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Kindergarten - Kohelet Prize

The Kohelet Prize Database

Grade: Kindergarten

Movement, Music & Midot

M3a is a stand- alone or supplemental curriculum for teaching character development. It consists of process and value concepts attached to musical anchors impacting class behavior.

By: Mr. Alan Rosen from Gindi-Maimonides Hebrew Academy

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: Music, Character Development

Pedagogy: Blended Learning

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No soil in a soil-less environment – Hydroponics for the real world

A full curriculum and real-life experience growing bug free lettuce in our greenhouse. "Farm to Table" concepts presented with participation across the grades. Interdisciplinary connections will be made.

By: Mrs. Besie Katz, Mr. Stephen Bray from Politz Hebrew Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Science

Pedagogy: PBL - project based learning

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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/ English, Mishnah, Tanach

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

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B’reisheet Unit

The basic foundation of everything is the creation of the world, or as we Jews know it: Briat haolam. In my Kindergarten class, Briat haolam is not taught in the mere few days before Parshat B’reisheet, but rather over the course of two to three weeks, depending on the calendar of that specific year. The reason that we take this long in teaching our students about Briat haolam is because we are not just imparting information to them about what was created on each day, but rather, we are allowing our students to experience creation in many different ways: through Science, Literacy, Art and Math. By integrating so many different aspects of the world into the creation unit, we are sending our students an extremely important lesson: Everything is from Hashem!

By: Mrs. Rivki Slepoy from Yeshivat Noam

Grade(s): K, 1

Subject(s) of entry: Art, Ivrit, Literature/ English, Math, Music, Science, Tanach

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

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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

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Water: An examination

Using the bracha Mashiv HaRuach and Parshat Noach, this unit investigates water on a deep level. It includes many types of instruction so that all students can access the learning.

By: Mrs. Anna Sanders, Ms. Bayla Clement from Ben Porat Yosef

Grade(s): K, 1, 2, Elementary school

Subject(s) of entry: Art, Halacha, History, Ivrit, Literature/ English, Math, Music, Science, Tanach

Pedagogy: PBL - project based learning, IBL - inquiry based learning, Blended Learning

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The Talent Center Handbook & Extra Challenge Project Kit

The Talent Center Handbook shows how to develop creative young Jewish leaders with an 18 word curriculum in just 30 Minutes a Week. Emek’s game-changing Extra Challenge Projects connect holistic Torah learning, technology, and Jewish design thinking through child-led community service passion projects.

By: Mrs. Rae Shagalov from Emek Hebrew Academy Teichman Family Torah Center

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

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

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

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TAP INTO IT!

This was an elective course, one option in the Enrichment Cluster Program at SAR, in which students choose an area that they are drawn towards, and explore that area with like-interested students and teachers. Each area begins with a probing question that is explored over the semester.

By: Mrs. Eva Broder, Mrs. Talia Litwin from SAR Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Art, History, Music

Pedagogy: IBL - inquiry based learning

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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

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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/ English, Math, Mishnah, Science, Tanach

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

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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

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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/ English, any discipline

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

View complete entry »

Focus on Growth – Differentiation Through Student Goal Setting

Our committee of educators designed and implemented a Focus on Growth initiative for our kindergarten through fifth grade students. This initiative encourages students and teachers to work together to set differentiated personal goals, monitor progress, and celebrate achievement in a variety of areas.

By: Ms. Lara Sparks, Mrs. Deb Barwick, Mrs. Jodie, Applebaum, Ms. Jordana Weinberg, Mrs. Carla Muller, Mr. Patrick Sawyer, Mr. Eric Einstein from Denver Jewish Day School

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: Art, Halacha, History, Ivrit, Literature/ English, Math, Music, Science, Tanach, Specials, Social/Emotional, All Curricular areas

Pedagogy: 21st Century Skills

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

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English Language Learning in a Jewish Elementary School

I am applying for the Kohelet Prize for Differentiated Instruction on behalf of a team of teachers that has developed an individualized, highly differentiated English Language Learning program for students who speak English as their second (or third) language. Our program is designed to meet the needs of each specific student and is flexible enough to accommodate children of all elementary ages and abilities.

