Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Eimatai
Advisor
Packet
Yeshiva University • 500 W. 185th Street, Suite 440 New York, NY 10033 • Phone (212) 960-5261 Fax (212)-923-3745 • eimatai@yu.edu
www.eimatai.org
Schedule
Sunday, March 1, 2009
Yeshiva University • 500 W. 185th Street, Suite 440 New York, NY 10033 • Phone (212) 960-5261 Fax (212)-923-3745 • eimatai@yu.edu
www.eimatai.org
Monday, March 2, 2009
Yeshiva University • 500 W. 185th Street, Suite 440 New York, NY 10033 • Phone (212) 960-5261 Fax (212)-923-3745 • eimatai@yu.edu
www.eimatai.org
Tuesday, March 3, 2009
Have a safe drive home, and make sure you stay in touch with your advisors!!!
C ont a ct U s!
E i m a t a i Le a de r sh ip D e v e l op m e nt Pr oj e ct
5 0 0 W . 1 85t h S t .
CJF S t o refro nt
N e w Yo rk, NY 1 0033
( 2 1 2) 9 6 0- 526 1
e i ma t a i @y u. edu
Yeshiva University • 500 W. 185th Street, Suite 440 New York, NY 10033 • Phone (212) 960-5261 Fax (212)-923-3745 • eimatai@yu.edu
www.eimatai.org
Buzz Group #1
Spring Conference 2009
Goal: To acquaint the group with one another, setting the tone for further
group discussion throughout the conference.
To get the students thinking about what values motivate their decision
making processes as well as the origins of these values.
Materials:
• Apples to Apples “Green/Value Cards” and “Red/ Create Your Own Cards”
• Markers
• Body Parts for Make A Mensch
• 2 Raccoon Circles
• Value Cards
• Quote Cards
Process:
NB: from our experience with the Fall Conference, some schools arrive late,
and the group dynamic changes as new members arrive. Should this happen,
this may be an appropriate time to run a quick icebreaker in order to introduce
everyone.
Triggers
Each person gets five "create your own" cards. There are five "green" values cards:
honesty, laziness, happiness, kindness, greed. (two are “bad” qualities, two are “good”,
and one is the morally ambiguous "happiness"). The game is played like a normal game
of apples to apples only in this game each person writes their own "red cards" that they
put down for each value-- it can be anything that comes to mind when they think of the
value. The judge chooses the card that he or she think matches the value most closely.
Then everyone gets to explain the reasoning behind their cards. You may play all five
rounds, but if you wish to cut down a round or two in the interest of time, that is fine as
well.
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Spring Conference 2009
Make-A-Mensch(15 minutes)
Each person gets the outline of a person on a piece of paper, and the goal is to create the
best person they possibly can. Each needs to choose and write the person's values, how
they spend most of their time, how they spend their money, etc.
- On the left arm, write how this person would spend an extra 100 dollars.
- On the right arm, write how this person would spend a free Wednesday afternoon.
- On the left leg, write two words that this person’s friends would use to describe him/her.
- On the right leg, write two words this person’s family would use to describe him/her.
- On the torso, write this person’s role model.
- On the head, write this person’s catchphrase
Once everyone is finished with their own person have them split into two groups
and give each GROUP one blank “person”. Explain that now they need to create the best
person they can as a group. They should compare each of their own Menschs, talk it out,
and explain to each other why they think a certain value or activity is more important
than the other. As a group they can only choose a certain number of activities, qualities
etc. for their person (same number on each limb as before), so they will need to choose
and they can't just write down everyone's! Have each group present their person.
Brief Discussion:
• How did you decide what your values are?
• Are they inherent?
• Did you consciously learn them? If so, from where?
• Is a value something you spend most time on during the day, or something you
WANT to spend most time on but aren’t practically able to? (due to time
constraints, other things getting in the way, etc.)
• Did you come up with mostly Jewish values or American values?
