The Kohelet Prize Database

Grade: Elementary School

Using Aristotle’s Rhetorical Triangle to Effect Change in Our Community

11th Grade AP Language students were tasked with identifying & researching a community issue, creating an advertisement campaign to raise awareness of the issue, and writing articles that incorporated their research and Aristotle's rhetorical strategies. Student work was published in our school newspaper & displayed around the community.

By: Rachel Harari from Magen David Yeshivah High School

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

Subject(s) of entry: English/ Writing/ Language Arts

Pedagogy: PBL - project based learning

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Book Day

Book Day is an authentic learning experience that starts with a book. Students connect to literature through a full day of extended interdisciplinary activities including literacy, Hebrew, Israel and/or Judaic studies, social studies, math, science, art and music, technology, physical activity, sound, and taste.

By: Haviva Donin Peters from Ramaz School

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

Subject(s) of entry: Art

Pedagogy: Experiential Education

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Salvation Army Mitzvah Project

Our Mitzvah project has been running 16 years and is one of the highlights of our school year. We started this project while we were studying the weather in science and economics in Social Studies. Our students realized that when we had inclement weather there were people who had nowhere to go. They knew if they work hard they could help.

By: Ms. Barbara O'Brien, Ms. Jodi Behrenfeld, Ms. Dani Williams from Hershorin Schiff Community Day School

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

Subject(s) of entry: Art

Pedagogy: Blended Learning

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Mindful Learning Environment

The "Mindful Learning Environment" is a place where students feel welcome, safe, inspired, and empowered. Using research about the brain, development, behavior, and health, I have implemented various spaces and elements that allow the students to experience their full potential.

By: Justine Skillman from Hasten Hebrew Academy

Grade(s): K, Elementary school

Subject(s) of entry: Social and Emotional Learning

Pedagogy: Social and Emotional Learning

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Living Vocabulary

I created the idea of Living Vocabulary when I noticed my students were having difficulty remembering and incorporating vocabulary we learned together in school. Living vocabulary is a sort of treasure hunt that can be played in and out of school . Children look for their vocabulary words at home, in the super market, on billboards, and everywhere!

By: Rivki Wiener from Margolin Hebrew Academy

Grade(s): K, Elementary school

Subject(s) of entry: English/ Writing/ Language Arts

Pedagogy: Experiential Education

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Making Stories Come To Life

When teaching plot, setting, and characterization I find that children learn best when they can bring the stories to life in a meaningful way. The children learn about these elements best by creating their own characters and writing their own stories to perform for each other.

By: Rivki Wiener from Margolin Hebrew Academy

Grade(s): K, Elementary school

Subject(s) of entry: Art

Pedagogy: Blended Learning

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A Place For Everyone

In order for each child to grow he/she must be comfortable and feel nurtured in their environment. In my 22 years of teaching I have made that a priority each and every year. This year we have 16 students in a very small room. We have managed to create 4 distinct spaces for the students to choose from, allowing each child maximize their potential.

By: Rivki Wiener from Margolin Hebrew Academy

Grade(s): K, Elementary school

Subject(s) of entry: Art

Pedagogy: Blended Learning

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Balancing a Checkbook by Adding & Subtracting Decimals

Each student was given a fake check book. The students learned how to correctly write out checks, using the proper format. They got to experience balancing a checkbook by adding and subtracting decimals when making fake purchases and deposits.

By: Lisa Shamus from Beth Tfiloh Dahan Middle School

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

Subject(s) of entry: Math

Pedagogy: Blended Learning

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3rd Grade Entrepreneurial Curriculum

To understand the complex structures that work together in an economy, students live and breathe economics through two instructional frameworks: the mini-economy and the classroom business. In the end, they are able to demonstrate their understanding by running their own small-businesses, as well as making informed decisions at our monthly market.

By: Justine Skillman from Hasten Hebrew Academy of Indianapolis

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

Subject(s) of entry: Economics/ Business

Pedagogy: Design-Thinking Model

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Austin Jewish Academy (AJA) Fifth-Grade Sustainability Curriculum

As part of AJA's commitment to educating life-long environmental stewards, Ms. Hidalgo developed a reproducible model curriculum to teach sustainability through opportunities for real-world learning. Her program involves innovative classroom study and school-to-farm service learning and has an extraordinary impact on her students and AJA community.

By: Karen Hidalgo from Austin Jewish Academy

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

Subject(s) of entry: Art, Computer Science, Economics/ Business, Engineering, English/ Writing/ Language Arts, Halacha, History, Math, Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Science, Social and Emotional Learning, Social Studies, Tanach, Technology, literature

Pedagogy: Blended Learning, Design-Thinking Model, Flipped Learning, Hevruta Learning, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, Soulful Education, UBD - understanding by design, 21st Century Skills

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A Personal Journey through Parshat Hashavua

Parshat Hashavua – The Weekly Torah Portion:
The weekly Parsha becomes relevant and personal in our First Grade class and prepares students for life in the 21st century. With the advent of the internet, information is at our fingertips. The challenge is what do we do with that information? In addition, devices are becoming more accessible and usag

By: Henny Bartfield from Hebrew Academy Community School

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

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

Pedagogy: Experiential Education, PBL - project based learning, Social and Emotional Learning, Soulful Education, 21st Century Skills

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Immigration Perspectives

Students studied the push and pull factors of immigration. They examined how immigration trends affected immigration laws and policies and analyzed the human experience of immigrants. In this study, students interviewed immigrants, read and watched documentaries, created immigrant character profiles and write historical journals.

By: Tzivie Klein, Frady Halpern from Tiferes Bnos

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

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

Pedagogy: PBL - project based learning, Social and Emotional Learning, 21st Century Skills

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Yad B’Yad: Mixed Media Art

Through observation, students explore the beauty of Jewish ritual objects. Through creation, students can make these objects their own, a true reflection of the beauty and power within themselves. In this lesson, students create mixed-media Yad sculptures for ritual use.

By: Rabbi Emily Meyer, Bibiana Powell from Seattle Jewish Community School

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

Subject(s) of entry: Art

Pedagogy: Experiential Education

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Differentiated Instructions through the use of Muli-sensory felt boards

Research has shown that multi-sensory learning stimulates more neural pathways in the brain. I created Judaic themed, multi-sensory felt boards to be used in the classroom to drive differentiated instruction. The felt boards are used to address the different learning styles and interests of my students.

By: Chana Sheinberger from Hebrew Academy Communitys School, Margate, Fl.

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

Subject(s) of entry: Halacha, Tanach

Pedagogy: Blended Learning, Hevruta Learning, IBL - inquiry based learning, Social and Emotional Learning

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3rd Grade Judaic Studies iPad Project

A year-long project designed to foster long-term retention of technology skills, develop reading comprehension and direction-following skills, and encourage independent thinking and collaborative learning. Includes images for beginning of project. Use of JI Tap Pro not required but allows for privacy of students’ work.

By: Gershom Tave, Gail Gruber, Binyamina Zahavi from Joseph Kushner Hebrew Academy

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

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

Pedagogy: Hevruta Learning, PBL - project based learning, Social and Emotional Learning, 21st Century Skills

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Why do we research and look for alternatives?

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

By: Renee Fine, Vanina Sandel from Yavneh Day School

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

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

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

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A Children’s Guide to Statuary Hall

This Children’s Guide was written by the third graders of Milton as a gift for the Capitol Building to use with young visitors - written by children for children. Throughout this project, students developed research, questioning, critical thinking, analysis, and written communication skills, and they learned the importance of learning from experts.

