The Kohelet Prize Database

Pedagogy: Whole Brain Teaching

Mishkeh Mechanic / Success Strategist 2.0

Middle school students completed a project in their STEAM cross-curricular class and followed the Teshuva process to "realize," and thus capitalize upon, their mistakes and successes; this highly replicable, easily transferable project took on a far-reaching mind of its own, with students at the helm of the real-life skills ship.

By: Sri 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: Art, Computer Science, Economics/ Business, Engineering, English/ Writing/ Language Arts, Foreign Language, Gemara, Halacha, History, Ivrit, Literature, Math, Mishnah, Music, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Science, Social and Emotional Learning, Social Studies, Tanach, Technology, Tefila

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Flipped Learning, 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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Derech Eretz, Respect, and Consent: Middot in the Modern Age

This program is an interdisciplinary exploration of current events, Tanach, and literature to examine the meaning and application of derech eretz in a modern Jewish context.

By: Ariel Levenson, Batya Sharbat from Joseph Kushner Hebrew Academy

Grade(s): 7, 8, 9, 10, 11, 12, Middle school, High school

Subject(s) of entry: English/ Writing/ Language Arts, History, Literature, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Social Studies, Tanach

Pedagogy: Constructivist, IBL - inquiry based learning, Social and Emotional Learning, Wholebrain Teaching, 21st Century Skills

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Differentiated Instruction Through the Lens of Multiple Intelligences

Using Gardner's multiple intelligences as a guiding lens for differentiating instruction to students with varied learning profiles, we created a differentiated unit for a Middle School Chumash class learning the topic of Nazir (Numbers 6: 1-8). The instructional tools address the unique learning styles and intelligences of students in any subject.

By: Tzippy Staum, Hadassah Lax from RYNJ

Grade(s): 6, Middle school

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

Pedagogy: Blended Learning, Gamification, Hevruta Learning, Wholebrain Teaching, 21st Century Skills

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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.

By: Rabbi Mendel Rubin from Maimonides Hebrew Day 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, Computer Science, Engineering, English/ Writing/ Language Arts, Foreign Language, Gemara, Halacha, History, Ivrit, Literature, Math, Mishnah, Music, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Science, Social and Emotional Learning, Social Studies, Tanach, Technology, Tefila

Pedagogy: Constructivist, Hevruta Learning, IBL - inquiry based learning, Language Immersion, Montessorri, PBL - project based learning, Social and Emotional Learning, Soulful Education, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

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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.

By: Meghan Jacquot from Yeshiva of Greater Washington

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, Literature, Music, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Technology

Pedagogy: Blended Learning, Design-Thinking Model, Experiential Education, Flipped Learning, IBL - inquiry based learning, Montessorri, PBL - project based learning, Social and Emotional Learning, Socratic Method, Soulful Education, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

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The Shlenker BackYard: A Gateway to Experiential Learning

The Shlenker School’s nature reserve “The BackYard” is situated on a 1.5 acre wooded area directly behind the school. This outdoor classroom is utilized for core academic and Judaic learning experiences. Students learn about environmental ethics and are taught the Jewish value of Ba’al tashchit—not destroying or wasting resources in nature.

By: Joe Blanton from The Shlenker School

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

Subject(s) of entry: English/ Writing/ Language Arts, Foreign Language, Halacha, Ivrit, Math, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Social Studies, Technology

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, IBL - inquiry based learning, Language Immersion, PBL - project based learning, Social and Emotional Learning, Wholebrain Teaching, UBD - understanding by design

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Integrated/Environmentally Conscious Tashlich Unit

This interdisciplinary unit on water and tashlich integrates Judaic studies, physical science, ecology, and Language Arts through text analysis and critical thinking exercises. Fourth grade students connect Judaism and general studies through Torah, mitzvot, scientific method, creative thinking, and problem solving.

By: Joe Blanton, Lorna Boughton, Rachel Hall from The Shlenker School

Grade(s): 4, Elementary school

Subject(s) of entry: English/ Writing/ Language Arts, Foreign Language, Halacha, Ivrit, Math, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Social Studies, Technology, Tefila

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, IBL - inquiry based learning, Language Immersion, PBL - project based learning, Social and Emotional Learning, Wholebrain Teaching, UBD - understanding by design

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Schechter Westchester’s TOM (Tikkun Olam Makers) Makeathon

SW's TOM Makeathon, a fully student-run initiative, is the embodiment of our school's dual goals: the application of real-world skills to revolutionize student thinking and improve the world in tangible ways. Teams of students work with individuals with disabilities to design and fabricate products that will make daily life more manageable.