Show the students cards that have different values written on them. For each card, discuss
with the students and have them decide where they think each value belongs: in the
"Western Values" circle, in the "Jewish Values" circle, or in the "shared values" space
(where the circles overlap).
A lot of the discussion can and should ensue as you present each value. Some of the
values listed below have suggested discussions that might enhance the conversation and
participation.
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Spring Conference 2009
Examples of Values:
Charity Appreciation Happiness
Freedom of speech Camaraderie Honesty
Honoring parents Control/Power Education/Knowledge
Achievement Conviction Leadership
Say What?
Show the students a quote from a quote card, and have them determine whether the quote
came from a Jewish or a secular source. Still looking for quotes… ones rooted in both
work really well, what does it mean that a “secular” source has Jewish roots. For
example:
From “Turn, Turn, Turn” by Pete Seeger (and made famous by The Byrds). This song is
largely inspired by the Time-Poem in Qohelet, but takes a 1960’s hippie twist at the end
of the verse.
The following discussion questions are but a sample of questions you may or may not
choose to use. We strongly encourage each facilitator to read through the questions in
advance and to decide for themselves which ones they wish to use.
Basis of Values
• Choose a value that the Eimatai-ers decided is in the "Shared Values" sections:
• When they exercise that value in their life, do they do it because it is a Jewish
Value or as a Western Value?
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Spring Conference 2009
Dual Identities
• Do you act one way with a teacher in school and another way with your friends?
• Do you think that is hypocritical?
• Is that necessarily a bad thing if it is hypocritical?
• Maybe it is ok to have a Hybrid identity (not having one consistent identity). If so,
Why?
• What does the phrase "Lakol Zman V'et" mean?
• How might this phrase excuse or explain certain behaviors we may be less proud
of?
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Spring Conference 2009
This will be a working definition for their American and Jewish Identity.
They can address how they balance the two roles, which they consider more important, if
they think one is more important than the other?
Encourage the students to carry this card around with them throughout the conference
and refer back to it. You can ask if anyone wants to share what they wrote.
5
Buzz Group #2
Spring Conference 2009
Materials:
• Aaron’s Getting to Know Me Sheet
• Blank Getting to Know Me Sheets
• Community Institution Sheets
• UJA Mission Statement Sheets
• One Vote Tally Oak Tag
• Markers
• UJA Conflict Cards
• Pens
• Blank 5x8 index cards
• One sheet with all 10 scenarios
Process:
Explain to the group that you are going to do a little icebreaker. Tell them that they will
have up to 25 seconds to describe themselves however they want to the rest of the group.
The only requirement is that they give their first name, and some other information.
Hopefully the students will have described themselves in different ways. At the very least,
each advisor should give some information that goes to a deeper level of who they are,
and the various associations they have.
Give the example sheet of Aaron’s Getting to Know Me Sheet, and then hand out the
blank sheets for the students to think of many different ways they could use to define
themselves.
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Spring Conference 2009
Influence of Groups
• Are we influenced by all of these different groups we are a part of?
• Do we act differently when we are in different groups?
• How can we be a part of so many communities without changing our identities to
fit in each one?
Break the group in two, and tell them that they are each going to have to create their own
Jewish community from scratch with limited resources.
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Spring Conference 2009
Give each group 5 minutes to decide the 3 things they would build if they had the option.
Have each group present to the other which three items they chose, and on what basis
they made those decisions.
• Did the groups come up with similar for the same resources?
• Were the groups’ rationales for choosing similar, but the final decision different?
• What would have happened if the two groups had to make one decision – would it
have been easy?
Now that we have identified what the core values of a community are, the next activity
will question and test these values when they are faced by US society. Now that we've
established what is important to us as Jews in our community, how do we reconcile those
values with the American community's values?
“Congratulations! You have been elected to be on the board of your state’s UJA
federation– part of the United Jewish Communities – an organization that gets thousands
of dollars from different donors to be used for many different projects, locally and
globally.”
