The Kohelet Prize Database

Grade: Eleventh

Student Centered Chumash Class

Differentiated instruction is crucial in education, because every student should be given the opportunity to maximize his/her potential. Shifting my Chumash class into a more student-centered one has helped me reach this goal. In this model, students play an active role in their learning, and they produce work that demonstrates authentic learning.

By: Zehava Greenwald from Bruriah Junior High

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Tanach, Technology

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Flipped Learning, Hevruta Learning, IBL - inquiry based learning, PBL - project based learning, UBD - understanding by design, 21st Century Skills

View complete entry »

Integration of Vygotzky’s Zone of Proximal Development Theorem in the Singapore Math Program

The implementation of the combination of Vygotzky's theorem of the zone of proximal development with the Singapore math program presents significant benefits in creating the critical thinking skills and developing the required cognitive functions for understanding complex mathematical concepts.

By: Danielle Sapiens from Yavneh Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Math

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Hevruta Learning, IBL - inquiry based learning, PBL - project based learning, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

View complete entry »

A Musician for Life: Improvisation, buckets, and multimedia reviving instrumental music for the centennial generation.

I’m reinventing the idea of middle school band – by orienting my lessons around creative improvisation and multimedia. improvisation in music curriculum is the key to countering the distractions facing increasingly wired youth. By using lessons like bucket band and film scoring, I’ve been stimulating their creative potential.

By: Russell Kirk from Beth Tfiloh

Grade(s): 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Music

Pedagogy: Experiential Education, IBL - inquiry based learning, Language Immersion, Soulful Education, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

View complete entry »

Building a Mathematical Menorah

The Menorah is one of the most prominent symbols of Hanukkah. Students collaborated to design and build a Menorah based on Mathematical principles. Students then incorporated the “Keshet of Kavod” (Rainbow of Respect) into the design, emphasizing Jewish values. The built Menorah was then used in the Maccabia games and was showcased at the JCC.

By: Danielle Sapiens from Yavneh Day School

Grade(s): 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Engineering, Math, Philosophy/ Values/ Ethics/ Hashkafa, Social Studies

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Hevruta Learning, PBL - project based learning, UBD - understanding by design

View complete entry »

True Tefila

In the aftermath of hurricane Irma, our school building sustained significant damage, forcing the relocation of the entire middle school. The students responded to the chaos of the new learning environment with an unrelenting determination of meaningful prayer. This response, was an outgrowth of the foundation for Tefila established in our class.

By: Miriam Blackstein LaTova from Brauser Maimonides Academy, Westchester Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Technology, Tefila

Pedagogy: Experiential Education, PBL - project based learning, Social and Emotional Learning, Soulful Education, 21st Century Skills

View complete entry »

Scheduling Circus

Creating a school schedule is difficult. Furthermore, creating a schedule that works for 14 multi-age, multi-level, individual students with very different academic and social-emotional needs, seems nearly impossible. It was through a journey of taking great risks and reflecting on failures that brought our classroom the schedule(s) we all needed.

By: Amy Morford from Arevim Schoolhouse

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, English/ Writing/ Language Arts, Halacha, History, Ivrit, Math, Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Science, Social and Emotional Learning, Social Studies, Tefila, literature

Pedagogy: Blended Learning, Experiential Education, IBL - inquiry based learning, Montessorri, Social and Emotional Learning, Wholebrain Teaching, 21st Century Skills

View complete entry »

Escape the Room! Halacha Mini Course

I created a series of week long escape rooms to teach different topics in Halacha. I used Google Classroom and other apps and websites to transform my class into an exciting Escape the Room for the week.

By: Aryeh Wasserman from Kohelet Yeshiva

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Halacha, Technology

Pedagogy: Experiential Education, Gamification, IBL - inquiry based learning, UBD - understanding by design

View complete entry »

Abstract, Bridge, Create- Using the ABC’s of literature and language to manifest concrete connections in learning

Literature and language are difficult ideas for students to grasp. My students translate these ambiguous concepts into tangible projects requiring them to explore abstract ideas, bridge their connections, and create symbolic representations with technologies and strategies that commit their analyses to long-term memory and store them as knowledge.

