The Kohelet Prize Database

Pedagogy: Socratic Method

LaHaV Learning

LaHaV Learning provides content, technology, and training to transform Jewish learning and teaching in schools and communities throughout the world. LaHaV was founded to transform students from spectators to participants and to enable worldwide educational collaboration across disciplines, because Jewish ideas and values matter now more than ever.

By: Dr. Noam Weissman, Rabbi David Stein from Shalhevet High School

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

Subject(s) of entry: Gemara, Halacha, History, Ivrit, Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Tanach, Technology

Pedagogy: Hevruta Learning, Socratic Method, Soulful Education, UBD - understanding by design

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Mesivta 404: Risk, Failure, Opportunity

Equal to a boy’s feeling of accomplishment and belonging is his chance at finding his place among the Jewish people. But departing from the path of least resistance, even if things do not seem to be working, is hard. Taking the risk to do something different might just have to come from desperation. This is the origin story of Mesivta 404.

By: Rabbi Yehuda Fenton, Rivkah Schack from Lamplighters Yeshivah-Mesivta 404

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

Subject(s) of entry: Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning

Pedagogy: Blended Learning, Constructivist, Social and Emotional Learning, Socratic Method

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Why do we research and look for alternatives?

Why should Kitah Dalet learn about alternative energy? What do our Jewish Texts teach us about G-d’s creation, Earth? How can children begin to research, build, and educate other students about alternative sources? The Alternative Energy Project is an interactive and engaging curriculum that focus on both responsibility and abstract thinking.

By: Renee Fine, Vanina Sandel from Yavneh Day School

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

Subject(s) of entry: Art, Engineering, English/ Writing/ Language Arts, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social Studies, Tanach, Technology, literature

Pedagogy: Blended Learning, Design-Thinking Model, Hevruta Learning, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, Socratic Method, Soulful Education, 21st Century Skills

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מה רבו מעשיך—Science with a Jewish Soul: an Integrated Science Program for Young Children

Yearlong program integrates Jewish life of young children with their developing scientific minds; connects Jewish learning relevant to the child at that time: holidays, Parshah, blessings, Mitzvot; inspires in children love of science & spiritual awe of the world around them; fosters creative, critical thinking, teamwork & empathic problem solving.

By: Lisi Levisohn, Leah Bresler, Michal Dorfman from Berman Hebrew Academy (Also known as Melvin J Berman Hebrew Academy)

Grade(s): K, Elementary school

Subject(s) of entry: Engineering, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Tanach

Pedagogy: Experiential Education, IBL - inquiry based learning, PBL - project based learning, Socratic Method, Soulful Education, Wholebrain Teaching, 21st Century Skills

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Price of Life

The low amount of organ donors worldwide creates a lack of supply of organs for transplant. Students write a personal essay on whether or not they will sign an organ donor card, as well as produce an event with the goal of educating the community about the the problem of organ trafficking and its relationship with the signing of an organ donor card.

By: Racheli Shandrovsky from Kehillah Jewish High School

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

Subject(s) of entry: English/ Writing/ Language Arts, Halacha, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social Studies

Pedagogy: Design-Thinking Model, Flipped Learning, Hevruta Learning, PBL - project based learning, Socratic Method, 21st Century Skills

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Fundamentals of Economics & Business and Jewish Business Ethics

This entry describes a year-long course at Maimonides, enabling Juniors to study the Fundamentals of Economics, both as a rigorously taught social science class, and as a deep consideration of the ethical and moral teachings of Judaism on the topic. The entry focuses on the many opportunities for Real World Learing for students through this course

By: Yaakov Jaffe from Maimonides

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

Subject(s) of entry: Economics/ Business, Halacha, Philosophy/ Values/ Ethics/ Hashkafa

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

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Learning for a Cause

Learning for a Cause is an ongoing project and the brainchild of educator Michael Ernest Sweet. The project seeks to engage students in learning and writing about real-world issues beyond the classroom walls, and then publish that writing in real books alongside celebrity guest writers. Students make REAL books about REAL issues.

By: Michael Sweet from Solomon Schechter School of Manhattan

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

Subject(s) of entry: English/ Writing/ Language Arts, History, Social Studies, literature

Pedagogy: Constructivist, IBL - inquiry based learning, Socratic Method

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Jewish Literature and Jewish Identity

The class explores the complex development of Jewish identity through the analysis of novels, short stories, poems and graphic novels written by European, American and Israeli authors. It also brings Torah, Talmud and religion into these conversations to help students reflect on and shape their own Jewish identities.

By: Na'amit Sturm Nagel from Shalhevet High School

Grade(s): 11, 12, High school

Subject(s) of entry: English/ Writing/ Language Arts, Gemara, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Tanach, literature

Pedagogy: Blended Learning, Hevruta Learning, PBL - project based learning, Socratic Method, Soulful Education

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Three Biological Systems – The Fuchs Mizrachi 2016-2017 STE(A)M Learning

Every year, the FMS Lower School embarks on an 8 week intensive learning journey in preparation for our annual STE(A)M fair. This journey encompasses so much, but at its core, this experience lays the foundation for life-long learners and information seekers; involvement in this process remains the most valuable lesson for our students in the LS.

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

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

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

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

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Megillat Esther – a Historical, Political, and Psychological View

Over the course of Megillat Esther, we learned about how psychology, history, and political theory can change how we read the story. With basic information from a political theorist, some analysis of fascist leaders, and some basic principles of psychology, we tried to understand the motivations of the characters in Megillat Esther.

By: Rabbi Dani Bauer from Kohelet Yeshiva High School

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

Subject(s) of entry: History, Tanach, Psychology, Political Science

Pedagogy: UBD - understanding by design, Constructivist, Constructivist, Socratic Method

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