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Spring Conference 2009
We take action, as a community, to help Israel during these challenging times. Through
gifts made to our Annual Campaign we support social, educational and health care
programs throughout Israel, provide meals, after school programs, medical care and
other vital services. We help resettle emigrés from around the world who seek a new life
of freedom and opportunity. And, wherever else Jews are in need — from Belarus to
Buenos Aires, in a total of 60 countries — we help with social services, training,
medicine, and other assistance.
“Several cases have already sprung up that need immediate attention. As part of an
American state (and receiving some funding from the U.S. government), you feel the
desire to give money to American causes. Still, you are a Jewish federation, and of course
you want to help out your own brothers first. Caught in this American-Jewish tension,
your council needs to decide: in each instance, how will you distribute the money you are
given?”
For each case, each council (2-3 groups of 4-5 students each) will confer and decide. The
votes will be marked or noted on a poster board. After each of the ten cases (or however
many you choose to do), discussion should take place explaining why each group voted
the way they did.
1. Conflicting Rallies
A local human rights group is organizing a march on the state capitol to demand that the
state divest from companies that cooperate or benefit the Sudanese government. You
have already been informed that three local churches will be attending, along with other
religious groups. You have been approached to encourage the Jewish community to
attend this rally.
Scheduled for the same day is a visit from the secretary of state to a local University.
Members of the Jewish community are interested in using this opportunity to demand that
the US put pressure on Hamas to free Gilad Shalit. The UJA has been asked to sponsor
and attend this rally.
2. Blood Drive
You have been approached by Magen David Adom, and were informed that they now
have the resources, WHO permission, and customs permission to transport donated blood
from the United States to Israel. They would like to partner with you for semi-monthly
blood drives in your JCC.
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Spring Conference 2009
For the last 8 years, the Red Cross has been running a regularly scheduled blood drive in
your community, and many members of the Jewish community donate at this drive.
Do you partner with MDA, or direct your community members to the Red Cross?
The UJA has budgeted 5% of its annual expenditures to supporting the Arts. Should the
money be used only to support Jewish artists, or are all artists eligible for funding?
Should preferential treatment be given to artists who explore Jewish themes regardless of
their personal religion?
Should money be spent opening a gallery in the JCC to host local Jewish artists, or
should it be sent to the city’s Art Museum to keep its exhibits up to date?
Due to the recent economic downturn, a number of members in the Jewish community
have had difficulty providing basic necessities to their families. Considering the scale of
this problem, there are also rising poverty and homeless rates among the general
population as well.
You could open up a kosher soup kitchen/pantry in a location near the JCC, and
hopefully people would feel comfortable coming to get food for their families.
You also know that the downtown homeless shelters are in desperate need of expansion.
The increase in the number of people sleeping on the streets over the last 6 months has
been starkly noticeable.
You can only afford to fully fund one of these programs. What do you do?
U.S. President Bill Clinton is about to leave office, and has the power to pardon anyone
he wishes before he goes. A group of Jews were jailed two years ago due to involvement
in some illegal business dealings. There is a member of the UJA Board who is close to
President Clinton, and some members of the board want him to plead with the President
to grant these men clemency.
The Board member was troubled: on one hand, these men broke the law and deserve a
prison sentence. On the other hand, how can he refuse to help his fellow Jews?
He has asked the board to help him make the decision. What should he do?
5
Spring Conference 2009
The local newspaper is ranking all of the local high schools, private and public, according
to how environmentally friendly they are. Your neighborhood just began building the
first Jewish high school and are faced with a dilemma:
The school will look bad and rank poorly if they don’t install $10,000 in solar panels on
the roof that could generate 1/3 of the school’s overall energy- an amazing environmental
and economic coup. However, the school badly needs a Sefer Torah for prayers in the
morning (the Torah itself along with increased insurance and security costs come to
$10,000).