By: Bethany Webb from Margolin Hebrew Academy Feinstone Yeshiva of the South

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, English/ Writing/ Language Arts, Social Studies, literature

Pedagogy: Blended Learning, Design-Thinking Model, PBL - project based learning, 21st Century Skills

View complete entry »

Creating a Positive Environment for All Children

The South Florida Jewish Academy engages in a holistic approach to education. All teachers, in every subject and at every level work seamlessly as a team to put together a comprehensive plan for each student. This manifests itself in numerous creative and innovative programs and curricula.

By: Mrs. Baila Gansburg, Rabbi Gavriel Ohayon, Ms. Tracy Brown, Morah Leah Gansburg from South Florida Jewish Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Engineering, Foreign Language, Gemara, Math, Science, Social and Emotional Learning, Technology, Tefila

Pedagogy: Experiential Education, PBL - project based learning, Social and Emotional Learning, 21st Century Skills

View complete entry »

Interdisciplinary​ ​Integration Through​ ​Service​ ​Learning for​ ​Middle​ ​School​ ​Students

Classroom instruction focuses on the sources and then the development of Jewish law. It is then taken out of the classroom weekly so that students have the opportunity to put the lessons into practice. Lessons and projects incorporate language arts and math skills, torah, art, technology, science, and health.

By: Edith Horovitz from Martin J. Gottlieb Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Halacha, Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Tanach, literature

Pedagogy: Experiential Education, PBL - project based learning, Social and Emotional Learning, 21st Century Skills

View complete entry »

Art & Tefillah Minyan

In this minyan, students use art as a medium for exploring and more deeply engaging with tefillah. Students study the themes of traditional Jewish prayers and create original works of art through which students can express their own feelings and ideas on these themes, using their art as an extension of their tefillah.

By: Rabbi Peter Stein from Frankel Jewish Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Social and Emotional Learning, Tefila

Pedagogy: Experiential Education, Social and Emotional Learning

View complete entry »

Flags of the Tribes of Israel: A Media Arts and Chumash “Integrated Creative Judaics” Production

In this three week "Integrated Creative Judaics" unit,11th grade students delved into the roots of Midrash Rabbah Bemidbar 2.7 in an exploration of the tribal flags of the Israelites and identity. They then drew upon their wisdom to create "fruits of the soul" by designing and animating flags based upon their learning.

By: Roger Blonder, Rabbi Devin Maimon Villarreal from de Toledo High School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Ivrit, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Tanach, Technology

Pedagogy: Constructivist, Design-Thinking Model, Experiential Education, Hevruta Learning, PBL - project based learning, Social and Emotional Learning, UBD - understanding by design, 21st Century Skills

View complete entry »

Are You ‘Board’ with Traditional Lesson Plans? GAME ON!

GameOn! provides students with innovative skills they use to create board games based on their mastery of a particular topic. Students transform their knowledge of any subject into a tool used by other students. Creating a website, we connected classrooms across the globe through educational game play and development.

By: Stephanie Teitelbaum and Lauren Resnick from Martin J. Gottlieb Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Computer Science, Engineering, English/ Writing/ Language Arts, Math, Science, Social and Emotional Learning, Social Studies, Technology, literature

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Gamification, PBL - project based learning, Social and Emotional Learning, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

View complete entry »

Mishkeh Mechanic/Success Strategist

Eighth grade students completed a project in STEM class, documenting throughout using the SeeSaw app's video and picture abilities, and crafted a non-fiction “narrative" in Language Arts class, where they followed the Teshuva process to "realize," and thus capitalize upon, their mistakes.

By: Srividhya Sundaram, Ariella Landy from Joseph Kushner Hebrew Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Engineering, English/ Writing/ Language Arts, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Technology

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Hevruta Learning, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

View complete entry »

The Flexible Mindset

The Flexible Mindset, used in a kindergarten classroom, is a combination of growth mindset, flexible seating, and integrated projects. This combination makes for a learning environment that is ever changing to meet the needs of each student in the classroom community and bring learning to life.

