The Kohelet Prize Database

Pedagogy: IBL – Inquiry Based Learning

Interdisciplinary Perspectives on HeLa Cells

My 12th grade AP Language and Composition students read The Immortal Life of Henrietta Lacks, a non-fiction text which explores the intersection of race, American history, and medical ethics through the lens of the discovery of an immortal cell line tied to an African-American woman named Henrietta Lacks. My students’ final project was to examine these intersections through a project that blended independent research with multi-media content. Of particular interest to this category is the student project that tackled the ethical questions raised in the text through the lens of Judaic studies; students who completed this project consulted primary sources as well as experts in Jewish medical ethics to create a presentation they later delivered to the entire student body.

By: Mrs. Vanessa Mehenti from Meira Academy

Grade(s): 11, 12, High school

Subject(s) of entry: Halacha, Literature/ English, Science

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

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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!

By: Mrs. Rivki Slepoy from Yeshivat Noam

Grade(s): K, 1

Subject(s) of entry: Art, Ivrit, Literature/ English, Math, Music, Science, Tanach

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

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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.

By: Mrs. Anna Sanders, Ms. Bayla Clement from Ben Porat Yosef

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

Subject(s) of entry: Art, Halacha, History, Ivrit, Literature/ English, Math, Music, Science, Tanach

Pedagogy: PBL - project based learning, IBL - inquiry based learning, Blended Learning

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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.

By: Rabbi Shmuly Rubin from Maimonides Hebrew Day School

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

Subject(s) of entry: Art, Computer Science, Gemara, Halacha, Mishnah, Tanach, Graphic Design

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

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The Talent Center Handbook & Extra Challenge Project Kit

The Talent Center Handbook shows how to develop creative young Jewish leaders with an 18 word curriculum in just 30 Minutes a Week. Emek’s game-changing Extra Challenge Projects connect holistic Torah learning, technology, and Jewish design thinking through child-led community service passion projects.

By: Mrs. Rae Shagalov from Emek Hebrew Academy Teichman Family Torah Center

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

Subject(s) of entry: Art, Halacha, History, Ivrit, Literature/ English, Math, Mishnah, Music, Science, Tanach

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

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TAP INTO IT!

This was an elective course, one option in the Enrichment Cluster Program at SAR, in which students choose an area that they are drawn towards, and explore that area with like-interested students and teachers. Each area begins with a probing question that is explored over the semester.

By: Mrs. Eva Broder, Mrs. Talia Litwin from SAR Academy

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

Subject(s) of entry: Art, History, Music

Pedagogy: IBL - inquiry based learning

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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.

By: Ms. Lisa Richman, Ms. Yochi Paltin from Perelman Jewish Day School - Stern Center

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

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

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

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MAP & LEAP Program

The Pressman Enrichment Academy Program is designed for those children in grades 2-5 who demonstrate the ability to work beyond their current grade level and offers opportunities for appropriately challenging learning as an adjunct to instruction in the classroom. The program is an acceleration program which is designed to meet the rate at which the child learns and to meet the level at which the child shows academic competence. The program consists of two parts: Math Acceleration Program ( MAP) and Language Arts Enrichment Acceleration Program ( LEAP).

By: Ms. Barbara Schmidt from Pressman Academy

Grade(s): 2, 3, 4, 5, 6, Elementary school, Middle school

Subject(s) of entry: Computer Science, Literature/ English, Math

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

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Ma’ayan Program: Differentiated Learning

Ma’ayan is a program we designed as a vehicle to ensure that all students, regardless of academic or other abilities and/or needs, participate in the school’s Hebrew and Judaics program, at a level that is appropriate for them. It is also designed to ensure that students who want to come to our school and have not been studying Hebrew and/or Judaics are not deterred from attending our school. Finally, it is a proven tool through which we provide Hebrew classes at a high enough/challenging level for Israeli students (or those who come to our school who are fluent in the language).

By: Ms. Gussie Singer, Ms. Etti Berkman from Joseph and Florence Mandel Jewish Day School

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

Subject(s) of entry: History, Ivrit, Literature/ English, Tanach

Pedagogy: IBL - inquiry based learning, UBD - understanding by design, Constructivist

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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/ English

Pedagogy: PBL - project based learning, IBL - inquiry based learning, Blended Learning

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Jewish For Life: Dual Track Judaic Curriculum

Our Moreshet Yisrael track uses a thematic approach to teach traditional and modern sources in English whereas our Moreshet Torani track adheres to text-based learning in Hebrew. Regardless of track, when oral or midrashic traditions are introduced, they are taught with a clear understanding that even oral traditions are anchored to the text. There is a recognition among our teachers that many of the skills students develop in the serious pursuit of Judaic Studies (such as critical thinking, deductive reasoning, close reading of texts) can and will be employed in General Studies subjects such as language arts, science, and social studies.

By: Rabbi Reuven Travis from Atlanta Jewish Academy

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

Subject(s) of entry: Art, Gemara, Halacha, History, Ivrit, Mishnah, Tanach

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

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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.

By: Mr. Jamie Cohen from TanenbaumCHAT

Grade(s): 10, High school

Subject(s) of entry: Art, Computer Science, History, Literature/ English, Math, Music, Science, Tanach

Pedagogy: PBL - project based learning, IBL - inquiry based learning, Blended Learning, 21st Century Skills, Global competency skills development, Phenomenon based learning (a new curriculum model created in the Finland school system)

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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.

