The Kohelet Prize Database

Database Entries Tagged with: Hebrew

Israel Hebrew Curriculum

For millennia Jews did little to return home. After its creation, Israel became central to Jewish Schools; yet, most lack an Israel Curriculum. Striving to create pride in Medinat Yisrael and a sense of Jewish Identity in its accomplishments, our interdisciplinary grade 6-9 curriculum teaches the creation and evolution of the State in Hebrew including the songs of the Aliyot and the wars.

By: Dr. Shimshon Hamerman from JPPS Bialik

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

Subject(s) of entry: History, Ivrit

Pedagogy: Blended Learning, Flipped Learning, Language Immersion, UBD - understanding by design, 21st Century Skills

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Hebrew for all- the whole child approach.

In my class I have various levels of students.Each activity which I create is designed to reach all my students in a way that appeals to them.I generally arrange my class into working stations,whereby each student can explore the subject that is being taught in a variety of ways.I modify each activity to various levels so each student can succeed.

By: Michal Mouallem from Akiva school

Grade(s): K, Elementary school

Subject(s) of entry: Ivrit

Pedagogy: Blended Learning

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Hebrew vowels Karate

As some of my students are kinetic learners, and all of them love moving about, I designed an activity to help learn, memorize, practice the Hebrew vowels with an engaging karate moves activity.

By: Galia Sabbag from Davis Academy

Grade(s): K, Elementary school

Subject(s) of entry: Ivrit

Pedagogy: Blended Learning

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From Landfill To Life Filled – Applying Israeli innovation to an interdisciplinary project-based learning experience

Hebrew Academy Miami RASG middle school students participated in a interdisciplinary project based learning experience with a global component. They integrated math and entrepreneurial skills, environmental science, tech tools and Hebrew language in order to design a solution for a global environmental issue and do Tikun Olam.

By: Meirav Kravetz, Marie Angie Lopez, Javier Gonzalez from Miami Hebrew Academy RASG

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

Subject(s) of entry: Art, Economics/ Business, English/ Writing/ Language Arts, Ivrit, Math, Philosophy/ Values/ Ethics/ Hashkafa, Science, Technology

Pedagogy: Blended Learning, Design-Thinking Model, Experiential Education, IBL - inquiry based learning, Language Immersion, PBL - project based learning, UBD - understanding by design

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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, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

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

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

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Debating the Issues – in Hebrew!

At Oakland Hebrew Day School, the middle school Hebrew and Humanities teachers co-planned and co-taught a unit that combined constructing evidence-based arguments using current events, and crafting arguments, counterarguments, and rebuttals in Hebrew in preparation for a debate.

By: Joanne Davi, Efrat Simhi-Aloni from Oakland Hebrew Day School

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

Subject(s) of entry: History, Ivrit, Social Studies

Pedagogy: Language Immersion, UBD - understanding by design

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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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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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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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Scribal Arts

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

By: Rabbi Reuven Margrett from Frankel Jewish Academy

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

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

Pedagogy: PBL - project based learning

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