By: Jessica Friedman, Mindy Hirsch, Melissa Rickabaugh from Milton Gottesman Jewish Day School of the Nation's Capital

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

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

Pedagogy: Design-Thinking Model, IBL - inquiry based learning, PBL - project based learning

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The Prepared Environment

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

By: Chayale Cohen from Arevim Schoolhouse

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

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

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

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The Space We Create

The presentation that follows is based on years of perseverance and experimentation as to what makes for a meaningful and happy learning space for children. “The Space We Create" shows how this is cultivated by using everyday materials to create innovative and flexible classroom spaces. With dedication and care, children will thrive.

By: Amy Sroka from Solomon Schechter School of Westchester

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

Subject(s) of entry: English/ Writing/ Language Arts, Math, Music, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Social and Emotional Learning, Social Studies

Pedagogy: Blended Learning, Constructivist, Experiential Education, Social and Emotional Learning, Wholebrain Teaching, 21st Century Skills

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Student Centered Chumash Class

Differentiated instruction is crucial in education, because every student should be given the opportunity to maximize his/her potential. Shifting my Chumash class into a more student-centered one has helped me reach this goal. In this model, students play an active role in their learning, and they produce work that demonstrates authentic learning.

By: Zehava Greenwald from Bruriah Junior High

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

Subject(s) of entry: Tanach, Technology

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Flipped Learning, Hevruta Learning, IBL - inquiry based learning, PBL - project based learning, UBD - understanding by design, 21st Century Skills

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School’s Cancelled: A Day of Non-Traditional Learning

How do you promote real world skills in a traditional school atmosphere? During Expo Days at YDLV, classes are cancelled and students embark on a themed journey of learning and inspiration, giving them the opportunity to practice non-traditional skills with a variety of exercises and challenges built for real world learning.

By: Brittney Friedman from Yeshiva Day School of Las Vegas

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

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

Pedagogy: Design-Thinking Model, Experiential Education, Gamification, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, 21st Century Skills

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Environment + Energy = Engaged, Motivated and Successful Students

A Montessori inspired environment for an elementary school child that is conducive to problem solving, independent learning, respect, positive time on task, with modeled expectations will create a caring and safe place for children to be successful, excited and engaged in learning.

By: Andria Drucker from Arevim Schoolhouse

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

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

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

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Integration of Vygotzky’s Zone of Proximal Development Theorem in the Singapore Math Program

The implementation of the combination of Vygotzky's theorem of the zone of proximal development with the Singapore math program presents significant benefits in creating the critical thinking skills and developing the required cognitive functions for understanding complex mathematical concepts.

By: Danielle Sapiens from Yavneh 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: Math

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

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

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

By: Russell Kirk from Beth Tfiloh

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

Subject(s) of entry: Music

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

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Proyekt “Ani”/ The “I Am” Project – Integrating Mediation and Contemplative Practice into the Judaic Studies Classroom

Students learn breathing and meditation techniques, and tools for emotional regulation in the classroom as part of the morning Tefilah ritual. Each meditation deepens the students' connection to their Jewish identity by connecting to weekly Parasha, the Hebrew month, and Tefilah. Students reflect on how they connect as Jews and spiritual beings.

By: Yali Szulanski from Kinneret Day School

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

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

Pedagogy: Social and Emotional Learning, Soulful Education, Wholebrain Teaching, 21st Century Skills

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Building a Mathematical Menorah

The Menorah is one of the most prominent symbols of Hanukkah. Students collaborated to design and build a Menorah based on Mathematical principles. Students then incorporated the “Keshet of Kavod” (Rainbow of Respect) into the design, emphasizing Jewish values. The built Menorah was then used in the Maccabia games and was showcased at the JCC.

By: Danielle Sapiens from Yavneh Day School

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

Subject(s) of entry: Engineering, Math, Philosophy/ Values/ Ethics/ Hashkafa, Social Studies

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Hevruta Learning, PBL - project based learning, UBD - understanding by design

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True Tefila

In the aftermath of hurricane Irma, our school building sustained significant damage, forcing the relocation of the entire middle school. The students responded to the chaos of the new learning environment with an unrelenting determination of meaningful prayer. This response, was an outgrowth of the foundation for Tefila established in our class.

By: Miriam Blackstein LaTova from Brauser Maimonides Academy, Westchester 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: Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Technology, Tefila

Pedagogy: Experiential Education, PBL - project based learning, Social and Emotional Learning, Soulful Education, 21st Century Skills

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The Super You Project

To give my students the opportunity to creatively document their lives as 5th graders, I assigned them the “Super You” project. It didn’t turn out to be the productive tool for differentiating instruction I’d hoped. In the end, though, my students were happy with their products and I felt committed to improve the project for the future.

By: Sari Kopitnikoff from Rosenbaum Yeshiva of North Jersey

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

Subject(s) of entry: Art, English/ Writing/ Language Arts, Technology, literature

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

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

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

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

Grade(s): K, Elementary school

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

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

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Scheduling Circus

Creating a school schedule is difficult. Furthermore, creating a schedule that works for 14 multi-age, multi-level, individual students with very different academic and social-emotional needs, seems nearly impossible. It was through a journey of taking great risks and reflecting on failures that brought our classroom the schedule(s) we all needed.

By: Amy Morford from Arevim Schoolhouse

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, English/ Writing/ Language Arts, Halacha, History, Ivrit, Math, Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Science, Social and Emotional Learning, Social Studies, Tefila, literature

Pedagogy: Blended Learning, Experiential Education, IBL - inquiry based learning, Montessorri, Social and Emotional Learning, Wholebrain Teaching, 21st Century Skills

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Living Israeli History: Underground Bullet Factory

Putting themselves in the shoes of teenagers building a new life in the land (and budding State) of Israel, students become historians. Partnership and perseverance are needed as students work together to overcome challenges of immigrants and pioneers in the most perilous of predicaments - living and working in an underground bullet factory!

By: Rabbi Emily Meyer from Seattle Jewish Community School

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

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

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

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Community Partnership All School Read Program

Two schools, 12 miles apart, but on different planets socially and culturally. Have all students read the same two books, write penpal letters, and visit each other’s schools. What happens?
You go from complete segregation to an explosion of creative and interpersonal energy radiating from the students, connecting their common sense of community.

By: Elizabeth Birckhead, Toni Brownell, Suzan Capozzoli, Judy Diekmeyer, Amber Feldman, Madeline Gillotte, Kevin Guess, Rita House, Elaine Kaplan, Carrie Konerman, Cindy Kravitz, Danielle Levine, Rachael Mendelson, Idit Moss, Amit Netanel, Deborah Netanel, Yael Newman, Marcie Oliff, Susan Ouziel, Mary Paden, Jennifer Rubin, Etti Scheier, Sara Selig, Lisa Shapiro, Patty Smith, Gail Sperling, Ariella Toder, Julia Weinstein, Ophra Weisberg, Suzanne Wick, Diane Woloshin, Shawn Wyatt, Tamar Ziv from Rockwern Academy

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

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

Pedagogy: Blended Learning, Design-Thinking Model, Experiential Education, PBL - project based learning, Social and Emotional Learning

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STEAM into Service

Environmentalism and sustainability are topics rooted in Jewish values and very relevant in today’s world. Through exploration, collaboration, research, field trips, and learning from guest professionals, students understand the struggles we face, the steps being taken to develop more sustainable practices, and recognize that they too can help.

By: Louise Lindsay from Stanford Eisenberg Knoxville Jewish Day School

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

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

Pedagogy: Experiential Education, Hevruta Learning, PBL - project based learning, Social and Emotional Learning, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

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Escape the Room! Halacha Mini Course

I created a series of week long escape rooms to teach different topics in Halacha. I used Google Classroom and other apps and websites to transform my class into an exciting Escape the Room for the week.