By: Mrs. Zehava Greenwald from Bruriah Junior High

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: Tanach

Pedagogy: PBL - project based learning, IBL - inquiry based learning, UBD - understanding by design, Montessorri, Blended Learning, 21st Century Skills

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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.

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

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

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

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

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Andrew Clements Book Clubs

In this unit, 3rd grade students participated in differentiated, interest based book clubs with the work of author Andrew Clements. Students applied their annotation skills to these books, and met in groups over the course of a few weeks to discuss their findings.

By: Mrs. Missy Friedman, Mrs. Ilene Brot from Solomon Schechter Day School of Metropolitan Chicago

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

Subject(s) of entry: Literature/ English

Pedagogy: IBL - inquiry based learning, Constructivist

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“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.

By: Mrs. Chaya Teldon, Miss Colleen O'Brien, Mr. Dani Hak, Mrs. Mindy Rogers, Mrs. Yudit Kasowitz, Ms. Sarah Kugelman from The Jewish Academy of Suffolk County

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

Subject(s) of entry: Art, Computer Science, Halacha, Ivrit, Literature/ English, Math, Music, Science, Music

Pedagogy: PBL - project based learning, IBL - inquiry based learning, Blended Learning, 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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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.

By: Rabbi Jeremy Hellman, Mrs. Rebecca Lopkin from Yeshivat Noam

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

Subject(s) of entry: Art, History, Literature/ English, Theater, Drama

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

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Understanding Identity Through Megillat Esther

The goal of the unit was to show how Megillat Esther forces the reader to consider what their own personal identity is, in addition to how they incorporate their religion and nationality into their identity.

By: Rabbi Daniel Bauer from Kohelet Yeshiva High School

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

Subject(s) of entry: Gemara, Tanach

Pedagogy: IBL - inquiry based learning, UBD - understanding by design

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STEAM Initiative

The Ma’ayanot STEAM initiative orchestrates a learning environment which fosters creativity and reasoning, compelling students to evaluate, ideate, prototype, test, and iterate . Our philosophy is one of Constructionism which shares constructivism’s connotation of learning as ‘building knowledge structures’ and adds the idea that this happens most pronounced in a context where the learner is consciously engaged in constructing an entity. Students are forced to engage dynamically with their creations in order to prevail in the fruition of their design.

By: Mrs. Orly Nadler, Mrs. Gila Stein, Mrs. Reyce Krause from Ma'ayanot Yeshiva High School

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

Subject(s) of entry: Art, Computer Science, Math, Science

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

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Pirkei Avot Scrapbook

Students create two pictures for each Mishna, one that shows a literal meaning and one that shows a deep understanding. This long term project is used to develop higher level thinking in students. Students learn how to ask questions and think deeply about material.

By: Mrs. Sarah Dollman from Torah School of Greater Washington

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

Subject(s) of entry: Literature/ English, Mishnah, Tanach

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

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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.

By: Mr. Saul Rube, Rabbi Jonathan Berger, Mrs. Amira Soleimani from Hillel Day School of Metropolitan Detroit

Grade(s): 7, 8

Subject(s) of entry: Art, Gemara, Literature/ English, Mishnah, Science, Tanach

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

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Moot Beit Din

As a summative capstone to my student’s learning of the Jewish applied science of Torah, I decided to create a Moot Beit Din project in the eighth grade, in which student would learn about current controversial issues and make a judgement based on sources. They would research halachah, science and other relevant information, then debate their topic and the other students would form the court, passing judgement and justifying their decision based on the information presented.

By: Rabbi Ben Shlimovitz from Gross Schechter Day School

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

Subject(s) of entry: Gemara, Halacha, Mishnah, Science, social studies

Pedagogy: PBL - project based learning, IBL - inquiry based learning, UBD - understanding by design

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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.

By: Mr. Jamie Cohen from TanenbaumCHAT

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

Subject(s) of entry: History, Literature/ English

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

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Making Space Holy

Fourth Grade students were challenged to transform the school's maker space into a full-scale Mishkan. Students self-organized to design and build the various components of the Mishkan using limited materials, tools, and resources. These constraints intentionally mimicked the design challenges faced by the Israelites.

By: Mr. Michael Hyde, Mrs. Amy Katz from Portland Jewish Academy

Grade(s): 4, 5, 6

Subject(s) of entry: History, Mishnah, Tanach, Engineering, Engineering Design

Pedagogy: PBL - project based learning, IBL - inquiry based learning, Constructivist

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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.

By: Ms. Lisa Richman from Perelman Jewish Day School - Stern Center

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

Subject(s) of entry: Art, Computer Science, History

Pedagogy: PBL - project based learning, IBL - inquiry based learning, UBD - understanding by design, Constructivist, Blended Learning, 21st Century Skills

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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.

By: Mrs. Cathryn Mellon from Beth Yeshurun Day School

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

Subject(s) of entry: Art, Computer Science, History, Literature/ English, Tanach

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

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Fascism in Megillat Esther

This was a lesson where my history teacher colleague, Barry Kirzner, taught the basic ideas of fascism, and we compared Haman in Megillat Esther to that model. We spoke about the relevance of fascism and of the megillah in modern times and what they mean to us today.

