The Kohelet Prize Database

Pedagogy: PBL – Project Based Learning

Maimonides Better Together

Maimonides Better Together students & seniors share & grow together; students actualize their study & seniors share their life experiences.

We integrate timely and relevant Jewish Respect for elderly, Torah values in classroom lessons, before meeting & hands-on activities with seniors.

By: Rabbi Yossi Rubin from Maimonides Hebrew Day School

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

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

Pedagogy: PBL - project based learning

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No soil in a soil-less environment – Hydroponics for the real world

A full curriculum and real-life experience growing bug free lettuce in our greenhouse. "Farm to Table" concepts presented with participation across the grades. Interdisciplinary connections will be made.

By: Mrs. Besie Katz, Mr. Stephen Bray from Politz Hebrew Academy

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

Subject(s) of entry: Science

Pedagogy: PBL - project based learning

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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.

By: Rabbi Yehuda Schwartzberg from Stars of Israel Academy

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: Gemara, Halacha, History, Ivrit, Literature/ English, Mishnah, Tanach

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

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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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1 Kav in 4 Amos

The students learned a section of the Talmud that deals left over wheat that was left by an owner. The Talmud calculates if the owner would bother and come back for his wheat. We must consider the effort and value before taking someone else's wheat.

By: Rabbi Reuven Hoff from RYNJ

Grade(s): 6

Subject(s) of entry: Gemara

Pedagogy: PBL - project based learning

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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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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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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.

By: Rabbi Yehuda Schwartzberg from Stars of Israel Academy

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

Pedagogy: PBL - project based learning, 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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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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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.

By: Rabbi Shmuel Chait, Mrs. Miriam Chait from TDS Seattle

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: Gemara, Halacha, Ivrit, Mishnah, Tanach

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

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Go Green Initiative

Go green was a true project based learning initiative that involved inquiry based learning and differentiation based on interest. It resulted in real changes and student empowerment.

By: Ms. Gerri Chizeck from Levey Day School

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

Subject(s) of entry: Science

Pedagogy: PBL - project based learning

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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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Fostering Metacognition as Differentiation: Keeping Student Portfolios

For the past five years, I have taught at a cloud-based school in which I have built a digital portfolio-driven course for 9th and 10th grade English. This course is premised on periodic self-assessments and benchmarks of portfolio "publishing" at the quarter and semester points. The attached document details the moments of self-assessment, the uses of self-assessment in the school calendar, the uses of self-assessment as a means for formative and summative assessment, and the development of metacognition in each student through the personalized differentiation of goals, challenges, and successes as readers, writers, and students. While used in high school English, this model for cloud-based portfolio keeping works on any level of student production and teacher assessment--from Elementary through High School, and for
any discipline, too.

By: Dr. Hillel Broder from SAR 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: Art, Literature/ English, any discipline

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

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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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Enrichment@Maayanot

To meet the educational needs of our strongest students, who are not fully sufficiently challenged by the Honors classroom we instituted an enrichment program. Each student chooses two projects (bekiut and b'iyun) to work on over the course of the year. The handful of students participating across the grades, through specially geared programming form a peer community of motivated achievers who push each other to discover and reach their full potential.

By: Rabbi Donny Besser, Mrs. Rivka Kahan 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, Gemara, Halacha, History, Ivrit, Literature/ English, Math, Mishnah, Music, Science, Tanach

Pedagogy: PBL - project based learning

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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.

By: Mrs. Tzippy Staum, Mrs. Hadassah Lax from RYNJ

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

Subject(s) of entry: Tanach

Pedagogy: PBL - project based learning, Blended Learning

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Differentiated Instruction in a Learning Support Class

For the past 3 years I have been finding new ways to use differentiated instruction in my 2nd to 5th grade learning support classroom. In my class I teach students to take charge of their own learning in order to reach their potential. I use positivity and encouragement to build my students up so they have the confidence to take risks and try their best.

By: Mrs. Rachel Glauser from Perelman Jewish Day School-Forman Center

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

Subject(s) of entry: Ivrit, Literature/ English, Math, Special Education

Pedagogy: PBL - project based learning, Constructivist

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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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Chopped (pronounced “חפט“)

Inspired by the hit cooking show “Chopped” teams of Hilchot Brachot students used mystery ingredients to create their own recipes. While the members of a team had to work with the same mystery ingredients, each team member was responsible for developing a unique recipe for their specific bracha. Final recipes were put together into a class cookbook. Who has lots left to learn and who. has. chopped?

By: Mrs. Shira Greenspan from Ramaz Upper School

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

Subject(s) of entry: Halacha, Math, Science, Cooking, Health, Writing

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

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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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Yad Hayotzer: An Interdisciplinary, Experiential Approach to Teaching the Prophets

Jeremiah Chapters 18-19 explore the interplay between God and His people as the fashioner of Jewish destiny through the agency of a potter. Jeremiah’s symbolic action comes to life as each student experiences "becoming" the potter, realizing the challenges of imprinting one’s vision on another. This project enhances the tefilla experience for our students as they explore the Yom Kippur piyyut - KaChomer BeYad HaYotzer, Like Clay in the Hands of the Potter - and helps shape their understanding of the roles of fate and free-will, both in the history of the Jewish people and in their own lives.