By: Aryeh Wasserman from Kohelet Yeshiva

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: Halacha, Technology

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

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Beth Tfiloh’s Lower School Israel Fair: A Student-led Interdisciplinary Experience

Beth Tfiloh Lower School students participated in a multi-week and school-wide interdisciplinary learning experience about various landmarks in Israel. Students (K-4th grade) conceived of, developed, and created fifteen hands-on exhibits to share their learning with the broader student and family community.

By: Elana Weissman, Elissa Hozore from Beth Tfiloh Dahan Community School

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

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

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

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An Interdisciplinary Study of the Lenape People

SW’s aim is for students to cultivate their identity as global citizens who recognize and respect cultural similarities and differences among kol yoshvei tevel (all who dwell on Earth). Our third-grade study of the Lenape tribe showcases that effort through an integrated curriculum incorporating hands-on, project-based learning and exploration.

By: Elise Goldman, Alyssa Gioio, Sara Herbrand, Denise McGinnity, Glenn Simonelli from Schechter Westchester

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

Subject(s) of entry: Art, Computer Science, Engineering, English/ Writing/ Language Arts, History, Math, Science, Social Studies, Technology, literature

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

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Shifting Math Models

In order to better differentiate in our math classrooms, we recently shifted our math model from a "pull-out" model, where students were pulled out into above and below level groups, to a "push-in" model, where a third teacher joins the classroom and the teachers teach in small groups.

By: Elana Willig, Yvonne Ostrov from Magen David Yeshivah

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

Subject(s) of entry: Math

Pedagogy: Constructivist

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Olam Chesed Yibaneh – Building a World of Kindness

Our school embarked on a year-long, cross-grade chesed project that encouraged students to think critically about problems in our community, city, and country, and to begin to solve those problems. This project stems from the psalm that states: "The world was built on loving kindness."

By: Julia Friedman Rubin, Ayala Raice from SAR Academy

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

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

Pedagogy: Blended Learning, Experiential Education, Hevruta Learning, PBL - project based learning, Social and Emotional Learning, UBD - understanding by design, 21st Century Skills

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#FailureFridays: Helping Students Embrace Risk Taking and Failure

#FailureFridays is a class-wide program that integrated daily social and emotional learning (SEL) with curricular lessons to foster a greater appreciation for risk taking and failure. Students applied critical and creative thinking to Tanach study, engaged in daily journaling, and discussed their setbacks and successes at a weekly class meeting.

By: Joe Hirsch from Akiba Academy

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

Subject(s) of entry: English/ Writing/ Language Arts, Social and Emotional Learning, Tanach

Pedagogy: Social and Emotional Learning, UBD - understanding by design, 21st Century Skills

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Finding Meaning: Prayer Through Reflection and Integration

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

By: Tali Seinfeld, Tami Teller from Ramaz School

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

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

Pedagogy: Language Immersion, Social and Emotional Learning

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Abstract, Bridge, Create- Using the ABC’s of literature and language to manifest concrete connections in learning

Literature and language are difficult ideas for students to grasp. My students translate these ambiguous concepts into tangible projects requiring them to explore abstract ideas, bridge their connections, and create symbolic representations with technologies and strategies that commit their analyses to long-term memory and store them as knowledge.

By: Bethany Webb from Margolin Hebrew Academy Feinstone Yeshiva of the South

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, English/ Writing/ Language Arts, Social Studies, literature

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

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The Architecture of Real-World Learning — A Treehouse Builds Community

Students combined their study of math and science with learning about architecture. This year-long, integrated project resulted in a real treehouse as their graduation gift to the school. They did everything from surveying stakeholders, calling for donations, supply shopping, meeting with the city permit department and designing the final product.

By: Rena Malkofsky-Berger from Akiva School

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

Subject(s) of entry: Art, Economics/ Business, Engineering, English/ Writing/ Language Arts, Math, Science, literature

Pedagogy: Constructivist, Design-Thinking Model, Experiential Education, IBL - inquiry based learning, PBL - project based learning

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Forming Connections

In 2nd grade at Yeshivat Noam our students begin learning Chumash. In addition to building foundation skills and content knowledge, we have found it very important to integrate the learning and form connections with the text. In this presentation, I demonstrate how we have integrated our Chumash learning into Tefillah, science, math and art.

By: Nechama Konigsberg from Yeshivat Noam

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

Subject(s) of entry: Tanach

Pedagogy: Experiential Education

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Creating a Positive Environment for All Children

The South Florida Jewish Academy engages in a holistic approach to education. All teachers, in every subject and at every level work seamlessly as a team to put together a comprehensive plan for each student. This manifests itself in numerous creative and innovative programs and curricula.

By: Mrs. Baila Gansburg, Rabbi Gavriel Ohayon, Ms. Tracy Brown, Morah Leah Gansburg from South Florida Jewish Academy

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

Subject(s) of entry: Art, Engineering, Foreign Language, Gemara, Math, Science, Social and Emotional Learning, Technology, Tefila

Pedagogy: Experiential Education, PBL - project based learning, Social and Emotional Learning, 21st Century Skills

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STEM Education and Crosscutting Concepts

The Charles E. Smith Jewish Day School has developed a model of STEM integration with general and Judaic studies using the Next Generation Science Standard's Crosscutting Concepts (CCC). This model of integration is the only one in the nation and is the subject of research and collaboration with The George Washington University.

By: Alexis Soffler, Jennifer Rittberg, Eve Margol, Michal Friedman, MollyBeth Rushfield, Nanci Henoch, Hillary Gruber, Andrea Washington, Sharon Barad, Erin Magee, Jessie Nathans from The Charles E. Smith Jewish Day School

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

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

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

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Interdisciplinary​ ​Integration Through​ ​Service​ ​Learning for​ ​Middle​ ​School​ ​Students

Classroom instruction focuses on the sources and then the development of Jewish law. It is then taken out of the classroom weekly so that students have the opportunity to put the lessons into practice. Lessons and projects incorporate language arts and math skills, torah, art, technology, science, and health.

By: Edith Horovitz from Martin J. Gottlieb 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, Halacha, Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Tanach, literature

Pedagogy: Experiential Education, PBL - project based learning, Social and Emotional Learning, 21st Century Skills

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Teva Tuesday

Each week our students in our 4-5th grades spend an afternoon outdoors to learn, become aware of and appreciate the vital role the earth plays in our existence. Students are encouraged to gain a deep, profound respect for the environment, to become Shomer Adamah (Guardians of the Land) through study of Jewish texts that promote these ideas.

By: Marcy Thomaswick, Gail Raucher, Rebecca Tishkoff, Melanie Waynik from Ezra Academy

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

Subject(s) of entry: Art, Engineering, English/ Writing/ Language Arts, Halacha, History, Ivrit, Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Social Studies, Tanach, Tefila, literature

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Hevruta Learning, Montessorri, Social and Emotional Learning, Soulful Education, Wholebrain Teaching, 21st Century Skills

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Modular Educational Games

A kit to produce educational games in any language, in any subject, and at any level of difficulty. The process of creating these games develops the student’s learning abilities (focus on detail, categorization, collaboration,self-direction) and social skills.
These games can be used as a part of teaching, reinforcement, review, and assessment.

By: Lior Kakon, Yigal Kakon from Hillel Torah

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

Subject(s) of entry: Computer Science, Engineering, English/ Writing/ Language Arts, Foreign Language, Gemara, Halacha, History, Ivrit, Math, Mishnah, Music, Physical Education/Health, Science, Social Studies, Tanach, Technology, literature

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

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Design Thinking Lab: Teaching Students How To Solve Real World Problems

Children and adults are faced with challenges every day at home, school, and work. Design Thinking is a creative process geared to solve these difficult challenges in a “people focused” approach. In this unit, students will learn about Design Thinking and the steps and process it involves. Then, they will set out to solve challenges.