By: Dr. Kersten Biehn from Sandra E. Lerner Jewish Community Day School

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: History, Ivrit, Literature/ English, Math, Science, Overall Judaic Studies and all other subjects are affected

Pedagogy: UBD - understanding by design, Constructivist

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Differentiated Instruction in a Learning Support Class

For the past 3 years I have been finding new ways to use differentiated instruction in my 2nd to 5th grade learning support classroom. In my class I teach students to take charge of their own learning in order to reach their potential. I use positivity and encouragement to build my students up so they have the confidence to take risks and try their best.

By: Mrs. Rachel Glauser from Perelman Jewish Day School-Forman Center

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: Ivrit, Literature/ English, Math, Special Education

Pedagogy: PBL - project based learning, Constructivist

View complete entry »

An Executive Functioning Model Implementing Differentiated Instruction

It is vital for children to develop the tools of Executive Functioning in order to discover their own sense of self, intrinsic motivation, self confidence, curiosity and exploration. Students who have the opportunities to develop Executive Functioning Skills are able to succeed in their learning and development, while participating in a learning environment which optimizes success. This model can be implemented across grades, in all subject areas, with varying levels of intervention, to provide differentiated instruction.

By: Mrs. Lorna Joffe from Perelman Jewish Day School

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: Ivrit, Literature/ English, Math, This model can be used across all subjects

Pedagogy: Constructivist, Montessorri, 21st Century Skills

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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

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“Reaching Each Child”.

Our Sages say "chanoch l'naar al pi darko" - teach each child in their own way. It is critical to understand the student as an individual with their strengths and weaknesses. Only then can we truly educate them.

By: Mrs. Chaya Teldon, Miss Colleen O'Brien, Mr. Dani Hak, Mrs. Mindy Rogers, Mrs. Yudit Kasowitz, Ms. Sarah Kugelman from The Jewish Academy of Suffolk County

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Art, Computer Science, Halacha, Ivrit, Literature/ English, Math, Music, Science, Music

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

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/ English, Tanach

Pedagogy:

View complete entry »

Pirkei Avot Scrapbook

Students create two pictures for each Mishna, one that shows a literal meaning and one that shows a deep understanding. This long term project is used to develop higher level thinking in students. Students learn how to ask questions and think deeply about material.

By: Mrs. Sarah Dollman from Torah School of Greater Washington

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Literature/ English, Mishnah, Tanach

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

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Innovations Across the Nations

In conjunction with science and social studies, students learn about real-world problems that affect humankind on a global scale. Students are challenged to think critically and creatively as they plan and engineer products that address the real world problems.

By: Mrs. Lori Rutcofsky from Rockland Jewish Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: History, Math, Science, Engineering

Pedagogy: 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/ English, Math, Science

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

View complete entry »

Collaborative technology in the classroom: pilot project

In a ground-breaking incorporation of collaborative technology in the classroom, fourth grade boys and seventh grade girls piloted an integrated multi-week project in language arts and history respectively. Students were provided with project guidelines and a bank of iPads and worked in teams to share their findings in an original video using script writing, costuming, set design, acting, videography, and audio-video editing.

By: Mrs. Lynn Karz, Mr. Robert Lipman, Mrs. Ashley Scotti, Rabbi Yisroel Pollock from Yeshiva Aharon Yaakov Ohr Eliyahu

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

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

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

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/ English, Mishnah, Science

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

View complete entry »

Accessing Artistic Intuition Through the Study of Chumash

Second grade students designed Chumash covers based on individual pasukim from Lech Lecha or Vayera. They brainstormed ideas and charted their creative thinking, making the steps of their process visible. The final image they designed and embroidered into their Chumash cover synthesizes symbols they generated based on words from the pasuk and colors the words represented to them.

