The Kohelet Prize Database

Grade: Sixth

Maimonides Better Together

Maimonides Better Together students & seniors share & grow together; students actualize their study & seniors share their life experiences.

We integrate timely and relevant Jewish Respect for elderly, Torah values in classroom lessons, before meeting & hands-on activities with seniors.

By: Rabbi Yossi Rubin from Maimonides Hebrew Day School

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

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

Pedagogy: PBL - project based 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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Using Spanish (or any language) to Navigate the World

Given that it is an election year and we recently lost Shimon Peres, I demonstrate how teachers can use world events to increase student awareness while building their skills in the target language. Spanish is particularly relevant right now given the Spanish speaking population in the US and a key issue in the elections; immigration.

By: Mrs. Susan Schwartz from Jack M. Barrack Hebrew Academy

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

Subject(s) of entry: Spanish, Foreign Language

Pedagogy: Language Immersion

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

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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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Shake Your Lulav!

This is a Google Slide presentation about the mitzva of Ushpizin, welcoming honorary guests into the sukkah, which integrates content and skill building, as well as Hebrew language acquisition. It was originally designed for use as a flipped classroom.

By: Ms. Lisa Richman, Ms. Yochi Paltin from Perelman Jewish Day School - Stern Center

Grade(s): 4, 5, 6, Elementary school, Middle school

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

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

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Personalized Talmud Learning

The model of Talmud instruction in Jewish Day schools has remained mostly intact for decades. The trends suggest that a higher percentage of middle school students are graduating with weak Talmud skills, and a lack of understanding of the purpose of Talmud and appreciation for its role in Jewish life. This has led many schools to even consider abandoning Talmud in middle school curriculum. Our innovative approach to Talmud uses a data-driven model to create personalized learning pathways that students progress through based on proficiency and mastery in eight specific domains that provide a comprehensive understanding of Talmud - including content, vocabulary, functional structures, and real-life application.

By: Rabbi Yoni Fein from The Moriah School

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

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

Pedagogy: UBD - understanding by design, Blended Learning, 21st Century Skills, Personalized 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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MAP & LEAP Program

The Pressman Enrichment Academy Program is designed for those children in grades 2-5 who demonstrate the ability to work beyond their current grade level and offers opportunities for appropriately challenging learning as an adjunct to instruction in the classroom. The program is an acceleration program which is designed to meet the rate at which the child learns and to meet the level at which the child shows academic competence. The program consists of two parts: Math Acceleration Program ( MAP) and Language Arts Enrichment Acceleration Program ( LEAP).

By: Ms. Barbara Schmidt from Pressman Academy

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

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

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

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Ma’ayan Program: Differentiated Learning

Ma’ayan is a program we designed as a vehicle to ensure that all students, regardless of academic or other abilities and/or needs, participate in the school’s Hebrew and Judaics program, at a level that is appropriate for them. It is also designed to ensure that students who want to come to our school and have not been studying Hebrew and/or Judaics are not deterred from attending our school. Finally, it is a proven tool through which we provide Hebrew classes at a high enough/challenging level for Israeli students (or those who come to our school who are fluent in the language).

By: Ms. Gussie Singer, Ms. Etti Berkman from Joseph and Florence Mandel Jewish Day School

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

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

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

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License to Read Hebrew

This is a reading program designed to foster an enjoyment of reading Hebrew while cultivating the skills necessary for navigating Jewish life.

By: Ms. Lisa Richman from Perelman Jewish Day School - Stern Center

Grade(s): 4, 5, 6, Elementary school, Middle school

Subject(s) of entry: Computer Science, Ivrit, Tanach, Siddur Liturgy, Hebrew Literature

Pedagogy: Constructivist, 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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Go Green Initiative

Go green was a true project based learning initiative that involved inquiry based learning and differentiation based on interest. It resulted in real changes and student empowerment.

By: Ms. Gerri Chizeck from Levey Day School

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

Subject(s) of entry: Science

Pedagogy: PBL - project based learning

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Heivanti

Using a Blended Learning model, Heivanti is designed to strengthen the irreplaceable power of live teacher-to-student engagement while introducing unparalleled levels of differentiation and unmatched one-on-one attention to traditional upper school Judaic Studies.

By: Rabbi Zecharia Weitz from Columbus Torah Academy

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

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

Pedagogy: UBD - understanding by design, 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

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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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Flipped & Blended Math Program

Effective application of an technologically integrated and differentiated math program that applies concepts of flipped and blended pedagogy. The math program in grade 8 is delivered in such a way that all students can engage and develop math skills at their level.

