Developing the Mind

Gann Academy's expert teachers serve as instructors, collaborators, facilitators, and guides. Students play an active role in their own learning. Lectures are rare, while student-directed research and hands-on group work are the norms. Instruction focuses on the mastery of skills, not the simple acquisition of content.

Ninth graders develop competence in the core subjects outlined in our curriculum guide, then deepen their skillset and understanding through our advanced and standard electives. As students progress, they learn to analyze complex situations, develop opinions, and express themselves both orally and in writing.
 
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Gann Faculty

Gann invests deeply in professional development, and we nurture our teachers as deliberately and thoughtfully as we do our students. We encourage our teachers to innovate, take risks, and constantly evolve their teaching as needs, technologies and pedagogical approaches change—and they model these qualities for their students.

Glimpse of Gann

List of 4 news stories.

  • Former "SCOTUS" Student Hosts Zoom Reunion

    US Supreme Court Cases has long been a popular course among Gann Academy students. Affectionally referred to as "SCOTUS," the class, led by history teacher Yoni Kadden, has championed a style of learning that engages participants as both students and teachers. SCOTUS, which stands for Supreme Court of the United States, is also known for leaving an impact that lasts well beyond graduation from Gann—an impact that inspired Talya Lerner '19, who took SCOTUS last year, to organize a virtual reunion of her former SCOTUS peers.

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  • Baking Challah, With a Twist

    Left over middle, under right. Right under middle, over left. It may not sound like conventional academics—but that’s only because it isn’t. Ninth grade Jewish Studies students at Gann Academy recently concluded an experience-based unit about Judaism and food by baking challah. There was one extra twist though: the challah was baked entirely from scratch.

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  • Jacob Pinnolis

    Faculty Friday: Interview with Mr. Pinnolis

    By: Joseph Hirsh '22 (Originally published in the Shevuon Hatichon, January 31st, 2020)

    Q: When did you become interested in teaching? Why?
    Well, I have been teaching for a very long time. I think my first year was at the University of California-Berkeley 37 years ago, so at a college level first. I taught at Berkeley, then Virginia Commonwealth [University], and then the University of Florida, and then at a high school in New York and other types of informal places: At a JCC in N.Y., at Camp Ramah... I love teaching. I have always loved teaching. There is something very satisfying about the process of watching and helping students expand their understanding of the world around them, expand their understanding of themselves, and that’s amazing work and holy work, and I’m happy to be a part of it.

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  • Biotech Students Tackle Research Projects with Electrophoresis

    "Our findings were very conclusive," began Jordan '20 and Elijah '20. "We found that [the genes of] patients with Multiple Sclerosis reacted very differently to the restriction enzymes than [the genes of] patients without MS." 

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