The Kohelet Prize Database

Database Entries Tagged with: analysis

My Wonder Woman

Using a combination of collaborative work, research, interview skills, & analysis, students determine what makes a woman a worthy role model. Critical & creative thinking skills are evident throughout the process and culminates in a persuasive essay through which each student nominates her Wonder Woman. All discussions & writings were done in Ivrit

By: Tammy Masar from Magen David Yeshivah

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

Subject(s) of entry: Foreign Language, History, Ivrit, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Tanach, literature

Pedagogy: Blended Learning, Design-Thinking Model, Experiential Education, Hevruta Learning, IBL - inquiry based learning, Language Immersion, PBL - project based learning, Social and Emotional Learning

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Understanding Media Bias

Students will learn how to navigate the news to discern the credibility of a source by investigating what media bias is with their peers, “acting as the journalist” within the classroom, and reflecting on their experiences. Their conclusions will then be applied to their understanding of how to interpret the news in the real-world.

By: Holly Seidenfeld from Katz Yeshiva High School of South Florida

Grade(s): High school

Subject(s) of entry: History, Social Studies

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

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Knowing When to Shut Up: Suggestions for Creating Collaborative Learning Environments

This method employs a play, poem, and novel to teach a variety of skills such as close textual reading, literary analysis, persuasion, and listening and evaluation. It incorporates three different formats of writing, research, and expression of knowledge with the ultimate goal being to create a classroom experience where students help each other learn and feel responsible for the establishment of a positive learning environment. The method also allows English literature students to learn from a variety of Judaic and secular sources in and outside of the classroom.

By: Mrs. Marsha Arons from Ida Crown Jewish Academy

Grade(s): 9, 10, 11, 12, High school

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

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

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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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Flipped Learning: Promoting Critical and Creative Study of Tanach and Jewish Law

Powered by video instruction and analytics, this 21st century approach to teaching Tanach and Jewish Law helps students master storylines and basic concepts before coming to class. Teachers use repurposed instructional time for higher-order thinking activities (analysis, evaluation and creation), highlighted by a protocol for guided group discussion of Sefer Yehoshua and project-based learning related to the laws of kashrut.

By: Rabbi Joe Hirsch from Akiba Academy of Dallas

Grade(s): Elementary school, Middle school

Subject(s) of entry: Halacha, Tanach

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

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