By: Yonina Lermer from Yeshiva Har Torah

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

Subject(s) of entry: Engineering, Science

Pedagogy: Design-Thinking Model, PBL - project based learning

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Art & Tefillah Minyan

In this minyan, students use art as a medium for exploring and more deeply engaging with tefillah. Students study the themes of traditional Jewish prayers and create original works of art through which students can express their own feelings and ideas on these themes, using their art as an extension of their tefillah.

By: Rabbi Peter Stein from Frankel Jewish Academy

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

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

Pedagogy: Experiential Education, Social and Emotional Learning

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Canada 150 School-Wide Inquiry Project

The Hamilton Hebrew Academy set out to provide our students with an outstanding learning experience in celebration of Canada 150. Every student conducted an inquiry project, which facilitated the development of their critical and creative thinking skills. The event culminated in a community wide learning showcase at a Canadian historical site.

By: Goldie Weiser, Rebecca Shapiro, Ali Ostrowski, Bob Childs, Ryan Kraftcheck, James Potter, Gila Mesusany, Heather Wilson from Hamilton Hebrew Academy

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

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

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

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

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

By: Eti Zehavi from Gideon Hausner Jewish Day School

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

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

Pedagogy: Language Immersion, Social and Emotional Learning

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Flags of the Tribes of Israel: A Media Arts and Chumash “Integrated Creative Judaics” Production

In this three week "Integrated Creative Judaics" unit,11th grade students delved into the roots of Midrash Rabbah Bemidbar 2.7 in an exploration of the tribal flags of the Israelites and identity. They then drew upon their wisdom to create "fruits of the soul" by designing and animating flags based upon their learning.

By: Roger Blonder, Rabbi Devin Maimon Villarreal from de Toledo 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, Ivrit, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Tanach, Technology

Pedagogy: Constructivist, Design-Thinking Model, Experiential Education, Hevruta Learning, PBL - project based learning, Social and Emotional Learning, UBD - understanding by design, 21st Century Skills

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Rainforest and Tu Be’shvat

Why are trees important in our world and what is our role in taking care of trees? Our kindergarten students learned about the importance of trees in our world while studying about the the rain forest and the holiday of Tu Beshvat. Our learning concluding with performance of the Great Kapok Tree by Lynne Cherry.

By: Amy Musler, Rufina Feld, Tilly Pelz, Cherry Kruse, Ravit Eldar from Denver Jewish Day School

Grade(s): K, Elementary school

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

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

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Inspiring All Learners through Multi-Age Classrooms

Through our new multi-age format, the Schechter faculty differentiates and optimizes student learning. This progressive model reaches diverse learners within a single classroom environment and is transforming student engagement, individualized instruction, social outlets, improved self-esteem, and richly integrated curriculum.

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

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

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

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

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4th Grade Business Plan

We introduce students to Tikkun Olam through development of nonprofit business plans. Students work collaboratively to create plans and make presentations. Once presentations are completed, students present plans to judges who help students think critically about plans. Then classes run businesses and help charitable organizations.

By: Rachel Korman, Stephanie Hosansky from Perelman Jewish Day School - Stern Center

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

Subject(s) of entry: Economics/ Business, Math, Social and Emotional Learning, Social Studies, Technology

Pedagogy: PBL - project based learning, Social and Emotional Learning, 21st Century Skills

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Are You ‘Board’ with Traditional Lesson Plans? GAME ON!

GameOn! provides students with innovative skills they use to create board games based on their mastery of a particular topic. Students transform their knowledge of any subject into a tool used by other students. Creating a website, we connected classrooms across the globe through educational game play and development.

By: Stephanie Teitelbaum and Lauren Resnick from Martin J. Gottlieb 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, Computer Science, Engineering, English/ Writing/ Language Arts, Math, Science, Social and Emotional Learning, Social Studies, Technology, literature

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Gamification, PBL - project based learning, Social and Emotional Learning, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

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Mishkeh Mechanic/Success Strategist

Eighth grade students completed a project in STEM class, documenting throughout using the SeeSaw app's video and picture abilities, and crafted a non-fiction “narrative" in Language Arts class, where they followed the Teshuva process to "realize," and thus capitalize upon, their mistakes.

By: Srividhya Sundaram, Ariella Landy from Joseph Kushner Hebrew 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: Engineering, English/ Writing/ Language Arts, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Technology

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

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The Flexible Mindset

The Flexible Mindset, used in a kindergarten classroom, is a combination of growth mindset, flexible seating, and integrated projects. This combination makes for a learning environment that is ever changing to meet the needs of each student in the classroom community and bring learning to life.

By: Emily Hayes, Hinda Lind, Chelsea Avchen from The 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, Engineering, English/ Writing/ Language Arts, Foreign Language, History, Ivrit, Music, Physical Education/Health, Science, Social and Emotional Learning, Social Studies, Technology, Tefila

Pedagogy: Blended Learning, Design-Thinking Model, Social and Emotional Learning, 21st Century Skills

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Nutrition Nibbles

To conclude our nutrition unit, I challenged my 5th graders to each design a tasty, healthy snack for kids which would be a good source of their assigned vitamin/mineral. Each student would present at our student-designed snack conference, to which we invited other classes. The whole creative process could be applied to various other subjects.

By: Sari Kopitnikoff 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, Science, Technology

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

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Creating a Culture of Goal-Setting: Intrinsic Motivation and Personalized Learning

In view of the importance of intrinsic motivation as well as personalized learning, kindergarten students at Yeshiva Lab School engaged in an in-depth study of goals and goal-setting. Each child set goals over the course of the year with the guidance of an educator, who used these goals to target instruction.

By: Rachael Simon from Kohelet Yeshiva Lab School

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

Subject(s) of entry: English/ Writing/ Language Arts, Ivrit, Math, Social and Emotional Learning, Tanach, Tefila

Pedagogy: Constructivist, Social and Emotional Learning, 21st Century Skills

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Talking Trees in Kitah Alef-Impact of Trees in our Environment -An interdisciplinary Unit

1st graders learned about trees through literacy, science, math, Ivrit, art, movement and by working in cooperative groups. The unit included studying the parts of trees in Hebrew and English, the impact of trees on the environment and its natural resources. We emphasized the mitzvah of tzedakah and of planting trees in Israel for Tu B'Shvat.

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

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

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

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

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DASH Weeks

DASH is a comprehensive school wide study of a topic that is carried out in every classroom, Judaic and secular, as well as in the arts. It is cross grade, cross curricular and integrated. The school has now done two DASH units, one last spring and one in November 2017. This fall's topic, "Water: Source of Life" was engaging and exciting.

By: Gerri Chizeck, Debbie Kanter, Sarah Greenberg, Sam Spinrad, Kim Berry from Levey Day School

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

Subject(s) of entry: Art, English/ Writing/ Language Arts, Foreign Language, History, Ivrit, Math, Music, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social Studies, literature

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

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What do Greece and Arizona Have in Common? Empowerment, Life Skills, and Meaningful Research

Students planned a trip to Greece to learn about literature, ancient history, and Jewish history, researching content, budgeting, fundraising, and halakhot. Success was met with disappointment when the trip was canceled for terrorism. Students regrouped, changing the destination to Arizona to research nature, American history, and the arts.

