Stop. Push your mental reset button. You might think this entry will be about a unit plan, an initiative or a school program with a real-world application. But actually, this entry is school as the real world application. Students and teachers at Lamplighters Mesivta are founding school together. Read about why and how...
By: Rabbi Yehuda Fenton, Rivkah Schack from Lamplighters Yeshivah Mesivta
Grade(s): 9, 10, 11, 12, High school
Subject(s) of entry: Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Technology
Pedagogy: Blended Learning, Constructivist, Design-Thinking Model, Social and Emotional Learning
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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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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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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.
By: Mrs. Malky Weisman from Maayan Torah Day School of Portland OR
Grade(s): 4, 5, 6, 7, 8, 9, 10, Middle school, High school
Subject(s) of entry: Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning
Pedagogy: PBL - project based learning, Social and Emotional Learning, Soulful Education
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Students at Pressman Academy from grades K-5th participate in STEAM twice a week for 45 minutes. During this time they are presented with a variety of options to explore a given content area. Ultimately they create prototypes to solve complex problems and models to represent how they understand the world using tools from cardboard to CNC machines.
By: Rex Beaber from Pressman Academy of Temple Beth Am
Grade(s): K, 1, 2, 3, 4, 5, Elementary school
Subject(s) of entry: Art, Computer Science, Engineering, Math, Science, Social and Emotional Learning, Technology
Pedagogy: Constructivist, Design-Thinking Model, Experiential Education, Gamification, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, 21st Century Skills
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Harnessing the power of STEAM and Design Thinking, students built and attempted to float a tevah to garner insight into Moshe’s birth mother’s attempt to save him from death, and designed and executed a domino formation based on the significance of the actions of Bat Paroah and other characters central to the early experiences of the Jews in Egypt.
By: Zahava Bensimon from Milton Gottesman Jewish 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: Science, Social and Emotional Learning, Tanach
Pedagogy: Design-Thinking Model, Experiential Education, PBL - project based learning, 21st Century Skills
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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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Middle school students learn Rabbinic texts about prayer’s structure, purpose, and origins, while simultaneously evaluating their own relationship with Tefillah in a reflection journal. The entire unit builds to a trial created by the students and presided over by a panel of local community rabbis, pitting Keva Tefillah against Kavanah Tefillah.
By: Sarah Zollman from Carmel Academy
Grade(s): 6, 7, 8, Middle school
Subject(s) of entry: Gemara, Mishnah, Social and Emotional Learning, Tanach, Tefila
Pedagogy: Hevruta Learning, PBL - project based learning, Social and Emotional Learning, 21st Century Skills
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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 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.
By: Shoshana Silver, Miriam Schonthal from Yeshiva Yavne
Grade(s): 2, 3, 4, 5, 6, Elementary school, Middle school
Subject(s) of entry: Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning
Pedagogy: Experiential Education, Social and Emotional Learning, Soulful Education
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JCDS Learning Adventures are deeply immersive week-long interdisciplinary units developed around real-world challenges. While students in each grade have amazingly diverse experiences, all Learning Adventures are connected by a common pedagogical vision: students collaborating to develop and share solutions to tangible real-world problems.
By: Jared Matas, Tehila Cherubino, Sarah Kanigsberg, Alla Shimron, Nikki Cohen, Michal Baruch, Chavah Goldman, Meg Lederman, Avi Minder, Maayan Lipiner, Emily Perlman, Avi Bukiet, Andrea Silton, Ben Einsidier, Vered Singer, Oren Kaunfer, Carissa McKinney, Ziva Hassenfeld, Rabbi Lior Nevo, Josh Mocle, Joanne Baker, Dorit Zimri from JCDS, Boston's Jewish Community 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, Mishnah, Music, Science, Social and Emotional Learning, Technology, Tefila
Pedagogy: Constructivist, Design-Thinking Model, PBL - project based learning, 21st Century Skills
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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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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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The Information and Technology team of Portland Jewish Academy recognized the need for a more collaborative, connective, and centralized learning space for our school. We created a place that is a living expression of our core values of limmud (study), kehillah (community), and zehut (Jewish identity).