By: Danny Aviv from Solomon Schechter School of Westchester

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

Subject(s) of entry: Computer Science, Engineering, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Technology

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

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Medical Ethics Hospital Simulation

Teaching hands on, real life medical ethics utilizating a major medical centers simualtion center, we bring students into the hospital, where they have the opportunity to learn how to participate in various cutting edge and routine medical procedures, as they encounter potential ethical issues in them and then study and discuss relevant Torah.

By: Jason Weiner from Shalhevet; YULA boys; YULA girls

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

Subject(s) of entry: Gemara, Halacha, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Science, Technology

Pedagogy: Blended Learning, Design-Thinking Model, Experiential Education, 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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Film Festival in Bloom

The goal of the fifth grade film festival project is to develop critical thinking across the curriculum by integrating the use of Bloom’s taxonomy in a project that encompasses writing, researching, technology, math, environmental science, and service.

By: Kim Sivick, Jodi Deichman from Katz Hillel Day School

Grade(s): 5, 6, 7, 8, Middle school

Subject(s) of entry: Computer Science, English/ Writing/ Language Arts, Math, Science, Technology, literature

Pedagogy: PBL - project based learning, Wholebrain Teaching, 21st Century Skills

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Am I My Brother’s Keeper? From The Torah to S.E. Hinton’s The Outsiders

You Be The Judge: What does Jewish Law say should happen to Ponyboy Curtis? An exploration and analysis of S.E. Hinton’s American Classic, The Outsiders

By: Jenessa Scwhartz, Jamie Zimmer from Yavneh Day School

Grade(s): 6, 7, 8, 9, Middle school, High school

Subject(s) of entry: English/ Writing/ Language Arts, Halacha, Mishnah, Social and Emotional Learning, Social Studies, Tanach, literature

Pedagogy: Constructivist, Hevruta Learning, Social and Emotional Learning, Wholebrain Teaching, 21st Century Skills

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The Space We Create

The presentation that follows is based on years of perseverance and experimentation as to what makes for a meaningful and happy learning space for children. “The Space We Create" shows how this is cultivated by using everyday materials to create innovative and flexible classroom spaces. With dedication and care, children will thrive.

By: Amy Sroka from Solomon Schechter School of Westchester

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

Subject(s) of entry: English/ Writing/ Language Arts, Math, Music, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Social and Emotional Learning, Social Studies

Pedagogy: Blended Learning, Constructivist, Experiential Education, Social and Emotional Learning, Wholebrain Teaching, 21st Century Skills

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Integration of Vygotzky’s Zone of Proximal Development Theorem in the Singapore Math Program

The implementation of the combination of Vygotzky's theorem of the zone of proximal development with the Singapore math program presents significant benefits in creating the critical thinking skills and developing the required cognitive functions for understanding complex mathematical concepts.

By: Danielle Sapiens from Yavneh Day 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: Math

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Hevruta Learning, IBL - inquiry based learning, PBL - project based learning, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

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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.

By: Russell Kirk from Beth Tfiloh

Grade(s): 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Music

Pedagogy: Experiential Education, IBL - inquiry based learning, Language Immersion, Soulful Education, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

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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.

By: Yali Szulanski from Kinneret Day School

Grade(s): 4, 5, 6, 7, Elementary school, Middle school

Subject(s) of entry: Social and Emotional Learning, Tanach, Tefila

Pedagogy: Social and Emotional Learning, Soulful Education, Wholebrain Teaching, 21st Century Skills

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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.

By: Lisi Levisohn, Leah Bresler, Michal Dorfman from Berman Hebrew Academy (Also known as Melvin J Berman Hebrew Academy)

Grade(s): K, Elementary school

Subject(s) of entry: Engineering, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Tanach

Pedagogy: Experiential Education, IBL - inquiry based learning, PBL - project based learning, Socratic Method, Soulful Education, Wholebrain Teaching, 21st Century Skills

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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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STEAM into Service

Environmentalism and sustainability are topics rooted in Jewish values and very relevant in today’s world. Through exploration, collaboration, research, field trips, and learning from guest professionals, students understand the struggles we face, the steps being taken to develop more sustainable practices, and recognize that they too can help.

By: Louise Lindsay from Stanford Eisenberg Knoxville Jewish Day School

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

Subject(s) of entry: Art, Engineering, English/ Writing/ Language Arts, Math, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Technology

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

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An Interdisciplinary Study of the Lenape People

SW’s aim is for students to cultivate their identity as global citizens who recognize and respect cultural similarities and differences among kol yoshvei tevel (all who dwell on Earth). Our third-grade study of the Lenape tribe showcases that effort through an integrated curriculum incorporating hands-on, project-based learning and exploration.

