The Kohelet Prize Database

Database Entries Tagged with: interdisciplinary

Debating the Issues – in Hebrew!

At Oakland Hebrew Day School, the middle school Hebrew and Humanities teachers co-planned and co-taught a unit that combined constructing evidence-based arguments using current events, and crafting arguments, counterarguments, and rebuttals in Hebrew in preparation for a debate.

By: Joanne Davi, Efrat Simhi-Aloni from Oakland Hebrew Day School

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

Subject(s) of entry: History, Ivrit, Social Studies

Pedagogy: Language Immersion, UBD - understanding by design

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STEAM into Service

Environmentalism and sustainability are topics rooted in Jewish values and very relevant in today’s world. Through exploration, collaboration, research, field trips, and learning from guest professionals, students understand the struggles we face, the steps being taken to develop more sustainable practices, and recognize that they too can help.

By: Louise Lindsay from Stanford Eisenberg Knoxville Jewish Day School

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

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

Pedagogy: Experiential Education, Hevruta Learning, PBL - project based learning, Social and Emotional Learning, Wholebrain Teaching, 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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Alternative Energy Exploration Unit

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

By: Ms. Rebecca Sheinbaum from Denver Jewish Day School

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

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

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

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6-Week Entrepreneurship makerspace

During this 6 week course, students were exposed to open-ended engineering design and multidisciplinary entrepreneurship in this unique makerspace course. Students with minimal background in STEM and electronics came away with a physical 3d prototype with sensors coded on arduino, a blog/website, initial business analysis, and in many cases an app. These were all created by the students with guidance from students a few years older. Students were given short focused PBL lessons to build their skills in key areas such as electronics, arduino coding, patent law, business development, app design etc. followed up by individualized online learning specific for their projects.

By: Mr. Yosef Skolnick from Shulamith High School of Cedarhurst

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

Subject(s) of entry: Art, Computer Science, Science, STEM, Technology, Engineering

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

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Philosophical Ethics and the Meeting of Minds

We are delighted to share our entry in the Interdisciplinary Integration category: the “Philosophical Ethics” unit of our junior year Integrated American Literature, Jewish and Western Philosophy course, affectionately referred to as “Tikvah. The unit culminates with the Meeting of Minds project.

By: Rabbi Tzvi Sinensky, Dr. Eileen Watts from Kohelet Yeshiva High School

Grade(s): High school

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

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

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Navi and Business

The course is a combination of business, marketing and leadership classed and concepts of Navi. The students start with learning the topic in Navi in depth. We then take out connected business concepts, while making it relevant and practical.

By: Mrs. Shaindy Kestenbaum from Bnei Akiva Schools of Toronto

Grade(s): High school

Subject(s) of entry: Tanach, Business, Leadership

Pedagogy: Blended Learning, 21st Century Skills

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EVERlab

The 9th grade EVERlab unit focuses on the integration of the concepts, themes and structures from two different courses: Tanach I and Ancient World Civilizations. The unit begins with students brainstorming the overlapping content from eachcourse and moves through scaffolded design, collaboration, and critical thinking exercises in order for students to refine and deepen integrated topics they have chosen themselves. Students ultimately develop projects that demonstrate this integrated thinking.

By: Ms. Robin Gluck, Evan Wolkenstein from Jewish Community High School of the Bay

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

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

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

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