The Kohelet Prize Database
Pedagogy: Blended 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)
- Ivrit (118)
- Literature (159)
- Math (102)
- Mishnah (73)
- Music (56)
- Philosophy (46)
- Physical Education/ Health (11)
- Science (151)
- Social Emotional Learning (53)
- Social Studies (44)
- Tanach (177)
- Technology (40)
- Tefila (19)
Grades
- Elementary School (156)
- Middle School (213)
- High School (213)
- Kindergarten (79)
- 1st Grade (89)
- 2nd Grade (101)
- 3rd Grade (117)
- 4th Grade (129)
- 5th Grade (155)
- 6th Grade (151)
- 7th Grade (142)
- 8th Grade (138)
- 9th Grade (104)
- 10th Grade (110)
- 11th Grade (110)
- 12th Grade (109)
Israel Hebrew Curriculum
For millennia Jews did little to return home. After its creation, Israel became central to Jewish Schools; yet, most lack an Israel Curriculum. Striving to create pride in Medinat Yisrael and a sense of Jewish Identity in its accomplishments, our interdisciplinary grade 6-9 curriculum teaches the creation and evolution of the State in Hebrew including the songs of the Aliyot and the wars.
From Mesivta 404 to Lamplighters Mesivta: A Real-World Journey (Mesivta 404 2.0)
Stop. Push your mental reset button. You might think this entry will be about a unit plan, an initiative or a school program with a real-world application. But actually, this entry is school as the real world application. Students and teachers at Lamplighters Mesivta are founding school together. Read about why and how...
Mishkeh Mechanic / Success Strategist 2.0
Middle school students completed a project in their STEAM cross-curricular class and followed the Teshuva process to "realize," and thus capitalize upon, their mistakes and successes; this highly replicable, easily transferable project took on a far-reaching mind of its own, with students at the helm of the real-life skills ship.
JLab- the Jewish Learning and Skill Building Center
At Derech HaTorah we have taken the next step to provide extra support for children struggling in Judaic studies by creating a program called JLab- the Jewish Learning and Skill Building Center. JLab is an official Judaic Title I-like support service. The goal of this program is to assist students in building core skills, such as קריאה and כתיבה.
Differentiated Instruction Through the Lens of Multiple Intelligences
Using Gardner's multiple intelligences as a guiding lens for differentiating instruction to students with varied learning profiles, we created a differentiated unit for a Middle School Chumash class learning the topic of Nazir (Numbers 6: 1-8). The instructional tools address the unique learning styles and intelligences of students in any subject.
Anatomy and Purity: An Integration of Science with Taharat Hamishpacha
The program is designed to integrate the Anatomy and Physiology class taken by several 11th and 12th grade girls at Valley Torah High School with the halachic components of taharat hamishpacha.
Carpe Diem – How do you Seize your Day?
In my AP Language and Composition class, which combines grades 11-12 at our girl's campus, there is a pervasive theme in each of our texts this year. It is carpe diem, seize the day, or a lack of carpe diem. In order to truly understand this theme my class worked on a project to describe, create, and share their thoughts about this concept.
The Shlenker BackYard: A Gateway to Experiential Learning
The Shlenker School’s nature reserve “The BackYard” is situated on a 1.5 acre wooded area directly behind the school. This outdoor classroom is utilized for core academic and Judaic learning experiences. Students learn about environmental ethics and are taught the Jewish value of Ba’al tashchit—not destroying or wasting resources in nature.
The Young Acharonim Initiative
Students use centuries old traditional Talmudic methods to build critical thinking skills. This is done by giving the students the ability to become the teachers by planning and researching their own lessons, presenting them to the class, and allowing others to critique, and perfect their logic.
This is The Young Acharonim Initiative.
Integrated/Environmentally Conscious Tashlich Unit
This interdisciplinary unit on water and tashlich integrates Judaic studies, physical science, ecology, and Language Arts through text analysis and critical thinking exercises. Fourth grade students connect Judaism and general studies through Torah, mitzvot, scientific method, creative thinking, and problem solving.
Earth Science
Working backwards from the physical and topographical design of Israel, the connection between Israel, Earth Science and Halacha, and the consideration of our (Fuchs Mizrachi Lower School’s) physical location in the world; this unit was designed to ask and answer six essential questions that take the students on a journey across many disciplines.
The TREEhouse at Abrams Hebrew Academy
Abrams Hebrew Academy introduces the TREEhouse; an outdoor classroom that provides learning opportunities for all Abrams students from nursery through 8th grade. The TREEhouse, Teaching in a Revolutionary Educational Environment, is a specifically and thoughtfully designed space that allows for class in both secular and Judaic curricular areas.
Middot Through Media – A Pathway to Character Development
What character traits enable a human being to find within himself the courage to risk his life for the sake of others? This is only one of many questions discussed in an exciting, interactive class that catapults high school seniors into a deep exploration of their own character and what it means to achieve a “life well-lived.” During high school
Coding helps Tanach come to life
Teachers at the Maimonides School integrated students’ knowledge of computer coding with their Judaic Studies content to help students connect with Jewish practice and texts. Students in 2nd-4th grade used Scratchjr, KIBO robots, and the engineering design process to demonstrate their learning in Judaic Studies.