By: Rabbi Dani Bauer from Kohelet Yeshiva High School

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

Subject(s) of entry: Tanach

Pedagogy: IBL - inquiry based learning, UBD - understanding by design, 21st Century Skills

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Facilitating Critical Thinking through Reflection and Problem-Solving

I facilitate critical thinking through a steady practice of reflection and problem-solving with my students. I believe that these social and emotional practices help them think creatively about themselves and, ultimately, their learning.

By: Ms. Randi Gordner from The Jewish Day School of Metropolitan Seattle

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

Subject(s) of entry: Art, Computer Science, History, Literature/ English, Music, Science

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

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Developing Critical Thinking in a High School Statistics Class

Our submission, “Developing Critical Thinking in a High School Statistics Class,” aims to teach students the necessary tools and help them develop the perspective to critically analyze and evaluate numerical and statistical information. Teaching critical reading and critical thinking and creating opportunities for students to practice and develop these skills are key components of the unit. There are many possibilities for interdisciplinary integration and multi-level adaptations.

By: Ms. Alicia Sussman, Dr. Lea Keil Garson from Kohelet Yeshiva High 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: History, Ivrit, Literature/ English, Math, Science

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

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Collaborative technology in the classroom: pilot project

In a ground-breaking incorporation of collaborative technology in the classroom, fourth grade boys and seventh grade girls piloted an integrated multi-week project in language arts and history respectively. Students were provided with project guidelines and a bank of iPads and worked in teams to share their findings in an original video using script writing, costuming, set design, acting, videography, and audio-video editing.

By: Mrs. Lynn Karz, Mr. Robert Lipman, Mrs. Ashley Scotti, Rabbi Yisroel Pollock from Yeshiva Aharon Yaakov Ohr Eliyahu

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

Subject(s) of entry: Art, Computer Science, History, Literature/ English

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

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Accessing Artistic Intuition Through the Study of Chumash

Second grade students designed Chumash covers based on individual pasukim from Lech Lecha or Vayera. They brainstormed ideas and charted their creative thinking, making the steps of their process visible. The final image they designed and embroidered into their Chumash cover synthesizes symbols they generated based on words from the pasuk and colors the words represented to them.

By: Ms. Sarah Antine from Berman Hebrew Academy

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

Subject(s) of entry: Art, Tanach

Pedagogy: IBL - inquiry based learning, Constructivist

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Tanakh Skills Lab

Differentiated instruction suffers from a lack of concrete expression in the high school Judaic Studies classroom. This entry describes an experiment I started in September to create an opportunity for differentiated learning for my Tanakh students at the Fuchs Mizrachi Stark High School. I dedicated one class a week to a skills lab and gave students an opportunity to work independently on a Tanakh skills project of their choice. Accompanying documents and links are numbered in order of suggested viewing.

By: Ms. Adina Blaustein from Fuchs Mizrachi Stark High School11

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

Subject(s) of entry: Tanach

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

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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.

By: Ms. Jamie Moskowitz from Perelman Jewish Day School

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

Subject(s) of entry: Art, Computer Science, Math, Science

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

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Magazine of Mishaps: Swimming with Sharks

As a creative extension of their invention/innovation research papers, I challenged my students to create their own inventions and present them in a forum like the TV Show, Shark Tank. I didn't think through all the details, and the project didn’t go as well as I’d hoped. As a result, I learned some important lessons.

By: Mrs. Sari Kopitnikoff from Rosenbaum Yeshiva of North Jersey

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

Subject(s) of entry: Art, Literature/ English

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

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In Defense of Learning Lishmah

Jewish educators often approach their subjects with the same modalities and grading system that are common in General Studies classes. Rather than continue with this approach, Shalhevet attempted to design two Judaic courses that would devalue letter grades and promote more authentic and deeper student learning. We were willing to take a calculated risk and we failed. While our initial pilot missed the mark, the effort has promoted some benefits and has jumpstarted further innovation in our approach to Judaic instruction.

By: Mr. Jason Feld, Mr. Noam Weissman from Shalhevet High School

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

Subject(s) of entry: Halacha, History, Literature/ English, Mishnah, Music, Tanach, Jewish Philosophy, Israel Education

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

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צער בעלי חיים Compassion towards animals – Examining an ancient Jewish value through a modern real life question: Should Zoos exist or not?

Should Zoos exist or not? This was the question that led a Jewish Values course section that dealt with the value of "״צער חיים בעלי , Compassion towards Animals. Students were encouraged to dive into the subject searching for various pieces of evidence to support their claims and eventually present their argument in a "court".

Note: all attachments are products of students' work, except for the following: "Argument document", "Jewish texts" and "curriculum".

By: Mrs. Shosh Bernstein from Bernard Zell Anshe Emet Day School

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

Subject(s) of entry: Gemara, Science, Tanach, Jewish Values

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

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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.

By: Ms. Sharona Goder-Peled from Gann Academy

Grade(s): 11, 12, High school

Subject(s) of entry: Ivrit

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

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Turning Dreams into Reality

In honour of our school's 18th anniversary and its initial visionaries, we launched a school-wide initiative looking at how to turn dreams into reality. Each grade integrated this theme with a core curricular unit. A detailed description of each grade's project as well as work samples are included with this submission.