By: Ms. Sarah Antine from Berman Hebrew Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Art, Tanach

Pedagogy: IBL - inquiry based learning, Constructivist

View complete entry »

(parsha) Cereal of The Week

"Cereal of the Week" makes the Parsha come alive! Every cereal parsha has divrei Torah in it. It took me 3 years to complete. It is all online at: http://www.chinuch.org/item_detail/Cereal-Of-The-Week-Parsha-Program. (71 parsha cereal sheets) Every child loves cereals! Many parents told me their children did not want to be pressured at the Shabbos table with parsha questions, and the weekly parsha cereal sheet was the answer!

I have attached some samples. There is a cereal for every parsha, yom tovim, Rosh Hashana, Yom Kippur, Chanukah, and Purim. It is a great method to help remember what each parsha is about! Students also now think of their own ideas of which cereals apply to a parsha.

By: Rabbi Joel Yormark from South Bend Hebrew Day School

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: Tanach

Pedagogy: Blended Learning

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/ English, Science, Environmental Curriculum (integrated into general and Jewish Studies and Hebrew), Environmental Curriculum

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

View complete entry »

Makerspace Failure= Learning

In my K-5 Makerspace classes, students are able to explore, design, engineer, create, collaborate and educate. They are exposed to hundreds of different materials, tools, and supplies ranging from straws, to robotic LittleBits, to broken VCR players. Students are taught, encouraged, and accepting to challenges as learning opportunities and understand that in the Makerspace, there is not failure, only learning.

By: Ms. Jamie Moskowitz from Perelman Jewish Day School

Grade(s): K, 1, 2, 3, 4, Elementary school

Subject(s) of entry: Art, Computer Science, Math, Science

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

View complete entry »

Who is Melvin Bubble?: Using Literacy to Enhance Our 21st Century Skills

The 3rd graders worked on a beginning of the year interdisciplinary assignment as a getting to know you better project. The project combined many 21st century skills, including communication, creativity & innovation, and global awareness. The project centered around the book Who is Melvin Bubble? by author Nick Bruel and culminated with the students getting to understand the real world outside their classroom by meeting Mr. Bruel via Skype!

By: Ms. Kimberly McDermid from Denver Jewish Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

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

Pedagogy: PBL - project based learning, Blended 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

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Turning Dreams into Reality

In honour of our school's 18th anniversary and its initial visionaries, we launched a school-wide initiative looking at how to turn dreams into reality. Each grade integrated this theme with a core curricular unit. A detailed description of each grade's project as well as work samples are included with this submission.

By: Ms. Ellen Kelner from Paul Penna Downtown Jewish Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, Elementary school

Subject(s) of entry: Art, History, Ivrit, Literature/ English

Pedagogy: PBL - project based learning, IBL - inquiry based learning, UBD - understanding by design, Constructivist

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Tu’Beshvat School wide Real World Unit

For Tu’Beshvat 2016 the Hamilton Hebrew Academy decided to create a school wide initiative that integrated science, biology, the arts, Ivrit and Judaic Studies. Our vision was to create a real world, interdisciplinary experience that would engage all learners.

By: Mrs. Goldie Weiser, Mrs. Rebecca Shapiro from Hamilton Hebrew Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Art, Gemara, Halacha, Ivrit, Literature/ English, Science, Tanach, Social Studies

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

View complete entry »

The Jewish Primary Day School of the Nation’s Capital’s (JPDS-NC) Election Project 2016: Kid’s Voices Count

The Jewish Primary Day School of the Nation’s Capital’s (JPDS-NC) Election Project 2016: Kid’s Voices Count was an interdisciplinary, school-wide project that required the participation of every student and teacher at JPDS-NC. Students from Pre-Kindergarten through Sixth Grade delved into a variety of election issues, met with experts to deepen their understanding, met with and listened to other students in area schools to broaden their perspectives, and reflected on Jewish teachings that relate to the issues in the election. Each grade focused on a different election-related issue connected to their core curriculum, culminating in a Voter’s Guide distributed throughout our community and beyond.