By: Emily Hayes, Hinda Lind, Chelsea Avchen from The Sandra E. Lerner Jewish Community Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Engineering, English/ Writing/ Language Arts, Foreign Language, History, Ivrit, Music, Physical Education/Health, Science, Social and Emotional Learning, Social Studies, Technology, Tefila

Pedagogy: Blended Learning, Design-Thinking Model, Social and Emotional Learning, 21st Century Skills

View complete entry »

Nutrition Nibbles

To conclude our nutrition unit, I challenged my 5th graders to each design a tasty, healthy snack for kids which would be a good source of their assigned vitamin/mineral. Each student would present at our student-designed snack conference, to which we invited other classes. The whole creative process could be applied to various other subjects.

By: Sari Kopitnikoff from Rosenbaum Yeshiva of North Jersey

Grade(s): 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Science, Technology

Pedagogy: Experiential Education, PBL - project based learning, 21st Century Skills

View complete entry »

Shnayim Mikra Initiative

This initiative will be a game changer in the Jewish chinuch teaching world.
Many benefits include Hebrew reading proficiency (which is a major problem)
And fluency in chumash, which is the foundation of Judaism.

By: Rabbi Joel Yormark from South Bend Hebrew Day School

Grade(s): 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Halacha, Tanach

Pedagogy: Design-Thinking Model, Language Immersion, Wholebrain Teaching

View complete entry »

The Cyber Path to Critical and Creative Thinking

This is a revolutionary approach which incorporates innovative technology to engage students in using higher order thinking in Jewish texts. Using the platform of Bloom’s Revised Taxonomy, students are guided to create their own content as a means of presenting their understanding of the texts. This approach is also being used by secular studies teachers in our school.

By: Rabbi Yehuda Schwartzberg from Stars of Israel Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Gemara, Halacha, History, Ivrit, Literature, Mishnah, Tanach

Pedagogy: Blended Learning, PBL - project based learning, 21st Century Skills

View complete entry »

Rabbi

I have developed special materials and a methodology to teach students how to accurately translate a Chumash regardless of their abilities. The system allows for the ability to teach and track multiple grade levels simultaneously without hampering the student’s natural progression. Each student can maximize his/her growth. Students are much more engaged since the material is neither overly challenging or excessively simple. The work load fits like a glove. On one hand, I have students in sixth grade translating independently, probably on a High School level. On the other extreme , I have students who would probably fall through the cracks in a conventional system moving forward at a slow but acceptable pace. It does wonders for behavior issues since academic frustration is one of the leading causes of behavioral issues. It took years to develop.

By: Rabbi Chaim Gourdji from Torah Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Tanach

Pedagogy: Independent Learning

View complete entry »

Torah N Technology- Mishna PowerPoint

The TNT Program (Torah ‘n Technology) at Maimonides integrates curriculum studies and enrichment programs with technology, following our school motto: “A Beautiful Blend, Torah and Worldly Experience.” This program helps students find relevant and creative expression to their learning, as well as instruction in important technology skills.

The Mishna/Talmud PowerPoint program empowers students to creatively visualize the content and Mishnaic language, transforming basic words, letters, and text into an exciting multi-media format.

By: Rabbi Shmuly Rubin from Maimonides Hebrew Day School

Grade(s): 3, 4, 5, 6, 7, 8, 9, 10, 11, Elementary school, Middle school, High school

Subject(s) of entry: Art, Computer Science, Gemara, Halacha, Mishnah, Tanach, Graphic Design

Pedagogy: Blended Learning, IBL - inquiry based learning, PBL - project based learning, 21st Century Skills

View complete entry »

Navi News-Bringing Navi to Life

A three-part program to teach Navi that includes differentiated instruction, collaborative learning, higher level thinking, multi-media presentations and a battle reenactment complete with "swords."

By: Rabbi Eliezer Kessler from Yeshiva Torat Emet

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Tanach

Pedagogy: Collaborative Learning

View complete entry »

MULTI-LEVELED DIFFERENTIATION

This is a revolutionary system that uses technology to differentiate learning based on multiple cognitive learning factors that affect the learning process. Each student is catered to according his or her unique circumstances and abilities.