By: Mr. Blake Enzel from Bialik Hebrew Day School

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

Subject(s) of entry: Math

Pedagogy: UBD - understanding by design, Blended Learning

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Enrichment@Maayanot

To meet the educational needs of our strongest students, who are not fully sufficiently challenged by the Honors classroom we instituted an enrichment program. Each student chooses two projects (bekiut and b'iyun) to work on over the course of the year. The handful of students participating across the grades, through specially geared programming form a peer community of motivated achievers who push each other to discover and reach their full potential.

By: Rabbi Donny Besser, Mrs. Rivka Kahan from Ma'ayanot Yeshiva High School

Grade(s): 6, 7, 8, 9, 10, 11, 12, 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

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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/ English, Mishnah, Music, Science, Tanach

Pedagogy: 21st Century Skills

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Differentiated Instruction through the lens of Multiple Intelligences

Utilizing a unit study of Nazir, we have created differentiated models of instruction and assessment designed for individual learners included in Howard Gardner's theory of Multiple Intelligences.

Many of the tools devised can be utilized across grade levels and subject matter. Additionally, the tiered methods enable an opportunity for individual reinforcement resulting in a comfort with the curriculum and a more confident and successful learner.

By: Mrs. Tzippy Staum, Mrs. Hadassah Lax from RYNJ

Grade(s): 6, Elementary school, Middle school

Subject(s) of entry: Tanach

Pedagogy: PBL - project based learning, Blended Learning

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Chumash Skills

Worksheets for students to work on different Chumash skills at their own pace. Each sheet has 6 skills to work on and a self-rating at the end. Some of the skills are worked on individually, some with one other student.

By: Ms. Esther Honig from Kohelet Yeshiva High School

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

Subject(s) of entry: Tanach

Pedagogy: UBD - understanding by design

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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

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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

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בכל דור ודור – B’chol Dor Va’dor

“B’chol Dor Va’dor” is an independent anchor activity for accelerated Tanakh students that encourages meaningful inter-textual exploration of Tanakh requiring creativity and reflection. Students identified underlying themes of Pessach by analyzing eighteen events in Tanakh that took place on the dates of Pessach. Their work culminated in the creation of their own Seder Symbols which were then used at their family sedarim to help enhance the experience of these themes on Pessach.

By: Mrs. Shira Greenspan from Ramaz Upper School

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

Subject(s) of entry: Art, Tanach

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

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Yeshivat Noam: Connecting the Past to the Present and Making it Relevant to Middle School Students Using the Arts and Technology

Our unit of study explores the Immigrant Experience of 1880-1924 and the Holocaust to guide students to connect to the past which will broaden the students' understanding of his/her role in the present and his/her place in the future. Through the lens of individuals (Holocaust Survivors and New-Immigrants), students will be able to connect, appreciate, and apply key moments in history.

By: Rabbi Jeremy Hellman, Mrs. Rebecca Lopkin from Yeshivat Noam

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

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

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

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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:

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STEAM Initiative

The Ma’ayanot STEAM initiative orchestrates a learning environment which fosters creativity and reasoning, compelling students to evaluate, ideate, prototype, test, and iterate . Our philosophy is one of Constructionism which shares constructivism’s connotation of learning as ‘building knowledge structures’ and adds the idea that this happens most pronounced in a context where the learner is consciously engaged in constructing an entity. Students are forced to engage dynamically with their creations in order to prevail in the fruition of their design.

By: Mrs. Orly Nadler, Mrs. Gila Stein, Mrs. Reyce Krause from Ma'ayanot Yeshiva High School

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

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

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

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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

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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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Olivia’s Creative Compilations – Jewish Texts Come to Life!

Whether it is marrying off two characters from "Once Upon a Time" in an Orthodox Jewish ceremony, designing ad campaigns around Nezirut or creating Ten Plagues theme parks using Minecraft, my students have done it all. My mandate as a teacher is to enable students to access content in a rich, creative way that showcases their unique, creative thinking and knowledge on the topics.

By: Mrs. Olivia Friedman from Ida Crown Jewish Academy

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

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

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

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Moot Beit Din

As a summative capstone to my student’s learning of the Jewish applied science of Torah, I decided to create a Moot Beit Din project in the eighth grade, in which student would learn about current controversial issues and make a judgement based on sources. They would research halachah, science and other relevant information, then debate their topic and the other students would form the court, passing judgement and justifying their decision based on the information presented.