By: Ms. Mindy Hirsch, Ms. Melissa Rickabaugh, Ms. Devora Yeganeh, Ms. Kelly McAllister, Ms. Vanessa Prell, Ms. Hanina Goldstein from Jewish Primary Day School of the Nation's Capital

Grade(s): K, 1, 2, 3, 4, 5, 6

Subject(s) of entry: Art, History, Literature/ English, Tanach, Current Events, Social Studies, Jewish Text

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

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Whole Brain Teaching

Whole Brain teaching is an approach that is designed to teach the way the brain is really created to learn while maximizing student involvement. It is a flexible method that can be adapted by any teacher to their own teaching methods.

By: Mrs. Chaya Berelowitz from Hillel Academy of Pittsburgh

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: History, Literature/ English, Music, Science

Pedagogy: Whole Brain Teaching

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Whole Brain Teaching for Judaic Studies

Whole brain teaching is a method of instruction that combines fun gestures and rhymes with short chunks of information that are immediately re-teachable. I have worked to integrate WBT into Hebrew studies in Chumash, Dikduk and Mishna with tangible results that can be replicated in any class. This method has infused the classroom environment with energy, zest and memorable moments!

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

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

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

Pedagogy: Wholebrain Teaching

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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/ English, Math, Mishnah, Music, Science, Tanach

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

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Turn Tube

This is a tool I invented to maximize student work time and teacher conferencing. The teacher can work one on one with a child easily while other kids are engaged in their work. Every year, the children ask what this is and love using it!

By: Ms. Amy Kohen from Schechter Westchester

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

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

Pedagogy:

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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

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Rookies Approach

Ivrit, differentiated instruction, centers, multisensory learning, responsive classroom

By: Mrs. Rookie Badouch from Torah Academy of Greater Philadelphia

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

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

Pedagogy: Constructivist, Blended Learning, 21st Century Skills

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OROT Teacher

OROT provides a Jewish day school education to the diverse learner in many of Philadelphia's area Jewish day schools.

By: Mrs. Susie Wohlgelernter from OROT/Politz

Grade(s): K, 1, 2, 3, 4, 5

Subject(s) of entry: Art, Literature/ English, Math, Science, Tanach, Chumash, Language Arts, Social Studies

Pedagogy: PBL - project based learning, UBD - understanding by design, Blended Learning

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Learning Environment – Jennifer Dolny

My presentation displays the learning environment in my classroom. This learning environment encourages student centered learning and promotes academic, social, and emotional growth.

By: Mrs. Jennifer Dolny from Yeshivat Noam

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

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

Pedagogy: Blended Learning, 21st Century Skills

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Kindergarten Learning Environment

A classroom environment utilizing nine distinct stations. Stations provide for student exploration, and help them develop deeper connections to their learning.

By: Mrs. Devorah Locker from Yeshiva Day School of Las Vegas

Grade(s): K

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

Pedagogy: Constructivist

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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/ English, Math, Mishnah, Science, Tanach, Design Thinking

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

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Hitbodedut as a Learning Environment

This learning environment was first introduced during T'fillah, prayer, time to expose students to an additional, non-traditional way to grow spiritually and emotionally. Students spent time learning about Hitbodedut, and then practicing it on their own for 4 months.

By: Ms. Hannah Perlis from Carmel Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Tefila

Pedagogy: UBD - understanding by design, 21st Century Skills

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First Grade Flexible Seating Environment

As education shifts to chromebooks, cooperative learning, small group instruction, and personalized learning, so must the classroom furnishing and arrangement. With flexible seating, and no assigned seats, my students are free to sit, stand or lay on the floor as they learn. I have observed increased motivation and engagement as well as a higher rate of student interaction since implementing flexible seating. My first graders are doing their best work ever!

