The Kohelet Prize Database
Database Entries Tagged with: Israel Education
Explore the Kohelet Prize Database
Prize Categories
- Interdisciplinary Integration (79)
- Real-World Learning (105)
- Learning Environment (30)
- Differentiated Instruction (45)
- Development of Critical and / or Creative Thinking (56)
- Risk Taking and Failure (12)
Pedagogy
- Blended Learning (112)
- Constructivist (195)
- Design Thinking (41)
- Experiential Education (65)
- Flipped Learning (13)
- Gamification (6)
- Hevruta (31)
- IBL - Inquiry Based Learning (135)
- Language Immersion (13)
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- PBL - Project Based Learning (238)
- Social Emotional Learning (54)
- Socratic Method (10)
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- UBD - Understanding By Design (105)
- 21st Century Skills (273)
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- 8th Grade (138)
- 9th Grade (104)
- 10th Grade (110)
- 11th Grade (110)
- 12th Grade (109)
Virtual Jerusalem Mayoral Elections
The Virtual Jerusalem Mayoral Elections allowed 12th-grade students to explore the diverse, real-world needs facing Jerusalem residents and the multicultural nature of the city, through researching different candidates and issues, creating campaigns and taking a leadership role in their own learning, running mock elections for a different grade.
LaHaV Learning
LaHaV Learning provides content, technology, and training to transform Jewish learning and teaching in schools and communities throughout the world. LaHaV was founded to transform students from spectators to participants and to enable worldwide educational collaboration across disciplines, because Jewish ideas and values matter now more than ever.
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.
In Defense of Learning Lishmah
Jewish educators often approach their subjects with the same modalities and grading system that are common in General Studies classes. Rather than continue with this approach, Shalhevet attempted to design two Judaic courses that would devalue letter grades and promote more authentic and deeper student learning. We were willing to take a calculated risk and we failed. While our initial pilot missed the mark, the effort has promoted some benefits and has jumpstarted further innovation in our approach to Judaic instruction.