By: Rabbi Tzvi Pittinsky, Mrs. Rachel Besser, Mrs. Racheli Weiss-Luftglass, Mrs. Ahuva Winslow from The Frisch School

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

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

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

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TED Talks- overcoming adversity

After reading novels including Out of the Dust, The Miracle Worker, The Outsiders and A Long Walk to Water, students, as a final project, had to write and present their own TED Talk related to overcoming adversity. It could be personal or about a person that they knew. They watched several TED Talks, we studied the format, and instead of writing an essay, my students were required to write a speech using a hook, an anecdote to rig the reader in, a strong introduction, a body paragraph and statistics to support the points made, and a final concluding paragraph with a powerful clincher or message. They were also required to prepare visuals as well. (As a side note, those who felt uncomfortable exposing information, could choose a more neutral topic related to NGO's and how they are helping people through out the third world in particular.)We then invited parents to the band room, set up the room to seem like a TED conference, and the students presented their speeches. It brought many parents to tears, and was a powerful lesson on human strength and endurance even during difficult times.

By: Ms. Sara Elikan from Berman Hebrew Academy

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

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

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

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Senior Magazines

Every year my high school senior English classes dive into a series of writing exercises and research to create outstandingly honest narratives integral to their self-understanding. The students then publish these essays in a class magazine that they themselves design and distribute.

By: Mr. Tony Soltis from de Toledo High School

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

Subject(s) of entry: Literature/ English

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

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Project Based Learning in 7-8 Social Studies at Hillel Day School

In the 7-8 Division, the eighth grade students participated in a PBL experience where the students created the ideal civilization based upon their own creativity, and ideas from our study of Mesopotamia, ancient Egypt, ancient Greece, Alexander the Great, and ancient Rome. In addition, the eighth grade students participated in a PBL experience that compared similarities of world religions.

By: Mr. Joshua Cutler from Hillel Day School

Grade(s): 7, 8, Middle school

Subject(s) of entry: History

Pedagogy: PBL - project based learning

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Pirkei Avot to Pop Song

Mishnah was made to be sung. Well, if not sung then certainly repeated (coming from the root shanah). How better to get our students to repeat -- and through repetition, remember -- the mishnayot of Pirkei Avot than by singing them? How better to get our students to sing sections of Pirkei Avot than by having them write and record their own songs?!

By: Mr. Aviv Matzkin from Gideon Hausner Jewish Day School

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

Subject(s) of entry: Ivrit, Mishnah, Music

Pedagogy: PBL - project based learning, 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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Olivia’s Creative Compilations – Jewish Texts Come to Life!

Whether it is marrying off two characters from "Once Upon a Time" in an Orthodox Jewish ceremony, designing ad campaigns around Nezirut or creating Ten Plagues theme parks using Minecraft, my students have done it all. My mandate as a teacher is to enable students to access content in a rich, creative way that showcases their unique, creative thinking and knowledge on the topics.

By: Mrs. Olivia Friedman from Ida Crown Jewish Academy

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

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

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

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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 Family Story

“My Family Story” was a collaborative unit between my 8th grade history students at Beth Tfiloh, their art classes, the Jewish Museum of Maryland and the Diaspora Museum (Beit Hatfusot) in Tel Aviv. As the opening unit of my ancient history course, students delved deeply into their personal histories and identities, conducted genealogy research, interviewed family members, researched immigration stories, and created family trees; they then chose one aspect of their family history to depict artistically and worked with the guidance of their art teachers to create visual representations of their unique family stories. The “My Family Story” unit culminated in an evening event that began with a multi-generational prayer service at one of Baltimore’s oldest synagogues and featured an art exhibition at the adjacent Jewish Museum of Maryland, where the students showcased their work to siblings, parents, grandparents and community members.

By: Ms. Lizabeth Shrier from Beth Tfiloh Dahan Community Day School

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

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

Pedagogy: PBL - project based learning

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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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Mah Nishtana Goes Tech

Over the course of last school year first graders learned the basics of coding using Scratch Jr. Each lesson in Scratch Jr. also included concepts that were taught elsewhere in the curriculum. The first graders extended their coding skills late last spring by programming our resident robots to travel to a designated spot and ask and answer the Mah Nishtana in the correct order as we had studied in class in preparation for Pesach.

By: Mrs. Toby Kaplowitz, Ms. Elissa Hozore from Beth Tfiloh Dahan Community School

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

Subject(s) of entry: Computer Science, Halacha, Ivrit, Math

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

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Life Under Shlomo: The Golden Years

Using information gleaned from I Kings 3-8, students designed tourism promotional websites about King Solomon's kingdom. Content areas covered needed to include: his administration and government, cultural sites, testimonials & reviews and a gift shop.

By: Mrs. Olivia Friedman from Ida Crown Jewish Academy

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

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

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

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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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Intergenerational Oral History Project

Gann 11th graders studied 20th century U.S. history through the stories of Jewish elders. They learned skills in oral history, contextualized the elders' stories in the grander scheme of U.S. history, and developed a final project that applied their learning to their own lives.