By: Michael Hyde, Molly Sloan, Matthew Rosenberg from Portland Jewish Academy
Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school
Subject(s) of entry: Computer Science, English/ Writing/ Language Arts, Literature, Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Social Studies, Technology, Tefila
Pedagogy: Constructivist, Hevruta Learning, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, 21st Century Skills
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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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Our big idea is that: in order to be empathetic, we need to be able to understand others’ perspectives. Through experiences with text (Hebrew, Judaic and otherwise), music, visual arts, and drama, students explore what shapes perspective, how perspective changes over time, and how understanding others' perspectives helps us interact effectively.
By: Rena Markus, Jaime Saltz from Paul Penna Downtown Jewish Day School
Grade(s): 4, 5, 6, Elementary school, Middle school
Subject(s) of entry: Art, English/ Writing/ Language Arts, Ivrit, Music, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Tefila
Pedagogy: Social and Emotional Learning, UBD - understanding by design, 21st Century Skills
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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.
By: Colleen Simon, Rhiannon Van Bindsbergen from Solomon Schechter Day School of Greater Hartford
Grade(s): 7, 8, 9, 10, 11, 12, Middle school, High school
Subject(s) of entry: Art, Engineering, English/ Writing/ Language Arts, History, Literature, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Social Studies
Pedagogy: Constructivist, Design-Thinking Model, Experiential Education, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, Soulful Education, 21st Century Skills
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In our school, kindergarteners traditionally create Megillot Esther featuring each child retelling the Purim story. However, this approach ignores the individual learning styles and needs of our students. We rethought this method in order to tap into the interests, skills and talents of the students in the class and focus on process over product.
By: Erica Edelman, Hen Lerrer from SAR Academy
Grade(s): K, 1, 2, 3, 4, 5, Elementary school
Subject(s) of entry: Art, English/ Writing/ Language Arts, Ivrit, Social and Emotional Learning
Pedagogy: Language Immersion, PBL - project based learning, Social and Emotional Learning
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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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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 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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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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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.
By: Karen Hidalgo from Austin Jewish Academy
Grade(s): 4, 5, 6, Elementary school, Middle school
Subject(s) of entry: Art, Computer Science, Economics/ Business, Engineering, English/ Writing/ Language Arts, Halacha, History, Math, Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Science, Social and Emotional Learning, Social Studies, Tanach, Technology, literature
Pedagogy: Blended Learning, Design-Thinking Model, Flipped Learning, Hevruta Learning, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, Soulful Education, UBD - understanding by design, 21st Century Skills
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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
By: Henny Bartfield from Hebrew Academy Community School
Grade(s): 1, 2, 3, 4, 5, Elementary school
Subject(s) of entry: Art, English/ Writing/ Language Arts, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Tanach
Pedagogy: Experiential Education, PBL - project based learning, Social and Emotional Learning, Soulful Education, 21st Century Skills
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Equal to a boy’s feeling of accomplishment and belonging is his chance at finding his place among the Jewish people. But departing from the path of least resistance, even if things do not seem to be working, is hard. Taking the risk to do something different might just have to come from desperation. This is the origin story of Mesivta 404.
By: Rabbi Yehuda Fenton, Rivkah Schack from Lamplighters Yeshivah-Mesivta 404
Grade(s): 9, 10, 11, 12, High school
Subject(s) of entry: Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning
Pedagogy: Blended Learning, Constructivist, Social and Emotional Learning, Socratic Method
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A year-long project designed to foster long-term retention of technology skills, develop reading comprehension and direction-following skills, and encourage independent thinking and collaborative learning. Includes images for beginning of project. Use of JI Tap Pro not required but allows for privacy of students’ work.
