The Kohelet Prize Database
Database Entries Tagged with: reflection
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A Trial of Error: A Project Based Learning (PBL) Approach to Student Self Reflection through the Lens of Repentance
In an effort to develop their critical thinking skills, the students staged a mock trial, demonstrating the process of reflection and repentance outlined in Jewish law. The process included analyzing the laws, reflecting on their actions, implementing the steps of repentance, evaluating how to prove each step and creating admissible evidence.
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.
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.
Understanding Media Bias
Students will learn how to navigate the news to discern the credibility of a source by investigating what media bias is with their peers, “acting as the journalist” within the classroom, and reflecting on their experiences. Their conclusions will then be applied to their understanding of how to interpret the news in the real-world.
Chopped (pronounced “חפט“)
Inspired by the hit cooking show “Chopped” teams of Hilchot Brachot students used mystery ingredients to create their own recipes. While the members of a team had to work with the same mystery ingredients, each team member was responsible for developing a unique recipe for their specific bracha. Final recipes were put together into a class cookbook. Who has lots left to learn and who. has. chopped?
בכל דור ודור – B’chol Dor Va’dor
“B’chol Dor Va’dor” is an independent anchor activity for accelerated Tanakh students that encourages meaningful inter-textual exploration of Tanakh requiring creativity and reflection. Students identified underlying themes of Pessach by analyzing eighteen events in Tanakh that took place on the dates of Pessach. Their work culminated in the creation of their own Seder Symbols which were then used at their family sedarim to help enhance the experience of these themes on Pessach.
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.
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.
Sukkah Design and Build Challenge
16 seventh grade students were presented with a real problem -- that MJDS has no Sukkah. Their challenge was to design, prototype, build and decorate a kosher Sukkah in time for Sukkot. The results were stunning; but the process was even more so.