By: Ms. Lily Rabinoff-Goldman, Mr. Yoni Kadden from Gann Academy

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

Subject(s) of entry: History, Jewish Studies

Pedagogy: PBL - project based 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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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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American Values in American Texts

Students learned the concept of a value and discussed different American values that exist in society. In groups they extracted various values from certain American texts (such as "The Gettysburg Address") and then connected the values they discerned from the text to values they could infer in a short piece of American fiction. The students had to then devise a lesson plan to teach the short piece of fiction and the value to a high school class. My students presented their work to the class and also wrote individual reflective papers about the entire learning experience.

By: Ms. Lauren Burstein from Torah Academy of Bergen County

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

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

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

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Alternative Energy Exploration Unit

This integrated writing and science unit focuses on energy, and asks the driving question “How and why should we use energy wisely?” Students investigate what energy is, where it comes from, and how we use it. They conduct research on sustainable fuels, write persuasive essays advocating for the use of a particular source of energy, design billboard advertisements for their chosen energy source, and participate in a debate judged by industry experts on different forms of sustainable energy. Finally, students design and create their own tikkun olam service-learning projects to make a positive difference in our community’s use of energy.

By: Ms. Rebecca Sheinbaum from Denver Jewish 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: Literature/ English, Mishnah, Science

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

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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.

By: Mr. Evan Wolkenstein from JCHS of the Bay

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

Subject(s) of entry: Art, Tanach, architecture, design, Psychology, sociology, human relationships

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

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20th Century Multi-genre Research Paper

While discovering the events from 1920s-1940s, students focused on the lens of a particular individual that may have lived during the time period and experienced the events that occurred. Each student was asked to reflect on social, political, and economic events from the lens/perspective of the assigned individual to synthesize the information learned.

By: Mrs. Rachel Mann, Mrs. Jane Steinman from Carmel Academy

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

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

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

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Risk-Taking and Failure: A Greenhouse for Learning

A cautionary tale of the lure of innovative educational opportunities that not only engage and inspire, but also exemplify our Jewish values and how to best integrate into existing school culture to ensure acceptance and longevity. Our effort led to the near loss of a signature program. The risk was well worth it, the failure a challenge, and the ensuing lessons, invaluable for the program and our school.

By: Allison Oakes from Sandra E. Lerner Jewish Community 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: Art, Ivrit, Literature/ English, Science, Environmental Curriculum (integrated into general and Jewish Studies and Hebrew), Environmental Curriculum

Pedagogy: PBL - project 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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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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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!

By: Ms. Kimberly McDermid from Denver Jewish Day School

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

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

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

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What is PV? A PBL Odyssey

What is PV? Learn all about it in this six-minute video made by the 6th graders at Lander~Grinspoon Academy. This video is the culmination of a year long Project Based Learning experience on solar power. It was produced utilizing community media at Northampton Community Television.

By: Ms. Rebecca Lederman from Lander~Grinspoon Academy

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, Math, Science, STEAM, Technology, Engineering

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

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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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Tza’ar Ba’alei Chayim

Through study of modern ethical dilemmas related to the use of animals in our society, and a cursory dive into traditional texts related to the treatment of animals, students write position papers and debate Lincoln-Douglas style in an attempt to convince peers and parents to act in a manner that aligns solutions to current concerns with ancient wisdom.

By: Mr. Aviv Matzkin from Gideon Hausner Jewish Day School

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

Subject(s) of entry: Halacha, Science, Tanach

Pedagogy: PBL - project based 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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Torat Chayim: Real World Learning in Tanach and Gemara; Analysis and Integration through Real World Application

How do we engage students in the rigorous, text based learning of Tanach and Gemara while helping them learn how to apply their learning to their lives and the world around them? A portfolio of sample projects are provided that serve as different models in answering this question. These projects challenge student to extract values, apply and synthesize their learning in various "authentic" ways.

By: Rabbi Yehuda Chanales from Fuchs Mizrachi School

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

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

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

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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.

By: Mrs. Baila Brackman, Mrs. Alise Gold from Akiba Schechter Jewish Day School

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

Subject(s) of entry: Tanach, Jewish Thought

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

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The Jewish Primary Day School of the Nation’s Capital’s (JPDS-NC) Election Project 2016: Kid’s Voices Count

The Jewish Primary Day School of the Nation’s Capital’s (JPDS-NC) Election Project 2016: Kid’s Voices Count was an interdisciplinary, school-wide project that required the participation of every student and teacher at JPDS-NC. Students from Pre-Kindergarten through Sixth Grade delved into a variety of election issues, met with experts to deepen their understanding, met with and listened to other students in area schools to broaden their perspectives, and reflected on Jewish teachings that relate to the issues in the election. Each grade focused on a different election-related issue connected to their core curriculum, culminating in a Voter’s Guide distributed throughout our community and beyond.