By: Elise Goldman, Alyssa Gioio, Sara Herbrand, Denise McGinnity, Glenn Simonelli from Schechter Westchester

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

Subject(s) of entry: Art, Computer Science, Engineering, English/ Writing/ Language Arts, History, Math, Science, Social Studies, Technology, literature

Pedagogy: Blended Learning, Experiential Education, IBL - inquiry based learning, PBL - project based learning, Wholebrain Teaching, 21st Century Skills

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The Innovation Lab – The Space where Maker Ed and Jewish Ed Inspire

We’ve built a culture designed around an open space where students actualize content learned in their Jewish day school & apply it in ways that are most meaningful to them. Students collaborate & think creatively, using 3D printers, woodworking, coding, graphic design, and a host of other tools to create tangible outcomes of their education.

By: Tzvi Hametz from Gindi Maimonides Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8

Subject(s) of entry: Art, Computer Science, Economics/ Business, Engineering, English/ Writing/ Language Arts, Foreign Language, Gemara, Halacha, History, Ivrit, Math, Mishnah, Music, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Science, Social and Emotional Learning, Social Studies, Tanach, Technology, Tefila, literature

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Flipped Learning, Gamification, Hevruta Learning, IBL - inquiry based learning, PBL - project based learning, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

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Unique classroom methodology implemented in HS Coding class

An overview of the unique and productive technical learning approach - essentially an integration of personal and formal educational theories together with the teaching framework defined by codeHS.com - I implemented in the Coding and STEM robotics class I currently teach at Rae Kushner High School.

By: Dr. Reuven Regev from Rae Kushner Yeshiva High School

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

Subject(s) of entry: Computer Science, Engineering, Math, Technology

Pedagogy: Blended Learning, Constructivist, Experiential Education, Hevruta Learning, IBL - inquiry based learning, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

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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.

By: Marcy Thomaswick, Gail Raucher, Rebecca Tishkoff, Melanie Waynik from Ezra Academy

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Art, Engineering, English/ Writing/ Language Arts, Halacha, History, Ivrit, Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Social Studies, Tanach, Tefila, literature

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Hevruta Learning, Montessorri, Social and Emotional Learning, Soulful Education, Wholebrain Teaching, 21st Century Skills

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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.

By: Ariella Falack from Magen David Yeshivah HS

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

Subject(s) of entry: Halacha, Social and Emotional Learning, Tanach

Pedagogy: Design-Thinking Model, Experiential Education, Flipped Learning, Hevruta Learning, PBL - project based learning, Social and Emotional Learning, Soulful Education, Wholebrain Teaching, 21st Century Skills

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Are You ‘Board’ with Traditional Lesson Plans? GAME ON!

GameOn! provides students with innovative skills they use to create board games based on their mastery of a particular topic. Students transform their knowledge of any subject into a tool used by other students. Creating a website, we connected classrooms across the globe through educational game play and development.

By: Stephanie Teitelbaum and Lauren Resnick from Martin J. Gottlieb Day 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, Computer Science, Engineering, English/ Writing/ Language Arts, Math, Science, Social and Emotional Learning, Social Studies, Technology, literature

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Gamification, PBL - project based learning, Social and Emotional Learning, Wholebrain Teaching, UBD - understanding by design, 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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What do Greece and Arizona Have in Common? Empowerment, Life Skills, and Meaningful Research

Students planned a trip to Greece to learn about literature, ancient history, and Jewish history, researching content, budgeting, fundraising, and halakhot. Success was met with disappointment when the trip was canceled for terrorism. Students regrouped, changing the destination to Arizona to research nature, American history, and the arts.

By: Rachel Harari from Magen David Yeshivah High School

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

Subject(s) of entry: English/ Writing/ Language Arts, Halacha, History, literature

Pedagogy: Design-Thinking Model, PBL - project based learning, Social and Emotional Learning, Wholebrain Teaching, 21st Century Skills

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ART LAB

Today art rooms have become hubs that dynamically enrich students’ lives in multiple ways. The art room at MJGDS uses traditional materials in addition to modern technologies and the infusion of Judaism, Math, Science, Engineering, Language Arts, and Social Studies make it a high tech space for student creativity and innovation.

By: Shana Gutterman from Martin J. Gottlieb Day School

Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Art, Computer Science, Engineering, English/ Writing/ Language Arts, Foreign Language, History, Math, Science, Social and Emotional Learning, Social Studies, Tanach, Technology, literature

Pedagogy: Blended Learning, Design-Thinking Model, Gamification, PBL - project based learning, Social and Emotional Learning, Wholebrain Teaching, 21st Century Skills

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Kindergartners Construct a South Campus Community Theater to Enhance Their School’s Learning Environment

In Kindergarten at MILTON, the theme of community guided our work and was woven into all aspects of our curriculum. Over the course of a semester, we explored the concept of community through the lens of theater. Our multi-disciplinary curricular approach to learning culminated in the creation of the South Campus Community Theater.