By: Rabbi Yehuda Schwartzberg from Stars of Israel Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Gemara, Halacha, History, Ivrit, Literature, Math, Mishnah, Science, Tanach

Pedagogy: Blended Learning, PBL - project based learning, 21st Century Skills

View complete entry »

Judaic Differentiation

I have created a system of differentiation where students can learn, practice and demonstrate Chumash (Bible) skills at their levels. Upon mastery, students create videos, where they apply acquired skills to unfamiliar text, to be virtual teachers for other students. The compilation of these videos gets posted to a website to populate a student-created Khan Academy for Judaic skills.

By: Rabbi Shmuel Chait, Mrs. Miriam Chait from TDS Seattle

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Gemara, Halacha, Ivrit, Mishnah, Tanach

Pedagogy: PBL - project based learning, Constructivist, Montessorri, Blended Learning, 21st Century Skills

View complete entry »

Fostering Metacognition as Differentiation: Keeping Student Portfolios

For the past five years, I have taught at a cloud-based school in which I have built a digital portfolio-driven course for 9th and 10th grade English. This course is premised on periodic self-assessments and benchmarks of portfolio "publishing" at the quarter and semester points. The attached document details the moments of self-assessment, the uses of self-assessment in the school calendar, the uses of self-assessment as a means for formative and summative assessment, and the development of metacognition in each student through the personalized differentiation of goals, challenges, and successes as readers, writers, and students. While used in high school English, this model for cloud-based portfolio keeping works on any level of student production and teacher assessment--from Elementary through High School, and for
any discipline, too.

By: Dr. Hillel Broder from SAR High School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Literature, any discipline

Pedagogy: PBL - project based learning, UBD - understanding by design, 21st Century Skills

View complete entry »

Flipped Instruction

Differentiated instruction is crucial in education, because every student should be given the opportunity to maximize his/her potential. Integrating flipped instruction in my Chumash classes has helped me reach this goal. I prepare videos for my students to watch at home, and we then use class time to process and analyze the material.

By: Mrs. Zehava Greenwald from Bruriah Junior High

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Tanach

Pedagogy: Blended Learning, IBL - inquiry based learning, Montessorri, PBL - project based learning, UBD - understanding by design, 21st Century Skills

View complete entry »

Differentiation and Newsela.com: A Match Made in Heaven

My entry discusses the need for every teacher and Learning Specialist to use this website in their classrooms or Learning Centers. It can be used for differentiation among students from third grade, all the way through high school.

By: Mrs. Meryl Recinos from Rosenbaum Yeshiva of North Jersey

Grade(s): 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Computer Science, History, Ivrit, Literature, Mishnah, Music, Science, Tanach

Pedagogy: 21st Century Skills

View complete entry »

Chopped (pronounced “חפט“)

Inspired by the hit cooking show “Chopped” teams of Hilchot Brachot students used mystery ingredients to create their own recipes. While the members of a team had to work with the same mystery ingredients, each team member was responsible for developing a unique recipe for their specific bracha. Final recipes were put together into a class cookbook. Who has lots left to learn and who. has. chopped?

By: Mrs. Shira Greenspan from Ramaz Upper School

Grade(s): 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Halacha, Math, Science, Cooking, Health, Writing

Pedagogy: PBL - project based learning, UBD - understanding by design, 21st Century Skills

View complete entry »

A Therapeutic Partnership

The Therapeutic Partnership supports students who require therapeutic education services in their effort to reintegrate into a mainstream Jewish school. Each student's individualized Therapeutic Education Plan (T.E.P.)--the fruit of the therapeutic team and the central expression of the Partnership--establishes goals that create opportunities for his or her social-emotional, academic, and Jewish success, supporting academic and social reintegration.

By: Rabbi David Rosenberg from JCFS Therapeutic Yeshiva

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Therapeutic Team

Pedagogy: Theraputic Team

View complete entry »

Tanach Circles

After introducing my English students to literature circles with great success, I decided that I wanted to use that model to create "Tanach circles." In Tanach circles, students choose a sefer of Nach that they would like to learn, and then they learn the sefer independently, and meet four or five times per semester to have a sort of "book club," in which they each must prepare a submission about the material and engage in a discussion around the material that they learned. At the end of the year, student groups have a collective siyum celebrating their learning, and sharing with the other groups an introduction to their chosen sefer as well as some of their favorite points that emerged in their discussions.