By: Ms. Mindy Hirsch, Ms. Melissa Rickabaugh, Ms. Devora Yeganeh, Ms. Kelly McAllister, Ms. Vanessa Prell, Ms. Hanina Goldstein from Jewish Primary Day School of the Nation's Capital

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

Subject(s) of entry: Art, History, Literature/ English, Tanach, Current Events, Social Studies, Jewish Text

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

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Project Based Learning: How to Build a Functioning Society

“We shall be as a city upon a hill. The eyes of all the people are upon us." Using this quote by John Winthrop, the founder of the Massachusetts Bay Colony, as inspiration, my 5th grade students at Yeshivat Noam research and discover, through project based learning, what it takes to create a successful colony during early Colonial Times. Students are split into groups of Pilgrims and Puritans. Each group member is responsible for researching an important role : Leadership/Government, Trade, Food Provider, Shelter Provider, or Family Roles. Throughout the process students research a guiding question, make classroom presentations and together plan a Pilgrims and Puritans Fair teaching people that creating a successful colony is not so different from keeping a society successful today!"

By: Mrs. Heather Brukner from Yeshivat Noam

Grade(s): 5

Subject(s) of entry: Social Studies

Pedagogy: PBL - project based learning

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Campaign for a Cause

Working in collaborative teams, the 8th graders run a grade-wide campaign to encourage their peers to vote for their "candidate" (AKA a charitable organization) as the class cause. Through interviews, web-based research and site visits, students develop understandings about their organization in order to create a complete marketing strategy and compose persuasive speeches. Starting with class primaries, continuing with town halls, and eventually by conducting a grade-wide convention, students develop their verbal, written, and graphic communication skills, all while raising awareness about important issues such as homelessness or the refugee crisis.

By: Mrs. Lauren Sterling from Hillel Day School

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

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

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

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Child Victim Project

Each year our Grade 6 students partake in a project that connects them to the lives of Jewish children who perished in the Holocaust.

These innocent victims who perished are honored and remembered by our students who retell their stories. Our students feel connected to their Jewish heritage and have a deeper and more meaningful understanding of the lives of those who lived before them.

By: Ms. Amy Taylor from Jewish Peoples and Peretz Schools (JPPS-BIALIK)

Grade(s): 6

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

Pedagogy: PBL - project based learning

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Bamidbar Values Letter

In what may have been the most rewarding experience of my career, students chose three values learned from Sefer Bamidbar and wrote letters of gratitude to their parents for already helping them learn these values throughout their lives. Simultaneously, parents wrote value letters to their daughters. Parents and daughters exchanged letters on the same day in what ended up being a meaningful and emotional expression of what we hold dearest.

By: Mrs. Shira Greenspan from Ramaz Upper School

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

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

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

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Authentic Service Learning through the Mitzvah Program at the Martin J. Gottlieb Day School

The mitzvah program at the Martin J.Gottlieb Day School was first introduced as an integral part of the middle school curriculum 22 years ago. The concept was based on the idea that after students studied Tanach, Jewish laws and customs, they were more likely to understand and accept the mitzvot if given the opportunity to put them into practice. It was also believed that students who became part of their community at large with service projects would grow to understand both their responsibility to the community and their ability to make a difference even at the young age of 11.

By: Mrs. Edith Horovitz from Martin J Gottlieb Day School

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

Subject(s) of entry: Gemara, Halacha, Mishnah, Tanach, Jewish Customs and traditions, Dinim U'Minhagim

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

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Artificial Insemination in Halacha

We learned about the mitzvah of procreation and discussed some of the practical applications with modern medicine such as IVF.

By: Rabbi Dani Bauer from Kohelet Yeshiva High School

Grade(s): 11, 12, High school

Subject(s) of entry: Gemara, Halacha

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

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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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Technology… Innovation and Integration featuring the Startup Incubator

The Adelson Educational Campus has constructed a 5000 square feet, state-of-the-art, invention and entrepreneurial workshop: the Startup Incubator. In this space, teachers and mentors work collaboratively with students to employ the design cycle in identifying and tackling real-world challenges, prototyping a wide range of products via coding, digital media, and 3D fabrication. This innovative, interdisciplinary learning environment, paired with school wide one-to-world device deployment and extensive technology professional development, is providing our community a relevant and progressive “Education for Life.”

By: Dr. Camille McCue, Mr. Leon Wilde, Mrs. Robin Pence, Dr. Yvonne Houy, Miss Rachel Ziter, Mr. Tobin Herringshaw, Mr. David Philippus from The Adelson Educational Campus

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

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

Pedagogy: PBL - project based learning, Constructivist, 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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OROT Teacher

OROT provides a Jewish day school education to the diverse learner in many of Philadelphia's area Jewish day schools.

By: Mrs. Susie Wohlgelernter from OROT/Politz

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

Subject(s) of entry: Art, Literature/ English, Math, Science, Tanach, Chumash, Language Arts, Social Studies

Pedagogy: PBL - project based learning, UBD - understanding by design, Blended Learning

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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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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.

By: Mrs. Tova Admon from Hillel Academy of Pittsburgh

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

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

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

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Area 251

Our program provides a constructivist based pedagogy that facilitates real world, solution-based, student outcomes. The makerspace provides for a hands-on learning environment that uniquely inspires creativity, invites curiosity and celebrates individual solutions.