By: Rachel Harari from Magen David Yeshivah High School

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

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

Pedagogy: Design-Thinking Model, PBL - project based learning, Social and Emotional Learning, Wholebrain Teaching, 21st Century Skills

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Creating a Positive Learning Culture

Creating a Positive Learning Environment is is divided into five sections:

• The Goals
• The Space
• The Station Rotation Model
• The Language
• The Organization
Each section of the google slideshow portrays how I have developed my learning environment into a space where positivity and child centered learning is of primary focus.

By: Elana Kurtz from Rabbi Pesach Raymon Yeshiva

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

Subject(s) of entry: English/ Writing/ Language Arts, Math, literature

Pedagogy: Blended Learning, Constructivist, Social and Emotional Learning, 21st Century Skills

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ART LAB

Today art rooms have become hubs that dynamically enrich students’ lives in multiple ways. The art room at MJGDS uses traditional materials in addition to modern technologies and the infusion of Judaism, Math, Science, Engineering, Language Arts, and Social Studies make it a high tech space for student creativity and innovation.

By: Shana Gutterman from Martin J. Gottlieb Day School

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

Subject(s) of entry: Art, Computer Science, Engineering, English/ Writing/ Language Arts, Foreign Language, History, Math, Science, Social and Emotional Learning, Social Studies, Tanach, Technology, literature

Pedagogy: Blended Learning, Design-Thinking Model, Gamification, PBL - project based learning, Social and Emotional Learning, Wholebrain Teaching, 21st Century Skills

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Kindergartners Construct a South Campus Community Theater to Enhance Their School’s Learning Environment

In Kindergarten at MILTON, the theme of community guided our work and was woven into all aspects of our curriculum. Over the course of a semester, we explored the concept of community through the lens of theater. Our multi-disciplinary curricular approach to learning culminated in the creation of the South Campus Community Theater.

By: Lisa Davis, Xani Pollakoff, Vasilios Pournaras from Milton Gottesman Jewish Day School of the Nation's Capital (formally JPDS-NC)

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

Subject(s) of entry: Art, Engineering, English/ Writing/ Language Arts, Math, Science

Pedagogy: Design-Thinking Model, Experiential Education, PBL - project based learning, Wholebrain Teaching, 21st Century Skills

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Morah Tovi Admon Co-teaching Program

Looking at a classroom, even when empty, tells a lot about the learning environment. Are students facing the same direction to be receivers of information or are there centers and desk-clusters, meeting areas and reading nooks created to support students in moving through routines, working together, and supporting more independent learning.

By: Tovi Admon from Hillel Academy Of Pittsburgh PA

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

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

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

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

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

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

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

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

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

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MakerLab: Innovation and Creation

Hillel Academy's goal is for students to “learn how to learn”.  We don’t give instructions in Makerlab, we give tools and guidance, and challenge the students to find answers and solutions on their own. It is amazing to watch the next generation of innovators get their first taste of inventing.

By: Michael Gamson from Hillel Academy

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

Subject(s) of entry: Art, Computer Science, Engineering, English/ Writing/ Language Arts, Math, Music, Science, Technology

Pedagogy: Design-Thinking Model, Hevruta Learning, IBL - inquiry based learning, PBL - project based learning, 21st Century Skills

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Interactive Haggadah Shel Pesach and Hilchot Chag HaPesach

These digital Haggadah and Halacha documents are colorful, interactive, and engaging. They include the full text of the Haggadah, commentaries on the Haggadah, and various relevant video clips. Teachers can make a copy for each student on Google Classroom, and once the slides have been completed, teachers can print and bind the pages.

By: Chaya Senft from Moriah School

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

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

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

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Kol Isha: Giving Voice to Jewish American Women

Kol Isha: Giving Voice to Jewish American Women is a primary document based inquiry project for advanced level American history students that encourages analytical interpretation of historical documents in tandem with creative writing and personal reflection.

By: Ariel Levenson from Joseph Kushner Hebrew Academy

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

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

Pedagogy: Constructivist, Design-Thinking Model, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, UBD - understanding by design

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Shnayim Mikra Initiative

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

By: Rabbi Joel Yormark from South Bend Hebrew Day School

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

Subject(s) of entry: Halacha, Tanach

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

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Parsha Cereal of the Week 2.0

Was teaching parshas Vayeitei in 1994, telling class how Lavan did many tricks on Yaakov.
I said the word "tricks" a few times, and all of a sudden thought about "trix" cereal, which was my kids favorite Shabbos cereal. I then told class(if your parent get Trix cereal for you, it will remind you about the Parsha! Cereal of the week was born!

By: Rabbi Joel Yormark from South Bend Hebrew Day School

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

Subject(s) of entry: Tanach

Pedagogy: Design-Thinking Model, Wholebrain Teaching

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100 Day Sculpture Museum

Happy 100th day of school! In this project, students will be challenged to use exactly 100 items to create a sculpture to be exhibited along with a bar graph and written statement for a special 100th Day Museum. Motivation increases as students apply mathematical skill, creative thinking, and problem-solving to this real-life learning experience.

By: Tamar Volosov from Melvin J. Berman Hebrew Academy

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

Subject(s) of entry: Art, Engineering, English/ Writing/ Language Arts, Math

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

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STEM Day 2.0

I organized and planned a school wide STEM Day. This event consisted of 5 different STEM-based activities that all students in the school actively participated in. All activities were hands-on and allowed the students to see the connection between school, STEM, and the real world.

By: Lisa Shamus from Beth Tfiloh Middle School

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

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

Pedagogy: Blended Learning, Experiential Education, Wholebrain Teaching, 21st Century Skills

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Movement, Music & Midot

M3a is a stand- alone or supplemental curriculum for teaching character development. It consists of process and value concepts attached to musical anchors impacting class behavior.

By: Mr. Alan Rosen from Gindi-Maimonides Hebrew Academy

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

Subject(s) of entry: Music, Character Development

Pedagogy: Blended Learning

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

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

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

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

Subject(s) of entry: Science

Pedagogy: PBL - project based learning

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The Cyber Path to Critical and Creative Thinking

This is a revolutionary approach which incorporates innovative technology to engage students in using higher order thinking in Jewish texts. Using the platform of Bloom’s Revised Taxonomy, students are guided to create their own content as a means of presenting their understanding of the texts. This approach is also being used by secular studies teachers in our school.

By: Rabbi Yehuda Schwartzberg from Stars of Israel Academy

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

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

Pedagogy: Blended Learning, PBL - project based learning, 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, Elementary school

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

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

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Rabbi

I have developed special materials and a methodology to teach students how to accurately translate a Chumash regardless of their abilities. The system allows for the ability to teach and track multiple grade levels simultaneously without hampering the student’s natural progression. Each student can maximize his/her growth. Students are much more engaged since the material is neither overly challenging or excessively simple. The work load fits like a glove. On one hand, I have students in sixth grade translating independently, probably on a High School level. On the other extreme , I have students who would probably fall through the cracks in a conventional system moving forward at a slow but acceptable pace. It does wonders for behavior issues since academic frustration is one of the leading causes of behavioral issues. It took years to develop.

By: Rabbi Chaim Gourdji from Torah 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: Tanach

Pedagogy: Independent Learning

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Water: An examination

Using the bracha Mashiv HaRuach and Parshat Noach, this unit investigates water on a deep level. It includes many types of instruction so that all students can access the learning.

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

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

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

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

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Torah N Technology- Mishna PowerPoint

The TNT Program (Torah ‘n Technology) at Maimonides integrates curriculum studies and enrichment programs with technology, following our school motto: “A Beautiful Blend, Torah and Worldly Experience.” This program helps students find relevant and creative expression to their learning, as well as instruction in important technology skills.

