The Kohelet Prize Database

Subject: Literature/English

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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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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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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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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The Secret of Platform 13 – Fantasy Genre Study

The Secret of Platform 13, which inspired JK Rowling's Harry Potter, is a fantasy that will engage, thrill, and entice all students. It is filled with twists, turns, suspense, fantasy, and other elements. The final project included a choice board - an easy way to differentaite for all learners. Due to its interest level being above students' lexile, this was a read aloud.

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

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

Subject(s) of entry: Literature/ English

Pedagogy: Constructivist

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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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Ma’ayan Program: Differentiated Learning

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

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

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

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

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

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Lower Elementary Country Project

Our Lower Elementary Country Project was the culminating project at the end of our spring semester of the 2015-16 school year. First, second and third graders completed this project in mixed-age groups, at the research and writing level that was developmentally appropriate for them. The students learned about the Fundamental Needs of Humans and how those needs differ depending in which country a person lives in. Each student completed a written report on one of five countries, prepared a creative visual aid on a Fundamental Need of his or her choice and participated in a group presentation to their classmates and parents on everything they had learned about the country they had studied.

This research project, including the activities that my students completed, is an example of a unit of study that could be applied to any elementary classroom, traditional or Montessori. Being mindful of your students’ strengths and weaknesses and selecting appropriate materials for their use will help them succeed and to take pride in their work. At the end of the day, that is the goal of the teacher; encourage the child to feel proud of the accomplishments that he or she makes during the time they are in your classroom.

The beauty of teaching in a mixed aged Montessori classroom comes with being able to simultaneously teach a group of students across three grade levels, but at a curriculum level that is age and developmentally appropriate for the students. In our classroom, we have first graders who read at a second or third grade level and it is wonderful to be able to offer them the writing assignments that are being offered to their older classmates. Additionally, we also have weaker second and third grade students, who feel very comfortable being paired with a first grade classmate to work on an assignment that might be the appropriate level for them, despite being something that was assigned to someone a full grade lower than they are. In order to best need the needs of all of my students, and to set them up for success, I am always differentiating our general studies curriculum and adapting our assignments appropriately.

By: Mrs. Alexandra Cooper from Netivot The Montessori Yeshiva

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

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

Pedagogy: Montessorri

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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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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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Focus on Growth – Differentiation Through Student Goal Setting

Our committee of educators designed and implemented a Focus on Growth initiative for our kindergarten through fifth grade students. This initiative encourages students and teachers to work together to set differentiated personal goals, monitor progress, and celebrate achievement in a variety of areas.

By: Ms. Lara Sparks, Mrs. Deb Barwick, Mrs. Jodie, Applebaum, Ms. Jordana Weinberg, Mrs. Carla Muller, Mr. Patrick Sawyer, Mr. Eric Einstein from Denver Jewish Day School

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

Subject(s) of entry: Art, Halacha, History, Ivrit, Literature/ English, Math, Music, Science, Tanach, Specials, Social/Emotional, All Curricular areas

Pedagogy: 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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English Language Learning in a Jewish Elementary School

I am applying for the Kohelet Prize for Differentiated Instruction on behalf of a team of teachers that has developed an individualized, highly differentiated English Language Learning program for students who speak English as their second (or third) language. Our program is designed to meet the needs of each specific student and is flexible enough to accommodate children of all elementary ages and abilities.

By: Dr. Kersten Biehn from Sandra E. Lerner Jewish Community Day School

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

Subject(s) of entry: History, Ivrit, Literature/ English, Math, Science, Overall Judaic Studies and all other subjects are affected

Pedagogy: UBD - understanding by design, Constructivist

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Differentiation and Newsela.com: A Match Made in Heaven

My entry discusses the need for every teacher and Learning Specialist to use this website in their classrooms or Learning Centers. It can be used for differentiation among students from third grade, all the way through high school.

By: Mrs. Meryl Recinos from Rosenbaum Yeshiva of North Jersey

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

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

Pedagogy: 21st Century Skills

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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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Andrew Clements Book Clubs

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

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

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

Subject(s) of entry: Literature/ English

Pedagogy: IBL - inquiry based learning, Constructivist

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An Executive Functioning Model Implementing Differentiated Instruction

It is vital for children to develop the tools of Executive Functioning in order to discover their own sense of self, intrinsic motivation, self confidence, curiosity and exploration. Students who have the opportunities to develop Executive Functioning Skills are able to succeed in their learning and development, while participating in a learning environment which optimizes success. This model can be implemented across grades, in all subject areas, with varying levels of intervention, to provide differentiated instruction.

