The Kohelet Prize Database
Pedagogy: Soulful 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)
- Montessori (21)
- PBL - Project Based Learning (238)
- Social Emotional Learning (54)
- Socratic Method (10)
- Soulful Education (17)
- Whole Brain Teaching (27)
- UBD - Understanding By Design (105)
- 21st Century Skills (273)
Subjects
- Art (149)
- Computer Science (73)
- Economics (8)
- Engineering (28)
- English/ Writing/ Language Arts (181)
- Gemara (65)
- Halacha (104)
- History (173)
- Ivrit (118)
- Literature (159)
- Math (102)
- Mishnah (73)
- Music (56)
- Philosophy (46)
- Physical Education/ Health (11)
- Science (151)
- Social Emotional Learning (53)
- Social Studies (44)
- Tanach (177)
- Technology (40)
- Tefila (19)
Grades
- Elementary School (156)
- Middle School (213)
- High School (213)
- Kindergarten (79)
- 1st Grade (89)
- 2nd Grade (101)
- 3rd Grade (117)
- 4th Grade (129)
- 5th Grade (155)
- 6th Grade (151)
- 7th Grade (142)
- 8th Grade (138)
- 9th Grade (104)
- 10th Grade (110)
- 11th Grade (110)
- 12th Grade (109)
PIRKEI AVOT/TORAH ETHICS FOR LIFE – a Comprehensive Study of the First Chapter for Thinking and Feeling Students
A Pirkei Avot curriculum for middle school students that is rich in content with a purposeful balance of teacher-directed content and project-based creative learning. The learning experience of each mishna is meaningful, personal and one that is meant to be forever cherished.
Maimonides Integrated Connections
Three interconnected gears with the letters M.I.C. representing Maimonides Integrated Connections. This encourages students and teachers to find cross-curricular connections, bridging various subjects and disciplines, and integrating classroom learning with real life experiences.
Carpe Diem – How do you Seize your Day?
In my AP Language and Composition class, which combines grades 11-12 at our girl's campus, there is a pervasive theme in each of our texts this year. It is carpe diem, seize the day, or a lack of carpe diem. In order to truly understand this theme my class worked on a project to describe, create, and share their thoughts about this concept.
The Privilege of Giving
"The Privilege of Giving" program is a unique reward system with educational value. When students deserve a reward for their effort, they are rewarded by being given the privilege of helping others in the school building. By using "active learning", we are hoping to instill in our students a love for helping others.
Art as a Lens to the Holocaust and Genocide: The Legacy Project
Middle schoolers become researchers, artists, historians, and storytellers, exploring memorials and monuments through an integrated year-long study in Judaism, Fine Arts, and Humanities. This project-focused learning fosters deep understanding and engagement about the Holocaust on a personal level as well as within a deeper global context.
Austin Jewish Academy (AJA) Fifth-Grade Sustainability Curriculum
As part of AJA's commitment to educating life-long environmental stewards, Ms. Hidalgo developed a reproducible model curriculum to teach sustainability through opportunities for real-world learning. Her program involves innovative classroom study and school-to-farm service learning and has an extraordinary impact on her students and AJA community.
A Personal Journey through Parshat Hashavua
Parshat Hashavua – The Weekly Torah Portion:
The weekly Parsha becomes relevant and personal in our First Grade class and prepares students for life in the 21st century. With the advent of the internet, information is at our fingertips. The challenge is what do we do with that information? In addition, devices are becoming more accessible and usag
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.
Why do we research and look for alternatives?
Why should Kitah Dalet learn about alternative energy? What do our Jewish Texts teach us about G-d’s creation, Earth? How can children begin to research, build, and educate other students about alternative sources? The Alternative Energy Project is an interactive and engaging curriculum that focus on both responsibility and abstract thinking.
Faith Journeys
Faith Journeys is a unit in my Jewish philosophy Senior elective that encouraged students to begin to form a spiritual identity through examination of philosophical texts, class round-table discussions, an interview and a thoughtful paper.
A Musician for Life: Improvisation, buckets, and multimedia reviving instrumental music for the centennial generation.