By: Ms. Cheryl Cooper from Scheck Hillel Community School

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

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

Pedagogy: Blended Learning, 21st Century Skills

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Flexible Seating in The Classroom

I found that by giving students a choice they tend to take more ownership. In the classroom, I wanted them to take ownership in learning. I chose to try flexible seating in the classroom which gave students a chance to have a choice in where/ how they sit while learning. I found by giving students a choice in seating very successful and I found the focus in my classroom to rise.

By: Ms. Danielle Levin from Perelman Jewish Day School (Stern Center)

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: Art, Computer Science, Ivrit, Literature/ English, Math, Science

Pedagogy: 21st Century Skills

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Co-teaching program

Looking at a classroom, even when empty, tells a lot about the learning environment. Are students facing the same direction to be receivers of information or are there centers and desk-clusters, meeting areas and reading books created to support students in moving through routines, working together, and supporting more independent learning. This later description is the innovative and engaging classroom that is Tovi Admon’s.

By: Mrs. Tova Admon from Hillel Academy of Pittsburgh

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: Halacha, History, Ivrit, Literature/ English, Math, Science, Tanach, Holidays, Tefila

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

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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

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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/ English, Math, Mishnah, Science, Tanach

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

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A Learning Environment that promotes academic, social, and emotional growth

The best way for students to learn optimally is for them to learn in a physical environment, which meets their diverse needs. It is vital for all children to develop the tools of Executive Functioning in order to discover their own sense of self, intrinsic motivation, self confidence, curiosity and exploration. Students who have the opportunities to develop Executive Functioning Skills are able to succeed in their learning and development, while participating in a learning environment which optimizes success.

By: Mrs. Lorna Joffe from Perelman Jewish Day School

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: Ivrit, Literature/ English, Math

Pedagogy: Constructivist, Montessorri, 21st Century Skills

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“Unity in the School Community”

Jewish Day Schools often face a dichotomy between the Judaic and General Studies Departments. The Jewish Academy is making a priority of tackling this challenge through innovative means. Our goal is to create a seamless curriculum.

By: Mrs. Chaya Teldon, Ms. Sarah Kugelman, Mrs. Yudit Kasowitz, Miss Colleen O'Brien, Mr. Dani Hak, Mrs. Mindy Rogers from The Jewish Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Art, Computer Science, Halacha, Ivrit, Literature/ English, Math, Music, Science

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

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Tu’Beshvat School wide Interdisciplinary Unit

For Tu’Beshvat 2016 the Hamilton Hebrew Academy decided to create a school wide initiative that integrated science, biology, the arts, Ivrit and Judaic Studies. Our vision was to create a real world, interdisciplinary experience that would engage all learners.

By: Mrs. Goldie Weiser, Mrs. Rebecca Shapiro from Hamilton Hebrew Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Art, Gemara, Halacha, Ivrit, Literature/ English, Music, Science, Tanach, Social Studies

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

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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/ English, Mishnah, Tanach, Creative Writing

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

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The Jewish Academy’s Reflection Integration

Our team integrated the theme of reflection across all grades as well as across all subjects. Reflection is an overall strategy and theme for the school. Laying the groundwork in our first unit is key to a successful year of reflection and revision.

By: Miss Colleen O'Brien, Mrs. Sarah Kugelman, Mrs. Yudit Kasowitz, Mr. Dani Hak, Mrs. Chaya Teldon from The Jewish Academy of Suffolk County

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

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

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

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Tashlich STEAM Waterfall

This project was planned for grades TK-8 to participate in a school-wide STEAM project to learn about Rosh Hashana, Tikkun Olan, Teshuvah, and Tashlich. The project included integration of Science, Technology, Engineering, Art and Math into Judaic Studies.

By: Ms. Judith Hendlish, Mrs. Marion Schwartz, Mr. Arnon Arad from Abraham Joshua Heschel and Kadima

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Art, Computer Science, Math, Music, Science, Engineering, Technology, Chagim

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

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Movement,Music & Midot

M3a is a stand- alone or supplemental curriculum for teaching character development. It consists of process and value concepts attached to musical anchors impacting class behavior.