Teaching For Artistic Behavior
Teaching for Artistic Behavior (TAB) is a style of choice-based art education that focuses on the students, their interests, and their ideas. Students are viewed as authentic artists, and groups of materials are made available. Play and experimentation are essential to creative development and confidence in risk-taking.
Crash Helmet Design, Prototyping, and Testing: An Egg-Citing Physics and Engineering Design PBL
In this authentic project, high school students develop crash helmets with a goal of protecting a population of people from traumatic head (brain) injury. Using eggs to simulate human heads, students employ the design thinking process by engaging in real-world research, scientific data collection, engineering prototyping, and performance testing.
Escape Room Learning 2.0: Rethinking the rules of learning and assessment
I created a series of week long escape rooms, to teach different topics in Halacha. I used Google Classroom and other apps/websites to transform my class into an exciting Escape the Room for the week. In this new iteration of my previous submission, I have extended the games to include a summative assessment that replaced a final test.
Connecting the Unconnected
“Connecting the Unconnected” is a collaborative learning experience that brings together sixth through eighth grade students at six Jewish day schools in small Jewish communities to connect Jewish history and values with social justice, civil rights, and American and Israeli heritage through classroom learning and real-world experiences.
Hebrew for all- the whole child approach.
In my class I have various levels of students.Each activity which I create is designed to reach all my students in a way that appeals to them.I generally arrange my class into working stations,whereby each student can explore the subject that is being taught in a variety of ways.I modify each activity to various levels so each student can succeed.
Hebrew vowels Karate
As some of my students are kinetic learners, and all of them love moving about, I designed an activity to help learn, memorize, practice the Hebrew vowels with an engaging karate moves activity.
The Magic of the Hebrew Alpha Beit
How do words have the power to create? Through writing in both Hebrew and English, drawing, practicing calligraphy, making ink and writing implements, singing, choreographing, and dancing, the children explored in great depth the meaning of Hebrew letters, including their relationship to creation.
Language-based Immersive Gemara Curriculum
This curriculum focuses on developing the new language needed for Gemara along with a profound understanding of the text. Through detailed, animated Powerpoints, "Guided Notes", and text-based worksheets, numerous learning styles are engaged. Students are immersed in language learning techniques and Gemara becomes enjoyable.
From Landfill To Life Filled – Applying Israeli innovation to an interdisciplinary project-based learning experience
Hebrew Academy Miami RASG middle school students participated in a interdisciplinary project based learning experience with a global component. They integrated math and entrepreneurial skills, environmental science, tech tools and Hebrew language in order to design a solution for a global environmental issue and do Tikun Olam.
Entrepreneurship and Tzedaka Project
The Entrepreneurship and Tzedaka Project was completed by all 5th grade students at HAFTR, and taught students the collaborative and creative skills of today's startup world, while solidifying the concept of giving back to the community through the power of Tzedaka.
Ancient India
This is a differentiated unit that focuses on India and the rich cultural traditions that developed out of the country.
Salvation Army Mitzvah Project
Our Mitzvah project has been running 16 years and is one of the highlights of our school year. We started this project while we were studying the weather in science and economics in Social Studies. Our students realized that when we had inclement weather there were people who had nowhere to go. They knew if they work hard they could help.
Making Stories Come To Life
When teaching plot, setting, and characterization I find that children learn best when they can bring the stories to life in a meaningful way. The children learn about these elements best by creating their own characters and writing their own stories to perform for each other.
A Place For Everyone
In order for each child to grow he/she must be comfortable and feel nurtured in their environment. In my 22 years of teaching I have made that a priority each and every year. This year we have 16 students in a very small room. We have managed to create 4 distinct spaces for the students to choose from, allowing each child maximize their potential.
Balancing a Checkbook by Adding & Subtracting Decimals
Each student was given a fake check book. The students learned how to correctly write out checks, using the proper format. They got to experience balancing a checkbook by adding and subtracting decimals when making fake purchases and deposits.
Medical Ethics Hospital Simulation
Teaching hands on, real life medical ethics utilizating a major medical centers simualtion center, we bring students into the hospital, where they have the opportunity to learn how to participate in various cutting edge and routine medical procedures, as they encounter potential ethical issues in them and then study and discuss relevant Torah.
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.
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.
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.
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.
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.
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.
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.
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.
Student Centered Chumash Class
Differentiated instruction is crucial in education, because every student should be given the opportunity to maximize his/her potential. Shifting my Chumash class into a more student-centered one has helped me reach this goal. In this model, students play an active role in their learning, and they produce work that demonstrates authentic learning.
Environment + Energy = Engaged, Motivated and Successful Students
A Montessori inspired environment for an elementary school child that is conducive to problem solving, independent learning, respect, positive time on task, with modeled expectations will create a caring and safe place for children to be successful, excited and engaged in learning.
Integration of Vygotzky’s Zone of Proximal Development Theorem in the Singapore Math Program
The implementation of the combination of Vygotzky's theorem of the zone of proximal development with the Singapore math program presents significant benefits in creating the critical thinking skills and developing the required cognitive functions for understanding complex mathematical concepts.