By: Gershom Tave, Gail Gruber, Binyamina Zahavi from Joseph Kushner Hebrew Academy
Grade(s): 2, 3, 4, Elementary school
Subject(s) of entry: Foreign Language, Ivrit, Social and Emotional Learning, Technology
Pedagogy: Hevruta Learning, PBL - project based learning, Social and Emotional Learning, 21st Century Skills
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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.
By: Rachel Besser from The Frisch School
Grade(s): 9, 10, 11, 12, High school
Subject(s) of entry: Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning
Pedagogy: Flipped Learning, IBL - inquiry based learning, Social and Emotional Learning, Soulful Education
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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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Our innovative, Montessori inspired environment allows our children to work in a warm, exciting and stress-free atmosphere that promotes high motivation and a love for learning. This model creates the ability for each child to receive a customized curriculum according to what s/he needs which encourages emotional, social, and academic success.
By: Chayale Cohen from Arevim Schoolhouse
Grade(s): K, 1, 2, 3, Elementary school
Subject(s) of entry: Art, English/ Writing/ Language Arts, Halacha, Ivrit, Math, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Social Studies, Technology, Tefila
Pedagogy: Blended Learning, Design-Thinking Model, Experiential Education, Hevruta Learning, IBL - inquiry based learning, Language Immersion, Montessorri, PBL - project based learning, Social and Emotional Learning, 21st Century Skills
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The Bayit Rishom Museum is a project that was developed to allow students to view Tanach as a historical vehicle and for Mesopotamian artifacts to be used to appreciate Jewish History. Using important historical artifacts, students created virtually museums to teach about the Bayit Rishon Era.
By: Jeremy Hellman from Yeshivat Noam
Grade(s): 6, 7, 8, 9, 10, 11, 12, Middle school, High school
Subject(s) of entry: Art, Computer Science, History, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Social Studies, Tanach, Technology
Pedagogy: Design-Thinking Model, Experiential Education, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, UBD - understanding by design, 21st Century Skills
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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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How do you promote real world skills in a traditional school atmosphere? During Expo Days at YDLV, classes are cancelled and students embark on a themed journey of learning and inspiration, giving them the opportunity to practice non-traditional skills with a variety of exercises and challenges built for real world learning.
By: Brittney Friedman from Yeshiva Day School of Las Vegas
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, History, Math, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Social Studies, Technology, literature
Pedagogy: Design-Thinking Model, Experiential Education, Gamification, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, 21st Century Skills
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A Montessori inspired environment for an elementary school child that is conducive to problem solving, independent learning, respect, positive time on task, with modeled expectations will create a caring and safe place for children to be successful, excited and engaged in learning.
By: Andria Drucker from Arevim Schoolhouse
Grade(s): K, 1, 2, 3, Elementary school
Subject(s) of entry: Art, English/ Writing/ Language Arts, Math, Physical Education/Health, Science, Social and Emotional Learning, Social Studies, literature
Pedagogy: Blended Learning, Experiential Education, IBL - inquiry based learning, Language Immersion, Montessorri, PBL - project based learning, Social and Emotional Learning, 21st Century Skills
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EVERlab is a learning environment dedicated to the integration of ideas and concepts from Jewish studies and “secular” academics. It combines elements of a conventional maker-space, including iteration, prototyping and design-thinking with the ethos of a Beit Midrash: the critical/open exchange of ideas and a collaborative search for deeper truth.
By: Robin Gluck, Evan Wolkenstein from Jewish Community High School of the Bay
Grade(s): 6, 7, 8, 9, 10, 11, 12, Middle school, High school
Subject(s) of entry: Art, English/ Writing/ Language Arts, History, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Social Studies, Tanach
Pedagogy: Constructivist, Design-Thinking Model, Hevruta Learning, Social and Emotional Learning, 21st Century Skills
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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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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.
By: Miriam Blackstein LaTova from Brauser Maimonides Academy, Westchester 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: Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Technology, Tefila
Pedagogy: Experiential Education, PBL - project based learning, Social and Emotional Learning, Soulful Education, 21st Century Skills
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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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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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Two schools, 12 miles apart, but on different planets socially and culturally. Have all students read the same two books, write penpal letters, and visit each other’s schools. What happens?
