Channeling Spring Fever with Group Projects

Group projects are a great way to bring energy to your classroom! The combination of autonomy, creativity, and competition inspires healthy productivity.
Criteria for Success are crucial when introducing the project. List the requirements with a clear and authoritative header, such as, “Your Project Must Include.” When outlining your project criteria, ensure it includes a list of nouns rather than verbs. Supply oak tags and markers to inspire artistic students and allow them to express their creativity.

Criteria for success are clear, specific standards used to evaluate whether a school project achieves its intended objectives. They guide students and teachers in assessing the project’s quality, effectiveness,
and completeness.

Sample Group Project: Yom Tov

YOUR GROUP’S SUBMISSION MUST INCLUDE:

A summary of the story/timeline of the Yom Tov – 5-10 sentences
A major theme of the Yom Tov, and explain in 3+ sentences
Five key facts about your category – ideas, signicant details such as names,
locations, timelines, or notable Pesukim.
2-4 Sources, as is age-appropriate (Pirkei Avos, Kitzur Shulchan Oruch,
Midrash, Rashi, Sefer Hatodaah, etc.)
One Limud L’maaseh that you can incorporate into your life now
Written in full sentences [specify language]
A list of your group members and their role (such as Researcher, Editor,
Designer, Presenter)

Sample Group Project: Chumash/Navi

YOUR GROUP’S SUBMISSION MUST INCLUDE:

Title
Picture
Why? A claim/reason for the event (support it with a passuk)
What? Give an overview of the inyan using 3-4 key passukim
What? 4-6 important words that encompass the inyan
Who? People
Where? Places
When? Create a timeline
Takeaway/Limud

Download Sample Projects

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Micro-Moments

A classroom is a busy place. Homework sheets, contests, tests, recess time, projects…the action is nonstop. In this thriving hive of activity, how can we find the time to build real, lasting relationships with our students? To encourage our students to foster relationships with each other? To connect with them on their level? Introducing Micro Moments! A curated collection of suggestions, ideas, activities, and projects that can fit into your classroom, in those small pockets of time that open up throughout the year. Designed to utilize each available moment as a connection building opportunity, these Micro Moments cards are easy, fun, and can be adapted to your classroom style and grade level.Two extra minutes at the end of class? Day after midwinter vacation? School assembly finished early?Pull out a card and turn those micro-moments into macro-opportunities! Here are a few to get you hooked, or buy the full collection!

Sefira in the General Studies Classroom

A High School classroom is an excellent space for growth-oriented discussion, even during secular studies. Bashy, a teacher of ninth-grade English Language Arts, uses literary pieces on self-growth topics during Sefira. She sometimes brings in children’s books, too. The students love the lighter atmosphere that picture books bring. The lesson is structured just like all other Literature classes, and the theme, rhyme structure, imagery, etc. spark quality literary discussion. She has some favorites that she shared with us: Click to download Oak and the Rose by Shel Silverstein Zebra Question by Shel Silverstein The Journey of Success by Nancy Hammel Download Articles Books that can be purchased at national bookstores The Sneetches by Dr. Seuss A typical Dr. Seuss-style book about a community of Sneetches who are divided into two groups: those with stars on their bellies and those without. Through the storyline, the Sneetches realize that

Too Much to Cover or Nothing to Teach?

The end-of-year curriculum crunch It’s usually not more than eight weeks – ten, tops. For some, it feels more like five months. For others, three days. Approach any teacher during those air-conditioner-blasting, summer-fever-burning school days and tell her you need her class for an hour. She’ll either bless you or plead the verge of tears, promising you anything at all, if you just let her continue teaching for that precious hour. What’s your core challenge in those last weeks of school – too much to cover or nothing to teach? It’s all dependent on an endless list of factors, such as grade level, subject, class temperament or learning style, teacher personality, the interplay between Hebrew and secular calendar, and testing schedules. Throw in a few unforeseen circumstances, performances, trips, state tests, reviews, finals, memory-making, etc., and the short few weeks are shortened by another one or two weeks, at least.