By: Rabbi Ben Shlimovitz from Gross Schechter Day School

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

Subject(s) of entry: Gemara, Halacha, Mishnah, Science, social studies

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

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My Family Story

“My Family Story” was a collaborative unit between my 8th grade history students at Beth Tfiloh, their art classes, the Jewish Museum of Maryland and the Diaspora Museum (Beit Hatfusot) in Tel Aviv. As the opening unit of my ancient history course, students delved deeply into their personal histories and identities, conducted genealogy research, interviewed family members, researched immigration stories, and created family trees; they then chose one aspect of their family history to depict artistically and worked with the guidance of their art teachers to create visual representations of their unique family stories. The “My Family Story” unit culminated in an evening event that began with a multi-generational prayer service at one of Baltimore’s oldest synagogues and featured an art exhibition at the adjacent Jewish Museum of Maryland, where the students showcased their work to siblings, parents, grandparents and community members.

By: Ms. Lizabeth Shrier from Beth Tfiloh Dahan Community Day School

Grade(s): 5, 6, 7, Elementary school, Middle school

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

Pedagogy: PBL - project based learning

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Making Space Holy

Fourth Grade students were challenged to transform the school's maker space into a full-scale Mishkan. Students self-organized to design and build the various components of the Mishkan using limited materials, tools, and resources. These constraints intentionally mimicked the design challenges faced by the Israelites.

By: Mr. Michael Hyde, Mrs. Amy Katz from Portland Jewish Academy

Grade(s): 4, 5, 6

Subject(s) of entry: History, Mishnah, Tanach, Engineering, Engineering Design

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

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Jewish Heroes Congress

This unit was developed to help students increase their knowledge of mitzvot and virtues and help them be more discerning when choosing people to hold in high esteem.

By: Ms. Lisa Richman from Perelman Jewish Day School - Stern Center

Grade(s): 4, 5, 6, Elementary school, Middle school

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

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

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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

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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/ English, Tanach

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

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Facilitating Critical Thinking through Reflection and Problem-Solving

I facilitate critical thinking through a steady practice of reflection and problem-solving with my students. I believe that these social and emotional practices help them think creatively about themselves and, ultimately, their learning.

By: Ms. Randi Gordner from The Jewish Day School of Metropolitan Seattle

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

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

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

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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

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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:

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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

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American Values in American Texts

Students learned the concept of a value and discussed different American values that exist in society. In groups they extracted various values from certain American texts (such as "The Gettysburg Address") and then connected the values they discerned from the text to values they could infer in a short piece of American fiction. The students had to then devise a lesson plan to teach the short piece of fiction and the value to a high school class. My students presented their work to the class and also wrote individual reflective papers about the entire learning experience.

By: Ms. Lauren Burstein from Torah Academy of Bergen County

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

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

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

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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

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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

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20th Century Multi-genre Research Paper

While discovering the events from 1920s-1940s, students focused on the lens of a particular individual that may have lived during the time period and experienced the events that occurred. Each student was asked to reflect on social, political, and economic events from the lens/perspective of the assigned individual to synthesize the information learned.

By: Mrs. Rachel Mann, Mrs. Jane Steinman from Carmel Academy

Grade(s): 6, 7, 8, Middle school

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

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

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Tanakh Skills Lab

Differentiated instruction suffers from a lack of concrete expression in the high school Judaic Studies classroom. This entry describes an experiment I started in September to create an opportunity for differentiated learning for my Tanakh students at the Fuchs Mizrachi Stark High School. I dedicated one class a week to a skills lab and gave students an opportunity to work independently on a Tanakh skills project of their choice. Accompanying documents and links are numbered in order of suggested viewing.

By: Ms. Adina Blaustein from Fuchs Mizrachi Stark High School11

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

Subject(s) of entry: Tanach

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

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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

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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/ English

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

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iPad English Classroom Trial: Challenges, Successes, Discoveries, and Failures

Over the academic year of 2014-5, I embraced the introduction of iPads across the entire SAR High School freshman class by taking certain risks and often failing at integrating the iPad into my already digital curriculum. A record of my efforts were recorded on a public blog that I used as both a record of my “trial run” and a platform for networking with other iPad educators via social media. In my year-long blog, I shared questions, answers, successes, challenges, and yes, even failures regarding the first-year introduction of iPads into my already paperless English classroom. My blog record shows that while I failed at fully integrating the iPad as a media device, and while I failed at fully aligning iPad apps with my already digital curriculum, I succeeded at researching, recognizing, and even demonstrating the iPad’s strengths and challenges in my English classroom.

By: Dr. Hillel Broder from SAR High School

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

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

Pedagogy: 21st Century Skills

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In Defense of Learning Lishmah

Jewish educators often approach their subjects with the same modalities and grading system that are common in General Studies classes. Rather than continue with this approach, Shalhevet attempted to design two Judaic courses that would devalue letter grades and promote more authentic and deeper student learning. We were willing to take a calculated risk and we failed. While our initial pilot missed the mark, the effort has promoted some benefits and has jumpstarted further innovation in our approach to Judaic instruction.