By: Mr. Alan Rosen from Gindi-Maimonides Hebrew Acd.

Grade(s): K, 1, 2, 3, 4, 5

Subject(s) of entry: Music, Character Development

Pedagogy: Blended Learning

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Israeli Art Masters

Our multi-modal arts program offers an innovative approach to Jewish arts education which includes our Israeli Art Masters Program. The goal of this program is to weave together the study of fine arts with learning about the Land and history of Israel, appreciation of the Israeli landscape, exploration of Jewish artistic inspiration, the study of Hebrew vocabulary and Positive Discipline Social Emotional Learning. Through this program students have studied various artists from Israel as well as the inspirations and techniques used in their art. In parallel the students compare the color wheel to the Positive Discipline "wheel of choice" which relates the processes of an individual's problem solving decisions to an individual artist's thoughtful artistic choices.

By: Mrs. Anat Levi from Irvine Hebrew Day School

Grade(s): K, 1, 2, 3

Subject(s) of entry: Art, History, Ivrit, Tanach, Jewish History

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

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Interdisciplinary Collaborate Curriculum Planning and Implementation

Gesher is a revolutionary model of transition education for children with mild learning differences who struggle in the typical classroom setting. By employing certified Special Educators, and collaborating with high quality related service providers, the Gesher staff is able to individualize the learning environment for its students while maintaining the social and emotional experience that is found in the typical yeshiva day school program. Therapists are encouraged to push into the classroom, rather than pull out, and their techniques and suggestions are incorporated into the curriculum planning.

By: Mrs. Shoshy Schmuckler, Mrs. Shoshana Salzberg, Mrs. Shari Katlowitz, Mrs. Rifki Bauman, Mrs. Sora David from Yeshivath Gesher (Gesher Early Childhood Center)

Grade(s): K, 1, 2, 3, 4, 5

Subject(s) of entry: Ivrit, Literature/ English

Pedagogy:

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Grammar: An Interdisciplinary Approach

The Prezi I have prepared will guide you through the different components of the grammar program that I have developed for Yeshivat Netivot Montessori, using Montessori methodology. This is innovative in Jewish education and brings English, Hebrew and Biblical Hebrew language to life for the children. All the components are taught simultaneously throughout the school year, enriching a student's understanding and appreciation of the function of language across multiple disciplines.

By: Ms. Melody Margolis from Yeshivat Netivot Montessori

Grade(s): K, 1, 2, 3, 4, Elementary school

Subject(s) of entry: Ivrit, Literature/ English, Tanach

Pedagogy: Montessorri

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Project Sholom Tools for Happiness

The Project Sholom Message is that Kindness is not only something that we 'learn about', but something that is part of our daily lives.

The Project Sholom Method (catchy phrases, visual aids, role play, songs, stories and activities) give children experiences that drive home the lesson that you can be happy by making others happy. The Project Sholom Tools teach kindness skills, one at a time, in a way that is fun, easy to remember, and relevant.

By: Mrs. Miriam Gerber from Cheder Chabad of Philadelphia

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: Social and Emotional Education

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

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Electing a School Dugmah

During the 2016 election season, every member of the student body was involved in a mock election. The election was completely student-run and developmentally appropriate for elementary school students. The fifth grade students took the reins on the campaign for a school dugmah(leader/example).

By: Mrs. Abbye Cornfield, Mrs. Mindy Civan from Perelman Jewish Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8

Subject(s) of entry: Computer Science, History, Literature/ English, Math, Civics

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

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Comprehensive Digital Citizenship Curriculum

Technology today pervades every facet of life, from the refrigerator to the cell phone. In order, then, to prepare our students for well-integrated lives in the modern world, we must provide them with the psychosocial and emotional vocabulary and awareness to value, build and sustain healthy relationships; the technological skills to choose and use tools responsibly and effectively; and the Torah and Mussar (Jewish tools for self-development) skills to guide and shape their lives in accordance with their Jewish principles. We have developed an expanded, multi-year, cross-departmental curriculum based upon the most up-to-date research and most classical of Torah ethics, that reaches into every part of our educational process, teaching students directly and also via continuing education for staff and parents.