By: Mrs. Lorna Joffe from Perelman Jewish Day School

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

Subject(s) of entry: Ivrit, Literature/ English, Math, This model can be used across all subjects

Pedagogy: Constructivist, Montessorri, 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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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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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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Tanach Circles

After introducing my English students to literature circles with great success, I decided that I wanted to use that model to create "Tanach circles." In Tanach circles, students choose a sefer of Nach that they would like to learn, and then they learn the sefer independently, and meet four or five times per semester to have a sort of "book club," in which they each must prepare a submission about the material and engage in a discussion around the material that they learned. At the end of the year, student groups have a collective siyum celebrating their learning, and sharing with the other groups an introduction to their chosen sefer as well as some of their favorite points that emerged in their discussions.

By: Mrs. Norma Mintz from Rae Kushner 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: Literature/ English, Tanach

Pedagogy:

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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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Poems of the journey’s end

Analyzing Leah Goldberg's poem שירי סוף הדרך, that deals with the reflection on life at an old age and the decisions one makes in order to make their life meaningful.

The poem deals with the phases of life, the ever-changing point of view about life as we grow older, and the motivation and decision to make each and every day meaningful not matter what circumstances are ahead.

This poem is taught in the 11th grade, where students are asked to understand the figurative language, to discuss points of view as they're portrayed by the main character in each stage of life, and reflect upon them.

At an end-of-unit assessment, the students are asked to bring their personal reflection in the form of a video clip, picture, movie trailer, poem, book ,or other, and explain the connection to the Goldberg's poem. The students are asked to follow a rubric in order to understand how to present their reflection. The rubric calls for an oral presentation in Hebrew while using new vocabulary learned in class and the ability to connect to the content discussed in class.

An example of a clip that conveys the message of the poem is attached (a story of a remarkable teacher). I have presented this clip to the students and we discussed its relevance while connecting the main message to our poem.

By: Mrs. Merav Tal-Timen from Ma'ayanot Yeshiva High School

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

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

Pedagogy:

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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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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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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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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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Facilitating Critical Thinking through Reflection and Problem-Solving

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

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

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

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

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

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Developing Critical Thinking in a High School Statistics Class

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

By: Ms. Alicia Sussman, Dr. Lea Keil Garson from Kohelet Yeshiva High School

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

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

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

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Collaborative technology in the classroom: pilot project

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

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

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

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

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

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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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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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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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iPad English Classroom Trial: Challenges, Successes, Discoveries, and Failures

Over the academic year of 2014-5, I embraced the introduction of iPads across the entire SAR High School freshman class by taking certain risks and often failing at integrating the iPad into my already digital curriculum. A record of my efforts were recorded on a public blog that I used as both a record of my “trial run” and a platform for networking with other iPad educators via social media. In my year-long blog, I shared questions, answers, successes, challenges, and yes, even failures regarding the first-year introduction of iPads into my already paperless English classroom. My blog record shows that while I failed at fully integrating the iPad as a media device, and while I failed at fully aligning iPad apps with my already digital curriculum, I succeeded at researching, recognizing, and even demonstrating the iPad’s strengths and challenges in my English classroom.

By: Dr. Hillel Broder from SAR 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: 21st Century Skills

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In Defense of Learning Lishmah

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

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

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

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

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

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Computer Lab

Utilizing online computer courses for remedial, standard, and advanced students.

By: Mr. Daniel Rosenblum from Mesivta Shaarei Arazim

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

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

Pedagogy: 21st Century Skills

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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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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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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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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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Whole Brain Teaching

Whole Brain teaching is an approach that is designed to teach the way the brain is really created to learn while maximizing student involvement. It is a flexible method that can be adapted by any teacher to their own teaching methods.

By: Mrs. Chaya Berelowitz from Hillel Academy of Pittsburgh

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

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

Pedagogy: Whole Brain Teaching

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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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Turn Tube

This is a tool I invented to maximize student work time and teacher conferencing. The teacher can work one on one with a child easily while other kids are engaged in their work. Every year, the children ask what this is and love using it!

By: Ms. Amy Kohen from Schechter Westchester

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, Music, Science, Tanach

Pedagogy:

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Rookies Approach

Ivrit, differentiated instruction, centers, multisensory learning, responsive classroom

By: Mrs. Rookie Badouch from Torah Academy of Greater Philadelphia

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

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

Pedagogy: 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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Learning Environment – Jennifer Dolny

My presentation displays the learning environment in my classroom. This learning environment encourages student centered learning and promotes academic, social, and emotional growth.