By: Mrs. Robyn Brewer from The Jewish Educational Center RTMA

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

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

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

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A Little Google with a Jewish Twist

Our school has been transformed to replace traditional classrooms with opportunities for project-based learning that emphasizes 21st-century skills in creativity, collaboration, critical thinking and communication. The physical design facilitates these educational goals, and impacts student-centered learning in increased motivation and achievement. It has put Hillel at the forefront of the paradigm shift in education, wherein student-driven inquiry develops tomorrow's problem-solvers, and gives children the skills they need to inherit their world, and not the factory-model, outmoded 20th-century model of education that no longer aligns with the skills students need in an ever-changing global world, and does so, most importantly, through the context of a Jewish education, which gives them the moral and ethical, values-based foundation they need to navigate a complex world.

By: Mrs. Joan Freedman from Hillel Day School of Metropolitan Detroit

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, History, Literature/ English, Math, Mishnah, Science, Tanach

Pedagogy: PBL - project based learning, 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 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.

By: Ms. Liora Chessin, Mrs. Lynn Raviv from N.E. Miles Jewish Day School

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

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

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

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The Living Haggadah: From Slavery to Freedom

The grade 5 students study the Exodus narrative through the lens of the Big Idea topic: “Who goes out from slavery to freedom? One who understands the meaning of a miracle and responds to its call.” This unit involves study in many disciplines, including Chumash (Torah) study, Hebrew language, Visual Arts, Music, Dance, Language Arts, and Social Sciences. Learning in all disciplines contributes to the final project, the Dramatized Haggadah performance, which is written and performed by the students.

By: Marissa Unruh, Dr. Isaac Hollander, Shachar Leven, Judith Leitner, Betty Lazebnik from The Toronto Heschel School

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

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

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

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The Jewish Academy’s Reflection Integration

Our team integrated the theme of reflection across all grades as well as across all subjects. Reflection is an overall strategy and theme for the school. Laying the groundwork in our first unit is key to a successful year of reflection and revision.

By: Miss Colleen O'Brien, Mrs. Sarah Kugelman, Mrs. Yudit Kasowitz, Mr. Dani Hak, Mrs. Chaya Teldon 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, Gemara, Halacha, History, Ivrit, Literature/ English, Math, Mishnah, Science, Tanach

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

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The Gift of Mincha: Drawing From the Text, Building a Siddur

This course addresses the driving question: “How might we improve our school's daily mincha experience through creating an originally drawn, translated, and annotated school siddur?” In this project-driven, team-taught, and inter-disciplinary senior Art/Judaics course, students respond to a very familiar text--the mincha siddur--through contemplative, artistic, and written avenues. Through studying the text in both a critical and soulful manner, and by creating and crafting their own translations, illuminations, commentaries, and illustrations, students are in the process of jointly building a siddur that will be used as the school community's daily mincha text.

By: Dr. Hillel Broder, Mr. David Friedman, Mr. David Wander from SAR High School

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

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

Pedagogy: PBL - project based learning, Constructivist, 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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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.

By: Ms. Elana Trombka, Mrs. Sarah Hochman from Bi-Cultural Day School

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

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

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

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עץ חיים היא – The Shtender Project

Cultivating positive associations with Tefillah in our time is a formidable challenge that every day school faces. A response to this universal issue, our Shtender Project fostered an excitement for Tefillah and an opportunity to personalize one's Tefillah experience while building confidence and pride through hard work. While so much of our shcolastic lives are spent fulfilling cognitive goals, this project honed the psychomotor skills of the students, in addition to stimulating the mind, heart and soul. It was a memorable project, and it left each student with something that they can hold onto for years to come.

By: Rabbi Darren Levin, Mr. Dovi Yarmush from Yeshivat Netivot

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

Subject(s) of entry: Art, Math, Tanach, Tefillah, Crafts, "Construction"

Pedagogy: PBL - project based learning

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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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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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3D Halacha

In this high school Judaic elective class, students learned spatially-related Jewish law while concurrently learning 3D design software. The combination of these two disciplines allowed students to explore difficult Jewish concepts often skipped in day schools, as well as master the incredibly marketable 21st Century skill of 3D design. In this one-year curriculum, 3D software became a powerful tool for empowering students in their Judaic Studies.

By: Ari Kelleman from Robert M. Beren Academy

Grade(s): Middle school, High school

Subject(s) of entry: Halacha, Mishnah, 3D Design

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

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Jewish Folktales

The folktale unit is a culminating cross-curricular project for students in fifth grade, integrating Jewish Studies, reading, writing, and public speaking. Students read a variety of Jewish folktales and choose one to study in depth. We strengthened this project by partnering with a local theater company, Wolf Performing Arts Center, to work with the students to present it effectively, analyze the setting and values, and reflect on the morals of the tale.

By: Mrs. Mindy Civan, Mrs. Abbye Cornfield from Perelman Jewish Day School

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

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

Pedagogy: PBL - project based learning, 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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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.

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

Grade(s): 3

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

Pedagogy: PBL - project based learning, Constructivist, Blended Learning

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Student Council- Real-World Learning

The Perelman Jewish Day School Student Council inspires real-world learning of civic engagement in our school. The Student Council provides students with opportunities for leadership and ownership of actual student issues. Students have a forum for discussing our school environment and exemplifying good citizenship.

By: Mrs. Rachel Korman from Perelman Jewish Day School

Grade(s): Elementary school, Middle school

Subject(s) of entry: Civic Learning

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

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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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Sinai Akiba Academy New Horizon Day School Exchange

Sinai Akiba Academy, a Jewish day school, partners with New Horizon School, a Muslim day school. Through art, text-study, games, and prayer, students come to see their "buddies," as individuals rather than as members from a faith group.