By: Mr. Jason Feld, Mr. Noam Weissman from Shalhevet High School

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

Subject(s) of entry: Halacha, History, Literature/ English, Mishnah, Music, Tanach, Jewish Philosophy, Israel Education

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

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צער בעלי חיים Compassion towards animals – Examining an ancient Jewish value through a modern real life question: Should Zoos exist or not?

Should Zoos exist or not? This was the question that led a Jewish Values course section that dealt with the value of "״צער חיים בעלי , Compassion towards Animals. Students were encouraged to dive into the subject searching for various pieces of evidence to support their claims and eventually present their argument in a "court".

Note: all attachments are products of students' work, except for the following: "Argument document", "Jewish texts" and "curriculum".

By: Mrs. Shosh Bernstein from Bernard Zell Anshe Emet Day School

Grade(s): 6, 7, 8, Middle school

Subject(s) of entry: Gemara, Science, Tanach, Jewish Values

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

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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

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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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Tza’ar Ba’alei Chayim

Through study of modern ethical dilemmas related to the use of animals in our society, and a cursory dive into traditional texts related to the treatment of animals, students write position papers and debate Lincoln-Douglas style in an attempt to convince peers and parents to act in a manner that aligns solutions to current concerns with ancient wisdom.

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

Grade(s): 4, 5, 6, Elementary school, Middle school

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

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

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Torah iTextbook Project

The Torah textbook project is a Torah SheBaal Peh curriculum with an emphasis on relating Torah texts (Pesukim, Mishna, Gemara and Halacha) to real world scenarios and situations. Each unit or "sugya" begins with a trigger film or series of articles that promote thinking about topics that are relevant to the lives of students. In addition to the relevance the curriculum includes skill building components which promote self-efficacy in both reading and understanding the logical flow of gemara.

Please note that this curriculum is written for either an iBook (iPad, iMac or iPhone) or online format. The sample below is a .pdf version which is limited to graphics and text.

By: Rabbi Mordechai Smolarcik from Katz Hillel Day School of Boca Raton

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

Subject(s) of entry: Gemara, Mishnah

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

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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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Campaign for a Cause

Working in collaborative teams, the 8th graders run a grade-wide campaign to encourage their peers to vote for their "candidate" (AKA a charitable organization) as the class cause. Through interviews, web-based research and site visits, students develop understandings about their organization in order to create a complete marketing strategy and compose persuasive speeches. Starting with class primaries, continuing with town halls, and eventually by conducting a grade-wide convention, students develop their verbal, written, and graphic communication skills, all while raising awareness about important issues such as homelessness or the refugee crisis.

By: Mrs. Lauren Sterling from Hillel Day School

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

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

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

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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/ English, Mishnah, Tanach

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

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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, Middle school, High school

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

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

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“Privileged Partner” – A Character Development (Midot) Curriculum

Using traditional Jewish texts, select video clips, case studies, stories and interactive projects "A Privileged Partner" is rooted in 3 over-arching "Big Ideas":

1. Character development (Midot) is not a subject, it is a way of life.

2. The power to change myself and the world is in MY hands.

3. The greater one’s potential, the greater one’s responsibility.

By: Rabbi Elazar Bloom from Brauser Maimonides Academy

Grade(s): 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Character Development

Pedagogy: UBD - understanding by design

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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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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 de Toledo High School Media Lab

The Amnon and Ronit Band Media Lab at de Toledo High School is an innovative learning environment which promotes academic, social, emotional, and spiritual growth. Over the last 12 years, the lab has evolved from a basic computer lab to a flexible and creative space designed to serve the varied educational needs of students and teachers in the media arts including: video production, animation, photography, graphic design, and computer science as well as serving the broader school community for instructional support, school and professional development.

By: Mr. Roger Blonder from de Toledo High School

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

Subject(s) of entry: Art, Computer Science, Mishnah, Music, Science, Tanach, All academic subjects can be served by the media lab through interdisciplinary programs and projects.

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

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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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Technology… Innovation and Integration featuring the Startup Incubator

The Adelson Educational Campus has constructed a 5000 square feet, state-of-the-art, invention and entrepreneurial workshop: the Startup Incubator. In this space, teachers and mentors work collaboratively with students to employ the design cycle in identifying and tackling real-world challenges, prototyping a wide range of products via coding, digital media, and 3D fabrication. This innovative, interdisciplinary learning environment, paired with school wide one-to-world device deployment and extensive technology professional development, is providing our community a relevant and progressive “Education for Life.”