By: Ms. Ellen Kelner from Paul Penna Downtown Jewish Day School

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

Subject(s) of entry: Art, History, Ivrit, Literature/ English

Pedagogy: PBL - project based learning, IBL - inquiry based learning, UBD - understanding by design, Constructivist

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Tu’Beshvat School wide Real World Unit

For Tu’Beshvat 2016 the Hamilton Hebrew Academy decided to create a school wide initiative that integrated science, biology, the arts, Ivrit and Judaic Studies. Our vision was to create a real world, interdisciplinary experience that would engage all learners.

By: Mrs. Goldie Weiser, Mrs. Rebecca Shapiro from Hamilton Hebrew Academy

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

Subject(s) of entry: Art, Gemara, Halacha, Ivrit, Literature/ English, Science, Tanach, Social Studies

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

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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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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.

By: Mrs. Yochi Paltin from Perelman Jewish Day School

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

Subject(s) of entry: Ivrit, Hebrew Immersion

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

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Where the heart feels at home – מקום שלבו חפץ

The Netivot Upper Elementary learning environment is warm, inviting, stimulating, and vibrant like no other. Our classroom setting incorporates collective responsibility, independence, freedom of movement, freedom of choice and peer learning, and utilizes multiple modalities of instruction. This ground-breaking classroom promotes growth in all areas, academic, social, emotional, and spiritual, embodying the adage: אין אדם לומד אלא במקום שלבו חפץ.

By: Mr. Dovi Yarmush, Rav Darren Levin, Mrs. Daniella Barishansky, Mrs. Shannon Tuorto from Yeshivat Netivot Montessori

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: Art, Computer Science, Gemara, Halacha, History, Ivrit, Literature/ English, Math, Mishnah, Music, Science, Tanach

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

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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.

By: Mr. Roger Blonder from de Toledo High School

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

Subject(s) of entry: Art, Computer Science, Mishnah, Music, Science, Tanach, All academic subjects can be served by the media lab through interdisciplinary programs and projects.

Pedagogy: PBL - project based learning, IBL - inquiry based learning, UBD - understanding by design, Constructivist, Blended Learning, 21st Century Skills

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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.

By: Dr. Danny Aviv from Solomon Schechter School of Westchester

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

Subject(s) of entry: Art, Computer Science, Math, Science

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

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Machshava Beit Midrash

Students today are busy, often overwhelmed, and increasingly stressed at school. The Machshava Beit Midrash is a learning environment where students are able to choose from a number of different philosophical and thought provoking books to learn alone or together with a chavruta. In addition, inspirational video and mindfulness training stations allow students to settle and better take control of their thoughts, creating a spiritual and meaningful atmosphere that hopefully permeates beyond the walls of the classroom.

By: Rabbi David Teller from Fuchs Mizrachi School

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

Subject(s) of entry: Gemara, Halacha, Tanach, Jeish Philosophy, Jewish Ethics

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

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Innovative Learning in a Flexible Space

Our new innovation studio houses iPad Pros, Chromebooks, a green screen and a 3D printer. We offer flexible seating to accommodate a variety of educational needs, as well as a movable wall so our space can expand as needed.

By: Ms. Deborah Harris, Mrs. Marci Rubinstein from Solomon Schechter Day School of Metropolitan Chicago

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: Computer Science, Gemara, Halacha, History, Ivrit, Literature/ English, Math, Mishnah, Science, Tanach, Design Thinking

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

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“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.

By: Mrs. Chaya Teldon, Ms. Sarah Kugelman, Mrs. Yudit Kasowitz, Miss Colleen O'Brien, Mr. Dani Hak, Mrs. Mindy Rogers from The Jewish Academy

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

Subject(s) of entry: Art, Computer Science, Halacha, Ivrit, Literature/ English, Math, Music, Science

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

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Tu’Beshvat School wide Interdisciplinary Unit

For Tu’Beshvat 2016 the Hamilton Hebrew Academy decided to create a school wide initiative that integrated science, biology, the arts, Ivrit and Judaic Studies. Our vision was to create a real world, interdisciplinary experience that would engage all learners.

By: Mrs. Goldie Weiser, Mrs. Rebecca Shapiro from Hamilton Hebrew Academy

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

Subject(s) of entry: Art, Gemara, Halacha, Ivrit, Literature/ English, Music, Science, Tanach, Social Studies

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

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The Torah Times, Creative Torah Journalism

"The Torah Times" presents Torah events as "Breaking news" Happening right now! All the text and presentation are developed by Maimonides students, blending Torah knowledge with creativity, humor, writing, and graphic design.

Highly creative, The Torah Times engages students to find the soul /essential messages of the Torah that connects to life & current events today. Protagonists such as Abraham/Lot, Moses/Pharoh, or Aaron/Korach shed their ancient robes and venues to address current issues; Midrash/commentaries become our news outlets with the inside scoop. This personifies Rashi's Translation of the Shma: "Hayom Al Levaech" -not as an old chronicle, but as actual, new, and current.