By: Mrs. Rebecca Berger from Sinai Akiba Academy

Grade(s): Middle school, High school

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

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

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Shearim Work Study Program

The Shearim Work Study Program is designed for high school students with developmental and intellectual disabilities. Students are given an opportunity to engage with the world, learn important life skills, and derive satisfaction and joy from serving their community.

By: Mrs. Lianne Heller from Sulam

Grade(s): High school

Subject(s) of entry: Halacha, Literature/ English, Math, Vocational and Professional Studies

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

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Scribal Arts

Students explore the over 3000 year old tradition of Hebrew writing using the traditional equipment of quill, parchment and ink. A key aspect of the course is for student to reach a proficiency in scribing so they can analyse different Torah scrolls/Megillot found in our school, and evaluate their respective merits. Students also explore the deeper meaning of the letters (i.e. why is a dalet shaped like it is, and has the name it has?) exploring a chosen letter, and seeing how its deeper messages relate to the world and their lives.

By: Rabbi Reuven Margrett from Frankel Jewish Academy

Grade(s): High school

Subject(s) of entry: Art, Scribing, Hebrew, Aleph-Bet

Pedagogy: PBL - project based learning

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Hands On Hydroponics

After learning about the climate in Israel and their hydroponics projects, students with teacher built a hydroponics tank and also each student created his or her own hydroponic system.

By: Ms. Diana Kovinsky, Ms. Gerri Chizeck from Levey Day School

Grade(s): 3, 4, 5, 6

Subject(s) of entry: Science, Israel

Pedagogy: PBL - project based learning, Constructivist

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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.

By: Rabbi Avrohom Gordon, Mrs. Andrea Gamlin, Mrs. Donna Lerner from Charlotte Jewish Day School

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

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

Pedagogy: PBL - project based learning, Constructivist, Blended 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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Real World Learning

I was teaching a grade 11 course in a Jewish overnight camp in Toronto through Torah High (a supplementary school in Toronto). The course was an interdisciplinary course of Leadership and Judaic studies. The goal was to make it as 'unschool' like for the students as possible.

By: Mrs. Shaindy Kestenbaum from Bnei Akiva Schools of Toronto

Grade(s): Middle school, High school

Subject(s) of entry: Art, Mishnah, Tanach, Leadership, Business

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

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Real World Judaic Learning

Using this program, students can use their skills in a real-world setting and share their learning with others. Students apply learned skills to create a video of unfamiliar text as a demonstration for other students. The collection of these videos gets posted to a website to compile a student-created Khan Academy for Judaic skills.

By: Rabbi Shmuel Chait from Torah Day School Seattle

Grade(s): Elementary school, Middle school

Subject(s) of entry: Tanach

Pedagogy: PBL - project based learning, Constructivist, Montessorri, 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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Project-Based Learning in the Judaic Studies Classroom

The collection of lessons in our submission are examples of how we have applied project-based learning (PBL) to our Mishna and Chumash classes. In addition to having to develop the skills necessary to learn the material on their own, our students learned how to reach out to and share what they had learned with members of the broader school community, the Jewish community, and the global community. This process has brought our students to a greater appreciation of the role of the texts in their daily lives, and of their ability to take initiative in both the learning process and the practical application of what they have learned.

By: Rabbi Aaron Ross from Yavneh Academy

Grade(s): 6, 7, 8

Subject(s) of entry: Tanach

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

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Project-Based Learning at CHDS

As we continue to improve our middle school program, we recently elected to change our learning environment to include more Real-World Learning, based on projects that better motivate students and increase their engagement. This entry describes our accomplishments so far.

By: Dr. Bernard Franks from Cincinnati Hebrew Day School

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

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

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

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Everyone is a Story

Student teams research the life history of an individual outside our school community and interview him/her for both educational and personal growth.

By: Mrs. Efrat Yakobi Gafni from Heschel Day School

Grade(s): Middle school, High school

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

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

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Project Sholom Tools for Happiness

The Project Sholom Message is that Kindness is not only something that we 'learn about', but something that is part of our daily lives.

The Project Sholom Method (catchy phrases, visual aids, role play, songs, stories and activities) give children experiences that drive home the lesson that you can be happy by making others happy. The Project Sholom Tools teach kindness skills, one at a time, in a way that is fun, easy to remember, and relevant.

By: Mrs. Miriam Gerber from Cheder Chabad of Philadelphia

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

Subject(s) of entry: Social and Emotional Education

Pedagogy: PBL - project 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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Electing a School Dugmah

During the 2016 election season, every member of the student body was involved in a mock election. The election was completely student-run and developmentally appropriate for elementary school students. The fifth grade students took the reins on the campaign for a school dugmah(leader/example).

By: Mrs. Abbye Cornfield, Mrs. Mindy Civan from Perelman Jewish Day School

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

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

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

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Curriculum Integration Initiative

In the 2015-16 academic year we rolled out an interdisciplinary project designed to inspire an integrated approach to the multiple disciplines that are part of our school's dual curriculum. Please enjoy our Keynote presentation that will walk you through the vision, implementation, and impact of our project.

