Breakthrough Chinuch
Overview
Breakthrough Chinuch has been an NCCRS member since November 2018. This organization is focused on teacher training and its goal is to raise the bar in Jewish education by providing a child-centered learning model, one which allows students to do much more of the learning than the teachers. The 80/20 formula consists of 80% student learning and 20% teacher teaching. This goal is reached with teacher training videos, teacher manuals and hundreds of educational materials for students to teach themselves after receiving mini lessons from a trained teacher. This child-centered model is firmly based in primary Torah sources of Jewish pedagogy of the sages of the Talmud and legal codes and has borrowed from the tried and tested successes of the Montessori methodology.
Students and admissions representatives please note: NCCRS does not provide transcripts. Transcript requests and inquiries should be directed to the organization offering the courses, examinations or apprenticeship. See the Source of Official Student Records contact information on the top right of this page.
Titles of all evaluated learning experiences
Source of Official Student Records
Descriptions and credit recommendations for all evaluated learning experiences
35 hours (13 weeks).
November 2018 - Present.
Upon successful completion of the course students will be able to: identify and explain the fundamental principles of Biblical Hebrew reading and vocabulary instruction; define the different types of strategies and incorporate them into lessons; research and design varied teaching techniques catering to a diverse student population; and analyze and defend the appropriateness and effectiveness of these strategies.
The course examines strategies and methods for teaching biblical Hebrew to the young learner, utilizing principles of the Montessori program alongside current trends. The hands-on practical method approach implements theories of multiple learning styles, multiples intelligences, and modalities. Instructional methods include audiovisual lectures, supporting articles, and hands-on training sessions. Prerequisite: Teaching experience or instructor approval.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Biblical Hebrew, Hebrew, Religion, or as an elective in Language (11/18).
35 hours (13 weeks).
November 2018 - Present.
Upon successful completion of the course, students will be able to: explain the philosophical and theological centrality of prayer, and the development of formal prayer; describe the challenges for having a meaningful connection to prayer; recognize and implement the technical skills which enable students to understand prayer; identify and explain the spiritual and motivational elements which are vital for creating the meaningful connection; analyze elements of the Montessori approach which are relevant to the goals of this course; and design and evaluate activities that can be utilized within the classroom to enhance the connection to prayer.
The course focuses on giving educators the knowledge and tools to inspire and guide students to find Tfillah meaningful. Students discuss what Tfillah truly means, the vital role it plays in the child’s Jewish identity and religious values, and the challenges and strategies for creating a daily meaningful connection to God and Judaism. Instructional methods include audiovisual lectures, supporting articles, and hands-on training sessions. Prerequisite: Teaching experience or instructor approval.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Hebrew Language, Hebrew Literature, Jewish Philosophy, Philosophy, Religion, or Judaic Studies (11/18).
50 hours (13 weeks).
November 2018 - Present.
Upon successful completion of the course students will be able to: explain principles of effective Contextual Teaching and Learning (CTL) practices and the theories upon which they were developed; examine these toward implementation of the CTL approach within the framework of Jewish Education; identify and describe the elements within Jewish history which serve as the context for the teaching and learning; experiment with activities and materials and examine their use to achieve set goals; and explain and analyze the benefits and long term significance of these practices for students in Jewish education.
This course provides an innovative and stimulating method for teaching core Jewish principles through the unique blend of the ‘Al Pi Darko’ approach and the Contextual Teaching and Learning (CTL) philosophy. The course examines the principles of CTL and the application within the framework of Jewish Education, with the goal of providing students with meaningful and long-lasting Jewish knowledge and values. Prerequisite: Teaching experience or instructor approval.
In the upper division baccalaureate degree category, 3 semester hours in Montessori Education or Jewish Education (11/18).
35 hours (13 weeks).
November 2018 - Present.
Upon successful completion of the course students will be able to: describe the process and importance of understanding the meaning of Biblical Hebrew words; explain the role and responsibility of the teacher and the characteristics of the learner and the way of learning, in Jewish education; describe and analyze the key features of the Al Pi Darko method; differentiate and compare the components and role-players in the delivery process; illustrate the mission and core values of Jewish education through the interpretation of the foundational Shema prayer; and analyze scenarios to identify concepts studied within the course and apply these to directing and teaching the child.
The course examines Biblical terms and concepts relating to education to derive and define fundamental principles of Jewish education. Through lexical semantic analysis of these Biblical terms and concepts, students explore the implication of these meanings on Jewish educational and instructional philosophies and practices. Prerequisite: Teaching experience or instructor approval.
In the upper division baccalaureate degree category, 3 semester hours in Montessori Education or History (11/18).
35 hours (13 weeks).
November 2018 - Present.