By: Lisa Davis, Xani Pollakoff, Vasilios Pournaras from Milton Gottesman Jewish Day School of the Nation's Capital (formally JPDS-NC)

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

Subject(s) of entry: Art, Engineering, English/ Writing/ Language Arts, Math, Science

Pedagogy: Design-Thinking Model, Experiential Education, PBL - project based learning, Wholebrain Teaching, 21st Century Skills

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Chessed As a Way of Life

Students doing on-hands community service work to feed the indigent in the Jewish community.

By: Steve Moskowitz from SAR Academy

Grade(s): 6, 7, 8, 9, 10, 11, 12, Middle school, High school

Subject(s) of entry: Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning

Pedagogy: Experiential Education, Social and Emotional Learning, Soulful Education, Wholebrain Teaching

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Recreating the Experience at Ma’Amad Har Sinai

מתן תורה is a part of history, as opposed to being a legend. To see a sign is a direct experience. To hear a report of a sign is an indirect experience. For those who do not see the signs themselves due to distance or time, they can still hear a report of these signs through the testimony of the Israelites.

By: Rachelle Tawil, Ariella Falack from Magen David Yeshivah HS

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

Subject(s) of entry: Social and Emotional Learning, Tanach

Pedagogy: Experiential Education, Hevruta Learning, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, Wholebrain Teaching, 21st Century Skills

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Three Biological Systems – The Fuchs Mizrachi 2016-2017 STE(A)M Learning

Every year, the FMS Lower School embarks on an 8 week intensive learning journey in preparation for our annual STE(A)M fair. This journey encompasses so much, but at its core, this experience lays the foundation for life-long learners and information seekers; involvement in this process remains the most valuable lesson for our students in the LS.

By: Sima Maryles and Jessica Segen from The Fuchs Mizrachi School

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

Subject(s) of entry: Art, Engineering, English/ Writing/ Language Arts, Foreign Language, Gemara, Halacha, Ivrit, Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Science, Social and Emotional Learning, Technology, Tefila

Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Experiential Education, Hevruta Learning, IBL - inquiry based learning, Language Immersion, PBL - project based learning, Social and Emotional Learning, Socratic Method, Wholebrain Teaching, UBD - understanding by design, 21st Century Skills

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Shnayim Mikra Initiative

This initiative will be a game changer in the Jewish chinuch teaching world.
Many benefits include Hebrew reading proficiency (which is a major problem)
And fluency in chumash, which is the foundation of Judaism.

By: Rabbi Joel Yormark from South Bend Hebrew Day School

Grade(s): 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school

Subject(s) of entry: Halacha, Tanach

Pedagogy: Design-Thinking Model, Language Immersion, Wholebrain Teaching

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Parsha Cereal of the Week 2.0

Was teaching parshas Vayeitei in 1994, telling class how Lavan did many tricks on Yaakov.
I said the word "tricks" a few times, and all of a sudden thought about "trix" cereal, which was my kids favorite Shabbos cereal. I then told class(if your parent get Trix cereal for you, it will remind you about the Parsha! Cereal of the week was born!

By: Rabbi Joel Yormark from South Bend Hebrew Day School

Grade(s): 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Tanach

Pedagogy: Design-Thinking Model, Wholebrain Teaching

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STEM Day 2.0

I organized and planned a school wide STEM Day. This event consisted of 5 different STEM-based activities that all students in the school actively participated in. All activities were hands-on and allowed the students to see the connection between school, STEM, and the real world.

By: Lisa Shamus from Beth Tfiloh Middle School

Grade(s): 5, 6, 7, 8, Elementary school, Middle school

Subject(s) of entry: Engineering, Math, Science, Technology

Pedagogy: Blended Learning, Experiential Education, Wholebrain Teaching, 21st Century Skills

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Whole Brain Teaching for Judaic Studies

Whole brain teaching is a method of instruction that combines fun gestures and rhymes with short chunks of information that are immediately re-teachable. I have worked to integrate WBT into Hebrew studies in Chumash, Dikduk and Mishna with tangible results that can be replicated in any class. This method has infused the classroom environment with energy, zest and memorable moments!

By: Rabbi Uri Kestenbaum from Joe Dwek Ohr HaEmet Sephardic School

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

Subject(s) of entry: Ivrit, Mishnah, Tanach

Pedagogy: Wholebrain Teaching

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