By: Mrs. Norma Mintz from Rae Kushner Yeshiva High School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Literature, Tanach

Pedagogy:

View complete entry »

Pirkei Avot to Pop Song

Mishnah was made to be sung. Well, if not sung then certainly repeated (coming from the root shanah). How better to get our students to repeat -- and through repetition, remember -- the mishnayot of Pirkei Avot than by singing them? How better to get our students to sing sections of Pirkei Avot than by having them write and record their own songs?!

By: Mr. Aviv Matzkin from Gideon Hausner Jewish Day School

Grade(s): 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Ivrit, Mishnah, Music

Pedagogy: PBL - project based learning, 21st Century Skills

View complete entry »

Immigration Fair

I teach the same students 4th grade Texas History and then 5th grade US History the following year. We put on an Immigration Fair for 2-5th grades using what we learned about Immigration into both Galveston and Ellis Island.

By: Mrs. Cathryn Mellon from Beth Yeshurun Day School

Grade(s): 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Computer Science, History, Literature, Tanach

Pedagogy: Blended Learning, IBL - inquiry based learning, PBL - project based learning, 21st Century Skills

View complete entry »

Developing Critical Thinking in a High School Statistics Class

Our submission, “Developing Critical Thinking in a High School Statistics Class,” aims to teach students the necessary tools and help them develop the perspective to critically analyze and evaluate numerical and statistical information. Teaching critical reading and critical thinking and creating opportunities for students to practice and develop these skills are key components of the unit. There are many possibilities for interdisciplinary integration and multi-level adaptations.

By: Ms. Alicia Sussman, Dr. Lea Keil Garson from Kohelet Yeshiva High School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: History, Ivrit, Literature, Math, Science

Pedagogy: Constructivist, IBL - inquiry based learning, PBL - project based learning, UBD - understanding by design, 21st Century Skills

View complete entry »

Critical Thinking in a Bible Studies Class

This entry highlights five different techniques that are used to design a class while focusing on critical and higher order thinking skills.

By: Mrs. Elana Katz from Columbus Torah Academy

Grade(s): 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Tanach

Pedagogy:

View complete entry »

Alternative Energy Exploration Unit

This integrated writing and science unit focuses on energy, and asks the driving question “How and why should we use energy wisely?” Students investigate what energy is, where it comes from, and how we use it. They conduct research on sustainable fuels, write persuasive essays advocating for the use of a particular source of energy, design billboard advertisements for their chosen energy source, and participate in a debate judged by industry experts on different forms of sustainable energy. Finally, students design and create their own tikkun olam service-learning projects to make a positive difference in our community’s use of energy.

By: Ms. Rebecca Sheinbaum from Denver Jewish Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Literature, Mishnah, Science

Pedagogy: PBL - project based learning, UBD - understanding by design, 21st Century Skills

View complete entry »

Risk-Taking and Failure: A Greenhouse for Learning

A cautionary tale of the lure of innovative educational opportunities that not only engage and inspire, but also exemplify our Jewish values and how to best integrate into existing school culture to ensure acceptance and longevity. Our effort led to the near loss of a signature program. The risk was well worth it, the failure a challenge, and the ensuing lessons, invaluable for the program and our school.

By: Allison Oakes from Sandra E. Lerner Jewish Community Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Ivrit, Literature, Science, Environmental Curriculum (integrated into general and Jewish Studies and Hebrew), Environmental Curriculum

Pedagogy: PBL - project based learning, 21st Century Skills

View complete entry »

Magazine of Mishaps: Swimming with Sharks

As a creative extension of their invention/innovation research papers, I challenged my students to create their own inventions and present them in a forum like the TV Show, Shark Tank. I didn't think through all the details, and the project didn’t go as well as I’d hoped. As a result, I learned some important lessons.

By: Mrs. Sari Kopitnikoff from Rosenbaum Yeshiva of North Jersey

Grade(s): 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Literature

Pedagogy: IBL - inquiry based learning, PBL - project based learning, 21st Century Skills

View complete entry »

What is PV? A PBL Odyssey

What is PV? Learn all about it in this six-minute video made by the 6th graders at Lander~Grinspoon Academy. This video is the culmination of a year long Project Based Learning experience on solar power. It was produced utilizing community media at Northampton Community Television.

