The Kohelet Prize Database
Database Entries Tagged with: Social-Emotional Learning
Explore the Kohelet Prize Database
Prize Categories
- Interdisciplinary Integration (79)
- Real-World Learning (105)
- Learning Environment (30)
- Differentiated Instruction (45)
- Development of Critical and / or Creative Thinking (56)
- Risk Taking and Failure (12)
Pedagogy
- Blended Learning (112)
- Constructivist (195)
- Design Thinking (41)
- Experiential Education (65)
- Flipped Learning (13)
- Gamification (6)
- Hevruta (31)
- IBL - Inquiry Based Learning (135)
- Language Immersion (13)
- Montessori (21)
- PBL - Project Based Learning (238)
- Social Emotional Learning (54)
- Socratic Method (10)
- Soulful Education (17)
- Whole Brain Teaching (27)
- UBD - Understanding By Design (105)
- 21st Century Skills (273)
Subjects
- Art (149)
- Computer Science (73)
- Economics (8)
- Engineering (28)
- English/ Writing/ Language Arts (181)
- Gemara (65)
- Halacha (104)
- History (173)
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- Literature (159)
- Math (102)
- Mishnah (73)
- Music (56)
- Philosophy (46)
- Physical Education/ Health (11)
- Science (151)
- Social Emotional Learning (53)
- Social Studies (44)
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- Technology (40)
- Tefila (19)
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- Kindergarten (79)
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- 6th Grade (151)
- 7th Grade (142)
- 8th Grade (138)
- 9th Grade (104)
- 10th Grade (110)
- 11th Grade (110)
- 12th Grade (109)
Proyekt “Ani”/ The “I Am” Project – Integrating Mediation and Contemplative Practice into the Judaic Studies Classroom
Students learn breathing and meditation techniques, and tools for emotional regulation in the classroom as part of the morning Tefilah ritual. Each meditation deepens the students' connection to their Jewish identity by connecting to weekly Parasha, the Hebrew month, and Tefilah. Students reflect on how they connect as Jews and spiritual beings.
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.
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.