For the past three years, I have been leading learning courses at the Ilanot School, Herzliya according to the each model. This year we expanded our connection to the community by learning with a group of three other schools in the city – ‘Yochanani’, ‘Shazar’ and ‘Brenner’.

The theme of the countries around the Mediterranean Sea unites the learning process. A Microsoft-Times computer tool was used to make the initial connection. I initiated a connection through three fifth-grade groups where I connected children from all four schools and created a platform for discussion and making acquaintances. Later, after making the connection to the community, I created a teaching unit on unique Mediterranean vegetation in our school garden. I attached new signs to all the plants in the garden. Each sign had four barcodes with information about the plant. Information related to poetry and the name of the plant, art connected to the name of the plant, information about the plant as well as information about the plant from the Jewish perspective. We created research question sheets for each of these and thus created choices for students when they visit the garden.

The each process continued with children from the other schools coming to a seminar that included garden research and 2 other hubs. One was in our computer room where I instructed the guest students on the Times and the class notebook and one in the yard where we had a session based on our ecological footprint. The process was influenced by entrepreneurship and innovation combined with values education.

The project connected all the values of the each model and I am happy that I got to experience it. The process brought my students and myself into a community of students in the vicinity and provided me with an opportunity to work in fruitful collaboration with fellow teachers and coordinators.

At Shazar School I have been teaching for two decades and I am happy to take part in a school process and an urban process. In recent years Shazar School has been leading a pedagogical process centered on working on interdisciplinary teaching and learning units additional. In the past year, we have expanded the section dealing with the community and the school that Shazar is part of a cluster of four schools in the city. Together with you, a learning process was built in the field of geography, on the subject of “Mediterranean countries”.

All schools have an internal process and a collaborative process that combines learning and the use of ICT tools.
And at this time of year students from the various schools also meet for face-to-face learning, have a conversation and enjoy collaborative learning, and also get to know the uniqueness of each school.

The learning process provided, in the 5th grade, an opportunity to get to know countries, some of which are defined as enemy states of the State of Israel, from a different angle. And in the 6th layer an opportunity to get to know their country in depth.

The pedagogical work processes and the integration of ICT skills, an area close to my heart, provided me with an opportunity to conduct teaching and other learning that inspires motivation and partnership of students, staff and fellows in the community.

I am happy to be part of an urban process that develops every year and brings new pedagogical possibilities.

The each pedagogical model is a common axis for all schools in the city. The each model is based on four principles: values ​​education, development of academic skills and independent learning, collaborations and interactions in the community, development of digital literacy and learning as a way of life. In the Smadar Division, we work to assimilate the model and integrate it into the various fields of knowledge, and especially while integrating a variety of aspects of the field of knowledge.

In honor of Hebrew Language Day, which takes place every year on Eliezer Ben Yehuda’s birthday from the life of the language, the language coordinator, Sharon Schick, initiated a complete study unit for all students based on the principles of the each model. Of learning and research. Ninth graders produced impressive newspapers on digital platforms as well as printed newspapers that included extensive material on the development of the Hebrew language, information in the field of syntax, vocabulary, general enrichment and language games. Seventh graders expanded their knowledge by preparing a collaborative presentation in the field of word innovations of the Hebrew Language Academy after an in-depth study of the subject of dictionaries.

On the day of the Hebrew language, a fair was held that included 15 award-winning operating stations – the stations were planned and set up by ninth graders with the help of eighth graders. All the students of the school (and also the teachers :)) took part in an activity that was experiential and fun and at the same time interesting and enriching.