Board chooses a Study Theme and anAction Theme for the ensuing year. Materials are prepared for Mechina andduring the summer at the URJ Kutz Camp—NFTY National LeadershipCenter to aid and support youth groups and NFTY Regions.

Many youth groups and regions will select themes based on current events, or even a singlespecific event. Themes are often chosen with an eye for what will attract participants andgenerate enthusiasm, questioning, and debate in a Reform Jewish experiential learning context.

Every theme should and CAN be Jewish. Our Jewish tradition is rich and multifaceted, and issure to have a perspective on any theme chosen.

Please refer to our resources on programming available on our website www.nfty.org underresources.

A GUIDE TO GROUPLEADING

I. Before the ProgramA. Know your subject

1. Be familiar with the Program Format, taking special note of the goal 2. Look over the background information provided3. Have a working concept of key questions which must be addressed or any points

that may be trickyB. Do not plan to fake anything; ask questions beforehand

52 • UN I O N F O R RE F O R M JU DA I S M

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II. Initiating DiscussionA. Involve everyone in the group

1. Make sure people are seated in a way that enables you to see each person (circleswork well)

2. Invite everyone to participateB. Ask questions

1. Questions should be open-ended rather than requiring one-word answers2. Ask questions which circle around the main-point—allow participants to discover

the answers “on their own”3. Begin by addressing questions to the group at large4. Later you can address questions to individuals, but try not to put people on the spot

III. Maintaining Discussion

A. Play off other people’s comments1. “What do you think about what he/she said?”, “Do you agree?”2. “That reminds me of…”

B. Maintain order1. Allow only one person to talk at a time2. Make it clear that each person’s comments are worth hearing

C. Keep the discussion focused1. Allow the group to dwell on a point it they find it truly interesting—but don’t go

off on tangentsD. Maintain objectivity; don’t play “group-leader’s opinions are always right”E. When necessary, play devil’s advocateF. Summarize main points at intervals to make sure that people are following the

progression of the conceptG. Give brief feedback on good comments. (e.g. “That’s interesting” or “That’s helpful”)H. Prepare discussion questions and answers beforehand, in case of shy participants

IV. Possible Trouble Spots and how to Handle Them

A. A lull in the conversation1. Ask another question (be prepared with several)2. Summarize and/or repeat points that were already made3. Be flexible

B. Someone tries to take over the discussion1. Let him/her go if the point is on track2. Jump in after the comment is made to re-establish control (“That’s a great point,

thank you! Does someone else have something to say?”)


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C. People do not participate1. Ask a directed question2. Find a relevant sub-topic which may interest them3. Try to find a connection between the point and something which is relevant in their

lives4. Don’t get hyper

D. Discipline problems1. Ask the person a question to involve them

a. Use positive reinforcement for good answersb. If it will help, address their cynicism

2. Directly request the person to be quieta. Make eye contactb. “We’d really like for you to participate with us”c. Do not make threats, do not be rude or humiliate the persond. Do not send the person away from the group unsupervised

V. Wrapping-up Discussion: Tying Everything Together1. Summarize main points, emphasizing those which the group made2. Insert points which are part of the goal but which perhaps did not come out during

the discussion


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PROGRAM FORMAT SHEET

TITLE OF PROGRAM

TOUCHSTONE TEXT: A Jewish text or a source that serves as the basis of your program.

GOAL: What are your overall aims for this program? (e.g.: Participants will experience Shabbat)

OBJECTIVES:What are the measurable ways in which you will achieve your goals—you shouldformat these in the form of yes or no questions. (e.g.: Participants will be able to explain whatthe prayer “V’shamru” means. Participants will be able to make a Havdalah candle)

BACKGROUND: What do the people running or leading the program need to know aboutthe subject matter? Background material should be presented in a manner which is concise butthorough. Be sure to include a master-copy of each item you will be handing out.

MATERIALS: List all of the things you will need to make your program work. Don’t forget toinclude any of the materials you will be distributing in small groups.

PEOPLE: Who is needed to run this program? Include the number of group leaders, charactersfor skits, time-keepers, “rovers” (someone who walks around making sure groups are okay), etc.

LOCATION: Make sure that the activity you’re doing corresponds to the facility you have avail-able. (e.g.: don’t get caught playing baseball in an auditorium)

TIMELINE: Outline your program so that group leaders know how long each step should take.