By: Ms. Rebecca Lederman from Lander~Grinspoon Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Math, Science, STEAM, Technology, Engineering

Pedagogy: PBL - project based learning, 21st Century Skills

View complete entry »

Bamidbar Values Letter

In what may have been the most rewarding experience of my career, students chose three values learned from Sefer Bamidbar and wrote letters of gratitude to their parents for already helping them learn these values throughout their lives. Simultaneously, parents wrote value letters to their daughters. Parents and daughters exchanged letters on the same day in what ended up being a meaningful and emotional expression of what we hold dearest.

By: Mrs. Shira Greenspan from Ramaz Upper School

Grade(s): 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: History, Ivrit, Literature, Mishnah, Tanach

Pedagogy: PBL - project based learning, UBD - understanding by design, 21st Century Skills

View complete entry »

Authentic Service Learning through the Mitzvah Program at the Martin J. Gottlieb Day School

The mitzvah program at the Martin J.Gottlieb Day School was first introduced as an integral part of the middle school curriculum 22 years ago. The concept was based on the idea that after students studied Tanach, Jewish laws and customs, they were more likely to understand and accept the mitzvot if given the opportunity to put them into practice. It was also believed that students who became part of their community at large with service projects would grow to understand both their responsibility to the community and their ability to make a difference even at the young age of 11.

By: Mrs. Edith Horovitz from Martin J Gottlieb Day School

Grade(s): 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Gemara, Halacha, Mishnah, Tanach, Jewish Customs and traditions, Dinim U'Minhagim

Pedagogy: Constructivist, PBL - project based learning, 21st Century Skills

View complete entry »

Where the heart feels at home – מקום שלבו חפץ

The Netivot Upper Elementary learning environment is warm, inviting, stimulating, and vibrant like no other. Our classroom setting incorporates collective responsibility, independence, freedom of movement, freedom of choice and peer learning, and utilizes multiple modalities of instruction. This ground-breaking classroom promotes growth in all areas, academic, social, emotional, and spiritual, embodying the adage: אין אדם לומד אלא במקום שלבו חפץ.

By: Mr. Dovi Yarmush, Rav Darren Levin, Mrs. Daniella Barishansky, Mrs. Shannon Tuorto from Yeshivat Netivot Montessori

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Computer Science, Gemara, Halacha, History, Ivrit, Literature, Math, Mishnah, Music, Science, Tanach

Pedagogy: Constructivist, IBL - inquiry based learning, Montessorri, PBL - project based learning, UBD - understanding by design, 21st Century Skills

View complete entry »

The Conscious Learning Environment

This video project is an in-house collaboration of the ideas and talents of six Lamplighters teachers. Each vignette features a different key element of what we call "the conscious learning environment." When teachers are conscious of the unique needs of each of the learners within a space and are willing to allow adaptability of infrastructure, furniture, objects and interactions--the environment becomes as living as the people who live and learn within its walls. NOTE: Please view the FULL project using the LINK below. (YouTube videos and .pdf are only a backup)

By: Mr. Moshe Schack, Rabbi Gershon Riesenberg, Miss Hinda Dalfin, Miss Gavi Goldberg, Mrs. Chana Gorin, Mrs. Ilana Spencer from Lamplighters Yeshivah

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Learning Environment

Pedagogy: Constructivist, Montessorri, Universal Design for Learning

View complete entry »

Innovative Learning in a Flexible Space

Our new innovation studio houses iPad Pros, Chromebooks, a green screen and a 3D printer. We offer flexible seating to accommodate a variety of educational needs, as well as a movable wall so our space can expand as needed.

By: Ms. Deborah Harris, Mrs. Marci Rubinstein from Solomon Schechter Day School of Metropolitan Chicago

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Computer Science, Gemara, Halacha, History, Ivrit, Literature, Math, Mishnah, Science, Tanach, Design Thinking

Pedagogy: Constructivist, IBL - inquiry based learning, PBL - project based learning, 21st Century Skills

View complete entry »

Class Norms and Procedures

This is the foundation of our classroom culture. It outlines the norms and procedures that serve as the framework for the learning that takes place in our class. It is a system that is easily customized to serve the needs of any classroom.