By: Dr. Camille McCue, Mr. Leon Wilde, Mrs. Robin Pence, Dr. Yvonne Houy, Miss Rachel Ziter, Mr. Tobin Herringshaw, Mr. David Philippus from The Adelson Educational Campus

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

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

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

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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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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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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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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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Building a Listening Room, Maturing Student Prayer: Creating Intentional Religious Environments and Practices in the Traditional Jewish Day School

In my work on Tefila, I have thought about, proposed, and worked on various ideas and projects related to increasing student engagement in Tefila. In the particular capacity of a facilitator of an alternatively structured tefila, I have built a tefila space that both quiets and focuses students around conventional tefila practice through deliberate practices of mindfulness meditation built into the tefila--before, and during the prayers themselves--while still maintaining the full ritualized practice of Orthodox prayer. My theory, which has played out for the past four years and for over 100 students, is that a stilled body allows for a focused mind, and a quieted, focused mind allows for optimal tefila experiences. Setting students up for success, in other words, has everything to do with setting up tefila properly so that it might be a strengthening, cathartic, and transformative experience.

By: Dr. Hillel Broder from SAR High School

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

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

Pedagogy: Experiential Education, Soulful Education, Contemplative Education

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Area 251

Our program provides a constructivist based pedagogy that facilitates real world, solution-based, student outcomes. The makerspace provides for a hands-on learning environment that uniquely inspires creativity, invites curiosity and celebrates individual solutions.

By: Mrs. Robyn Brewer from The Jewish Educational Center RTMA

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

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

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

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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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“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 Rosh Chodesh Calendar Project

The Rosh Chodesh Calendar project is a two year multiweek integration program which has been successfully incorporated into our school for the past four years. Year one involves integration between the science, technology, art, Ivrit/Hebrew language and Judaic teachers for grade five; year two integrates Humanities, physical education, math/engineering, art and Judaic instruction for grade six/Middle School. Each of the multiweek learning units culminates in a presentation showcasing student individual and class research projects for parents, and occasionally the greater Indianapolis Jewish community

By: Mrs. Miriam Gettinger, Dawn Bick, MaryEllen Fellegy, Maya Shmoel from Hasten Hebrew Academy of Indianapolis

Grade(s): 5, 6, 7, 8, Elementary school, Middle school

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

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

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The N.E. Miles Jewish Day School Social Justice and Leadership Initiative

The N.E. Miles Jewish Day School social justice and leadership initiative is guided by the core beliefs and values on which our school is based. To that end, we provide real-life experiences for the students to participate actively in three of the guiding Jewish values- Menschlichkeit, Tikkun Olam, and Torah Study.

By: Ms. Liora Chessin, Mrs. Lynn Raviv from N.E. Miles Jewish Day School

Grade(s): 6, 7, 8, Middle school

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

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

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The Living Haggadah: From Slavery to Freedom

The grade 5 students study the Exodus narrative through the lens of the Big Idea topic: “Who goes out from slavery to freedom? One who understands the meaning of a miracle and responds to its call.” This unit involves study in many disciplines, including Chumash (Torah) study, Hebrew language, Visual Arts, Music, Dance, Language Arts, and Social Sciences. Learning in all disciplines contributes to the final project, the Dramatized Haggadah performance, which is written and performed by the students.

By: Marissa Unruh, Dr. Isaac Hollander, Shachar Leven, Judith Leitner, Betty Lazebnik from The Toronto Heschel School

Grade(s): 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Art, History, Ivrit, Literature/ English, Music, Tanach, Dance, Dance/Movement

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

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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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The Gift of Mincha: Drawing From the Text, Building a Siddur

This course addresses the driving question: “How might we improve our school's daily mincha experience through creating an originally drawn, translated, and annotated school siddur?” In this project-driven, team-taught, and inter-disciplinary senior Art/Judaics course, students respond to a very familiar text--the mincha siddur--through contemplative, artistic, and written avenues. Through studying the text in both a critical and soulful manner, and by creating and crafting their own translations, illuminations, commentaries, and illustrations, students are in the process of jointly building a siddur that will be used as the school community's daily mincha text.

By: Dr. Hillel Broder, Mr. David Friedman, Mr. David Wander from SAR High School

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

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

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

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The Akiva Broadcasting Network

The Akiva Broadcasting Network (ABN) is an interactive, team-oriented program of study where students develop communications skills; broadcast technology and technical skills; and critical life skills, integrating Jewish and Secular Studies across the curriculum.

ABN is part of the Kid TV program developed by Professor Larry Katz with the objective to teach cross curricular skills to students through the creation of TV newscasts that are shared with other members of their school community via an internal broadcast network and are also shared on the school website. Student select the news items, prepare the D’vray Torah, and stories on famous Jewish personalities, write the scripts, shoot and edit the stories, do the interviews, take on the roles of anchors and reporters, manage the broadcasts and handle all of the technical jobs
(https://www.youtube.com/watch?v=Dj_uSY53-dM&feature=youtu.be).