By: Mrs. Jennifer Dolny from Yeshivat Noam

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, Music, Science, Tanach

Pedagogy: Blended Learning, 21st Century Skills

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Integrated Girls High School Program

Ashira is an integrated girls' high school program providing small classes with individualized learning to girls whose primary deficiency is in the academic domain. Ashira is housed in a mainstream high school, enabling maximum socialization which is so crucial during the high school years.

By: Mrs. Bracha Cohen, Ms. Sarah Levy from Ateres Bais Yaakov

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

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

Pedagogy:

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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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First Grade Flexible Seating Environment

As education shifts to chromebooks, cooperative learning, small group instruction, and personalized learning, so must the classroom furnishing and arrangement. With flexible seating, and no assigned seats, my students are free to sit, stand or lay on the floor as they learn. I have observed increased motivation and engagement as well as a higher rate of student interaction since implementing flexible seating. My first graders are doing their best work ever!

By: Ms. Cheryl Cooper from Scheck Hillel Community School

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

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

Pedagogy: Blended Learning, 21st Century Skills

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Flexible Seating in The Classroom

I found that by giving students a choice they tend to take more ownership. In the classroom, I wanted them to take ownership in learning. I chose to try flexible seating in the classroom which gave students a chance to have a choice in where/ how they sit while learning. I found by giving students a choice in seating very successful and I found the focus in my classroom to rise.

By: Ms. Danielle Levin from Perelman Jewish Day School (Stern Center)

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

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

Pedagogy: 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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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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A Learning Environment that promotes academic, social, and emotional growth

The best way for students to learn optimally is for them to learn in a physical environment, which meets their diverse needs. It is vital for all children to develop the tools of Executive Functioning in order to discover their own sense of self, intrinsic motivation, self confidence, curiosity and exploration. Students who have the opportunities to develop Executive Functioning Skills are able to succeed in their learning and development, while participating in a learning environment which optimizes success.

By: Mrs. Lorna Joffe from Perelman Jewish Day School

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

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

Pedagogy: Constructivist, Montessorri, 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 History of Light

A 4-6 week long interdisciplinary unit, which ties together research and presentation skills, Chanukah, Israel, New Jersey History, the science of electricity, and the use of light as a medium in art.

By: Mrs. Bonnie Drazen, Rabbi Yossi Berg, Mrs. Batsheva Blum, Mr. Craig Brimmer, Ms. Laura Carroll, Mrs. Lexi DiFiglia, Mrs. Gittel Goldberg, Rabbi Avi Herzog, Mrs. Naava Hess, Mr. Sean Lang, Rabbi Meir Lipschitz, Mrs. Barbara Mastic, Mrs. Calah Reisman, Mrs. Aliza Ross, Mrs. Sophia Shweky from Yeshiva at the Jersey Shore

Grade(s): 3

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

Pedagogy: Constructivist

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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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Philosophical Ethics and the Meeting of Minds

We are delighted to share our entry in the Interdisciplinary Integration category: the “Philosophical Ethics” unit of our junior year Integrated American Literature, Jewish and Western Philosophy course, affectionately referred to as “Tikvah. The unit culminates with the Meeting of Minds project.

By: Rabbi Tzvi Sinensky, Dr. Eileen Watts from Kohelet Yeshiva High School

Grade(s): High school

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

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

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Pesach Haggada Scrapbook

Middle School learned about Pesach from a multiplicity of perspectives and incorporated their learning into a usable Haggada scrapbook.

By: Rabbi Meir Lipschitz, Rabbi Yossi Berg, Mrs. Batsheva Blum, Mr. Craig Brimmer, Ms. Laura Carroll, Mrs. Lexi DiFiglia, Mrs. Bonnie Drazen, Mrs. Gittel Goldberg, Rabbi Avi Herzog, Mrs. Naava Hess, Mr. Sean Lang, Mrs. Barbara Mastic, Mrs. Calah Reisman, Mrs. Aliza Ross, Mrs. Sophia Shweky from Yeshiva at the Jersey Shore

Grade(s): 6, 7, 8

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

Pedagogy: Constructivist

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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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JEHMS Program- Jewish Education for the Humanities, Math, and Science. Does your Jewish Education Sparkle? Rigorous Middle School Fusion Program to enhance Secular Studies with Jewish Concepts

JEHMS is a middle school fusion program (adaptable for K-12) which employs original, distinctly Jewish lesson plans to communicate required secular concepts, thereby blending secular and Jewish education to better streamline, unify, and integrate Jewish Day School dual curricula. JEHMS is multidisciplinary and interdisciplinary curricula in math, science, social studies and English Language Arts, aligned with the Common Core Curriculum, to teach secular skills and knowledge by employing Jewish concepts. JEHMS does not replace Judaic studies, rather is revolutionizes the content of secular classes to seamlessly include Jewish learning as it explicates secular concepts.

