The Kohelet Prize Database

Database Entries Tagged with: Kohelet Prize 2018-19

Things that Go Bump in the Night

Students contrast Mystical Judaism with Rational Judaism. Topics include: Sorcery, Witches, Amulets, Evil Eye, Chamsa, Lilith, Star of David, Mezuzah, Golem, Demon, Incubus, and Dybbuk. Students integrate Jewish Studies with Art, by creating art projects that are message-driven by the associated Jewish Studies topics.

By: Cheryl Myrbo, Rabbi Pamela Gottfried, Moshe Sokol from The Weber School

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

Subject(s) of entry: Art, Gemara, Halacha, History, Philosophy/ Values/ Ethics/ Hashkafa, Tanach

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

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Language-based Immersive Gemara Curriculum

This curriculum focuses on developing the new language needed for Gemara along with a profound understanding of the text. Through detailed, animated Powerpoints, "Guided Notes", and text-based worksheets, numerous learning styles are engaged. Students are immersed in language learning techniques and Gemara becomes enjoyable.

By: Yossi Wieder from Darchei Torah

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

Subject(s) of entry: Gemara

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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What Would George Washington Do?

This lesson plan introduces George Washington and his philosophy of government. We investigate and discuss how he dealt with issues during his first presidency and how political parties developed.

By: Whitney Kennon from Margolin Hebrew Academy

Grade(s): 8, Middle school

Subject(s) of entry: History

Pedagogy: Design-Thinking Model

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Entrepreneurship and Tzedaka Project

The Entrepreneurship and Tzedaka Project was completed by all 5th grade students at HAFTR, and taught students the collaborative and creative skills of today's startup world, while solidifying the concept of giving back to the community through the power of Tzedaka.

By: Rabbi Baruch Noy from HAFTR

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

Subject(s) of entry: Economics/ Business

Pedagogy: Blended Learning

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Halachic User Manual

Students created a student centered, research and project based "Halachic User Manual" to master the topic of Kashrut. Students were tasked to use the various components of a user manual to incorporate the different halachot and halachic applications based on a commonly used item found in a kosher kitchen.

By: Carli Becker from Yavneh Hebrew Academy

Grade(s): 9, High school

Subject(s) of entry: Halacha

Pedagogy: Design-Thinking Model

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From The Ground Up: A Comprehensive Entrepreneurship Curriculum

If I had to encapsulate the purpose of running an entrepreneurship program with students into one sentence, it would be to give them a chance to find their place in a changing world. Running a business with students gives them the soft skills to successfully navigate the real world while keeping one foot safely in the classroom.

By: Gittel Weiss from HAFTR

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

Subject(s) of entry: Economics/ Business

Pedagogy: Experiential Education

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Ancient India

This is a differentiated unit that focuses on India and the rich cultural traditions that developed out of the country.

By: Whitney Kennon from Margolin Hebrew Academy

Grade(s): 9, High school

Subject(s) of entry: Art

Pedagogy: Blended Learning

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

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

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

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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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Witness Theater: An Innovative Approach to Holocaust Education

Witness Theater brings together Holocaust survivors and students for a year of telling and listening, creativity, collaboration and self growth. Survivors share real-life experiences and real-world lessons within a therapeutic theater process focused on intense learning about history and humanity, and the development of critical life skills.

By: Sally Shatzkes from Yeshivah of Flatbush Joel Braverman High School

Grade(s): 9, High school

Subject(s) of entry: History

Pedagogy: Experiential Education

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From one jungle to another: Putting into practice Judaic studies lessons in the Ecuadorian Amazon.

How do we put Jewish values into practice in a meaningful way? while pondering this I fostered a relationship with the international human rights organization Me to We. We conceived an experience tailored to Jewish students, with Jewish experiences and values looking for a powerful practical experience to make them better Jews and better people.

By: Zev Steinfeld from TanenbaumCHAT

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

Subject(s) of entry: Halacha

Pedagogy: Experiential Education

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Salvation Army Mitzvah Project

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

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

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

Subject(s) of entry: Art

Pedagogy: Blended Learning

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Mindful Learning Environment

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

By: Justine Skillman from Hasten Hebrew Academy

Grade(s): K, Elementary school

Subject(s) of entry: Social and Emotional Learning

Pedagogy: Social and Emotional Learning

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What Makes a Good Story?

What makes a good story? In this project-based learning unit, students explore that question in a variety of modes, including reading and analyzing exemplary short fiction, learning narrative theory, and writing and peer-revising their own stories. This unit culminates in a panel presentation as well as a published magazine of student work.

By: Lily Rabinoff-Goldman from Gann Academy

Grade(s): 9, High school

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

Pedagogy: PBL - project based learning

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Kulanu Mishpacha

Part of our school’s mission is to instill within our students a love of Israel and a desire to study and live in Israel at some point in their future. This is a dream that so many of our graduates have realized and we pride ourselves on their accomplishments. As such, we offer our students the opportunity to a month learning in Israel.

By: Aviad Pituchei-Chotam from Bnei Akiva Schools

Grade(s): 10, High school

Subject(s) of entry: Gemara

Pedagogy: IBL - inquiry based learning

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Living Vocabulary

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

By: Rivki Wiener from Margolin Hebrew Academy

Grade(s): K, Elementary school

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

Pedagogy: Experiential Education

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Making Stories Come To Life

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

By: Rivki Wiener from Margolin Hebrew Academy

Grade(s): K, Elementary school

Subject(s) of entry: Art

Pedagogy: Blended Learning

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A Place For Everyone

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

By: Rivki Wiener from Margolin Hebrew Academy

Grade(s): K, Elementary school

Subject(s) of entry: Art

Pedagogy: Blended Learning

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Balancing a Checkbook by Adding & Subtracting Decimals

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

By: Lisa Shamus from Beth Tfiloh Dahan Middle School

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

Subject(s) of entry: Math

Pedagogy: Blended Learning

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