By: Rabbi Israel Rubin, Rabbi Michael Caras from Maimonides Hebrew 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: Computer Science, Gemara, History, Literature/ English, Mishnah, Tanach, Creative Writing

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

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The Rosh Chodesh Calendar Project

The Rosh Chodesh Calendar project is a two year multiweek integration program which has been successfully incorporated into our school for the past four years. Year one involves integration between the science, technology, art, Ivrit/Hebrew language and Judaic teachers for grade five; year two integrates Humanities, physical education, math/engineering, art and Judaic instruction for grade six/Middle School. Each of the multiweek learning units culminates in a presentation showcasing student individual and class research projects for parents, and occasionally the greater Indianapolis Jewish community

By: Mrs. Miriam Gettinger, Dawn Bick, MaryEllen Fellegy, Maya Shmoel from Hasten Hebrew Academy of Indianapolis

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

Subject(s) of entry: Art, Computer Science, Halacha, History, Ivrit, Literature/ English, Math, Mishnah, Science, Tanach

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

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The Akiva Broadcasting Network

The Akiva Broadcasting Network (ABN) is an interactive, team-oriented program of study where students develop communications skills; broadcast technology and technical skills; and critical life skills, integrating Jewish and Secular Studies across the curriculum.

ABN is part of the Kid TV program developed by Professor Larry Katz with the objective to teach cross curricular skills to students through the creation of TV newscasts that are shared with other members of their school community via an internal broadcast network and are also shared on the school website. Student select the news items, prepare the D’vray Torah, and stories on famous Jewish personalities, write the scripts, shoot and edit the stories, do the interviews, take on the roles of anchors and reporters, manage the broadcasts and handle all of the technical jobs
(https://www.youtube.com/watch?v=Dj_uSY53-dM&feature=youtu.be).

By: Rabbi Michael Greenwald, Rabbi Chaim Goldenberg, Professor Larry Katz, Ms. Alexandra Sibson from Akiva Academy

Grade(s): 5, 6, 7, 8, 9, Elementary school, Middle school, High school

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

Pedagogy: PBL - project based learning, IBL - inquiry based learning, Constructivist

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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.

By: Ms. Judith Hendlish, Mrs. Marion Schwartz, Mr. Arnon Arad from Abraham Joshua Heschel and Kadima

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

Subject(s) of entry: Art, Computer Science, Math, Music, Science, Engineering, Technology, Chagim

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

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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.

By: Mrs. Debby Jacobson, Mrs. Jennah Schuh from ASHAR

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

Subject(s) of entry: Gemara, Halacha, Math, Mishnah, Science, Tanach

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/ English, Tanach

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

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The Makers Movement @ Kellman Brown Academy

Kellman Brown Academy is committed to the principle that ALL of our students are critical thinkers and problem-solvers. Through introducing the Makers Movement into the culture of the school, students are challenged to "make" what they need to solve real-world problems using their imagination and any materials they can get their hands on. The Makers culture promotes independence, ingenuity, and collaborative work.

By: Mrs. Chelsea Saraczewski, Mrs. Helene Sterling from Kellman Brown Academy

Grade(s): Elementary school, Middle school

Subject(s) of entry: Art, Computer Science, Math, Science

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

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The Final Journey: How Judaism Dignifies the Passage

The Final Journey is a 10-hour curriculum that teaches high school students about Jewish death rituals. It includes videos of each of the topics presented and a 98-page Study Guide for teachers.

By: Mrs. Rochel Berman and Rabbi Jonathan Kroll from Katz Yeshiva High School of South Florida

Grade(s): 12

Subject(s) of entry: Halacha, History

Pedagogy: IBL - inquiry based learning

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Sukkah Design and Build Challenge

16 seventh grade students were presented with a real problem -- that MJDS has no Sukkah. Their challenge was to design, prototype, build and decorate a kosher Sukkah in time for Sukkot. The results were stunning; but the process was even more so.

By: Mr. Brian King from Milwaukee Jewish Day School

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

Subject(s) of entry: Art, Halacha, Ivrit, Math, Tanach, Structural Engineering

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

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JanTerm Integrative Research Project

The JanTerm Integrative Reseach Project is a month-long (in January) intensive project where students learn and practice research and writing skills across content areas. By reconfiguring the students' schedule, students are allowed longer blocks of time to conduct research, write a formal research paper, meet and edit with a mentor-teacher, as well as work on hands-on projects. In this time, our Judaic Studies curriculum works in tandem, guiding the students to study the same theme from a Jewish lens. The students also work on creating a final project that reflects their learning of the Jewish texts and principles related to the overall theme.

By: Mrs. Rachel Zivic, Ms. Jessica Broomfield, Mrs. Ellen Barmach, Rabbi Michah Liben from Kellman Brown Academy

Grade(s): 5, Middle school, High school

Subject(s) of entry: Art, Gemara, Halacha, History, Literature/ English, Math, Mishnah, Science

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

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Israeli Art Masters

Our multi-modal arts program offers an innovative approach to Jewish arts education which includes our Israeli Art Masters Program. The goal of this program is to weave together the study of fine arts with learning about the Land and history of Israel, appreciation of the Israeli landscape, exploration of Jewish artistic inspiration, the study of Hebrew vocabulary and Positive Discipline Social Emotional Learning. Through this program students have studied various artists from Israel as well as the inspirations and techniques used in their art. In parallel the students compare the color wheel to the Positive Discipline "wheel of choice" which relates the processes of an individual's problem solving decisions to an individual artist's thoughtful artistic choices.

By: Mrs. Anat Levi from Irvine Hebrew Day School

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

Subject(s) of entry: Art, History, Ivrit, Tanach, Jewish History

Pedagogy: PBL - project based learning, IBL - inquiry based learning, UBD - understanding by design, Constructivist, 21st Century Skills, Social-emotional learning

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Interface Between Science and Religion

Examine scientific data regarding the early stages of the universe. Identify 7 recent scientific discoveries. Show how these scientific discoveries are contained in the first 3 verses of the Torah, as interpreted by Ramban, Rambam, and Chazal.