The Mishna/Talmud PowerPoint program empowers students to creatively visualize the content and Mishnaic language, transforming basic words, letters, and text into an exciting multi-media format.

By: Rabbi Shmuly Rubin from Maimonides Hebrew Day School

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

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

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

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The Talent Center Handbook & Extra Challenge Project Kit

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

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

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

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

Pedagogy: Constructivist, IBL - inquiry based learning, Montessorri, PBL - project based learning, 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, Middle school

Subject(s) of entry: Literature

Pedagogy: Constructivist

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TAP INTO IT!

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

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

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

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

Pedagogy: IBL - inquiry based learning

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Shake Your Lulav!

This is a Google Slide presentation about the mitzva of Ushpizin, welcoming honorary guests into the sukkah, which integrates content and skill building, as well as Hebrew language acquisition. It was originally designed for use as a flipped classroom.

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

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

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

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

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Navi News-Bringing Navi to Life

A three-part program to teach Navi that includes differentiated instruction, collaborative learning, higher level thinking, multi-media presentations and a battle reenactment complete with "swords."

By: Rabbi Eliezer Kessler from Yeshiva Torat Emet

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

Subject(s) of entry: Tanach

Pedagogy: Collaborative Learning

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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, Math, Mishnah, Science, Tanach

Pedagogy: Blended Learning, PBL - project based 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, Math

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

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

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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, Geography, Social Studies

Pedagogy: Montessorri

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License to Read Hebrew

This is a reading program designed to foster an enjoyment of reading Hebrew while cultivating the skills necessary for navigating Jewish life.

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

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

Subject(s) of entry: Computer Science, Ivrit, Tanach, Siddur Liturgy, Hebrew Literature

Pedagogy: Blended Learning, Constructivist, 21st Century Skills

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Judaic Differentiation

I have created a system of differentiation where students can learn, practice and demonstrate Chumash (Bible) skills at their levels. Upon mastery, students create videos, where they apply acquired skills to unfamiliar text, to be virtual teachers for other students. The compilation of these videos gets posted to a website to populate a student-created Khan Academy for Judaic skills.

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

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

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

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

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Go Green Initiative

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

By: Ms. Gerri Chizeck from Levey Day School

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

Subject(s) of entry: Science

Pedagogy: PBL - project based learning

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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, 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, Middle school

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

Pedagogy: 21st Century Skills

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Flipped Instruction

Differentiated instruction is crucial in education, because every student should be given the opportunity to maximize his/her potential. Integrating flipped instruction in my Chumash classes has helped me reach this goal. I prepare videos for my students to watch at home, and we then use class time to process and analyze the material.

By: Mrs. Zehava Greenwald from Bruriah Junior High

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

Subject(s) of entry: Tanach

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

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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, 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, Mishnah, Music, Science, Tanach

Pedagogy: 21st Century Skills

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Differentiated Instruction through the lens of Multiple Intelligences

Utilizing a unit study of Nazir, we have created differentiated models of instruction and assessment designed for individual learners included in Howard Gardner's theory of Multiple Intelligences.

Many of the tools devised can be utilized across grade levels and subject matter. Additionally, the tiered methods enable an opportunity for individual reinforcement resulting in a comfort with the curriculum and a more confident and successful learner.

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

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

Subject(s) of entry: Tanach

Pedagogy: Blended Learning, PBL - project based learning

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Differentiated Instruction in a Learning Support Class

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

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

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

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

Pedagogy: Constructivist, PBL - project based learning

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Differentiated Instruction

In this presentation, a different angle is taken to DI. It starts before the child ever walks into the classroom. By the time, the child has completed Day 1, a trust has been developed which will allow for teacher and child to succeed.

By: Rabbi Yehuda MInchenberg from Yeshivat Noam

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

Subject(s) of entry: Tanach

Pedagogy: UBD - understanding by design

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Chopped (pronounced “חפט“)

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

By: Mrs. Shira Greenspan from Ramaz Upper School

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

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

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

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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, Middle school

Subject(s) of entry: Literature

Pedagogy: Constructivist, IBL - inquiry based learning

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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, Math, This model can be used across all subjects

Pedagogy: Constructivist, Montessorri, 21st Century Skills

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A Therapeutic Partnership

The Therapeutic Partnership supports students who require therapeutic education services in their effort to reintegrate into a mainstream Jewish school. Each student's individualized Therapeutic Education Plan (T.E.P.)--the fruit of the therapeutic team and the central expression of the Partnership--establishes goals that create opportunities for his or her social-emotional, academic, and Jewish success, supporting academic and social reintegration.

By: Rabbi David Rosenberg from JCFS Therapeutic Yeshiva

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: Therapeutic Team

Pedagogy: Theraputic Team

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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, Math, Music, Science, Music

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

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Teaching Chumash Analytically

Traditionally, verses in the Torah have been taught in the classroom to younger students in a superficial and mindless format. The assumption is that young minds are incapable of grasping anything but the most simple concepts. By dividing each verse into an outline format, each phrase in the verse can be seen as it relates to other phrases in the same verse and to phrases in adjacent verses and these relationships can be used to promote critical thought in the classroom.

By: Rabbi Jacob Fayazi from Yeshiva Ketana of Long Island

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

Subject(s) of entry: Tanach

Pedagogy:

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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, Tanach

Pedagogy:

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Pirkei Avot to Pop Song

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

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

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

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

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

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Pirkei Avot Scrapbook

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

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

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

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

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

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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, Jewish Identity

Pedagogy: PBL - project based learning

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Making Space Holy

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

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

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

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

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

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Mah Nishtana Goes Tech

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

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

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

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

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

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Jewish Heroes Congress

This unit was developed to help students increase their knowledge of mitzvot and virtues and help them be more discerning when choosing people to hold in high esteem.

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

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

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

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

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Innovations Across the Nations

In conjunction with science and social studies, students learn about real-world problems that affect humankind on a global scale. Students are challenged to think critically and creatively as they plan and engineer products that address the real world problems.

By: Mrs. Lori Rutcofsky from Rockland Jewish Academy

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

Subject(s) of entry: History, Math, Science, Engineering

Pedagogy: 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, Tanach

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

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

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Critical Thinking in a Bible Studies Class

This entry highlights five different techniques that are used to design a class while focusing on critical and higher order thinking skills.

By: Mrs. Elana Katz from Columbus Torah Academy

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

Subject(s) of entry: Tanach

Pedagogy:

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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

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

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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, Mishnah, Science

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

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Accessing Artistic Intuition Through the Study of Chumash

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

By: Ms. Sarah Antine from Berman Hebrew Academy

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

Subject(s) of entry: Art, Tanach

Pedagogy: IBL - inquiry based learning, Constructivist

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(parsha) Cereal of The Week

"Cereal of the Week" makes the Parsha come alive! Every cereal parsha has divrei Torah in it. It took me 3 years to complete. It is all online at: http://www.chinuch.org/item_detail/Cereal-Of-The-Week-Parsha-Program. (71 parsha cereal sheets) Every child loves cereals! Many parents told me their children did not want to be pressured at the Shabbos table with parsha questions, and the weekly parsha cereal sheet was the answer!

I have attached some samples. There is a cereal for every parsha, yom tovim, Rosh Hashana, Yom Kippur, Chanukah, and Purim. It is a great method to help remember what each parsha is about! Students also now think of their own ideas of which cereals apply to a parsha.