Building a Mathematical Menorah
The Menorah is one of the most prominent symbols of Hanukkah. Students collaborated to design and build a Menorah based on Mathematical principles. Students then incorporated the “Keshet of Kavod” (Rainbow of Respect) into the design, emphasizing Jewish values. The built Menorah was then used in the Maccabia games and was showcased at the JCC.
Scheduling Circus
Creating a school schedule is difficult. Furthermore, creating a schedule that works for 14 multi-age, multi-level, individual students with very different academic and social-emotional needs, seems nearly impossible. It was through a journey of taking great risks and reflecting on failures that brought our classroom the schedule(s) we all needed.
Community Partnership All School Read Program
Two schools, 12 miles apart, but on different planets socially and culturally. Have all students read the same two books, write penpal letters, and visit each other’s schools. What happens?
You go from complete segregation to an explosion of creative and interpersonal energy radiating from the students, connecting their common sense of community.
Entrepreneurship in Practice: Teaching Future Jewish Business Leaders
Golda Och Academy’s 12th grade Entrepreneurship Course has enriched the lives of fifty students in the last 7 years who have gone on to become business leaders. The course assesses and analyzes leadership, walks through the steps of starting a business and has a practicum where students turn an idea into a realized business operating in school.
Two Poems–Two Teachers–Two Classrooms: Creating a Collaborative “Howl” for today’s teens.
We used two poems as an opportunity to challenge a very significant norm at many schools--the lack of interaction among students in different levels/grades. Students in two classes--one an AP senior class, the other a grade-level junior class--analyzed both poems, asking questions of each other and answering as many as they could.
An Interdisciplinary Study of the Lenape People
SW’s aim is for students to cultivate their identity as global citizens who recognize and respect cultural similarities and differences among kol yoshvei tevel (all who dwell on Earth). Our third-grade study of the Lenape tribe showcases that effort through an integrated curriculum incorporating hands-on, project-based learning and exploration.
Students Making Connections: Oral Histories
We believe outreach to the community makes us stronger; thus, we create projects in which students move outside the classroom to interview community members and write reflections detailing how this experience affected them.
Olam Chesed Yibaneh – Building a World of Kindness
Our school embarked on a year-long, cross-grade chesed project that encouraged students to think critically about problems in our community, city, and country, and to begin to solve those problems. This project stems from the psalm that states: "The world was built on loving kindness."
Enhancing STEM Enrichment Curricula
To increase student passion and development in STEM, I have designed and crafted new and innovative enrichment courses in both computer science and high-level physics. This includes an on-ramp course in computer science principles, a second-year computer science course, and a two-year rotation of four semester long physics courses.
Bar Mitzvah Prep Program: Raising the BAR
As part of our mission to promote real world learning and student ownership, in line with our 3R’s initiative, we teamed up to create an engaging program to educate our students on the “how to’s” of participating at an adult oriented event in the public sphere via experiential learning.
Abstract, Bridge, Create- Using the ABC’s of literature and language to manifest concrete connections in learning
Literature and language are difficult ideas for students to grasp. My students translate these ambiguous concepts into tangible projects requiring them to explore abstract ideas, bridge their connections, and create symbolic representations with technologies and strategies that commit their analyses to long-term memory and store them as knowledge.
The Innovation Lab – The Space where Maker Ed and Jewish Ed Inspire
We’ve built a culture designed around an open space where students actualize content learned in their Jewish day school & apply it in ways that are most meaningful to them. Students collaborate & think creatively, using 3D printers, woodworking, coding, graphic design, and a host of other tools to create tangible outcomes of their education.
Unique classroom methodology implemented in HS Coding class
An overview of the unique and productive technical learning approach - essentially an integration of personal and formal educational theories together with the teaching framework defined by codeHS.com - I implemented in the Coding and STEM robotics class I currently teach at Rae Kushner High School.
Pupkis: Travelling Yiddish Puppet Theater
Our students adapted a recently translated Yiddish short story for performance as a puppet show. They wrote the script, built the puppets and stage and performed the puppets. The show was performed for local Jewish elementary schools as well as for the rest of the student body at the Weber School
Teva Tuesday
Each week our students in our 4-5th grades spend an afternoon outdoors to learn, become aware of and appreciate the vital role the earth plays in our existence. Students are encouraged to gain a deep, profound respect for the environment, to become Shomer Adamah (Guardians of the Land) through study of Jewish texts that promote these ideas.
The Modern Jewish Woman
Students study texts as they learn about the shifts in the cultural and religious roles of women. This is taught concurrently in both Judaic studies (Rabbinic Literature) and Modern Jewish History classes. Course culminates with students choosing elderly women of the community to interview and then represent in a community-wide celebratory exhibit.
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.
Are You ‘Board’ with Traditional Lesson Plans? GAME ON!
GameOn! provides students with innovative skills they use to create board games based on their mastery of a particular topic. Students transform their knowledge of any subject into a tool used by other students. Creating a website, we connected classrooms across the globe through educational game play and development.
Mishkeh Mechanic/Success Strategist
Eighth grade students completed a project in STEM class, documenting throughout using the SeeSaw app's video and picture abilities, and crafted a non-fiction “narrative" in Language Arts class, where they followed the Teshuva process to "realize," and thus capitalize upon, their mistakes.