The solar panels will end up saving $10,000 in electricity bills, but not for another 5
years. Should the money go towards the solar panels, pushing off the Torah purchase, so
that the Jewish school is looked upon favorably, or should they buy a Sefer Torah now so
that they have proper Torah reading every week?
7. Missing Child
A local girl goes missing after a school trip to Montana’s Helena State Park. The girl’s
church is holding a candlelight vigil in the center of the town at 7pm to unite and hope for
her safe return. The weekly Tehillim (Psalms) group that meets at the same time is also
specifically praying for the girl this week. Which event should the UJA endorse?
8. Hatzalah
While Hatzalah will respond to any call it receives, and will never ask whether the person
in need of help is Jewish, the Hatzalah phone number is not posted in community-wide
publications. It is distributed through phone number magnets at synagogues and the JCC.
Should Hatzalah be publicizing its emergency number to the entire community, or limit
its scope to the Jewish community?
9. A New Community
30 Jewish families are moving into a new part of town to start a Jewish community there.
A new complex is being built, and that they have the opportunity to cluster themselves on
one or two blocks, or to spread themselves out throughout the development.
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Spring Conference 2009
The town is organizing a little baseball league for kids in the area. Observant Jews make
up 15% of the town’s population. Should you request a separate team that consists only
of Jewish kids, and for the team’s schedule to be such that they won’t play on Shabbat or
holidays? Or is it better to promote good neighborly relations, and have the kids be
integrated into the other teams, and have to miss a few games if necessary?
Discussion Questions:
• Which scenario did you feel the most conflicted about, and what led you to your
final decision?
• What were some of the conflicting values you dealt with in making your
decisions?
• Do you feel that the conclusions you came to were ideal solutions?
• Were your decisions purely based on your values, or did you also factor in how
others would react?
• Did the desire to prevent a chillul Hashem or create a Kidush Hashem affect your
choices?
• What do you feel are some of the responsibilities of a Jewish community, and
how do these relate to the decisions you made?
Give them a few minutes to collect their thoughts and write down their responses. Have
students share their thoughts with the group if they feel comfortable.
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Buzz Group #3
Spring Conference 2009
Goal: For the students to react to different patriotic images, symbols, and multimedia
from American and Israeli culture. They will distinguish the images, symbols, and
multimedia to which they feel more connected. It may be for both Israeli and American
images but they will gain insights into the definition of patriotism and if it is possible to
be patriotic to two countries.
Materials:
• Patriotic music clips
• Patriotic video clips
• Patriotic images
• Reaction paper sheet
• Pens
• Poster board for the advisor to write down National Anthems
Explain to the group that you are going to do a little icebreaker. They are going to go
around the circle, and recite a national anthem (The Star Spangled Banner, Hatikvah,
and Oh Canada) by heart. The trick is that they have to go in order around the circle, and
each person can only saw one word at a time. It doesn’t matter which song they recite
first. While they are saying it, the advisor transcribes on a poster board.
A student can also say “SKIP” and move on to the next student. The advisor should keep
track of how many SKIPs there are, and see which song had the least number of SKIPs.
Once they are written down, the group will sing Hatikvah and The Star Spangled Banner
and Oh Canada together.
Initial Reaction
• Which anthem did you know better?
• Which anthem could you say in your sleep? Both? Are they equal in your
memory?
• When you sang it, which one did you feel more emotional towards?
• Is this patriotism?
Understanding Patriotism
• How would you define patriotism?
• Should one be patriotic for America/Canada?
• Why?
• Where does Israel fit into your patriotism?
• Do we have as strong relationship with Israel?