By: Rabbi Michael Greenwald, Rabbi Chaim Goldenberg, Professor Larry Katz, Ms. Alexandra Sibson from Akiva Academy

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

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

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

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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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STEM Fair

In the spring of 2015, ASHAR students presented their projects in a school wide fair culminating a year long focus on combining the learning of science, math, and Torah.

Based on the premise that everything secular can be found in the Torah, our students in first through eighth grade explored the connections between kodesh, holy, and chol, secular.

By: Mrs. Debby Jacobson, Mrs. Jennah Schuh from ASHAR

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

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

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

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Pesach Haggada Scrapbook

Middle School learned about Pesach from a multiplicity of perspectives and incorporated their learning into a usable Haggada scrapbook.

By: Rabbi Meir Lipschitz, Rabbi Yossi Berg, Mrs. Batsheva Blum, Mr. Craig Brimmer, Ms. Laura Carroll, Mrs. Lexi DiFiglia, Mrs. Bonnie Drazen, Mrs. Gittel Goldberg, Rabbi Avi Herzog, Mrs. Naava Hess, Mr. Sean Lang, Mrs. Barbara Mastic, Mrs. Calah Reisman, Mrs. Aliza Ross, Mrs. Sophia Shweky from Yeshiva at the Jersey Shore

Grade(s): 6, 7, 8

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

Pedagogy: Constructivist

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Mishkan Meets Makerspace

In our “Mishkan meets Makerspace” unit of study, we integrated skills from all S.T.E.A.M. disciplines, Science, Technology, Engineering, Arts, and Mathematics and enhanced our studies of Parshat Trumah by creating our own three dimensional model Mishkan. Using the chumash text as a foundation for purposeful learning, students worked collaboratively to bring the complex details of the Mishkan to life with excitement and passion. The final product incorporated all four learning modalities and six of Gardner’s multiple intelligences enabling each student to experience, engage and conceptualize ideas according to individual learning style and interest.

By: Ms. Elana Trombka, Mrs. Sarah Hochman from Bi-Cultural Day School

Grade(s): 5, 6, 7, 8

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

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

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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

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Sukkah Design and Build Challenge

16 seventh grade students were presented with a real problem -- that MJDS has no Sukkah. Their challenge was to design, prototype, build and decorate a kosher Sukkah in time for Sukkot. The results were stunning; but the process was even more so.

By: Mr. Brian King from Milwaukee Jewish Day School

Grade(s): 6, 7, 8, Middle school, High school

Subject(s) of entry: Art, Halacha, Ivrit, Math, Tanach, Structural Engineering

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

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Jewish Folktales

The folktale unit is a culminating cross-curricular project for students in fifth grade, integrating Jewish Studies, reading, writing, and public speaking. Students read a variety of Jewish folktales and choose one to study in depth. We strengthened this project by partnering with a local theater company, Wolf Performing Arts Center, to work with the students to present it effectively, analyze the setting and values, and reflect on the morals of the tale.

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

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

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

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

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Hands On Hydroponics

After learning about the climate in Israel and their hydroponics projects, students with teacher built a hydroponics tank and also each student created his or her own hydroponic system.

By: Ms. Diana Kovinsky, Ms. Gerri Chizeck from Levey Day School

Grade(s): 3, 4, 5, 6

Subject(s) of entry: Science, Israel

Pedagogy: PBL - project based learning, Constructivist

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Haggadah Companion

The Haggadah Companion was a collaborative, cumulative project among the Judaic, language arts, art, and technology disciplines. It was designed as a supplement to any Haggadah.

By: Rabbi Avrohom Gordon, Mrs. Andrea Gamlin, Mrs. Donna Lerner from Charlotte Jewish Day School

Grade(s): 4, 5, 6, 7, 8

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

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

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Project-Based Learning in the Judaic Studies Classroom

The collection of lessons in our submission are examples of how we have applied project-based learning (PBL) to our Mishna and Chumash classes. In addition to having to develop the skills necessary to learn the material on their own, our students learned how to reach out to and share what they had learned with members of the broader school community, the Jewish community, and the global community. This process has brought our students to a greater appreciation of the role of the texts in their daily lives, and of their ability to take initiative in both the learning process and the practical application of what they have learned.

By: Rabbi Aaron Ross from Yavneh Academy

Grade(s): 6, 7, 8

Subject(s) of entry: Tanach

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

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Project-Based Learning at CHDS

As we continue to improve our middle school program, we recently elected to change our learning environment to include more Real-World Learning, based on projects that better motivate students and increase their engagement. This entry describes our accomplishments so far.