I. Introduction (5 min)

II. 1. (10 min)

2. (45 min)

3. (15 min)

III. Wrap-up (in one large group or in small groups)

DETAILED PROCEDEURE: Using the timeline established, write out a step-by-step guidenoting exactly what will take place during your program. Be as thorough as possible, leavinglittle room for the group leader to have questions. Write out the program so that if someone wereto see a copy of it in the future, they could run it on their own.

EVALUATION: This section should be completed after the program has taken place. How didit go? What, if anything, could have been changed to have made it run more smoothly? Whatmade it work so well?


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PROGRAMMING ROAD MAP

BRAINSTORMING • Be sure that the topic is one you already know something about and that can be further

researched.• What kind of research is required and how much will need to be done?• Rabbis, advisors, community groups, NFTY are good resources.• Ask yourselves if the group has already done too much programming regarding this topic.• Are people interested in spending time on this topic?• Is the program(s) suited for the participants?• Is the theme too shallow or too deep?

INVESTIGATING OPTIONS• How many approaches can be taken?• Which aspects will most interest the group?• Which aspects can be programmed effectively?• For a series of programs (e.g.—a kallah event), break the theme down into sub-topics for

specific programs after you have researched the topic thoroughly.

CREATING PROGRAMS• Start with a clear notion of the specific ideas you want to cover from your research.• Organize your ideas into a suitable format keeping focused on the goal/purpose of

the program.• Which methods will get your idea across most effectively? Be sure to va ry them

throughout the year.

THE SEVEN MAIN TECHNIQUES OF IMPLEMENTATION1. Stations

Carousel, hike through history, carnival or museum

2. Presentation Skits, speakers, puppet shows, or films

3. Trial/Town Meeting/Debate

4. Values ClarificationFour Corners exercise, role playing

5. Simulation*Entering Ellis Island, Chasidic Wedding, Escape to Palestine

6. GamesGame show, giant board games

7. Using the five senses, art, music, cooking, drama

*IMPORTANT—if you plan to do a simulation program, work out all of the details with youradvisor. You have to be careful not to play with people’s emotions.


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BEFORE THE PROGRAM• Make sure that everyone involved in the program is well acquainted with it. • Use the PROGRAM FORMAT SHEET to help organize your program—write out every

last instruction so that anyone looking at the program in the future could run it withouthaving to ask any questions.

• Make sure your discussion guides and background materials are complete and detailed.• Run through the program with your group leaders so that all questions are answered ahead

of time and everyone is on the same page.• Be open to comments from anyone looking over the program—they may think of things that

would improve the program and insure that the program reflects your original goals.• Go over the GUIDE TO GROUPLEADING with your group leaders to help improve their

skills.• Make sure you have all of your materials organized before the program begins—make

program packets for your groupleaders so they have everything they need ready for themahead of time.

• Make sure locations you are using are clearly marked.• Don’t leave anything up in the air!

FACTORS TO KEEP IN MIND• Are you aware of the group’s dynamics?• Pace and Timing:

• How fast or slowly do the programs move? • Make sure that you allow enough time for introduction and wrap-up.• Don’t rush! You don’t want to lose the attention of the participants!• Don’t feel the need to fill time if there is some left over at the end of the program,

people will get bored.• Be sure to have something else planned in case the program runs short so that you don’t

run into dead time.• Is the mood non-threatening?• Is the location suitable for your needs?• Is everyone clear as to how you are breaking up into small groups? (if applicable)

EXECUTING THE PROGRAM• Keep a cool head; be flexible enough to handle whatever happens!

ONCE THE PROGRAM IS DONE: EVALUATION (see Evaluation Format Sh e e t)

This step is crucial to effectiveness of a group who will be working together all year long!

• Which things did you forget to think about?• What are some helpful hints for next time?• Which aspect(s) of the program went particularly well or not as well as you had hoped?• What can be done next time to improve any weaknesses?• Was the goal achieved?


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EVALUATION FORMAT SHEET

Yeah! You’re done with that amazing, fantastic program. Or maybe it was only great. Or maybeit would have been perfect if only you had remembered that one thing. How would you do itdifferently? Well, here’s your chance to find out. You can benefit from your mistakes, and can tellother people what you have learned from executing your program at the same time. Don’t passup the opportunity to be a living legend! Complete this form. Do it for yourself. Do it forothers. Staple it on the finished program and send a copy to the NFTY Regional ProgrammingVP for their files. You won’t be sorry!

1. What could you have changed about your program as a whole that would have madeit better?

2. How well did you estimate locations? Times? People? Materials?

3. What worked especially well?

4. What was the general reaction of the program leaders? How about the program participants?

5. Any other comments or suggestions?

THANKS!!


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