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Spring Conference 2009
Song clips:
• NFL Football Theme
• Yerushalayim Shel Zahav
• G-d Bless America-Celine Dion
• Take me out to the Ball Game
• Tikva-Subliminal
Images:
• Israeli Soldier in Uniform
• American Soldier in Uniform
• Shay Doron-Israeli Basketball Player that plays for University of Maryland
• Terrorist attack on the Chabad in Mumbai
• Daniel Pearl-Jewish American Journalist being executed
• Thanksgiving Meal
• Yom Hazikaron
• Yom Hashoa
• Yom Haatzmaut
• July 4th Fireworks
Video clips:
• Israeli army at Auschwitz
• 9/11 clip
• Inauguration
• U.S Army doing something
• Entebbe
• Israel Day Parade
• Olympics: Israeli Flag going up- when an Israeli wins a gold medal
• American Flag going up
• Thanksgiving Day Parade:
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Spring Conference 2009
Discussion:
We will go around and hear from different people about their reactions.
What they felt more connected to. Hopefully it will start a large debate.
National Holidays
Yom Ha’Atzmaut, Yom Ha’zikaron, Yom Yerushalayim, Yom Ha’Shoah
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Spring Conference 2009
Split the group in two, and assign each smaller group to one of the sides of the debate.
They will have 5 minutes to prepare their arguments, and then they will have to send at
least one representative to debate with the other group.
The advisors should spend a minute or two in each group to make sure they are thinking
about as many of the different perspectives as possible.
The group is debating what type of army service an 18-year-old American should enlist
in. The options are either the American army or the Israeli army.
The group is debating whether the Jewish community should be in favor of the American
government sending Israel $3Billion a year in military aid. One side will be pro and one
side will be con.
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School
Initiative
Planning
Sessions
Project Planning Sessions
Goal: To provide participating students with a basic understanding of the science of
planning projects, and some strategies for planning effectively.
Goal Objectives:
1. Teach effective planning.
2. Practice brainstorming and creative thinking.
3. Conduct a needs assessment.
4. Create an Action Plan
5. Design a program
Supplies Needed:
• Flipchart
• Markers
• Handouts (Five Steps to Planning, Brainstorming Challenge, Brainstorming Tips,
Needs Assessment, Action Plans,
• Scratch paper
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Part 1 – Intro to Planning (30 min)
Sunday 7:00pm
Students will break into school groups led by Eimatai Advisors. This program will take
place in school groups.
Start out by telling the students that no talking will be allowed during this first activity
except for numbers. They should stop talking right now.
Tell the students that they are going to have to figure out how to coordinate themselves to
accomplish a task. Their task is as follows:
The students must collectively count aloud from 1-15 without the same
person saying two consecutive numbers, and without any two people
speaking at the same time. If they do either of these things, they must start
again at the beginning. NO non-counting TALKING!
Give them a few minutes to try accomplishing the task. It should be difficult if they jump
right into it, but it’s also possible that with a few hand gestures they could get it very
quickly. Each group will be different. (If you want to make it harder, you can say that
people cannot say a number after a person they are sitting next to.)
If they were not able to get it the first time, have them try again, but give them 30
seconds to talk before they try. It should be a lot easier this time.
• Why was this task easier when you could talk about it before?
• What exactly is the point of planning?
• What can happen when you don’t plan ahead?
• What if the task had been much more difficult? Would you have even had a
chance without planning?
• What did you do to plan?
2
5 Steps to Project Planning (7 min)
• Has anyone had experience with project planning that they want to share with the
group?
• What did they learn from those experiences?
Advisors should hand out the sheets, and ask some of the questions below as you go
through the sheet.
• Are there any other criteria we should come up with before we start thinking
about our goals?
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SMART Goal Setting
Specific
Measurable
Attainable
Relevant
Time-bound
Specific
Is your goal well defined? Avoid setting unclear or vague objectives; instead be as
precise as possible.
Measurable
Be clear how will you know when you have achieved your goal. Using numbers, dates
and times is one way to represent clear objectives.
Attainable
Setting impossible goals for your team will only end in disappointment. Make goals
challenging, but realistic.
Relevant
Try and step back and get an overview of all the different stakeholders your are
responsible to: School, community, peers, etc. Consider how relevant each objective is to
the overall picture.