By: Dr. Bernard Franks from Cincinnati Hebrew Day School

Grade(s): 6, 7, 8, Middle school

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

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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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/ English, Tanach, Midrash, Social Studies

Pedagogy: IBL - inquiry based learning, UBD - understanding by design, Constructivist, 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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Carmel Academy Mitzvah Math

Imagine you’re an 8 year old student at Carmel Academy. You, along with your third grade classmates, are in a toy store, each with $50 in your pocket, money you worked so heard to earn through a class-wide reading challenge. You can spend the money on anything you like, but you cannot spend one penny more than you have. You use your best judgement to choose wisely, you use your estimating skills to make sure you will have enough money when you go to pay, and you carefully count your change from the cashier to make sure it is correct. You board the bus back to school with bags and bags of toys. What happens next exemplifies the true meaning of tzedakah...

By: Mrs. Hilary Machlis, Mrs. Robin Shainberg from Carmel Academy

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

Subject(s) of entry: Literature/ English, Math, Tanach, Social Studies

Pedagogy: PBL - project based learning

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Nicely Sliced Lunch Business

Our middle school students run a hot lunch business for the students and staff of the school on Fridays, in which they prepare and serve over 100 meals from a menu including grilled sandwiches, soup, salads and pasta. The students manage every aspect of the business, including finances, inventory, customer service, marketing, and vendor relations. The proceeds go to pay for the middle school spring trip, for tsedaka, and other classroom projects. We are on our fourth year of this very successful business.

By: Ms. Monica Morris from Yeshivat Netivot Montessori

Grade(s): 6, 7, 8, Middle school

Subject(s) of entry: Business Experience

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

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Mrs. K and the Food Festival

To help students explore real-world uses of decimal arithmetic, and also to encourage team building and creativity, I introduce this 2-part challenge to my Math students. First, in groups, they create thematic pop up restaurants for their classmates. In the second part, each student is given a random guest amount and is directed to calculate total costs for their orders from each restaurant to plan for a catering event.

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

Grade(s): 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Math

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

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Benainu בינינו (Between Us)

Benainu is Beth Tfiloh Dahan Community Day School’s holistic and comprehensive health and wellness program. Led by internal staff, with a strong home-school connection, Benainu considers the wellbeing of the whole child—the physical, spiritual, moral, social, and emotional parts that form the students we love. Through this program, we equip our middle school students with the knowledge, skills, and guidance they need to effectively navigate the complexities of adolescent life and provide them with the foundation from which they can continue to have private, personal and meaningful conversations with trusted adults throughout their years at Beth Tfiloh and beyond.

By: Mrs. Victoria Hervitz from Beth Tfiloh Dahan Community Day School

Grade(s): 5, 6, 7, 8, Middle school

Subject(s) of entry: Science, Health, Ethics

Pedagogy:

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Moot Beit Din versus Moot Court

With the right teacher, the study of Jewish Law and the Jewish Legal System (Mishna and Gemara) is exciting, insightful, and extremely relevant to contemporary issues. What most students do not know is that British Common Law (the source for the U.S. and Canadian Legal Systems) has its basis in Jewish Law. Moot Court versus Moot Beit Din is a program that takes composite, real life legal problems, and divides students into two teams who research, recreate, and present each side of the case before both a Beit Din and a civil court giving the students incredible real world experiences.

By: Rabbi Chaim Goldenberg from Akiva Academy

Grade(s): 6, 7, 8, 9, 10, 11, 12

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

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

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Medical Geography

A Medical-Based approach to ecology. Ecology is an important branch of biology, and has led to many important discoveries and developments in healthcare, agriculture, genetics, and anthropology. However, for elementary school students, this information can be made more relevant to their everyday lives by making the connection to, and describing the significant impact ecology has in, modern day medicine.

By: Mrs. Gittel Grant from Jewish Foundation School

Grade(s): 6, Middle school

Subject(s) of entry: Halacha

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

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And There Was Light

This is an interdisciplinary unit, teaching the history of festivals and religions involving light across many cultures. Students were exposed to the symbolism of light in literature and Torah as well as the science of light in creating day and night, seasons and electricity with the creation of lamps in the school's pottery labs. Students learned Tfillot and added the Hallel for Hanukkah the festival of light, as well as created a book demonstrating of all of their learning.

By: Mrs. Michal Almalem, Mrs. Tamar Hershkovitz, Mrs.Cindy Van Gunda, from Bornblum Jewish Community School

Grade(s): 5, 6, Elementary school, Middle school

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

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

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Letters of Admiration

Students reflected upon the unique traits of leaders in Tanakh and wrote letters of recognition to modern-day figures who exemplify these traits.