By: Mrs. Nomi Feinberg from Katz Hillel Day School of Boca Raton

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

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

Pedagogy: 21st Century Skills, Interdisciplinary - Original Works

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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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Interdisciplinary Collaborate Curriculum Planning and Implementation

Gesher is a revolutionary model of transition education for children with mild learning differences who struggle in the typical classroom setting. By employing certified Special Educators, and collaborating with high quality related service providers, the Gesher staff is able to individualize the learning environment for its students while maintaining the social and emotional experience that is found in the typical yeshiva day school program. Therapists are encouraged to push into the classroom, rather than pull out, and their techniques and suggestions are incorporated into the curriculum planning.

By: Mrs. Shoshy Schmuckler, Mrs. Shoshana Salzberg, Mrs. Shari Katlowitz, Mrs. Rifki Bauman, Mrs. Sora David from Yeshivath Gesher (Gesher Early Childhood Center)

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

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

Pedagogy:

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Integrating Navi and Literature

The attached curriculum is part of a project in our school to integrate our Humanities and Navi curricula at the high school level. Our curriculum spans Grades 10, 11, and 12 – and focuses on different areas of integration at different grades. The attached curriculum focuses on the grade 10 portion of the project.

By: Rabbi Yaakov Jaffe, EdD from Maimonides

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

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

Pedagogy: UBD - understanding by design

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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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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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SAR Community Unit

In this unit, students develop academic, social and emotional skills when learning about what it means to be members of a classroom and school community. Students learn about diversity, empathy and responsibility as they discover their role as a member of multiple communities.

By: Mrs. Talia Litwin from SAR Academy

Grade(s): Elementary school

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

Pedagogy: UBD - understanding by design

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

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

By: Miss Whitney Philipps from Community Day School

Grade(s): Elementary school, Middle school

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

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

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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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Grammar: An Interdisciplinary Approach

The Prezi I have prepared will guide you through the different components of the grammar program that I have developed for Yeshivat Netivot Montessori, using Montessori methodology. This is innovative in Jewish education and brings English, Hebrew and Biblical Hebrew language to life for the children. All the components are taught simultaneously throughout the school year, enriching a student's understanding and appreciation of the function of language across multiple disciplines.

By: Ms. Melody Margolis from Yeshivat Netivot Montessori

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

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

Pedagogy: Montessorri

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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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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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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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Dreaming with Yaakov to Search for Meaning

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

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

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

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

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

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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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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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Neighborhood and Community

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

By: Mrs. Eva Broder from SAR Academy

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

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

Pedagogy: IBL - inquiry based learning

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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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Knocking Down Classroom Walls

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

By: Mrs. Elyse Haber from Hebrew Academy Montreal

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

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

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

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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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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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Forces Unit

In this unit, we learned how forces cause movement in both physical and social environments. The Ontario Science Curriculum talks about direct and indirect forces (e.g. gravity, magnetism, static electricity), but we took this concept to the next level by analyzing direct and indirect forces that have an ability to cause real world movement. To do so, we integrated our Science learning with Reading, Writing, Drama, Art, Jewish Studies, Technology, and Media Literacy.

By: Miss Melissa Master from Paul Penna Downtown Jewish Day School

Grade(s): 3, 4, 5

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

Pedagogy: UBD - understanding by design

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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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First Comes Wonder

What does Real World Learning mean in the elementary classroom? Making science, social studies, current events and the children's natural interests the launching point that ties together the reading, writing and math.

By: Mrs. Debra Tolchin from Yeshivat Noam

Grade(s): 1, 2, 3

Subject(s) of entry: Literature/ English, Math, Science, Limudei Kodesh - Ben Adam Lechavero

Pedagogy: UBD - understanding by design

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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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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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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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Oasis Israel Project

After learning about important moments in Modern Israeli history the students in our 4th and 5th grade visit a local Senior center (called Oasis) to interview them about their memories of these moments.

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

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

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

Pedagogy: IBL - inquiry based learning, Blended Learning

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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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