Time-bound
Set a time scale for completion of each goal. Even if you have to revise this as you
progress, it will help to keep you motivated.
Now that we learned about how to prepare the logistics of a project, how do you
come up with a creative project idea?
• What is brainstorming?
• Why do we brainstorm?
• How do we brainstorm?
Brainstorming is an activity used to generate many creative ideas that have no right or
wrong answers and are accepted without criticism
You are part of a team of engineers that is stuck on an island in the middle of a lake.
There are 5 members of your team. You have run out of food, and everyone must get off
the island. In 10 minutes how many ways can your team think of to get off the island and
make it to the shore? The island is 1000 ft from shore.
You get 1 point for any solution, 5 points for a solution that the other team does not have.
Creativity Counts!
Give the students 10 minutes to do the activity, and then facilitate the following
discussion with them:
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Brainstorming
Challenge
You are part of a team of engineers that is stuck on an island in the middle
of a lake:
There are 5 members of your team. You have run out of food, and everyone
must get off the island. In 10 minutes how many ways can you brainstorm
for your team to get off the island and make it to the shore?
You only have the following supplies:
- 500 ft of Rope
- A 10 ft long canoe that holds only 2 people and
contains 2 paddles
- An abandoned School Bus. The School Bus is broken
and cannot be fixed, but can be taken apart
- 5 Trees. Each Tree is 50 ft tall and only 2 ft wide
One point will be awarded for every solution. 5 points for a solution that the
other team does not have. Be creative!
Yeshiva University
Discussion (8 min):
• What was challenging about this activity?
• Why was it challenging?
• How did your group come up with solutions to escape the island?
• What do you think would have made this challenge easier?
• What are some practical tips for brainstorming that we can learn from this
activity?
You can review the following brainstorming tips with the group following the
activity:
o Define the problem you want solved clearly, and lay out any criteria to be
met
o Keep the session focused on the problem
o Ensure that no one criticizes or evaluates ideas during the session.
Criticism introduces an element of risk for group members when putting
forward an idea. This stifles creativity and cripples the free running nature
of a good brainstorming session
o Encourage an enthusiastic, uncritical attitude among members of the
group. Try to get everyone to contribute and develop ideas, including the
quietest members of the group
o Let people have fun brainstorming. Encourage them to come up with as
many ideas as possible, from solidly practical ones to wildly impractical
ones. Encourage creativity!
o Ensure that no one train of thought is followed for too long.
o Encourage students to develop each other’s ideas, or to use those ideas to
create new ones.
o Appoint one person to jot down ideas that come out of the session. The
chart should be reviewed and evaluated after the session.
Now that we have learned about brainstorming, we are ready to brainstorm some
ideas addressing a few of the different areas of need in our schools
5
Part 3 - School Brainstorming (40 min)
Sunday 7:50pm
Schools should brainstorm about some of their needs of their schools. Use the tips and
skills they learned from the brainstorming activity to enhance their brainstorming of
activities they can run in their school.
Advisors should hand out the Needs Assessment handout. Encourage the students to use
the strategies for brainstorming you just reviewed.
FIRST – Brainstorm the goal of the program (the cause you want to support)
SECOND – Brainstorm the methods to fulfill the goal (bake sale, school assembly, etc.)
It’s not always easy to come to a consensus, so recognize that sometimes there will be
people unhappy with the choice that is made. There will need to be compromise, and
students should figure out what idea is best for the group, not which one they thought of.
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Brainstorming
Tips
Steps for Brainstorming
Step One: Set the problem
Clearly define the problem you want solved, and lay out any criteria to be met.
One of the most important things to do before a session is to define the problem. The problem must be clear, not
too big, and captured in a definite question. If the problem is too big, divide it into smaller components, each with
its own question.
