The Kohelet Prize Database

Database Entries Tagged with: Kohelet Prize 2017-18

Austin Jewish Academy (AJA) Fifth-Grade Sustainability Curriculum

As part of AJA's commitment to educating life-long environmental stewards, Ms. Hidalgo developed a reproducible model curriculum to teach sustainability through opportunities for real-world learning. Her program involves innovative classroom study and school-to-farm service learning and has an extraordinary impact on her students and AJA community.

By: Karen Hidalgo from Austin Jewish Academy

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

Subject(s) of entry: Art, Computer Science, Economics/ Business, Engineering, English/ Writing/ Language Arts, Halacha, History, Math, Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Science, Social and Emotional Learning, Social Studies, Tanach, Technology, literature

Pedagogy: Blended Learning, Design-Thinking Model, Flipped Learning, Hevruta Learning, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, Soulful Education, UBD - understanding by design, 21st Century Skills

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A Personal Journey through Parshat Hashavua

Parshat Hashavua – The Weekly Torah Portion:
The weekly Parsha becomes relevant and personal in our First Grade class and prepares students for life in the 21st century. With the advent of the internet, information is at our fingertips. The challenge is what do we do with that information? In addition, devices are becoming more accessible and usag

By: Henny Bartfield from Hebrew Academy Community School

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

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

Pedagogy: Experiential Education, PBL - project based learning, Social and Emotional Learning, Soulful Education, 21st Century Skills

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LaHaV Learning

LaHaV Learning provides content, technology, and training to transform Jewish learning and teaching in schools and communities throughout the world. LaHaV was founded to transform students from spectators to participants and to enable worldwide educational collaboration across disciplines, because Jewish ideas and values matter now more than ever.

By: Dr. Noam Weissman, Rabbi David Stein from Shalhevet High School

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

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

Pedagogy: Hevruta Learning, Socratic Method, Soulful Education, UBD - understanding by design

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Immigration Perspectives

Students studied the push and pull factors of immigration. They examined how immigration trends affected immigration laws and policies and analyzed the human experience of immigrants. In this study, students interviewed immigrants, read and watched documentaries, created immigrant character profiles and write historical journals.

By: Tzivie Klein, Frady Halpern from Tiferes Bnos

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

Subject(s) of entry: Art, English/ Writing/ Language Arts, History, literature

Pedagogy: PBL - project based learning, Social and Emotional Learning, 21st Century Skills

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Yad B’Yad: Mixed Media Art

Through observation, students explore the beauty of Jewish ritual objects. Through creation, students can make these objects their own, a true reflection of the beauty and power within themselves. In this lesson, students create mixed-media Yad sculptures for ritual use.

By: Rabbi Emily Meyer, Bibiana Powell from Seattle Jewish Community School

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

Subject(s) of entry: Art

Pedagogy: Experiential Education

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Yosef Through the Lens: A Co-Teaching PBL Experiment in combining Jewish text, Psychology and Photography in a heterogeneous classroom

This entry is our reflection on the successes and failures during our attempt to co-teach the Yosef narratives through a multi-faceted PBL in a heterogeneous classroom consisting of 9th and 10th grade boys.

By: Rabbi Jonny Gordon, Rabbi Adam Mayer from Kohelet Yeshiva High School

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

Subject(s) of entry: Art, Tanach

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

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Film Festival in Bloom

The goal of the fifth grade film festival project is to develop critical thinking across the curriculum by integrating the use of Bloom’s taxonomy in a project that encompasses writing, researching, technology, math, environmental science, and service.

By: Kim Sivick, Jodi Deichman from Katz Hillel Day School

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

Subject(s) of entry: Computer Science, English/ Writing/ Language Arts, Math, Science, Technology, literature

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

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Differentiated Instructions through the use of Muli-sensory felt boards

Research has shown that multi-sensory learning stimulates more neural pathways in the brain. I created Judaic themed, multi-sensory felt boards to be used in the classroom to drive differentiated instruction. The felt boards are used to address the different learning styles and interests of my students.

By: Chana Sheinberger from Hebrew Academy Communitys School, Margate, Fl.

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

Subject(s) of entry: Halacha, Tanach

Pedagogy: Blended Learning, Hevruta Learning, IBL - inquiry based learning, Social and Emotional Learning

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Mesivta 404: Risk, Failure, Opportunity

Equal to a boy’s feeling of accomplishment and belonging is his chance at finding his place among the Jewish people. But departing from the path of least resistance, even if things do not seem to be working, is hard. Taking the risk to do something different might just have to come from desperation. This is the origin story of Mesivta 404.

By: Rabbi Yehuda Fenton, Rivkah Schack from Lamplighters Yeshivah-Mesivta 404

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

Subject(s) of entry: Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning

Pedagogy: Blended Learning, Constructivist, Social and Emotional Learning, Socratic Method

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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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Cosmic Ray Research During The 2017 Solar Eclipse

Students developed a research question and carried out an investigation studying cosmic rays during the solar eclipse. This process involved designing, testing and building a muon telescope. Students carried out the investigation, will be presenting academic papers, and created data that is being used in physics classes at our school.