The Flexible Mindset
The Flexible Mindset, used in a kindergarten classroom, is a combination of growth mindset, flexible seating, and integrated projects. This combination makes for a learning environment that is ever changing to meet the needs of each student in the classroom community and bring learning to life.
Jewish Literature and Jewish Identity
The class explores the complex development of Jewish identity through the analysis of novels, short stories, poems and graphic novels written by European, American and Israeli authors. It also brings Torah, Talmud and religion into these conversations to help students reflect on and shape their own Jewish identities.
Three Models of the Integrated Online Classroom
Three different models of the integrated online classroom are examined and evaluated in this study. All three models utilize the PowerSchool Learning platform (formerly Haiku Learning). The study compares and contrasts the models, highlighting the benefits and drawbacks of each.
Talking Trees in Kitah Alef-Impact of Trees in our Environment -An interdisciplinary Unit
1st graders learned about trees through literacy, science, math, Ivrit, art, movement and by working in cooperative groups. The unit included studying the parts of trees in Hebrew and English, the impact of trees on the environment and its natural resources. We emphasized the mitzvah of tzedakah and of planting trees in Israel for Tu B'Shvat.
The Integrated Online Judaics Classroom
The Integrated Online Judaics classroom is built on the PowerSchool Learning platform. It is an online experience that compliments classroom learning, and provides students the tools they need to improve reading, vocabulary, and conceptual skills. It utilizes a variety of learning modalities and also provides built-in tools for review and practice.
21st Century Perspectives on the Holocaust
Through film, poetry, stories, Holocaust writings & Responsa, survivor testimony, dialogues with professors and University students, and presentations from Canadian and European dignitaries, this course engages students in a deep experiential analysis of the Shoah.
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
Creating a Positive Learning Culture
Creating a Positive Learning Environment is is divided into five sections:
• The Goals
• The Space
• The Station Rotation Model
• The Language
• The Organization
Each section of the google slideshow portrays how I have developed my learning environment into a space where positivity and child centered learning is of primary focus.
ART LAB
Today art rooms have become hubs that dynamically enrich students’ lives in multiple ways. The art room at MJGDS uses traditional materials in addition to modern technologies and the infusion of Judaism, Math, Science, Engineering, Language Arts, and Social Studies make it a high tech space for student creativity and innovation.
Morah Tovi Admon Co-teaching Program
Looking at a classroom, even when empty, tells a lot about the learning environment. Are students facing the same direction to be receivers of information or are there centers and desk-clusters, meeting areas and reading nooks created to support students in moving through routines, working together, and supporting more independent learning.
Three Biological Systems – The Fuchs Mizrachi 2016-2017 STE(A)M Learning
Every year, the FMS Lower School embarks on an 8 week intensive learning journey in preparation for our annual STE(A)M fair. This journey encompasses so much, but at its core, this experience lays the foundation for life-long learners and information seekers; involvement in this process remains the most valuable lesson for our students in the LS.
Interactive Haggadah Shel Pesach and Hilchot Chag HaPesach
These digital Haggadah and Halacha documents are colorful, interactive, and engaging. They include the full text of the Haggadah, commentaries on the Haggadah, and various relevant video clips. Teachers can make a copy for each student on Google Classroom, and once the slides have been completed, teachers can print and bind the pages.
100 Day Sculpture Museum
Happy 100th day of school! In this project, students will be challenged to use exactly 100 items to create a sculpture to be exhibited along with a bar graph and written statement for a special 100th Day Museum. Motivation increases as students apply mathematical skill, creative thinking, and problem-solving to this real-life learning experience.
STEM Day 2.0
I organized and planned a school wide STEM Day. This event consisted of 5 different STEM-based activities that all students in the school actively participated in. All activities were hands-on and allowed the students to see the connection between school, STEM, and the real world.
Movement, Music & Midot
M3a is a stand- alone or supplemental curriculum for teaching character development. It consists of process and value concepts attached to musical anchors impacting class behavior.
The Cyber Path to Critical and Creative Thinking
This is a revolutionary approach which incorporates innovative technology to engage students in using higher order thinking in Jewish texts. Using the platform of Bloom’s Revised Taxonomy, students are guided to create their own content as a means of presenting their understanding of the texts. This approach is also being used by secular studies teachers in our school.
B’reisheet Unit
The basic foundation of everything is the creation of the world, or as we Jews know it: Briat haolam. In my Kindergarten class, Briat haolam is not taught in the mere few days before Parshat B’reisheet, but rather over the course of two to three weeks, depending on the calendar of that specific year. The reason that we take this long in teaching our students about Briat haolam is because we are not just imparting information to them about what was created on each day, but rather, we are allowing our students to experience creation in many different ways: through Science, Literacy, Art and Math. By integrating so many different aspects of the world into the creation unit, we are sending our students an extremely important lesson: Everything is from Hashem!
Water: An examination
Using the bracha Mashiv HaRuach and Parshat Noach, this unit investigates water on a deep level. It includes many types of instruction so that all students can access the learning.