Upon successful completion of the course students will be able to: describe the history of the Montessori movement and the influences which contributed to the development of her theory; define and explain Maria Montessori’s vision of the child and the world through her writing; analyze and illustrate core principles of the Montessori method; report and critique application of the Montessori method; and identify and explain points of integration between the Jewish view of the child and the Montessori model.
The course examines the history and philosophy of the Montessori Method, and the application of these revolutionary ideas in early childhood education. The course provides an in-depth study of the core principles of the Montessori method. Prerequisite: Teaching experience or instructor approval.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Montessori Education, Early Childhood Education, or as an elective in History (11/18).
35 hours (13 weeks).
November 2018 - Present.
Upon successful completion of the course students will be able to: summarize and evaluate key principles and theories related to the “integrated curriculum” approach and its implementation in the Montessori curriculum; explain and analyze the importance and value of creating a meaningful integration of Judaic and general studies; and integrate and apply these concepts in classroom instruction to promote critical thinking and problem-solving skills, and active engagement in learning.
This is a study of a curriculum model for teaching general studies within Judaic studies. This model greatly differs to the traditional and common curriculum structure in Jewish day schools of complete separation between the two. This model incorporates Montessori’s philosophy on cultural studies with principles of the integrated curriculum approach and provides practical knowledge for blending content areas and sensorial activities for the various units of study. Prerequisite: Teaching experience or instructor approval.
In the upper division baccalaureate degree category, 3 semester hours in Montessori Education or Early Childhood Education (11/18).
35 hours (13 weeks).
November 2018 - Present.
Upon successful completion of the course students will be able to: describe the importance of developing memory skills, especially in regard to Torah learning; implement techniques to develop these skills in the curriculum and incorporate them into daily instruction; identify and explain key principles for improving memory; compare and evaluate methods for retaining and recalling information learned; discuss and use methods for achieving mastery of Chumash content; and apply knowledge to develop methods for effective review as part of memory training.
The course examines the application of key goals and characteristics of the Montessori approach in the Orthodox Jewish educational system. The course focuses on the implementation of these in The Al Pi Darko method. The various elements of Montessori in Orthodox Jewish education are further analyzed in a core curriculum unit focused on the Hebrew Alphabet. Prerequisite: Teaching experience or instructor approval.
In the upper division baccalaureate degree category, 3 semester hours in Montessori Education or Early Childhood Education (11/18).
35 hours (13 weeks).
November 2018 - Present.
Upon successful completion of the course students will be able to: describe the importance of developing memory skills, especially in regards to Torah learning; implement techniques to develop these skills in the curriculum and incorporate into daily instruction; identify and explain key principles for improving memory; compare and evaluate methods for retaining and recalling information learned; discuss and use methods for achieving mastery of Chumash content; and apply knowledge to develop methods for effective review as part of memory training.
This course is a practical application of memory systems principles and strategies to achieve complete mastery of Chumash. Within the course, students explore the ability to expand and advance recall of the content of the entire Chumash, the value of accomplishing this goal, and the application of brain research to the ‘Al Pi Darko’ Chumash classroom. Prerequisite: Teaching experience or instructor approval.
In the upper division baccalaureate degree category OR in the graduate degree category, 3 semester hours in Jewish Education (11/18).
35 hours (13 weeks).
November 2018 - Present.
Upon successful completion of the course students will be able to: describe the importance of developing memory skills, especially in regard to The 613 Mitzvos; explain the process and methods of memory for the 613 Mitzvos; explain and analyze methods for retaining and recalling information learned; apply knowledge to develop methods for effective review as part of memory training.
This course is a comprehensive study of the why and how of knowing the Taryag Mitzvos. Within the course, students investigate the importance and benefits of learning the Taryag Mitzvos, the various methods for categorizing and organizing the information, and practical strategies and curriculum guidance for teaching the Taryag Mitzvos in the classroom. Prerequisite: Teaching experience or instructor approval.
In the upper division baccalaureate degree category, 3 semester hours in Montessori Education or Early Childhood Education (11/18).
35 hours (13 weeks).
November 2018 - Present.
Upon successful completion of the course, students will be able to: describe and explain the role of the child-centered approach in Montessori education; discuss the structure and operation of the Al Pi Darko classroom; contrast the Montessori approach with other child-centered theorists; analyze and compare the principles and objectives of these methods to the needs of Orthodox Jewish schools; and identify and evaluate key Montessori concepts as they develop the Hebrew Alphabet curriculum.
The course examines the application of key goals and characteristics of the Montessori approach in the Orthodox Jewish educational system and focuses on the implementation of these in The Al Pi Darko method. The various elements of Montessori in Orthodox Jewish education are further analyzed in a core curriculum unit focused on the Hebrew Alphabet. Prerequisite: Teaching experience or instructor approval.
In the lower division baccalaureate/associate degree category, 3 semester hours in Montessori Education or Early Childhood Education (11/18).