I’m reinventing the idea of middle school band – by orienting my lessons around creative improvisation and multimedia. improvisation in music curriculum is the key to countering the distractions facing increasingly wired youth. By using lessons like bucket band and film scoring, I’ve been stimulating their creative potential.
Proyekt “Ani”/ The “I Am” Project – Integrating Mediation and Contemplative Practice into the Judaic Studies Classroom
Students learn breathing and meditation techniques, and tools for emotional regulation in the classroom as part of the morning Tefilah ritual. Each meditation deepens the students' connection to their Jewish identity by connecting to weekly Parasha, the Hebrew month, and Tefilah. Students reflect on how they connect as Jews and spiritual beings.
True Tefila
In the aftermath of hurricane Irma, our school building sustained significant damage, forcing the relocation of the entire middle school. The students responded to the chaos of the new learning environment with an unrelenting determination of meaningful prayer. This response, was an outgrowth of the foundation for Tefila established in our class.
מה רבו מעשיך—Science with a Jewish Soul: an Integrated Science Program for Young Children
Yearlong program integrates Jewish life of young children with their developing scientific minds; connects Jewish learning relevant to the child at that time: holidays, Parshah, blessings, Mitzvot; inspires in children love of science & spiritual awe of the world around them; fosters creative, critical thinking, teamwork & empathic problem solving.
Teva Tuesday
Each week our students in our 4-5th grades spend an afternoon outdoors to learn, become aware of and appreciate the vital role the earth plays in our existence. Students are encouraged to gain a deep, profound respect for the environment, to become Shomer Adamah (Guardians of the Land) through study of Jewish texts that promote these ideas.
Wearing Our Values: The importance of working on ourselves
Our tradition tells us that as Jews, we can enjoy the pleasures of the world, but in an appropriate manner. By connecting our love of Torah and its values with love of fashion, we aim to do just that, and to show that clothing doesn’t define the man-or woman -but we define our clothing, using it to make a statement about how to live a life of mitzvot.
Integrated English 11/Media Arts: A Failed Attempt to Institute a Progressive Educational Program into a College Preparatory High School
There is hubris in imagining that just because we developed a program that would lead to enhanced student learning that it should happen. But we did do our best to identify a problem, recruit faculty and students, present funding opportunities, and further the school mission in the areas of Judaic integration, integrity, and personalized learning.
Inspiring All Learners through Multi-Age Classrooms
Through our new multi-age format, the Schechter faculty differentiates and optimizes student learning. This progressive model reaches diverse learners within a single classroom environment and is transforming student engagement, individualized instruction, social outlets, improved self-esteem, and richly integrated curriculum.
Jewish Literature and Jewish Identity
The class explores the complex development of Jewish identity through the analysis of novels, short stories, poems and graphic novels written by European, American and Israeli authors. It also brings Torah, Talmud and religion into these conversations to help students reflect on and shape their own Jewish identities.
Chessed As a Way of Life
Students doing on-hands community service work to feed the indigent in the Jewish community.
Full-Year Integrated Chumash and Navi Curriculum
To make the study of the Book of Deuteronomy more exciting and relatable to students, this entry integrates the book of Deuteronomy to the book of Kings over the span of the year thereby merging the students’ Chumash and Navi (Prophets) curricula. Through “Mental Velcro” students see how the theoretical messages of Deuteronomy come to life.
Building a Listening Room, Maturing Student Prayer: Creating Intentional Religious Environments and Practices in the Traditional Jewish Day School
In my work on Tefila, I have thought about, proposed, and worked on various ideas and projects related to increasing student engagement in Tefila. In the particular capacity of a facilitator of an alternatively structured tefila, I have built a tefila space that both quiets and focuses students around conventional tefila practice through deliberate practices of mindfulness meditation built into the tefila--before, and during the prayers themselves--while still maintaining the full ritualized practice of Orthodox prayer. My theory, which has played out for the past four years and for over 100 students, is that a stilled body allows for a focused mind, and a quieted, focused mind allows for optimal tefila experiences. Setting students up for success, in other words, has everything to do with setting up tefila properly so that it might be a strengthening, cathartic, and transformative experience.