Torah N Technology- Mishna PowerPoint
The TNT Program (Torah ‘n Technology) at Maimonides integrates curriculum studies and enrichment programs with technology, following our school motto: “A Beautiful Blend, Torah and Worldly Experience.” This program helps students find relevant and creative expression to their learning, as well as instruction in important technology skills.
The Mishna/Talmud PowerPoint program empowers students to creatively visualize the content and Mishnaic language, transforming basic words, letters, and text into an exciting multi-media format.
Shake Your Lulav!
This is a Google Slide presentation about the mitzva of Ushpizin, welcoming honorary guests into the sukkah, which integrates content and skill building, as well as Hebrew language acquisition. It was originally designed for use as a flipped classroom.
Personalized Talmud Learning
The model of Talmud instruction in Jewish Day schools has remained mostly intact for decades. The trends suggest that a higher percentage of middle school students are graduating with weak Talmud skills, and a lack of understanding of the purpose of Talmud and appreciation for its role in Jewish life. This has led many schools to even consider abandoning Talmud in middle school curriculum. Our innovative approach to Talmud uses a data-driven model to create personalized learning pathways that students progress through based on proficiency and mastery in eight specific domains that provide a comprehensive understanding of Talmud - including content, vocabulary, functional structures, and real-life application.
MULTI-LEVELED DIFFERENTIATION
This is a revolutionary system that uses technology to differentiate learning based on multiple cognitive learning factors that affect the learning process. Each student is catered to according his or her unique circumstances and abilities.
License to Read Hebrew
This is a reading program designed to foster an enjoyment of reading Hebrew while cultivating the skills necessary for navigating Jewish life.
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.
Judaic Differentiation
I have created a system of differentiation where students can learn, practice and demonstrate Chumash (Bible) skills at their levels. Upon mastery, students create videos, where they apply acquired skills to unfamiliar text, to be virtual teachers for other students. The compilation of these videos gets posted to a website to populate a student-created Khan Academy for Judaic skills.
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.
Global Competency For Jewish Learners
A Grade 10 Global Competency Course that will empower and engage our students to become global citizens within a Jewish context. Students will learn a diverse range of practical skills to prepare them for jobs of the future. The final class project will be a fully kosher, volunteer service trip to Ecuador, where students will build a school, visit a Synagogue in Quito, celebrate Shabbat in the Andes and put into practice the lessons they learned during the course.
Flipped Instruction
Differentiated instruction is crucial in education, because every student should be given the opportunity to maximize his/her potential. Integrating flipped instruction in my Chumash classes has helped me reach this goal. I prepare videos for my students to watch at home, and we then use class time to process and analyze the material.
Flipped & Blended Math Program
Effective application of an technologically integrated and differentiated math program that applies concepts of flipped and blended pedagogy. The math program in grade 8 is delivered in such a way that all students can engage and develop math skills at their level.
Differentiated Instruction through the lens of Multiple Intelligences
Utilizing a unit study of Nazir, we have created differentiated models of instruction and assessment designed for individual learners included in Howard Gardner's theory of Multiple Intelligences.
Many of the tools devised can be utilized across grade levels and subject matter. Additionally, the tiered methods enable an opportunity for individual reinforcement resulting in a comfort with the curriculum and a more confident and successful learner.
Creating an focused but open engineering 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.
“Reaching Each Child”.
Our Sages say "chanoch l'naar al pi darko" - teach each child in their own way. It is critical to understand the student as an individual with their strengths and weaknesses. Only then can we truly educate them.
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.
Yeshivat Noam: Connecting the Past to the Present and Making it Relevant to Middle School Students Using the Arts and Technology
Our unit of study explores the Immigrant Experience of 1880-1924 and the Holocaust to guide students to connect to the past which will broaden the students' understanding of his/her role in the present and his/her place in the future. Through the lens of individuals (Holocaust Survivors and New-Immigrants), students will be able to connect, appreciate, and apply key moments in history.
Now You Siyyum…An Exploration into Thematic Jewish Learning
Hillel Day School eighth grade students experience an integrated Judaic Studies learning opportunity as part of their final year at Hillel. Instead of separate Rabbinics and TaNaKh classes, students are guided through classic and modern texts of many genres to explore, thematically, our Hillel Day School core Jewish values. The students are encouraged to explore deeply, and to begin asking the many great questions that arise as they synthesize their developing Jewish identities with our modern world.
My Hero Next Door – Documenting and Preserving The Heroic Life Journeys of Senior Citizens in Virtual Reality
Grade 9 English students at TanenbaumCHAT will create immersive reality / 3D documentaries on the heroic lives of Jewish senior citizens in their community.
Students will also design an app that will serve as an archive, an online film festival and a digital portfolio, featuring Jewish elderly people through the lens of the hero's journey story framework.
The unit, lesson plans and the immersive reality documentary app will be offered to Jewish high schools around the world to create their own films on Jewish seniors, and upload them on the app.
Our ultimate outcome is for the heroic journey of 200,000 Jewish seniors to be archived and shown online in our communities.
Jewish Heroes Congress
This unit was developed to help students increase their knowledge of mitzvot and virtues and help them be more discerning when choosing people to hold in high esteem.
Immigration Fair
I teach the same students 4th grade Texas History and then 5th grade US History the following year. We put on an Immigration Fair for 2-5th grades using what we learned about Immigration into both Galveston and Ellis Island.