By: Rabbi Elazar Bloom from Brauser Maimonides Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Classroom Management

Pedagogy: Based on the work of Harry K. Wong

View complete entry »

A Little Google with a Jewish Twist

Our school has been transformed to replace traditional classrooms with opportunities for project-based learning that emphasizes 21st-century skills in creativity, collaboration, critical thinking and communication. The physical design facilitates these educational goals, and impacts student-centered learning in increased motivation and achievement. It has put Hillel at the forefront of the paradigm shift in education, wherein student-driven inquiry develops tomorrow's problem-solvers, and gives children the skills they need to inherit their world, and not the factory-model, outmoded 20th-century model of education that no longer aligns with the skills students need in an ever-changing global world, and does so, most importantly, through the context of a Jewish education, which gives them the moral and ethical, values-based foundation they need to navigate a complex world.

By: Mrs. Joan Freedman from Hillel Day School of Metropolitan Detroit

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Computer Science, History, Literature, Math, Mishnah, Science, Tanach

Pedagogy: PBL - project based learning, 21st Century Skills

View complete entry »

The Torah Times, Creative Torah Journalism

"The Torah Times" presents Torah events as "Breaking news" Happening right now! All the text and presentation are developed by Maimonides students, blending Torah knowledge with creativity, humor, writing, and graphic design.

Highly creative, The Torah Times engages students to find the soul /essential messages of the Torah that connects to life & current events today. Protagonists such as Abraham/Lot, Moses/Pharoh, or Aaron/Korach shed their ancient robes and venues to address current issues; Midrash/commentaries become our news outlets with the inside scoop. This personifies Rashi's Translation of the Shma: "Hayom Al Levaech" -not as an old chronicle, but as actual, new, and current.

By: Rabbi Israel Rubin, Rabbi Michael Caras from Maimonides Hebrew Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Computer Science, Gemara, History, Literature, Mishnah, Tanach, Creative Writing

Pedagogy: IBL - inquiry based learning, PBL - project based learning, 21st Century Skills

View complete entry »

עץ חיים היא – The Shtender Project

Cultivating positive associations with Tefillah in our time is a formidable challenge that every day school faces. A response to this universal issue, our Shtender Project fostered an excitement for Tefillah and an opportunity to personalize one's Tefillah experience while building confidence and pride through hard work. While so much of our shcolastic lives are spent fulfilling cognitive goals, this project honed the psychomotor skills of the students, in addition to stimulating the mind, heart and soul. It was a memorable project, and it left each student with something that they can hold onto for years to come.

By: Rabbi Darren Levin, Mr. Dovi Yarmush from Yeshivat Netivot

Grade(s): 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Math, Tanach, Tefillah, Crafts, "Construction"

Pedagogy: PBL - project based learning

View complete entry »

JEHMS Program- Jewish Education for the Humanities, Math, and Science. Does your Jewish Education Sparkle? Rigorous Middle School Fusion Program to enhance Secular Studies with Jewish Concepts

JEHMS is a middle school fusion program (adaptable for K-12) which employs original, distinctly Jewish lesson plans to communicate required secular concepts, thereby blending secular and Jewish education to better streamline, unify, and integrate Jewish Day School dual curricula. JEHMS is multidisciplinary and interdisciplinary curricula in math, science, social studies and English Language Arts, aligned with the Common Core Curriculum, to teach secular skills and knowledge by employing Jewish concepts. JEHMS does not replace Judaic studies, rather is revolutionizes the content of secular classes to seamlessly include Jewish learning as it explicates secular concepts.