By: Rabbi Joel Yormark from South Bend Hebrew Day School

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

Subject(s) of entry: Tanach

Pedagogy: Blended Learning

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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, Science, Environmental Curriculum (integrated into general and Jewish Studies and Hebrew), Environmental Curriculum

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

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Makerspace Failure= Learning

In my K-5 Makerspace classes, students are able to explore, design, engineer, create, collaborate and educate. They are exposed to hundreds of different materials, tools, and supplies ranging from straws, to robotic LittleBits, to broken VCR players. Students are taught, encouraged, and accepting to challenges as learning opportunities and understand that in the Makerspace, there is not failure, only learning.

By: Ms. Jamie Moskowitz from Perelman Jewish Day School

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

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

Pedagogy: Blended Learning, IBL - inquiry based learning, 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

Pedagogy: IBL - inquiry based learning, PBL - project based learning, 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, Math, Mishnah, Science, Tanach

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

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What is PV? A PBL Odyssey

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

By: Ms. Rebecca Lederman from Lander~Grinspoon Academy

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

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

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

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Tza’ar Ba’alei Chayim

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

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

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

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

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

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Turning Dreams into Reality

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

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

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

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

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

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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, Science, Tanach, Social Studies

Pedagogy: IBL - inquiry based learning, PBL - project 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, Elementary school, Middle school

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

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

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Project Based Learning: How to Build a Functioning Society

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

By: Mrs. Heather Brukner from Yeshivat Noam

Grade(s): 5, Elementary school

Subject(s) of entry: Social Studies

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, Mishnah, Tanach

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

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

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

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

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

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

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

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“Privileged Partner” – A Character Development (Midot) Curriculum

Using traditional Jewish texts, select video clips, case studies, stories and interactive projects "A Privileged Partner" is rooted in 3 over-arching "Big Ideas":

1. Character development (Midot) is not a subject, it is a way of life.

2. The power to change myself and the world is in MY hands.

3. The greater one’s potential, the greater one’s responsibility.

By: Rabbi Elazar Bloom from Brauser Maimonides Academy

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

Subject(s) of entry: Character Development

Pedagogy: UBD - understanding by design

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Yochi Paltin’s Ivrit B’Ivrit Hebrew Immersion Program

I have created a positive, thriving, dynamic, ever-changing learning environment for the students in my Upper Elementary Hebrew Language Program (Ivrit B’Ivrit) at Perelman Jewish Day School. Children are encouraged to take risks to converse exclusively in Hebrew. As this is a total immersion program, Hebrew eventually becomes an everyday spoken language—as natural to the students as the English language.

By: Mrs. Yochi Paltin from Perelman Jewish Day School

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

Subject(s) of entry: Ivrit, Hebrew Immersion

Pedagogy: Blended Learning, IBL - inquiry based learning, 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, Music, Science

Pedagogy: Whole Brain Teaching

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Whole Brain Teaching for Judaic Studies

Whole brain teaching is a method of instruction that combines fun gestures and rhymes with short chunks of information that are immediately re-teachable. I have worked to integrate WBT into Hebrew studies in Chumash, Dikduk and Mishna with tangible results that can be replicated in any class. This method has infused the classroom environment with energy, zest and memorable moments!

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

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

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

Pedagogy: Wholebrain 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, Math, Mishnah, Music, Science, Tanach

Pedagogy: Constructivist, IBL - inquiry based learning, Montessorri, PBL - project based learning, UBD - understanding by design, 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, Math, Mishnah, Music, Science, Tanach

Pedagogy:

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The Conscious Learning Environment

This video project is an in-house collaboration of the ideas and talents of six Lamplighters teachers. Each vignette features a different key element of what we call "the conscious learning environment." When teachers are conscious of the unique needs of each of the learners within a space and are willing to allow adaptability of infrastructure, furniture, objects and interactions--the environment becomes as living as the people who live and learn within its walls. NOTE: Please view the FULL project using the LINK below. (YouTube videos and .pdf are only a backup)

By: Mr. Moshe Schack, Rabbi Gershon Riesenberg, Miss Hinda Dalfin, Miss Gavi Goldberg, Mrs. Chana Gorin, Mrs. Ilana Spencer from Lamplighters Yeshivah

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: Learning Environment

Pedagogy: Constructivist, Montessorri, Universal Design for Learning

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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, 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, Elementary school, Middle school

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

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

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Morah Nechama Konigsberg

In this presentation, I describe three elements that combined make my Judaic studies learning environment unique: whole group and small group learning, using the classroom environment as a tool and resource, and multi-sensory learning.

By: Mrs. Nechama Konigsberg from Yeshivat Noam

Grade(s): 2, Elementary school

Subject(s) of entry: Ivrit, Tanach, Chagim - Jewish Holidays

Pedagogy: 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, Math, Mishnah, Music, Science, Tanach

Pedagogy: Blended Learning, 21st Century Skills

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Kindergarten Learning Environment

A classroom environment utilizing nine distinct stations. Stations provide for student exploration, and help them develop deeper connections to their learning.

By: Mrs. Devorah Locker from Yeshiva Day School of Las Vegas

Grade(s): K, Elementary school

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

Pedagogy: Constructivist

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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, Math, Mishnah, Science, Tanach, Design Thinking

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

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Hitbodedut as a Learning Environment

This learning environment was first introduced during T'fillah, prayer, time to expose students to an additional, non-traditional way to grow spiritually and emotionally. Students spent time learning about Hitbodedut, and then practicing it on their own for 4 months.

By: Ms. Hannah Perlis from Carmel Academy

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

Subject(s) of entry: Tefila

Pedagogy: UBD - understanding by design, 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, 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, Middle school

Subject(s) of entry: Art, Computer Science, Ivrit, Literature, 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, Math, Science, Tanach, Holidays, Tefila

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

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Class Norms and Procedures

This is the foundation of our classroom culture. It outlines the norms and procedures that serve as the framework for the learning that takes place in our class. It is a system that is easily customized to serve the needs of any classroom.

By: Rabbi Elazar Bloom from Brauser Maimonides 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: Classroom Management

Pedagogy: Based on the work of Harry K. Wong

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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, 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, 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, Math, Music, Science

Pedagogy: Blended Learning, IBL - inquiry based learning, PBL - project based 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, 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, Mishnah, Tanach, Creative Writing

Pedagogy: IBL - inquiry based learning, PBL - project 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, Math, Mishnah, Science, Tanach

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

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

Pedagogy: Constructivist

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The Akiva Broadcasting Network

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

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

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

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

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

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

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Tashlich STEAM Waterfall

This project was planned for grades TK-8 to participate in a school-wide STEAM project to learn about Rosh Hashana, Tikkun Olan, Teshuvah, and Tashlich. The project included integration of Science, Technology, Engineering, Art and Math into Judaic Studies.

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

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

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

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

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STEM Fair

In the spring of 2015, ASHAR students presented their projects in a school wide fair culminating a year long focus on combining the learning of science, math, and Torah.

Based on the premise that everything secular can be found in the Torah, our students in first through eighth grade explored the connections between kodesh, holy, and chol, secular.

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

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

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

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

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Mishkan Meets Makerspace

In our “Mishkan meets Makerspace” unit of study, we integrated skills from all S.T.E.A.M. disciplines, Science, Technology, Engineering, Arts, and Mathematics and enhanced our studies of Parshat Trumah by creating our own three dimensional model Mishkan. Using the chumash text as a foundation for purposeful learning, students worked collaboratively to bring the complex details of the Mishkan to life with excitement and passion. The final product incorporated all four learning modalities and six of Gardner’s multiple intelligences enabling each student to experience, engage and conceptualize ideas according to individual learning style and interest.