21st Century Personal Mishkan
Students collaborate to design/build a modern, personal Mishkan & furnishings, incorporating motifs, imagery from the ancient Mishkan, and applying wisdom gained from interviews with senior citizens, exploring: "What makes a quality life, and how can we make life better?" Students then return to Senior Center, using their completed designs as springboard for deeper reflection on how to heal after trauma and how to reach our deepest Human potential.
(parsha) Cereal of The Week
"Cereal of the Week" makes the Parsha come alive! Every cereal parsha has divrei Torah in it. It took me 3 years to complete. It is all online at: http://www.chinuch.org/item_detail/Cereal-Of-The-Week-Parsha-Program. (71 parsha cereal sheets) Every child loves cereals! Many parents told me their children did not want to be pressured at the Shabbos table with parsha questions, and the weekly parsha cereal sheet was the answer!
I have attached some samples. There is a cereal for every parsha, yom tovim, Rosh Hashana, Yom Kippur, Chanukah, and Purim. It is a great method to help remember what each parsha is about! Students also now think of their own ideas of which cereals apply to a parsha.
Makerspace Failure= Learning
In my K-5 Makerspace classes, students are able to explore, design, engineer, create, collaborate and educate. They are exposed to hundreds of different materials, tools, and supplies ranging from straws, to robotic LittleBits, to broken VCR players. Students are taught, encouraged, and accepting to challenges as learning opportunities and understand that in the Makerspace, there is not failure, only learning.
Judaic Studies Electives Program
Initiative to revamp, reinvigorate, and reimagine the Judaic Studies Curriculum at Ulpanat Orot by empowering the students to have diverse and personalized choices in their course selections. Ivrit and Torah (Chumash) are mandatory courses throughout HS, but the other 3 JS periods were opened up with 3-4 choices per period.
Who is Melvin Bubble?: Using Literacy to Enhance Our 21st Century Skills
The 3rd graders worked on a beginning of the year interdisciplinary assignment as a getting to know you better project. The project combined many 21st century skills, including communication, creativity & innovation, and global awareness. The project centered around the book Who is Melvin Bubble? by author Nick Bruel and culminated with the students getting to understand the real world outside their classroom by meeting Mr. Bruel via Skype!
Voice of Israel
Voice of Israel is a 12th grade multi-leveled Hebrew class where the students design, build and create content to their own live website which enables them to learn and apply their knowledge about Israel all in Hebrew. The goal of the class is to learn Hebrew, to deepen the students’ relationship to Israel and to allow them to engage with a wider audience through real life output. Students were given the opportunity to form affinity discussion groups, and engage in peer review, all while learning Hebrew and gaining knowledge about Israel. The website gives students a real-life platform to express their ideas, and to share their knowledge with the world.
Torah iTextbook Project
The Torah textbook project is a Torah SheBaal Peh curriculum with an emphasis on relating Torah texts (Pesukim, Mishna, Gemara and Halacha) to real world scenarios and situations. Each unit or "sugya" begins with a trigger film or series of articles that promote thinking about topics that are relevant to the lives of students. In addition to the relevance the curriculum includes skill building components which promote self-efficacy in both reading and understanding the logical flow of gemara.
Please note that this curriculum is written for either an iBook (iPad, iMac or iPhone) or online format. The sample below is a .pdf version which is limited to graphics and text.
Thematic Learning of Character Traits Through a Torah Lens
What follows is a thematic unit on Persistence created for our 7th/8th grade Jewish Thought class at Akiba-Schechter Jewish Day School. It is the first in our series of units to deeply examine character traits (or middot) as a means to develop connections between our modern lives and our sacred Jewish texts. After settling on an initial definition of persistence, we studied and discussed examples found in Tanach and various other Jewish and secular sources to help us deepen our understanding and appreciation of this important and esteemed character trait. It is our hope that this creative approach to learning will allow our students to be fully engaged now, but also to reflect and think about these traits and their rich connection to Judaism at different stages in their lives. Future units this year include Heroism, Happiness and Kindness.
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.
Yochi Paltin’s Ivrit B’Ivrit Hebrew Immersion Program
I have created a positive, thriving, dynamic, ever-changing learning environment for the students in my Upper Elementary Hebrew Language Program (Ivrit B’Ivrit) at Perelman Jewish Day School. Children are encouraged to take risks to converse exclusively in Hebrew. As this is a total immersion program, Hebrew eventually becomes an everyday spoken language—as natural to the students as the English language.
The de Toledo High School Media Lab
The Amnon and Ronit Band Media Lab at de Toledo High School is an innovative learning environment which promotes academic, social, emotional, and spiritual growth. Over the last 12 years, the lab has evolved from a basic computer lab to a flexible and creative space designed to serve the varied educational needs of students and teachers in the media arts including: video production, animation, photography, graphic design, and computer science as well as serving the broader school community for instructional support, school and professional development.
Talmud La-Talmid
The "Talmud La-Talmid" initiative attempts to create educational resources that are far more organized, visually appealing, independently accessible and user-friendly to students, than the traditional Talmud-book. Utilizing multiple forms of media, students are presented with a Talmud textbook to accompany their traditional Talmud in their studies and are offered resources that include a custom-made dictionary, instructional videos and note-taking guides that are all clearly organized.