By: Mrs. Nomi Feinberg from Katz Hillel Day School of Boca Raton

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Halacha, Literature, Math, Science, Tanach, Hashkafa

Pedagogy: 21st Century Skills, Interdisciplinary - Original Works

View complete entry »

JanTerm Integrative Research Project

The JanTerm Integrative Reseach Project is a month-long (in January) intensive project where students learn and practice research and writing skills across content areas. By reconfiguring the students' schedule, students are allowed longer blocks of time to conduct research, write a formal research paper, meet and edit with a mentor-teacher, as well as work on hands-on projects. In this time, our Judaic Studies curriculum works in tandem, guiding the students to study the same theme from a Jewish lens. The students also work on creating a final project that reflects their learning of the Jewish texts and principles related to the overall theme.

By: Mrs. Rachel Zivic, Ms. Jessica Broomfield, Mrs. Ellen Barmach, Rabbi Michah Liben from Kellman Brown Academy

Grade(s): 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Gemara, Halacha, History, Literature, Math, Mishnah, Science

Pedagogy: Constructivist, IBL - inquiry based learning, PBL - project based learning, 21st Century Skills

View complete entry »

Real life Hebrew Immersion

Students actively converse in Hebrew with their peers in class, at recess and at home, thereby making Hebrew not merely a subject they learn at school but a language they own and use. Students attain Hebrew fluency through engaging in games and collaborative real world Hebrew projects.

By: Rabbi Yaakov Nadler from Yeshivat Noam

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Gemara, Ivrit, Mishnah, Tanach

Pedagogy: Constructivist, Gamification

View complete entry »

Dreaming with Yaakov to Search for Meaning

Dreaming with Yaakov takes learners on a journey through bibliodrama, geography, social studies, journal writing, archaeology, and art history, visual art, Tanach and Rabbinics, in order to explore what the story of Yaakov has meant to readers over the ages. The ultimate goal of which is to prepare students to see themselves as participants in the Jewish tradition of meaning making.

By: Mr. Eran Rosenberg, Ms. Susan Couden from Columbus Jewish Day School

Grade(s): 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Computer Science, History, Ivrit, Literature, Tanach, Midrash, Social Studies

Pedagogy: Constructivist, IBL - inquiry based learning, UBD - understanding by design, 21st Century Skills

View complete entry »

Practicing Real World Skills Through a Revolutionary Service Learning Program

At CCJDS, we teach our children that their words and actions have the power to make change in this world. We believe that as they grow and learn academically, so too should our children explore what it means to make a difference in the world and in the lives of others. Through our school-wide, cross-curriculum SHIR HaLev program, students embark on a yearlong service project in the spirit of the Jewish value of tikkun olam (repairing the world).

By: Ms. Hadas Rave from Contra Costa Jewish Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Art, Ivrit, Literature, Science, Tanach, Jewish Studies, Jewish Values, Tikkun Olam, Social/Emotional Development

Pedagogy: Blended Learning, IBL - inquiry based learning, PBL - project based learning, UBD - understanding by design, 21st Century Skills

View complete entry »

Imagine and Design Lab: Beyond the Classroom Walls

A fifth grade teacher and curriculum coordinator collaborate to develop a science unit. The children learned about inventors and inventions, specifically, how inventors solve real world problems. They designed a new unit incorporating Design Thinking to help students gain real world problem solving skills.

By: Mrs. Yonina Lermer from Yeshiva Har Torah

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Science

Pedagogy: IBL - inquiry based learning, PBL - project based learning, UBD - understanding by design, 21st Century Skills

View complete entry »

Halacha by Action

Students use hands-on obstacle courses, field trips and models to replicate actual Halachic scenarios they are likely to find in their own lives. Students take the knowledge they have studied. research the best ways to implement it and create a life-like interaction with these Halachos.

By: Rabbi Uri Kestenbaum from Joe Dwek Ohr HaEmet Sephardic School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Halacha

Pedagogy: PBL - project based learning, PBL - project based learning

View complete entry »

39 Melachot of Shabbat—Connecting the Past to the Present

A curriculum on the 39 melachot of Shabbat that connects how life was in the past before the advent of electricity to modern times that we live in, with an emphasis on the hands-on and practical understanding of science and engineering and how that affects Shabbat observance. The students are fascinated to see how science plays a role in their everyday life and this heightens their motivation for learning and creates a plethora of practical questions which we examine and research.

By: Rabbi Eliezer Kessler from Yeshivat Torat Emet

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Halacha, Science

Pedagogy:

View complete entry »