You go from complete segregation to an explosion of creative and interpersonal energy radiating from the students, connecting their common sense of community.
By: Elizabeth Birckhead, Toni Brownell, Suzan Capozzoli, Judy Diekmeyer, Amber Feldman, Madeline Gillotte, Kevin Guess, Rita House, Elaine Kaplan, Carrie Konerman, Cindy Kravitz, Danielle Levine, Rachael Mendelson, Idit Moss, Amit Netanel, Deborah Netanel, Yael Newman, Marcie Oliff, Susan Ouziel, Mary Paden, Jennifer Rubin, Etti Scheier, Sara Selig, Lisa Shapiro, Patty Smith, Gail Sperling, Ariella Toder, Julia Weinstein, Ophra Weisberg, Suzanne Wick, Diane Woloshin, Shawn Wyatt, Tamar Ziv from Rockwern Academy
Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school
Subject(s) of entry: Art, English/ Writing/ Language Arts, Music, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Social and Emotional Learning, Social Studies, literature
Pedagogy: Blended Learning, Design-Thinking Model, Experiential Education, PBL - project based learning, Social and Emotional Learning
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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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Beth Tfiloh Lower School students participated in a multi-week and school-wide interdisciplinary learning experience about various landmarks in Israel. Students (K-4th grade) conceived of, developed, and created fifteen hands-on exhibits to share their learning with the broader student and family community.
By: Elana Weissman, Elissa Hozore from Beth Tfiloh Dahan Community School
Grade(s): K, 1, 2, 3, 4, 5, Elementary school
Subject(s) of entry: Art, Computer Science, Engineering, English/ Writing/ Language Arts, History, Ivrit, Math, Music, Science, Social and Emotional Learning, Social Studies, Tanach, Technology
Pedagogy: Constructivist, Experiential Education, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, 21st Century Skills
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We used two poems as an opportunity to challenge a very significant norm at many schools--the lack of interaction among students in different levels/grades. Students in two classes--one an AP senior class, the other a grade-level junior class--analyzed both poems, asking questions of each other and answering as many as they could.
By: Dr. Hannah Saltmarsh and Ms. Victoria Plaza from Berman Hebrew Academy
Grade(s): 9, 10, 11, 12, High school
Subject(s) of entry: English/ Writing/ Language Arts, Social and Emotional Learning, literature
Pedagogy: Blended Learning, Constructivist, Flipped Learning, PBL - project based learning
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Our school embarked on a year-long, cross-grade chesed project that encouraged students to think critically about problems in our community, city, and country, and to begin to solve those problems. This project stems from the psalm that states: "The world was built on loving kindness."
By: Julia Friedman Rubin, Ayala Raice from SAR Academy
Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school
Subject(s) of entry: Art, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Social Studies, Tanach, Technology
Pedagogy: Blended Learning, Experiential Education, Hevruta Learning, PBL - project based learning, Social and Emotional Learning, UBD - understanding by design, 21st Century Skills
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Students composed their own talmudic sugyas using argument forms mastered during their year of study, based on key themes in biblical and talmudic texts they had learned. They then transferred the concepts of their sugyas into three-dimensional sculptures that reflect the thesis and arguments of the sugyas they had written.
By: Rabbi Daniel Rosenberg from Jack Barrack Hebrew Academy
Grade(s): 9, 10, 11, 12, High school
Subject(s) of entry: Art, Gemara, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Tanach
Pedagogy: Design-Thinking Model, Experiential Education, Hevruta Learning, PBL - project based learning, 21st Century Skills
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#FailureFridays is a class-wide program that integrated daily social and emotional learning (SEL) with curricular lessons to foster a greater appreciation for risk taking and failure. Students applied critical and creative thinking to Tanach study, engaged in daily journaling, and discussed their setbacks and successes at a weekly class meeting.