By: Mrs. Amy Horowitz, Rabbi Chaim Lanner from KYHS of South FL (formerly Weinbaum)

Grade(s): High school

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

Pedagogy: PBL - project based learning

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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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Carmel Academy Mitzvah Math

Imagine you’re an 8 year old student at Carmel Academy. You, along with your third grade classmates, are in a toy store, each with $50 in your pocket, money you worked so heard to earn through a class-wide reading challenge. You can spend the money on anything you like, but you cannot spend one penny more than you have. You use your best judgement to choose wisely, you use your estimating skills to make sure you will have enough money when you go to pay, and you carefully count your change from the cashier to make sure it is correct. You board the bus back to school with bags and bags of toys. What happens next exemplifies the true meaning of tzedakah...

By: Mrs. Hilary Machlis, Mrs. Robin Shainberg from Carmel Academy

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

Subject(s) of entry: Literature/ English, Math, Tanach, Social Studies

Pedagogy: PBL - project based learning

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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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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...

By: Ms. Allison Oakes from Sandra E. Lerner Jewish Community Day School

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

Subject(s) of entry: Art, Computer Science, Literature/ English, Math, Music, Science, Also, physical education, Jewish life, environment, strategic thinking

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

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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.

By: Rabbi Effie Kleinberg from Bnei Akiva Schools

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

Subject(s) of entry: Tanach

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

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Non-Fiction Research about Teeth

In this lesson, student use skills learned to navigate non-fiction texts in order to do research and learn facts about teeth. This topic is relevant to first grade students as they often begin losing their baby teeth at this stage of life, and it provides them with the scientific reasoning behind this occurrence.

By: Miss Hillary Edelson from SAR Academy

Grade(s): 1, 2

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

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

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Nicely Sliced Lunch Business

Our middle school students run a hot lunch business for the students and staff of the school on Fridays, in which they prepare and serve over 100 meals from a menu including grilled sandwiches, soup, salads and pasta. The students manage every aspect of the business, including finances, inventory, customer service, marketing, and vendor relations. The proceeds go to pay for the middle school spring trip, for tsedaka, and other classroom projects. We are on our fourth year of this very successful business.

By: Ms. Monica Morris from Yeshivat Netivot Montessori

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

Subject(s) of entry: Business Experience

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

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Mrs. K and the Food Festival

To help students explore real-world uses of decimal arithmetic, and also to encourage team building and creativity, I introduce this 2-part challenge to my Math students. First, in groups, they create thematic pop up restaurants for their classmates. In the second part, each student is given a random guest amount and is directed to calculate total costs for their orders from each restaurant to plan for a catering event.

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

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

Subject(s) of entry: Math

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

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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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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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Letters of Admiration

Students reflected upon the unique traits of leaders in Tanakh and wrote letters of recognition to modern-day figures who exemplify these traits.

By: Mrs. Shira Greenspan from Ramaz Upper School

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

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

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

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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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Kindergarten Community Library Project

Using the Design Thinking Model, the Kindergarten classes redesigned and created a more efficient and organized library based on the needs of our school community. The children researched, interviewed, and engineered in order to enhance our JPDS-NC South Campus Community Library which houses picture books, non-fiction, fiction, easy readers, Hebrew, and Jewish values books in an inviting environment which is conducive to learning and reading for fun.

By: Lisa Davis, Vas Pournaras, and Xani Pollakoff from JPDS-NC

Grade(s): K

Subject(s) of entry: Art, History, Literature/ English, Math, Science, Social/Emotional

Pedagogy: PBL - project based learning, Design Thinking Model

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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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Innovating Real-World Solutions in the Startup Incubator

The Adelson Educational Campus has constructed a 5000 square feet, state-of-the-art, invention and entrepreneurial workshop: the Startup Incubator.

In this space, teachers and mentors from university and industry work collaboratively with students to employ the design cycle in identifying and tackling real-world challenges. Prototyping a wide range of products from mobile apps and digital videos to IoT devices and drones, students ultimately develop not only solutions but lean startups through our relevant and progressive “Education for Life.”

By: Dr. Camille McCue, Mr. Leon Wilde, Mrs. Robin Pence, Dr. Yvonne Houy, Miss Rachel Ziter, Mr. Tobin Herringshaw, Mr. David Philippus from The Adelson Educational Campus

Grade(s): Middle school, High school

Subject(s) of entry: Computer Science, Tanach, STEAM (science, technology, engineering, arts, mathematics)

Pedagogy: PBL - project based learning, Constructivist, 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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HBHA Upper School Social Justice Project

Imagine an educational experience in which Jewish teenagers have the opportunity to take their classroom learning and direct that knowledge into a course of action that enhances their education and the Greater Kansas City community. This experiential learning is happening at Hyman Brand Hebrew Academy, in the form of the Upper School Social Justice Project. I developed and implemented this project - in partnership with peers from an urban charter school, as well as local leaders - which facilitates personal growth and community activism in our students as they address issues such as health care access, voter engagement, and universal early childhood education.

