The Kohelet Prize Database

Pedagogy: Language Immersion

Debating the Issues – in Hebrew!

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

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

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

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

Pedagogy: Language Immersion, UBD - understanding by design

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The Prepared Environment

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

By: Chayale Cohen from Arevim Schoolhouse

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

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

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

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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.

By: Andria Drucker from Arevim Schoolhouse

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

Subject(s) of entry: Art, English/ Writing/ Language Arts, Math, Physical Education/Health, Science, Social and Emotional Learning, Social Studies, literature

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

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A Musician for Life: Improvisation, buckets, and multimedia reviving instrumental music for the centennial generation.

I’m reinventing the idea of middle school band – by orienting my lessons around creative improvisation and multimedia. improvisation in music curriculum is the key to countering the distractions facing increasingly wired youth. By using lessons like bucket band and film scoring, I’ve been stimulating their creative potential.

By: Russell Kirk from Beth Tfiloh

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

Subject(s) of entry: Music

Pedagogy: Experiential Education, IBL - inquiry based learning, Language Immersion, Soulful Education, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

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Israeli Master Chef Carmel Style: Making Hebrew Learning Real and Personal

Students brought their Hebrew learning to life by fusing it with their interests in context of daily lives. They recorded a video guiding the audience in making their favorite dish by applying their Hebrew skills, higher critical thinking and tech skills, research, and writing skills. Students’ videos were assessed and voted on by their peers.

By: Anat Ankava from Carmel Academy

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

Subject(s) of entry: Ivrit

Pedagogy: Constructivist, Experiential Education, Language Immersion, PBL - project based learning, UBD - understanding by design, 21st Century Skills

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Finding Meaning: Prayer Through Reflection and Integration

We launched an initiative in our Lower School where the General Studies teachers collaborated with their Judaic Studies counterparts to help students make meaningful connections between themes that were being studied across both disciplines in the second and fourth grades and themes that emerge throughout their daily Tefilla.

By: Tali Seinfeld, Tami Teller from Ramaz School

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

Subject(s) of entry: Art, Computer Science, English/ Writing/ Language Arts, Ivrit, Music, Social and Emotional Learning, Social Studies, Tanach, Technology, Tefila, literature

Pedagogy: Language Immersion, Social and Emotional Learning

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How and Why Social Emotional Teaching Can Boost a Foreign Language Acquisition

In this entry you will read about a teaching method that came out of real needs seen in my classroom. The first need was to bring to life the Hebrew language as a medium for expression and communication inside and outside of the classroom. The second need was to create a safe and comfortable environment for students to express feelings and thoughts

By: Eti Zehavi from Gideon Hausner Jewish Day School

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

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

Pedagogy: Language Immersion, Social and Emotional Learning

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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.

By: Merissa Spector, Limor Shefer, Kate Poltorak, Ziva Kovner, Susan Kurtis, Gavi Lehrer, Anita Cohen from Solomon Schechter Day School of Greater Hartford

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

Subject(s) of entry: Art, English/ Writing/ Language Arts, History, Ivrit, Math, Music, Physical Education/Health, Science, Social and Emotional Learning, Social Studies, Tanach, Technology, Tefila, literature

Pedagogy: Blended Learning, Constructivist, Hevruta Learning, IBL - inquiry based learning, Language Immersion, Social and Emotional Learning, Soulful Education, UBD - understanding by design, 21st Century Skills

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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.

By: Shira Stein, Linda Sipzner, Rebecca Feldman from Joseph Kushner Hebrew Academy

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

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

Pedagogy: Blended Learning, Experiential Education, Hevruta Learning, Language Immersion, PBL - project based learning, Social and Emotional Learning

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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

By: Tammy Masar from Magen David Yeshivah

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

Subject(s) of entry: Foreign Language, History, Ivrit, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Tanach, literature

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

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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.

By: Tovi Admon from Hillel Academy Of Pittsburgh PA

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

Subject(s) of entry: Halacha, Ivrit, Tanach, Tefila

Pedagogy: Blended Learning, Language Immersion, Montessorri, 21st Century Skills

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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.

By: Sima Maryles and Jessica Segen from The Fuchs Mizrachi School

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

Subject(s) of entry: Art, Engineering, English/ Writing/ Language Arts, Foreign Language, Gemara, Halacha, Ivrit, Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Science, Social and Emotional Learning, Technology, Tefila

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Hevruta Learning, IBL - inquiry based learning, Language Immersion, PBL - project based learning, Social and Emotional Learning, Socratic Method, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

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Shnayim Mikra Initiative

This initiative will be a game changer in the Jewish chinuch teaching world.
Many benefits include Hebrew reading proficiency (which is a major problem)
And fluency in chumash, which is the foundation of Judaism.

By: Rabbi Joel Yormark from South Bend Hebrew Day School

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

Subject(s) of entry: Halacha, Tanach

Pedagogy: Design-Thinking Model, Language Immersion, Wholebrain Teaching

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Using Spanish (or any language) to Navigate the World

Given that it is an election year and we recently lost Shimon Peres, I demonstrate how teachers can use world events to increase student awareness while building their skills in the target language. Spanish is particularly relevant right now given the Spanish speaking population in the US and a key issue in the elections; immigration.

By: Mrs. Susan Schwartz from Jack M. Barrack Hebrew Academy

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

Subject(s) of entry: Spanish, Foreign Language

Pedagogy: Language Immersion

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