By: Mrs. Kochava Yitzchak from Ida Crown Jewish Academy

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

Subject(s) of entry: Science, Tanach, Jewish Thought

Pedagogy: IBL - inquiry based learning

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SOLE Student Leadership Seminar

The SOLE Student Leadership Seminar is a full-day, interactive leadership seminar for grades 9-12 which combines real world skill development learned from world experts, with the application of Jewish values in the community.

Students learn from SOLE mentors including Rabbis, Commanders in the IDF, Professors specializing in Israeli Affairs, and other thought leaders in an innovative learning environment called a Self-Organized-Learning Environment or SOLE.

After each keynote, the speakers join the students in small group discussions on how to apply what they just learned from the presentations to their clubs, committees and Israeli-themed projects.

By: Mr. Jamie Cohen from TanenbaumCHAT

Grade(s): High school

Subject(s) of entry: Art, Halacha, History, Ivrit, Literature/ English, Music, Leadership Development

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

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Realizing Dr. King’s Dream: Facing Choices and Becoming an Upstander

This day, the first in a new school tradition, was structured as a call to action for students and families in a time when action is sorely needed. We hope to give our students the tools they need to to stand up for what is right, like our social justice heroes throughout history have done.

By: Miss Whitney Philipps from Community Day School

Grade(s): Elementary school, Middle school

Subject(s) of entry: Art, History, Literature/ English, Music, Tanach, Social Justice

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

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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.

By: Ms. Rachel Levitt-Klein from Beth Tfiloh Dahan

Grade(s): High school

Subject(s) of entry: Art, Computer Science, Gemara, Halacha, History, Ivrit, Literature/ English, Math, Mishnah, Music, Science, Tanach

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

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Fifth Grade Sustainability and Service Learning

Karen Hidalgo has developed a project-based unit on sustainability that has become the hallmark of Austin Jewish Academy’s fifth grade program. It has evolved over the past three years culminating in a service-learning project meaningfully integrated with Jewish studies presenting unique opportunities for students to become real world problem solvers.

Please begin with Text Introduction and proceed to Curriculum Outline.pdf

By: Ms. Karen Hidalgo from Austin Jewish Academy

Grade(s): 5, 6

Subject(s) of entry: Halacha, Literature/ English, Math, Mishnah, Science, Tanach, Writing, Technology, Engineering, Critical Thinking, Language Arts

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

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Family History Project

Students research the genealogy of their families and present the stories of their ancestors within the historical and cultural context of the Jewish communities they came from.

By: Miss Chani Gotlieb from Manhattan High School for Girls

Grade(s): High school

Subject(s) of entry: Art, Computer Science, History, Ivrit, geneology

Pedagogy: PBL - project based learning, IBL - inquiry based 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/ English, Science, Tanach, Design Thinking

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

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Dreaming with Yaakov to Search for Meaning

Dreaming with Yaakov takes learners on a journey through bibliodrama, geography, social studies, journal writing, archaeology, and art history, visual art, Tanach and Rabbinics, in order to explore what the story of Yaakov has meant to readers over the ages. The ultimate goal of which is to prepare students to see themselves as participants in the Jewish tradition of meaning making.

By: Mr. Eran Rosenberg, Ms. Susan Couden from Columbus Jewish Day School

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

Subject(s) of entry: Art, Computer Science, History, Ivrit, Literature/ English, Tanach, Midrash, Social Studies

Pedagogy: IBL - inquiry based learning, UBD - understanding by design, Constructivist, 21st Century Skills

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Comprehensive Digital Citizenship Curriculum

Technology today pervades every facet of life, from the refrigerator to the cell phone. In order, then, to prepare our students for well-integrated lives in the modern world, we must provide them with the psychosocial and emotional vocabulary and awareness to value, build and sustain healthy relationships; the technological skills to choose and use tools responsibly and effectively; and the Torah and Mussar (Jewish tools for self-development) skills to guide and shape their lives in accordance with their Jewish principles. We have developed an expanded, multi-year, cross-departmental curriculum based upon the most up-to-date research and most classical of Torah ethics, that reaches into every part of our educational process, teaching students directly and also via continuing education for staff and parents.

By: Mrs. Sarah Lipman, Mr. Robert Lipman, Rabbi Yisroel Pollock, Rabbi Shlomo Goldberg, Mrs. Robin Goldberg from Yeshiva Aharon Yaakov Ohr Eliyahu

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

Subject(s) of entry: Computer Science, Gemara, Halacha, History, Literature/ English, Tanach, Jewish Ethics

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

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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).

By: Ms. Hadas Rave from Contra Costa Jewish Day School

Grade(s): Elementary school, Middle school, High school

Subject(s) of entry: Art, Ivrit, Literature/ English, Science, Tanach, Jewish Studies, Jewish Values, Tikkun Olam, Social/Emotional Development

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

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Neighborhood and Community

In this unit, students explored the necessary components of a community/neighborhood, including, laws, community 'helpers,' homes, street furniture, and establishments that provide needed goods and services. Students discussed what it means to be a member of a community and what rights and responsibilities accompany that privilege. The unit included a great deal of 'first-hand' experience as students met and interviewed community members, explored a neighborhood and spoke with voters as they entered the booths in this recent election.