In these ways, the learning environment is structured from the perspective of the student and leads him/her to a clear approach to the Talmud.
Schechter Westchester’s MakerSpace
Our Idea Incubator (The INC) is the first MakerSpace built in a Jewish institution in North America. It houses Schechter Westchester’s Engineering and Entrepreneurship (E2) program, in which students take advantage of an innovative, modular learning environment to develop crucial skills such as creativity, collaboration, mechanical and electrical engineering, computer programming, public speaking, confidence, and—most importantly—fearlessness.
Rookies Approach
Ivrit, differentiated instruction, centers, multisensory learning, responsive classroom
OROT Teacher
OROT provides a Jewish day school education to the diverse learner in many of Philadelphia's area Jewish day schools.
Morah Nechama Konigsberg
In this presentation, I describe three elements that combined make my Judaic studies learning environment unique: whole group and small group learning, using the classroom environment as a tool and resource, and multi-sensory learning.
Learning Environment – Jennifer Dolny
My presentation displays the learning environment in my classroom. This learning environment encourages student centered learning and promotes academic, social, and emotional growth.
First Grade Flexible Seating Environment
As education shifts to chromebooks, cooperative learning, small group instruction, and personalized learning, so must the classroom furnishing and arrangement. With flexible seating, and no assigned seats, my students are free to sit, stand or lay on the floor as they learn. I have observed increased motivation and engagement as well as a higher rate of student interaction since implementing flexible seating. My first graders are doing their best work ever!
Co-teaching program
Looking at a classroom, even when empty, tells a lot about the learning environment. Are students facing the same direction to be receivers of information or are there centers and desk-clusters, meeting areas and reading books created to support students in moving through routines, working together, and supporting more independent learning. This later description is the innovative and engaging classroom that is Tovi Admon’s.
“Unity in the School Community”
Jewish Day Schools often face a dichotomy between the Judaic and General Studies Departments. The Jewish Academy is making a priority of tackling this challenge through innovative means. Our goal is to create a seamless curriculum.
The N.E. Miles Jewish Day School Social Justice and Leadership Initiative
The N.E. Miles Jewish Day School social justice and leadership initiative is guided by the core beliefs and values on which our school is based. To that end, we provide real-life experiences for the students to participate actively in three of the guiding Jewish values- Menschlichkeit, Tikkun Olam, and Torah Study.
Tashlich STEAM Waterfall
This project was planned for grades TK-8 to participate in a school-wide STEAM project to learn about Rosh Hashana, Tikkun Olan, Teshuvah, and Tashlich. The project included integration of Science, Technology, Engineering, Art and Math into Judaic Studies.
STEM Fair
In the spring of 2015, ASHAR students presented their projects in a school wide fair culminating a year long focus on combining the learning of science, math, and Torah.
Based on the premise that everything secular can be found in the Torah, our students in first through eighth grade explored the connections between kodesh, holy, and chol, secular.
Secret Seders during the Spanish Inquisition
Taking advantage of the learning about Pesach throughout the school, I invite my students to travel back in time when Jews risked their lives to fulfill the mitzvah of having a Seder (among other holidays) during the Spanish Inquisition. My Spanish classes apply relevant Spanish vocabulary and grammar that they currently learning to the mock seder scenarios I create for them in a dark, candle lit room with the windows blocked and rotating students on guard for any visitors.
Project GO FORTH: Lech L’Cha: A Cross-Curricular Study of Immigration and Personal Narrative
Project GO FORTH: Lech L’Cha is a multi-faceted, interdisciplinary approach to understanding the immigrant experience in America. Project GO FORTH: Lech L’Cha integrates seventh grade Social Studies, in which students study the history of American immigration, with Language Arts, in which student examine creative writing and sensory language, with Judaic Studies, in which students specifically explore the parsha Lech L’Cha as a lens through which they can understand the spiral of Jewish History with the originating immigrant experience of Avraham.
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.
Movement,Music & Midot
M3a is a stand- alone or supplemental curriculum for teaching character development. It consists of process and value concepts attached to musical anchors impacting class behavior.
Mishkan Meets Makerspace
In our “Mishkan meets Makerspace” unit of study, we integrated skills from all S.T.E.A.M. disciplines, Science, Technology, Engineering, Arts, and Mathematics and enhanced our studies of Parshat Trumah by creating our own three dimensional model Mishkan. Using the chumash text as a foundation for purposeful learning, students worked collaboratively to bring the complex details of the Mishkan to life with excitement and passion. The final product incorporated all four learning modalities and six of Gardner’s multiple intelligences enabling each student to experience, engage and conceptualize ideas according to individual learning style and interest.
The Middot Project
The Middot Project blends the emerging wisdom of Positive Psychology with the timeless perspective of Jewish values aimed at a lifetime of meaning and human flourishing.
Human Body- Bones, Joints, and Muscles
This unit highlights the skeletal-muscular system. Incorporating science, math, writing, reading, and art, students learned about the bones, joints, and muscles and how they work together as a system. They also visited with an expert in the field who was able to provide them with real life connections to what they learned in the classroom.