By: Mrs. Sarah Lipman, Mr. Robert Lipman, Rabbi Yisroel Pollock, Rabbi Shlomo Goldberg, Mrs. Robin Goldberg from Yeshiva Aharon Yaakov Ohr Eliyahu

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Middle school

Subject(s) of entry: Computer Science, Gemara, Halacha, History, Literature/ English, Tanach, Jewish Ethics

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

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Passion Learning for Elementary Schools

Kindergarten through 5th grade students exercise already existing passions or new interests in multi-age/grade elective classes. Electives span such disciplines as sports, computer programming, engineering, robotics, culinary arts, fine arts, the environment, etc...

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

Grade(s): K, 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: Art, Computer Science, Literature/ English, Math, Music, Science, Also, physical education, Jewish life, environment, strategic thinking

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

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Neighborhood and Community

In this unit, students explored the necessary components of a community/neighborhood, including, laws, community 'helpers,' homes, street furniture, and establishments that provide needed goods and services. Students discussed what it means to be a member of a community and what rights and responsibilities accompany that privilege. The unit included a great deal of 'first-hand' experience as students met and interviewed community members, explored a neighborhood and spoke with voters as they entered the booths in this recent election.

By: Mrs. Eva Broder from SAR Academy

Grade(s): K, 1, 2, 3

Subject(s) of entry: Art, History, Literature/ English

Pedagogy: IBL - inquiry based learning

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L’Dor V’Dor: Linking Youth to Elders from the Ground Up

L’Dor V’Dor provides deep one-on-one encounters between students K-6 from Columbus Jewish Day School and Jewish and non-Jewish elders around lifecycle and holiday events. Through carefully planned and facilitated exercises, simulations, and activities, the intergenerational wisdom of elders interacts with the joy of youth among participants aged 6-106, through the use of art, music, text study, guided interactions, prayer, and more.

By: Dr. Gina Freeman from Columbus Jewish Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, Elementary school

Subject(s) of entry: Art, Computer Science, History, Literature/ English, Music, Tanach, Midrash

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

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Knocking Down Classroom Walls

Why should we limit our students to the knowledge of our teachers? By using Skype lessons, we bring in knowledge and experiences to our students that were unavailable to them before. I built learning experiences for our students around Skype lessons.

By: Mrs. Elyse Haber from Hebrew Academy Montreal

Grade(s): K, 1, 2, 3, 4, 5

Subject(s) of entry: Literature/ English, Math, Science

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

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Kindergarten Community Library Project

Using the Design Thinking Model, the Kindergarten classes redesigned and created a more efficient and organized library based on the needs of our school community. The children researched, interviewed, and engineered in order to enhance our JPDS-NC South Campus Community Library which houses picture books, non-fiction, fiction, easy readers, Hebrew, and Jewish values books in an inviting environment which is conducive to learning and reading for fun.

By: Lisa Davis, Vas Pournaras, and Xani Pollakoff from JPDS-NC

Grade(s): K

Subject(s) of entry: Art, History, Literature/ English, Math, Science, Social/Emotional

Pedagogy: PBL - project based learning, Design Thinking Model

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All School Read

Every student in our school reads the same book, author or Jewish value-themed text. Working across grades and disciplines, students develop projects synthesizing ideas related to these texts from Art, Music, Judaic studies, Language Arts, Science and Social Studies. Most years we have found a partner school to widen our students' horizons and deepen their understanding of the theme or value being studied.

By: Mrs. Julia Weinstein, Mrs. Elaine Kaplan from Rockwern Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8

Subject(s) of entry: Art, History, Literature/ English, Music, Science, Judaic Studies (culture, history, values)

Pedagogy: PBL - project based learning, UBD - understanding by design

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