By: Mrs. Eva Broder from SAR Academy

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

Subject(s) of entry: Art, History, Literature/ English

Pedagogy: IBL - inquiry based learning

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Moot Beit Din versus Moot Court

With the right teacher, the study of Jewish Law and the Jewish Legal System (Mishna and Gemara) is exciting, insightful, and extremely relevant to contemporary issues. What most students do not know is that British Common Law (the source for the U.S. and Canadian Legal Systems) has its basis in Jewish Law. Moot Court versus Moot Beit Din is a program that takes composite, real life legal problems, and divides students into two teams who research, recreate, and present each side of the case before both a Beit Din and a civil court giving the students incredible real world experiences.

By: Rabbi Chaim Goldenberg from Akiva Academy

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

Subject(s) of entry: Gemara, Halacha, Mishnah

Pedagogy: PBL - project based learning, IBL - inquiry based learning, Constructivist

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Mesila Mesivta Program – Financial Literacy Course for Mesivta Students

Through the Mesila financial literacy course, I am helping students in the ultra-Orthodox world develop life-long financial responsibility and skills for facing serious challenges to the Jewish community today: the loud and alluring commercialism and media that pound me-first materialism into our lives; social pressure that causes many Jewish families to live beyond their means and end up in debt; and a general lack of knowledge about smart, proactive financial behavior. Built on a solid foundation of Torah sources and Jewish values, this course addresses the issues of money and money management openly and systematically, through age-appropriate content that includes real-life creative activities and assignments on topics such as responsible spending, understanding consumer culture, withstanding social pressure, budgeting, prioritizing, making informed choices, the potential hazards of credit cards and loans, investments, ethics and integrity and social responsibility.

By: Rabbi Shalom Abramczyk from Yeshiva Emek Hatorah

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

Subject(s) of entry: Financial Literacy / Economics

Pedagogy: IBL - inquiry based learning

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Medical Geography

A Medical-Based approach to ecology. Ecology is an important branch of biology, and has led to many important discoveries and developments in healthcare, agriculture, genetics, and anthropology. However, for elementary school students, this information can be made more relevant to their everyday lives by making the connection to, and describing the significant impact ecology has in, modern day medicine.

By: Mrs. Gittel Grant from Jewish Foundation School

Grade(s): 6, Middle school

Subject(s) of entry: Halacha

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

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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.

By: Mrs. Michal Almalem, Mrs. Tamar Hershkovitz, Mrs.Cindy Van Gunda, from Bornblum Jewish Community School

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

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

Pedagogy: PBL - project based learning, IBL - inquiry based learning, UBD - understanding by design, Constructivist, Montessorri, Blended Learning, 21st Century Skills, Modeling

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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

By: Ms. Jocelyn Weiner from Arthur I. Meyer Academy

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

Subject(s) of entry: History, Literature/ English

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

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LaHaV

We're changing how our students relate to their heritage. The LaHaV curriculum has pioneered a text-based approach to Talmud and Tanakh education that communicates the richness and relevance of Jewish tradition by exploring the principles of halakhic legal theory and asking our students to apply their learning to contemporary, real-world issues.

We’re also transforming the Judaic studies experience for teachers around the world - we’ve created a groundbreaking digital curriculum app that serves as the basis of a fully connected network of Jewish educators who share training, resources and methodologies across schools in the US, Israel, and Australia.

By: Rabbi David Stein and Rabbi Noam Weissman from Shalhevet High School

Grade(s): Middle school, High school

Subject(s) of entry: Gemara, Halacha, Mishnah, Tanach

Pedagogy: IBL - inquiry based learning, UBD - understanding by design

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L’Dor V’Dor: Linking Youth to Elders from the Ground Up

L’Dor V’Dor provides deep one-on-one encounters between students K-6 from Columbus Jewish Day School and Jewish and non-Jewish elders around lifecycle and holiday events. Through carefully planned and facilitated exercises, simulations, and activities, the intergenerational wisdom of elders interacts with the joy of youth among participants aged 6-106, through the use of art, music, text study, guided interactions, prayer, and more.

By: Dr. Gina Freeman from Columbus Jewish Day School

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

Subject(s) of entry: Art, Computer Science, History, Literature/ English, Music, Tanach, Midrash

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

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Knocking Down Classroom Walls

Why should we limit our students to the knowledge of our teachers? By using Skype lessons, we bring in knowledge and experiences to our students that were unavailable to them before. I built learning experiences for our students around Skype lessons.

By: Mrs. Elyse Haber from Hebrew Academy Montreal

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

Subject(s) of entry: Literature/ English, Math, Science

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

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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.

By: Rabbi Natan Kapustin from Abraham Joshua Heschel High School

Grade(s): 11, 12

Subject(s) of entry: History, Social Studies

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

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Imagine and Design Lab: Beyond the Classroom Walls

A fifth grade teacher and curriculum coordinator collaborate to develop a science unit. The children learned about inventors and inventions, specifically, how inventors solve real world problems. They designed a new unit incorporating Design Thinking to help students gain real world problem solving skills.

By: Mrs. Yonina Lermer from Yeshiva Har Torah

Grade(s): Elementary school, Middle school, High school

Subject(s) of entry: Science

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

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Halacha Mini Color War – Hilchot Shabbat Edition

Halacha Mini Color War (HMCW) is a week-long Hilchot Shabbat course that is designed as a color war competition between teams of high school students. HMCW facilitates real-world learning of Halacha while creating and maintaining the fun and energetic atmosphere of a Color War. Students are motivated to learn and master the material, and their mastery is assessed by their ability to successfully compete in the Color War events.