Haggadah Companion
The Haggadah Companion was a collaborative, cumulative project among the Judaic, language arts, art, and technology disciplines. It was designed as a supplement to any Haggadah.
Real-World Learning: Experiential Learning Designed and Implemented by Students and Faculty
The office of Student Life at Beth Tfiloh High School has developed beyond cute programming and is now seen as an Educational Department, working alongside all Academic Departments to enhance, collaborate, deepen and apply values, ideas and skills being taught in various disciplines and give them a meeting place of relevance and application through experiential programming. This is a new and exciting way to envision teaching for the Real World and I am excited to share the fruit of the first three years of this experience with you in the hope of inspiring more schools to develop this approach as well.
Practicing Real World Skills Through a Revolutionary Service Learning Program
At CCJDS, we teach our children that their words and actions have the power to make change in this world. We believe that as they grow and learn academically, so too should our children explore what it means to make a difference in the world and in the lives of others. Through our school-wide, cross-curriculum SHIR HaLev program, students embark on a yearlong service project in the spirit of the Jewish value of tikkun olam (repairing the world).
Passion Learning for Elementary Schools
Kindergarten through 5th grade students exercise already existing passions or new interests in multi-age/grade elective classes. Electives span such disciplines as sports, computer programming, engineering, robotics, culinary arts, fine arts, the environment, etc...
Parashat HaShavua Class
This course blends technology with traditional text study and shifts the teacher-driven model to a teacher-facilitator and student-driven/project based learning model. Each week, the parasha of the week is studied through unique student creations in which they are challenged to produce content related to the parsha of the week. The students learn new independent skills including Torah research and writing, and collaboration. as well as utilizing powerful digital tools to produce engaging, contemporary, and sophisticated compositions on the weekly parasha.
And There Was Light
This is an interdisciplinary unit, teaching the history of festivals and religions involving light across many cultures. Students were exposed to the symbolism of light in literature and Torah as well as the science of light in creating day and night, seasons and electricity with the creation of lamps in the school's pottery labs. Students learned Tfillot and added the Hallel for Hanukkah the festival of light, as well as created a book demonstrating of all of their learning.
Make for Yourself a Teacher, Find a Friend, Save the World
At Arthur I. Meyer Academy, Jocelyn Weiner used a student driven and created curricular integrative process, inspired by UbD, to create a unit to explore, research, solve, and write informational books about issues of importance in the upcoming presidential election with 18 third graders. The teacher began the unit by using Judaic and Secular text to help guide students to critically think about issues in our country and community.
By using students’ questions, wonderings, and misconceptions, the students and teacher were able to create the unit and lessons needed to solve the problem. The goal was achieved by creating individual books that provided ways to solve the issue, what Jewish text and scholars say about the problem the community was faced with, and a detailed description of the topic (according to credible, secular, age appropriate text).Jenna Sherwood, the other third grade teacher at Meyer Academy, built upon the research students did in reading in order to give a better understanding of timelines in math class
Israeli Knesset Simulation
The Israeli Knesset Simulation is a combination of live role-playing and online virtual world interaction in which high school seniors immerse themselves in Israeli politics by becoming members of Knesset. By playing a specific character, learning the party platform, and drafting legislation through committee work, the seniors engage in Israel from the inside-out, breaking down the barriers between their education and the real world.
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.
Ancient Egypt
When beginning the study of parshat Shmot, students recall that by the end of sefer Breisheet the Hebrews dwelled in Egypt. We are reminded in the first few verses of Shmot that Jacob and his family made their way to Egypt and that Joseph already resided there. As the story unfolds, a rich understanding text can be gained from learning about ancient Egypt and seeing how its culture and environment impacted the Hebrews.
Environmental Education Across the Curriculum: Developing Connected Thinkers For Our Global Future
I teach my students that all of learning and all of life is connected. When we realize connections, we celebrate our
learning. The attached PDF titled Real-World Learning explains how my students learn about the environment and the real world around them by being exposed to connections inside and outside of the classroom and by being encouraged to question and to create ideas.
My presentation begins with the PDF titled Real-World Learning. Thank you!
8th Grade Integrated Project
The Integrated Project (IP) is a year-long study that spans the curriculum and represents the culmination of the students' K - 8th Grade studies at Mandel JDS. Students choose a theme or topic they want to study and integrate it into each subject within each of the disciplines throughout the year. Through the visual and dramatic arts, and often the performing arts and technology, students bring their fully integrated topics to life in an evening program.
6th – 8th Grade PBL: Entrepreneurship Program
This project simulates a real world experience, in the context of an interdisciplinary approach, and helps students finance their 8th grade Israel trip. They are exposed to the basic of money management and investments and learn about different types of investment vehicles and create an investment portfolio. This entrepreneurial program builds the middle school students' critical thinking skills and advanced communication skills, while building creativity.
The World We Live In
This interdisciplinary unit explores cultures around the world. It aims to teach students that where one lives affects how they live. We use this big idea to examine Jewish traditions, food, arts, day to day life and more.
Oasis Israel Project
After learning about important moments in Modern Israeli history the students in our 4th and 5th grade visit a local Senior center (called Oasis) to interview them about their memories of these moments.