By: Joe Hirsch from Akiba Academy
Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school
Subject(s) of entry: English/ Writing/ Language Arts, Social and Emotional Learning, Tanach
Pedagogy: Social and Emotional Learning, UBD - understanding by design, 21st Century Skills
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We launched an initiative in our Lower School where the General Studies teachers collaborated with their Judaic Studies counterparts to help students make meaningful connections between themes that were being studied across both disciplines in the second and fourth grades and themes that emerge throughout their daily Tefilla.
By: Tali Seinfeld, Tami Teller from Ramaz School
Grade(s): 1, 2, 3, 4, Elementary school
Subject(s) of entry: Art, Computer Science, English/ Writing/ Language Arts, Ivrit, Music, Social and Emotional Learning, Social Studies, Tanach, Technology, Tefila, literature
Pedagogy: Language Immersion, Social and Emotional Learning
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As part of our mission to promote real world learning and student ownership, in line with our 3R’s initiative, we teamed up to create an engaging program to educate our students on the “how to’s” of participating at an adult oriented event in the public sphere via experiential learning.
By: Rabbi Michael Berkowitz, Rabbi Doniel Cohen, Rabbi Avi Feder, Rabbi Elchanan Ciment from Talmudical Academy of Baltimore
Grade(s): 6, 7, 8, Middle school
Subject(s) of entry: Art, Music, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning
Pedagogy: Blended Learning, Design-Thinking Model, Experiential Education, PBL - project based learning, Social and Emotional Learning
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The South Florida Jewish Academy engages in a holistic approach to education. All teachers, in every subject and at every level work seamlessly as a team to put together a comprehensive plan for each student. This manifests itself in numerous creative and innovative programs and curricula.
By: Mrs. Baila Gansburg, Rabbi Gavriel Ohayon, Ms. Tracy Brown, Morah Leah Gansburg from South Florida Jewish 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, Engineering, Foreign Language, Gemara, Math, Science, Social and Emotional Learning, Technology, Tefila
Pedagogy: Experiential Education, PBL - project based learning, Social and Emotional Learning, 21st Century Skills
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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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"Change the world. It just takes cents"TM is a student-led, teacher-mentored, PBL, service-learning, experiential education, Tikkun Olam, multidisciplinary process, where lessons evolve organically, and students are the creators of their learning blueprint, rather than being enslaved to textbooks. Students emerge empowered advocates and leaders.
By: Sara Caine Kornfeld from Denver Jewish Day School (Herzl/RMHA)
Grade(s): 7, 8, 9, 10, 11, 12, Middle school, High school
Subject(s) of entry: Art, English/ Writing/ Language Arts, History, Ivrit, Math, Mishnah, Music, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Social Studies, Technology, Tefila, literature
Pedagogy: Constructivist, Experiential Education, Hevruta Learning, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, 21st Century Skills
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The Charles E. Smith Jewish Day School has developed a model of STEM integration with general and Judaic studies using the Next Generation Science Standard's Crosscutting Concepts (CCC). This model of integration is the only one in the nation and is the subject of research and collaboration with The George Washington University.
By: Alexis Soffler, Jennifer Rittberg, Eve Margol, Michal Friedman, MollyBeth Rushfield, Nanci Henoch, Hillary Gruber, Andrea Washington, Sharon Barad, Erin Magee, Jessie Nathans from The Charles E. Smith Jewish Day School
Grade(s): K, 1, 2, 3, 4, 5, Elementary school
Subject(s) of entry: Art, Computer Science, Engineering, English/ Writing/ Language Arts, Halacha, History, Ivrit, Math, Mishnah, Music, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Social Studies, Tanach, Technology, Tefila, literature
Pedagogy: Constructivist, Experiential Education, IBL - inquiry based learning, PBL - project based learning, 21st Century Skills
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Classroom instruction focuses on the sources and then the development of Jewish law. It is then taken out of the classroom weekly so that students have the opportunity to put the lessons into practice. Lessons and projects incorporate language arts and math skills, torah, art, technology, science, and health.
