The Kohelet Prize Database

Database Entries Tagged with: social and emotional learning

Towards an Environment of Personalization: The Academic Coaches Program

The Academic Coaches program connects each student to one caring, natural adult mentor in the school building able to provide both academic support and a more personal account of student development to other teachers and administration, while helping students develop goals and foster their own self advocacy skills.

By: David Teller from Fuchs Mizrachi School

Grade(s): 9, High school

Subject(s) of entry: Philosophy/ Values/ Ethics/ Hashkafa

Pedagogy: Constructivist

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“Kids around the world do the same things in different ways.” Kindergarten students create The Museum of the Universal Languages of Childhood

The Kindergarten theme of community was woven into all aspects of our curriculum and was explored through the lens of global competency. Our multidisciplinary curricular approach to learning culminated in the creation of The Museum of the Universal Languages of Childhood that represented the languages of celebrations, games, and fine arts.

By: Xani Pollakoff, Lisa Davis from Milton Gottesman Jewish Day School, Milton Gottesman Jewish Day School

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

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

Pedagogy: Constructivist, Design-Thinking Model, Experiential Education, PBL - project based learning, Social and Emotional Learning, 21st Century Skills

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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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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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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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