Yeshiva University
Brainstorming
Tips
Brainstorming Guidelines
1. Focus on quantity: This rule is a means of enhancing divergent ideas, aiming to facilitate problem solving through
the belief that quantity breeds quality. The assumption is that the greater the number of ideas generated, the greater
the chance of producing a radical and effective solution.
2. No criticism: It must be emphasized that during group brainstorming, criticism should be put 'on hold'. Instead of
immediately stating what might be wrong with an idea, the participants should focus on extending or adding to it,
reserving criticism for a later 'critical stage' of the process. By suspending judgment, one creates a supportive atmos-
phere where participants feel free to generate atypical ideas.
3. Unusual ideas are welcome: To get a good and long list of ideas, unusual ideas are welcomed. They may open
new ways of thinking and provide better solutions than regular ideas. Looking from another perspective or setting
aside assumptions can generate uncommon ideas.
4. Combine and improve ideas: Good ideas can be combined to form a single very good idea, as suggested by the
slogan "1+1=3". This approach is assumed to lead to better and more complete ideas than merely generating new
ideas alone. It is believed to stimulate the building of ideas by a process of association.
Brainstorming Techniques
Group Passing Technique:
Each person in a group writes down one idea on a piece of paper, and then passes the paper to the next person in a clockwise direction,
who adds some thoughts, comments, and/or concerns about the idea. Each person gets 30 seconds with each sheet. This is repeated until
everybody gets his/her original paper back. By this time, it is likely that the group will have extensively elaborated on each idea.
The Nominal Group Technique:
Participants are asked to write down their ideas anonymously on index cards. The moderator collects the ideas, and each is voted on by the
group. The vote can be as simple as a show of hands in favor of a given idea. This process is called distillation.
After distillation, the top ranked ideas may be sent back to the group or to subgroups for further brainstorming. Each group will come back
to the whole group for ranking the listed ideas. Sometimes ideas that were previously dropped may be brought forward again once the
group has re-evaluated the ideas.
Paired Brainstorming:
Divide participants into pairs. Have each person offer a rapid-fire idea. Have them keep giving ideas back and forth, even if they get off
track, until neither can think of anything further. Have the pairs come back to report to the larger group.
Yeshiva University
Needs
Assessment
What are the perceived needs of your school?
Prioritize the most important need at this time. Explain why you chose that need:
Yeshiva University
Part 5 - Action Plan (60 min)
Monday 5:00pm
Schools will explore Action Plans
Using a blank Action Plan as a guide, advisors should ask the bold questions.
Your school group should now begin to work on an appropriate Action Plan for
their project. Make sure that the Action Plan is realistic. It is the key to success
for the program
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Generic Action Plan
Goal:
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Part 6 – Presentations (60 min)
Monday evening and Tuesday morning
Schools will explore how to make an engaging presentation
Now the schools should work on their presentations together to make sure they are ready
for the school initiative fair on Tuesday.
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Micro Grant Program
What is it?
Sometimes when planning your School Initiative, the hardest part is finding enough
money to get your project started. Other times your program is very low-cost, and
you are trying to find out how to publicize better. The Eimatai Micro Grant program is
designed to provide you with a structure to get the resources you need.
How does it work?
There are a number of stages that you will go through as you create a successful
School Initiative. As you complete these stages (and report the completion to your
Eimatai advisor), money will be deposited in your school’s Eimatai account. Once your
balance reaches $250, you can submit a budget for how you want to spend the
money. Once that budget is approved, you will be able to withdraw from your account
to pay for your program’s expenses.
On the Eimatai Conference, students will learn about Action Plans, and
Action Plan $50 how to plan a program. Each school group should create and Action
Plan for their School Initiative.
Towards the end of the conference, each school group will make a
Eimatai Presentation $50 presentation in buzz groups, and a billboard for the School Initiative
Fair.
Meet with Eimatai Following the Eimatai Conference, school groups should contact their
$50 Eimatai advisor, and conduct one conference call, start an email chain,
Advisor and schedule time to meet in person.
Yeshiva University