By: Mr. Todd Clauer from Hyman Brand Hebrew Academy

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

Subject(s) of entry: Gemara, Halacha, History, Literature/ English, Mishnah, Tanach, Civics/Government

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

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Falling in Love with Breishit

It has been my goal and passion for my students to engage with the Biblical text, to find personal meaning in its wisdom, to wrestle with its many interpretations, and to internalize its messages and values.

By: Mrs. Rita Plaut from Krieger Schechter Day School

Grade(s): 8, 9, 10

Subject(s) of entry: Tanach

Pedagogy: PBL - project based learning, UBD - understanding by design, 21st Century Skills, Hevruta learning for study of text

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Halacha by Action

Students use hands-on obstacle courses, field trips and models to replicate actual Halachic scenarios they are likely to find in their own lives. Students take the knowledge they have studied. research the best ways to implement it and create a life-like interaction with these Halachos.

By: Rabbi Uri Kestenbaum from Joe Dwek Ohr HaEmet Sephardic School

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

Subject(s) of entry: Halacha

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

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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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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.

By: Rabbi Joe Hirsch from Akiba Academy of Dallas

Grade(s): Elementary school, Middle school

Subject(s) of entry: Halacha, Tanach

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

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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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An Interdisciplinary Exploration of Transcendentalism

Integrated Creative Judaics (ICJ) was a new initiative for interdisciplinary education at de Toledo High School in West Hills, CA. During the 2014-2015 school year, a Media Arts 2 class was paired with a dedicated Judaic Studies class for the entire year. During the second semester, the Media Arts/Judaic Studies joint class entered into a multi-week collaboration with an Honors English 11 class to explore themes of transcendentalism through the lens of the Hebrew prophets and bring learning to life through the Media Arts.

By: Mr. Roger Blonder, Mr. Devin Villarreal, Mr. Tony Soltis from de Toledo High School

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

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

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

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All School Read

Every student in our school reads the same book, author or Jewish value-themed text. Working across grades and disciplines, students develop projects synthesizing ideas related to these texts from Art, Music, Judaic studies, Language Arts, Science and Social Studies. Most years we have found a partner school to widen our students' horizons and deepen their understanding of the theme or value being studied.

By: Mrs. Julia Weinstein, Mrs. Elaine Kaplan from Rockwern Academy

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

Subject(s) of entry: Art, History, Literature/ English, Music, Science, Judaic Studies (culture, history, values)

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

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A Slave’s Journey: From Brick Making to Matza Baking

This curriculum uses the Exodus story as the foundation for the students to research and execute the making of bricks. The Pesach narrative is then used to expose the students to child labor throughout history. The bricks are used to build a working oven upon which the students baked matza and then taught the rest of the school the matza-making process.

By: Rabbi Andrea Gouze from Jewish Community Day School of Rhode Island

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

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

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

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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!

By: Mrs. Jodi Deichman from Katz Hillel Day School of Boca Raton

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

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

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

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Fernald School PBL

Students in our 11th grade US History classes researched the Fernald School, a defunct school for students with
disabilities right next door to Gann! They did 2 site visits, developed strong historical questions, and did research in both primary and secondary sources to learn more. Rather than "learning" history, they "did" history, and produced an excellent website documenting their work, which will hopefully be used to lobby the city of Waltham regarding how best to use the site.

By: Ms. Lily Rabinoff-Goldman from Gann Academy

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

Subject(s) of entry: History

Pedagogy: PBL - project based learning, UBD - understanding by design, 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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Circulation: Heart and Lungs

In this units, students will understand the structure and function of the various components of the circulatory system, through didactic and hands-on learning activities. Students will further explore the interaction between the heart and lungs and discuss the impact of their behavior and decisions on their health.

By: Mrs. Racheli Daniel from Beth Tfiloh Dahan Community School

Grade(s): 9, High school

Subject(s) of entry: Science

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

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From the Classroom to the Courtroom: How to Prepare and Conduct a Successful Mock Trial for Middle School Students

Middle school students get hands-on experience in criminal and civil law in our court system. The unit covers the criminal and civil law rights and procedures as found in the United States Constitution and case law. Students learn about their rights and ultimately get to see their rights in action through attending a circuit court trial in Baltimore, preparing for and participating in a mock trial in a real courtroom, and being jurors for the mock trial done by another 7th grade class.

By: Mr. John Stevens from Beth Tfiloh Dahan Community School

Grade(s): 7, 8, Middle school

Subject(s) of entry: History, Government/Civics

Pedagogy: PBL - project based learning

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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.

By: Miss Shira Wolch, Mrs. Jamie Saltz from Paul Penna Downtown Jewish Day School

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

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

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

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The Mishkan Project

This project tasked the students to create a scale model of the mishkan using 3D modeling and printing. Attached to the submission is a google doc with a full explanation with additional materials and references hyperlinked to the doc itself.

By: Rabbi Aryeh Wasserman from Kohelet Yeshiva High School

Grade(s): Middle school, High school

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

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

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STEM Day

I initiated a school-wide STEM Day, where the students participated in several hands-on activities. These included science, technology, engineering and math activities. The students were able to see how the skills that they learn in school are used in real-life situations.

By: Mrs. Lisa Shamus from Beth Tfiloh Middle School

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

Subject(s) of entry: Math, Science

Pedagogy: PBL - project based learning, STEM

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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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