By: Edith Horovitz 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, Halacha, Mishnah, Philosophy/ Values/ Ethics/ Hashkafa, Science, Social and Emotional Learning, Tanach, literature
Pedagogy: Experiential Education, PBL - project based learning, Social and Emotional Learning, 21st Century Skills
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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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Students study texts as they learn about the shifts in the cultural and religious roles of women. This is taught concurrently in both Judaic studies (Rabbinic Literature) and Modern Jewish History classes. Course culminates with students choosing elderly women of the community to interview and then represent in a community-wide celebratory exhibit.
By: Elie Ganz, Yehudis Benhamou from Scheck Hillel Community School, YULA Girls
Grade(s): 10, 11, 12, High school
Subject(s) of entry: Art, Gemara, Halacha, History, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Social Studies
Pedagogy: Blended Learning, Experiential Education, PBL - project based learning, Social and Emotional Learning
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In this minyan, students use art as a medium for exploring and more deeply engaging with tefillah. Students study the themes of traditional Jewish prayers and create original works of art through which students can express their own feelings and ideas on these themes, using their art as an extension of their tefillah.
By: Rabbi Peter Stein from Frankel Jewish 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, Social and Emotional Learning, Tefila
Pedagogy: Experiential Education, Social and Emotional Learning
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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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In this entry you will read about a teaching method that came out of real needs seen in my classroom. The first need was to bring to life the Hebrew language as a medium for expression and communication inside and outside of the classroom. The second need was to create a safe and comfortable environment for students to express feelings and thoughts
By: Eti Zehavi from Gideon Hausner Jewish Day School
Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school
Subject(s) of entry: Ivrit, Social and Emotional Learning
Pedagogy: Language Immersion, Social and Emotional Learning
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In this three week "Integrated Creative Judaics" unit,11th grade students delved into the roots of Midrash Rabbah Bemidbar 2.7 in an exploration of the tribal flags of the Israelites and identity. They then drew upon their wisdom to create "fruits of the soul" by designing and animating flags based upon their learning.
By: Roger Blonder, Rabbi Devin Maimon Villarreal from de Toledo 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: Art, Ivrit, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Tanach, Technology
Pedagogy: Constructivist, Design-Thinking Model, Experiential Education, Hevruta Learning, PBL - project based learning, Social and Emotional Learning, UBD - understanding by design, 21st Century Skills
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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.
By: Roger Blonder, Tony Soltis from de Toledo High School
Grade(s): 6, 7, 8, 9, 10, 11, 12, Middle school, High school
Subject(s) of entry: Art, English/ Writing/ Language Arts, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Social Studies, Technology
Pedagogy: Constructivist, Design-Thinking Model, Experiential Education, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, Soulful Education, 21st Century Skills
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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.
By: Merissa Spector, Limor Shefer, Kate Poltorak, Ziva Kovner, Susan Kurtis, Gavi Lehrer, Anita Cohen from Solomon Schechter Day School of Greater Hartford
Grade(s): K, 1, 2, 3, 4, 5, 6, 7, 8, Elementary school, Middle school
Subject(s) of entry: Art, English/ Writing/ Language Arts, History, Ivrit, Math, Music, Physical Education/Health, Science, Social and Emotional Learning, Social Studies, Tanach, Technology, Tefila, literature
Pedagogy: Blended Learning, Constructivist, Hevruta Learning, IBL - inquiry based learning, Language Immersion, Social and Emotional Learning, Soulful Education, UBD - understanding by design, 21st Century Skills
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We introduce students to Tikkun Olam through development of nonprofit business plans. Students work collaboratively to create plans and make presentations. Once presentations are completed, students present plans to judges who help students think critically about plans. Then classes run businesses and help charitable organizations.