By: Mrs. Shira Greenspan from Ramaz Upper School

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

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

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

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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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Judaism Revealed

The units of the Judaism Revealed program are lessons and units utilizing the “Understanding By Design” methodology as a springboard to build a curriculum that does not sacrifice depth, meaning and Jewish content when creating a universal message for a multi-denominational elementary school audience. The lessons delve into the depth of the holiday allowing the students to taste the relevance that the holiday has for them in the 21st century.

By: Mrs. Channie Weiss from Charlotte Jewish Day School

Grade(s): 4, 5, 6

Subject(s) of entry: Judaica - Chagim

Pedagogy: UBD - understanding by design

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Government Comes to Us, We Come to Government

Students served as honorary pages in the Maine Senate, lunched and engaged with our senator, and had the mayor of Portland in to class for an intimate session. This led to great desires to be involved in the political process.

By: Mrs. Kimberley Berry from Levey Day School

Grade(s): 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: History, Social Studies, Judaic Values

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

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Ancient Egypt

When beginning the study of parshat Shmot, students recall that by the end of sefer Breisheet the Hebrews dwelled in Egypt. We are reminded in the first few verses of Shmot that Jacob and his family made their way to Egypt and that Joseph already resided there. As the story unfolds, a rich understanding text can be gained from learning about ancient Egypt and seeing how its culture and environment impacted the Hebrews.

By: Ms. Lisa Richman from Perelman Jewish Day School - Stern Center

Grade(s): 5, 6, Elementary school, Middle school

Subject(s) of entry: Art, Computer Science, History, Ivrit, Tanach, Social Studies/History - Ancient Civilization

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

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An Interdisciplinary Exploration of Transcendentalism

Integrated Creative Judaics (ICJ) was a new initiative for interdisciplinary education at de Toledo High School in West Hills, CA. During the 2014-2015 school year, a Media Arts 2 class was paired with a dedicated Judaic Studies class for the entire year. During the second semester, the Media Arts/Judaic Studies joint class entered into a multi-week collaboration with an Honors English 11 class to explore themes of transcendentalism through the lens of the Hebrew prophets and bring learning to life through the Media Arts.

By: Mr. Roger Blonder, Mr. Devin Villarreal, Mr. Tony Soltis from de Toledo High School

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

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

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

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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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A Slave’s Journey: From Brick Making to Matza Baking

This curriculum uses the Exodus story as the foundation for the students to research and execute the making of bricks. The Pesach narrative is then used to expose the students to child labor throughout history. The bricks are used to build a working oven upon which the students baked matza and then taught the rest of the school the matza-making process.

By: Rabbi Andrea Gouze from Jewish Community Day School of Rhode Island

Grade(s): 5, 6, 7, 8

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

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

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Environmental Education Across the Curriculum: Developing Connected Thinkers For Our Global Future

I teach my students that all of learning and all of life is connected. When we realize connections, we celebrate our
learning. The attached PDF titled Real-World Learning explains how my students learn about the environment and the real world around them by being exposed to connections inside and outside of the classroom and by being encouraged to question and to create ideas.

My presentation begins with the PDF titled Real-World Learning. Thank you!

By: Mrs. Jodi Deichman from Katz Hillel Day School of Boca Raton

Grade(s): 4, 5, 6, 7

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

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

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STEM Day

I initiated a school-wide STEM Day, where the students participated in several hands-on activities. These included science, technology, engineering and math activities. The students were able to see how the skills that they learn in school are used in real-life situations.

By: Mrs. Lisa Shamus from Beth Tfiloh Middle School

Grade(s): 5, 6, 7, 8, Middle school

Subject(s) of entry: Math, Science

Pedagogy: PBL - project based learning, STEM

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Oasis Israel Project

After learning about important moments in Modern Israeli history the students in our 4th and 5th grade visit a local Senior center (called Oasis) to interview them about their memories of these moments.

By: Mrs. Donna de Groot from Charlotte Jewish Day School

Grade(s): 4, 5, 6, 7

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

Pedagogy: IBL - inquiry based learning, Blended Learning

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Integrated Learning Lab for Junior High History, Language Arts, and Tech Tools Instruction

A first-in-its-class Integrated Learning Lab and Enrichment Option for 6th-8th grade boys and girls was configured for the 2016-17 school year, based upon the successes and lessons learned in earlier pilot studies in 2013-2016 (see, for example other submissions from this school). The goal of this ambitious program is to more fully involve students in the process of discovering, analyzing and engaging with new information, while giving them real-world experience in using the critical-thinking and technological tools imperative for rational, safe and productive interaction with today’s networked world.

By: Mr. Robert Lipman from YAYOE

Grade(s): 4, 5, 6, 7, 8, Middle school

Subject(s) of entry: Computer Science, History, Literature/ English, Science, Technology Tools, Critical Thinking Skills, Data Analysis, Mindfulness, Awareness

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

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