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

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

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

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

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עץ חיים היא – The Shtender Project

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

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

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

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

Pedagogy: PBL - project based learning

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The Makers Movement @ Kellman Brown Academy

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

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

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

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

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

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Technology Opens Our Musical Minds

At Yeshivat Noam in Paramus NJ the use of iPads and a variety of music apps in our music program has opened up an exciting new world for our students. It has sparked widespread interest on the part of our students to eagerly pursue areas of music not only in our classrooms, but independently out of school.

By: Mrs. Adina Mermelstein from Yeshivat Noam

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

Subject(s) of entry: Music

Pedagogy: 21st Century Skills

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Jewish Folktales

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

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

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

Subject(s) of entry: Art, Computer Science, Literature, 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): K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Halacha, Literature, 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, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

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

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

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Israeli Art Masters

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

By: Mrs. Anat Levi from Irvine Hebrew Day School

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

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

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

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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, Elementary school, Middle school

Subject(s) of entry: Ivrit, Literature

Pedagogy:

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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, Elementary school

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

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

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Student Council- Real-World Learning

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

By: Mrs. Rachel Korman from Perelman Jewish Day School

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

Subject(s) of entry: Civic Learning

Pedagogy: Constructivist, 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): 1, 2, 3, 4, 5, Elementary school

Subject(s) of entry: Art, Literature, 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): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

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

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

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Hands On Hydroponics

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

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

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

Subject(s) of entry: Science, Israel

Pedagogy: Constructivist, PBL - project based learning

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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, Tanach

Pedagogy: Montessorri

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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, Elementary school, Middle school

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

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

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Real World Judaic Learning

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

By: Rabbi Shmuel Chait from Torah Day School Seattle

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

Subject(s) of entry: Tanach

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

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Real life Hebrew Immersion

Students actively converse in Hebrew with their peers in class, at recess and at home, thereby making Hebrew not merely a subject they learn at school but a language they own and use. Students attain Hebrew fluency through engaging in games and collaborative real world Hebrew projects.

By: Rabbi Yaakov Nadler from Yeshivat Noam

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, Ivrit, Mishnah, Tanach

Pedagogy: Constructivist, Gamification

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Project Sholom Tools for Happiness

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

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

By: Mrs. Miriam Gerber from Cheder Chabad of Philadelphia

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

Subject(s) of entry: Social and Emotional Education

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

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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, Elementary school, Middle school

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

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

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Comprehensive Digital Citizenship Curriculum

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

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

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

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

Pedagogy: IBL - inquiry based learning, PBL - project 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, Elementary school, Middle school

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

Pedagogy: Blended Learning, IBL - inquiry based learning, PBL - project based learning, UBD - understanding by design, 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, Math, Music, Science, Also, physical education, Jewish life, environment, strategic thinking

Pedagogy: Blended Learning, Constructivist, PBL - project based 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, Elementary school

Subject(s) of entry: Literature, 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, Elementary school

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

Pedagogy: IBL - inquiry based learning

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Mrs. K and the Food Festival

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

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

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

Subject(s) of entry: Math

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

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Benainu בינינו (Between Us)

Benainu is Beth Tfiloh Dahan Community Day School’s holistic and comprehensive health and wellness program. Led by internal staff, with a strong home-school connection, Benainu considers the wellbeing of the whole child—the physical, spiritual, moral, social, and emotional parts that form the students we love. Through this program, we equip our middle school students with the knowledge, skills, and guidance they need to effectively navigate the complexities of adolescent life and provide them with the foundation from which they can continue to have private, personal and meaningful conversations with trusted adults throughout their years at Beth Tfiloh and beyond.

By: Mrs. Victoria Hervitz from Beth Tfiloh Dahan Community Day School

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

Subject(s) of entry: Science, Health, Ethics

Pedagogy:

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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, 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

Pedagogy: Blended Learning, IBL - inquiry based learning, PBL - project based 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, Elementary school, Middle school, High school

Subject(s) of entry: History, Ivrit, Literature, 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, Music, Tanach, Midrash

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

Subject(s) of entry: Literature, 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, Elementary school

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

Pedagogy: PBL - project based learning, Design Thinking Model

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Judaism Revealed

The units of the Judaism Revealed program are lessons and units utilizing the “Understanding By Design” methodology as a springboard to build a curriculum that does not sacrifice depth, meaning and Jewish content when creating a universal message for a multi-denominational elementary school audience. The lessons delve into the depth of the holiday allowing the students to taste the relevance that the holiday has for them in the 21st century.

By: Mrs. Channie Weiss from Charlotte Jewish Day School

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

Subject(s) of entry: Judaica - Chagim

Pedagogy: UBD - understanding by design

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Imagine and Design Lab: Beyond the Classroom Walls

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

By: Mrs. Yonina Lermer from Yeshiva Har Torah

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

Subject(s) of entry: Science

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

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Halacha by Action

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

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

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

Subject(s) of entry: Halacha

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

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Government Comes to Us, We Come to Government

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

By: Mrs. Kimberley Berry from Levey Day School

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

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

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

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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, Elementary school, Middle school

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

Pedagogy: UBD - understanding by design

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Flipped Learning: Promoting Critical and Creative Study of Tanach and Jewish Law

Powered by video instruction and analytics, this 21st century approach to teaching Tanach and Jewish Law helps students master storylines and basic concepts before coming to class. Teachers use repurposed instructional time for higher-order thinking activities (analysis, evaluation and creation), highlighted by a protocol for guided group discussion of Sefer Yehoshua and project-based learning related to the laws of kashrut.

By: Rabbi Joe Hirsch from Akiba Academy of Dallas

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

Subject(s) of entry: Halacha, Tanach

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

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Ancient Egypt

When beginning the study of parshat Shmot, students recall that by the end of sefer Breisheet the Hebrews dwelled in Egypt. We are reminded in the first few verses of Shmot that Jacob and his family made their way to Egypt and that Joseph already resided there. As the story unfolds, a rich understanding text can be gained from learning about ancient Egypt and seeing how its culture and environment impacted the Hebrews.

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

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

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

Pedagogy: Blended Learning, Constructivist, IBL - inquiry based learning, 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, Elementary school

Subject(s) of entry: Literature, 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, Elementary school, Middle school

Subject(s) of entry: Art, History, Literature, 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, Elementary school, Middle school

Subject(s) of entry: Art, Halacha, History, Literature, 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, Elementary school, Middle school

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

Pedagogy: Blended Learning, Constructivist, PBL - project based learning, UBD - understanding by design, 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, Elementary school, Middle school

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

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

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

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39 Melachot of Shabbat—Connecting the Past to the Present

A curriculum on the 39 melachot of Shabbat that connects how life was in the past before the advent of electricity to modern times that we live in, with an emphasis on the hands-on and practical understanding of science and engineering and how that affects Shabbat observance. The students are fascinated to see how science plays a role in their everyday life and this heightens their motivation for learning and creates a plethora of practical questions which we examine and research.

By: Rabbi Eliezer Kessler from Yeshivat Torat Emet

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: Halacha, Science

Pedagogy:

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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, Music

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

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

Pedagogy: Blended Learning, IBL - inquiry based learning

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3rd Grade Classroom Economy

In 3rd grade my students are active participants in our classroom economy. They earn, spend, & save money. They can distinguish between Needs and Wants. Students created hand made duct tape wallets for money and keep running records of their earnings. Throughout the year my students learn about real life experiences like applying for and managing jobs, the pride one feels when chosen to be the employee of the month, having overhead expenses, and at the same time, trying to save money. We have auctions, garage sales, and many opportunities for students to use their money. This year long initiative teaches my students financial literacy.

By: Mrs. Alysa Beer from Perelman Jewish Day School - Forman Center

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

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

Pedagogy: 21st Century Skills

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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, Elementary school, Middle school

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

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

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