The Kohelet Prize Database

Database Entries Tagged with: differentiation

Beis Medrish- Holiday Learning

A multi-level class where students are guided through differentiated material on 1) the historical background 2) the laws and customs and 3) the deeper message of the holidays. Teachers use blended learning methods, small groups, and one on one learning but mainly independent study strategies to help students connect more deeply to the holidays.

By: Ilana Bassman from Bader Hillel High School

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

Subject(s) of entry: Halacha, History, Philosophy/ Values/ Ethics/ Hashkafa, Tanach

Pedagogy: Blended Learning, Hevruta Learning

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Shifting Math Models

In order to better differentiate in our math classrooms, we recently shifted our math model from a "pull-out" model, where students were pulled out into above and below level groups, to a "push-in" model, where a third teacher joins the classroom and the teachers teach in small groups.

By: Elana Willig, Yvonne Ostrov from Magen David Yeshivah

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

Subject(s) of entry: Math

Pedagogy: Constructivist

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Inspiring All Learners through Multi-Age Classrooms

Through our new multi-age format, the Schechter faculty differentiates and optimizes student learning. This progressive model reaches diverse learners within a single classroom environment and is transforming student engagement, individualized instruction, social outlets, improved self-esteem, and richly integrated curriculum.

By: Merissa Spector, Limor Shefer, Kate Poltorak, Ziva Kovner, Susan Kurtis, Gavi Lehrer, Anita Cohen from Solomon Schechter Day School of Greater Hartford

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

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

Pedagogy: Blended Learning, Constructivist, Hevruta Learning, IBL - inquiry based learning, Language Immersion, Social and Emotional Learning, Soulful Education, UBD - understanding by design, 21st Century Skills

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Creating a Culture of Goal-Setting: Intrinsic Motivation and Personalized Learning

In view of the importance of intrinsic motivation as well as personalized learning, kindergarten students at Yeshiva Lab School engaged in an in-depth study of goals and goal-setting. Each child set goals over the course of the year with the guidance of an educator, who used these goals to target instruction.

By: Rachael Simon from Kohelet Yeshiva Lab School

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

Subject(s) of entry: English/ Writing/ Language Arts, Ivrit, Math, Social and Emotional Learning, Tanach, Tefila

Pedagogy: Constructivist, Social and Emotional Learning, 21st Century Skills

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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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Differentiation and Newsela.com: A Match Made in Heaven

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

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

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

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

Pedagogy: 21st Century Skills

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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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Integrated Girls High School Program

Ashira is an integrated girls' high school program providing small classes with individualized learning to girls whose primary deficiency is in the academic domain. Ashira is housed in a mainstream high school, enabling maximum socialization which is so crucial during the high school years.

By: Mrs. Bracha Cohen, Ms. Sarah Levy from Ateres Bais Yaakov

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

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

Pedagogy:

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