By: Rabbi Jonny Gordon from Kohelet Yeshiva High School

Grade(s): Middle school, High school

Subject(s) of entry: Halacha

Pedagogy: IBL - inquiry based learning, UBD - understanding by design

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Halacha and Technology: An Interdisciplinary, Hands-on Approach

Our senior elective, Merging Halachic Judaism with Modern Life, combines the study of and appreciation of Jewish law with the study of engineering and its principles. In the first half of the year, students learn Hilchot Shabbat and how these laws manifest in modern life. In the second half the year, students work in groups to identify and create a working prototype that merges both Halachic implications and modern technology to enhance the Shabbat experience. Students, thereby, learn to view the latest technological innovations through the prism of a religious perspective.

By: Mrs. Rifkie Silverman from The Frisch School

Grade(s): 12

Subject(s) of entry: Computer Science, Gemara, Halacha, Science

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

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Government Comes to Us, We Come to Government

Students served as honorary pages in the Maine Senate, lunched and engaged with our senator, and had the mayor of Portland in to class for an intimate session. This led to great desires to be involved in the political process.

By: Mrs. Kimberley Berry from Levey Day School

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

Subject(s) of entry: History, Social Studies, Judaic Values

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

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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.

By: Ms. Lisa Richman from Perelman Jewish Day School - Stern Center

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

Subject(s) of entry: Art, Computer Science, History, Ivrit, Tanach, Social Studies/History - Ancient Civilization

Pedagogy: PBL - project based learning, IBL - inquiry based learning, UBD - understanding by design, Constructivist, Blended Learning, 21st Century Skills

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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.

By: Ms. Barbara Weiss, Ms. Leah Spector, Ms. Kim Favor from Joseph and Florence Mandel Jewish Day School

Grade(s): 7, 8

Subject(s) of entry: Art, Computer Science, Halacha, History, Ivrit, Literature/ English, Math, Music, Science, Tanach

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

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4th Grade PBL: Amusement Parks

Through an interdisciplinary integrated PBL on amusement parks, our 4th graders gain real world experience by

participating in a program to increase their understanding of economics and money systems and applied their knowledge

about supply and demand as well as profit and loss and related it to the project. In all the different subject areas students

experience and participate in different lessons all related to the amusement park. The project presents an opportunity to

build and enhance our students' cooperative learning skills.

By: Ms. Halle Dubin from Joseph and Florence Mandel Jewish Day School

Grade(s): 3, 4, 5

Subject(s) of entry: Art, Computer Science, History, Ivrit, Literature/ English, Math, Science

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

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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.

By: Ms. Kim Favor from Joseph and Florence Mandel Jewish Day School

Grade(s): Middle school

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

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

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Civil Rights

In this unit, students were exposed to some of the major Civil Rights leaders and their impact on rights for all people. Second graders explored the history of the movement through literature, art, writing, and theatrical performance.

By: Mrs. Eva Broder from SAR Academy

Grade(s): 2, Elementary school

Subject(s) of entry: Art, History, Literature/ English, Music

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

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Technology Awareness Workshop

This mandatory workshop for the eighth graders is done with small groups of 11-14 girls during lunch semi-weekly. The goal is to educate and discuss the impact that the internet and new technology has on our lives in order to empower the girls to be able to make better, more responsible choices presently and in the future.

By: Mrs. Maya Kuritsky from Torah Academy for Girls

Grade(s): 7, 8

Subject(s) of entry: Values and Life Integration

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

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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.

By: Mrs. Donna de Groot from Charlotte Jewish Day School

Grade(s): 4, 5, 6, 7

Subject(s) of entry: History, Ivrit, Literature/ English

Pedagogy: IBL - inquiry based learning, Blended Learning

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Modern Ethical Dilemmas Through Timeless Jewish Wisdom

I created and implemented a combination Jewish Ethics/ Rabbinic Literature curriculum that addresses common modern ethical issues via authentic Jewish literary sources (primarily Talmud). Students learn the basic skills to navigate the sources (presented in their classical, albeit redacted, formats), gain the ability to explore various interpretations thereof, acquire a thorough understanding of the content, and produce high level responsa in the style of of rabbinic decisors (poskim) that address these contemporary ethical problems.

By: Rabbi Elie Ganz from Scheck Hillel Community School

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

Subject(s) of entry: Gemara, Halacha, History, Mishnah

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

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Integrated Learning Lab for Junior High History, Language Arts, and Tech Tools Instruction

A first-in-its-class Integrated Learning Lab and Enrichment Option for 6th-8th grade boys and girls was configured for the 2016-17 school year, based upon the successes and lessons learned in earlier pilot studies in 2013-2016 (see, for example other submissions from this school). The goal of this ambitious program is to more fully involve students in the process of discovering, analyzing and engaging with new information, while giving them real-world experience in using the critical-thinking and technological tools imperative for rational, safe and productive interaction with today’s networked world.

By: Mr. Robert Lipman from YAYOE

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

Subject(s) of entry: Computer Science, History, Literature/ English, Science, Technology Tools, Critical Thinking Skills, Data Analysis, Mindfulness, Awareness

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

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