The Kohelet Prize Database

Grade: First

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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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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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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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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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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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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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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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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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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The Innovation Lab – The Space where Maker Ed and Jewish Ed Inspire

We’ve built a culture designed around an open space where students actualize content learned in their Jewish day school & apply it in ways that are most meaningful to them. Students collaborate & think creatively, using 3D printers, woodworking, coding, graphic design, and a host of other tools to create tangible outcomes of their education.

By: Tzvi Hametz from Gindi Maimonides Academy

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

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

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Flipped Learning, Gamification, Hevruta Learning, IBL - inquiry based learning, PBL - project based learning, Wholebrain Teaching, UBD - understanding by design, 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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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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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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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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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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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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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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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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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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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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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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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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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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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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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 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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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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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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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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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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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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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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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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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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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 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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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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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 Acd.

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

Subject(s) of entry: Music, Character Development

Pedagogy: Blended 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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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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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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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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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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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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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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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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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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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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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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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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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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