By: Allen Sears from Ida Crown Jewish Academy

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

Subject(s) of entry: Science

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

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3rd Grade Judaic Studies iPad Project

A year-long project designed to foster long-term retention of technology skills, develop reading comprehension and direction-following skills, and encourage independent thinking and collaborative learning. Includes images for beginning of project. Use of JI Tap Pro not required but allows for privacy of students’ work.

By: Gershom Tave, Gail Gruber, Binyamina Zahavi from Joseph Kushner Hebrew Academy

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

Subject(s) of entry: Foreign Language, Ivrit, Social and Emotional Learning, Technology

Pedagogy: Hevruta Learning, PBL - project based learning, Social and Emotional Learning, 21st Century Skills

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Why do we research and look for alternatives?

Why should Kitah Dalet learn about alternative energy? What do our Jewish Texts teach us about G-d’s creation, Earth? How can children begin to research, build, and educate other students about alternative sources? The Alternative Energy Project is an interactive and engaging curriculum that focus on both responsibility and abstract thinking.

By: Renee Fine, Vanina Sandel from Yavneh Day School

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

Subject(s) of entry: Art, Engineering, English/ Writing/ Language Arts, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social Studies, Tanach, Technology, literature

Pedagogy: Blended Learning, Design-Thinking Model, Hevruta Learning, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, Socratic Method, Soulful Education, 21st Century Skills

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Faith Journeys

Faith Journeys is a unit in my Jewish philosophy Senior elective that encouraged students to begin to form a spiritual identity through examination of philosophical texts, class round-table discussions, an interview and a thoughtful paper.

By: Rachel Besser from The Frisch School

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

Subject(s) of entry: Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning

Pedagogy: Flipped Learning, IBL - inquiry based learning, Social and Emotional Learning, Soulful Education

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IHOP Brachot: The Halacha Revolution

IHOP presents a unique an innovative way to teach the practical Halachot of Brachot/Blessings to teens. The curriculum is taught in the classroom along with hands on demonstrations and challenges of how to apply the correct laws. The lessons and follow up demonstrations are designed to be fun and engaging to teens.

By: Rabbi Moshe Mittelman, Mrs. Ellie Riesel from Berman Hebrew Academy

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

Subject(s) of entry: Halacha

Pedagogy: Blended Learning, Experiential Education, UBD - understanding by design

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Am I My Brother’s Keeper? From The Torah to S.E. Hinton’s The Outsiders

You Be The Judge: What does Jewish Law say should happen to Ponyboy Curtis? An exploration and analysis of S.E. Hinton’s American Classic, The Outsiders

By: Jenessa Scwhartz, Jamie Zimmer from Yavneh Day School

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

Subject(s) of entry: English/ Writing/ Language Arts, Halacha, Mishnah, Social and Emotional Learning, Social Studies, Tanach, literature

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

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A Children’s Guide to Statuary Hall

This Children’s Guide was written by the third graders of Milton as a gift for the Capitol Building to use with young visitors - written by children for children. Throughout this project, students developed research, questioning, critical thinking, analysis, and written communication skills, and they learned the importance of learning from experts.

By: Jessica Friedman, Mindy Hirsch, Melissa Rickabaugh from Milton Gottesman Jewish Day School of the Nation's Capital

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, Social Studies

Pedagogy: Design-Thinking Model, IBL - inquiry based learning, PBL - project based learning

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The Prepared Environment

Our innovative, Montessori inspired environment allows our children to work in a warm, exciting and stress-free atmosphere that promotes high motivation and a love for learning. This model creates the ability for each child to receive a customized curriculum according to what s/he needs which encourages emotional, social, and academic success.

By: Chayale Cohen from Arevim Schoolhouse

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

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

Pedagogy: Blended Learning, Design-Thinking Model, Experiential Education, Hevruta Learning, IBL - inquiry based learning, Language Immersion, Montessorri, PBL - project based learning, Social and Emotional Learning, 21st Century Skills

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Bayit Rishon Museum

The Bayit Rishom Museum is a project that was developed to allow students to view Tanach as a historical vehicle and for Mesopotamian artifacts to be used to appreciate Jewish History. Using important historical artifacts, students created virtually museums to teach about the Bayit Rishon Era.

By: Jeremy Hellman from Yeshivat Noam

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

Subject(s) of entry: Art, Computer Science, History, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Social Studies, Tanach, Technology

Pedagogy: Design-Thinking Model, Experiential Education, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, UBD - understanding by design, 21st Century Skills

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The Space We Create

The presentation that follows is based on years of perseverance and experimentation as to what makes for a meaningful and happy learning space for children. “The Space We Create" shows how this is cultivated by using everyday materials to create innovative and flexible classroom spaces. With dedication and care, children will thrive.

By: Amy Sroka from Solomon Schechter School of Westchester

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

Subject(s) of entry: English/ Writing/ Language Arts, Math, Music, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Social and Emotional Learning, Social Studies

Pedagogy: Blended Learning, Constructivist, Experiential Education, Social and Emotional Learning, Wholebrain Teaching, 21st Century Skills

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