By: Rachel Korman, Stephanie Hosansky from Perelman Jewish Day School - Stern Center
Grade(s): 4, 5, Elementary school, Middle school, High school
Subject(s) of entry: Economics/ Business, Math, Social and Emotional Learning, Social Studies, Technology
Pedagogy: PBL - project based learning, Social and Emotional Learning, 21st Century Skills
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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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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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The Flexible Mindset, used in a kindergarten classroom, is a combination of growth mindset, flexible seating, and integrated projects. This combination makes for a learning environment that is ever changing to meet the needs of each student in the classroom community and bring learning to life.
By: Emily Hayes, Hinda Lind, Chelsea Avchen from The Sandra E. Lerner Jewish Community 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, Engineering, English/ Writing/ Language Arts, Foreign Language, History, Ivrit, Music, Physical Education/Health, Science, Social and Emotional Learning, Social Studies, Technology, Tefila
Pedagogy: Blended Learning, Design-Thinking Model, Social and Emotional Learning, 21st Century Skills
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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.
By: Na'amit Sturm Nagel from Shalhevet High School
Grade(s): 11, 12, High school
Subject(s) of entry: English/ Writing/ Language Arts, Gemara, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Tanach, literature
Pedagogy: Blended Learning, Hevruta Learning, PBL - project based learning, Socratic Method, Soulful Education
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In view of the importance of intrinsic motivation as well as personalized learning, kindergarten students at Yeshiva Lab School engaged in an in-depth study of goals and goal-setting. Each child set goals over the course of the year with the guidance of an educator, who used these goals to target instruction.
By: Rachael Simon from Kohelet Yeshiva Lab School
Grade(s): K, 1, 2, 3, Elementary school
Subject(s) of entry: English/ Writing/ Language Arts, Ivrit, Math, Social and Emotional Learning, Tanach, Tefila
Pedagogy: Constructivist, Social and Emotional Learning, 21st Century Skills
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1st graders learned about trees through literacy, science, math, Ivrit, art, movement and by working in cooperative groups. The unit included studying the parts of trees in Hebrew and English, the impact of trees on the environment and its natural resources. We emphasized the mitzvah of tzedakah and of planting trees in Israel for Tu B'Shvat.
By: Shira Stein, Linda Sipzner, Rebecca Feldman from Joseph Kushner Hebrew Academy
Grade(s): K, 1, 2, 3, 4, 5, Elementary school
Subject(s) of entry: Art, English/ Writing/ Language Arts, Halacha, Ivrit, Math, Music, Philosophy/ Values/ Ethics/ Hashkafa, Physical Education/Health, Science, Social and Emotional Learning, Social Studies, Tanach, Technology, Tefila, literature
Pedagogy: Blended Learning, Experiential Education, Hevruta Learning, Language Immersion, PBL - project based learning, Social and Emotional Learning
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Using a combination of collaborative work, research, interview skills, & analysis, students determine what makes a woman a worthy role model. Critical & creative thinking skills are evident throughout the process and culminates in a persuasive essay through which each student nominates her Wonder Woman. All discussions & writings were done in Ivrit
By: Tammy Masar from Magen David Yeshivah
Grade(s): 6, 7, 8, Middle school
Subject(s) of entry: Foreign Language, History, Ivrit, Philosophy/ Values/ Ethics/ Hashkafa, Social and Emotional Learning, Tanach, literature
Pedagogy: Blended Learning, Design-Thinking Model, Experiential Education, Hevruta Learning, IBL - inquiry based learning, Language Immersion, PBL - project based learning, Social and Emotional Learning
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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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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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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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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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Kol Isha: Giving Voice to Jewish American Women is a primary document based inquiry project for advanced level American history students that encourages analytical interpretation of historical documents in tandem with creative writing and personal reflection.
By: Ariel Levenson from Joseph Kushner Hebrew Academy
Grade(s): 6, 7, 8, 9, 10, 11, 12, Elementary school, Middle school, High school
Subject(s) of entry: English/ Writing/ Language Arts, History, Social and Emotional Learning, Social Studies
Pedagogy: Constructivist, Design-Thinking Model, IBL - inquiry based learning, PBL - project based learning, Social and Emotional Learning, UBD - understanding by design
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