A Typical Week at ADRABA

There really isn’t a typical week at ADRABA…

There are scheduled face-to-face (F2F) classes that meet on a weekly basis.  That, one could say, is typical.


How (and with whom) the learner accomplishes her learning goals is to be determined by the learner.   That’s not typical at all.

Let’s look at Tuesday…


Torah (TN01) 

Face-to-Face (F2F) session #5

“Oddities and the In Between” (Genesis 4:17-6:4, 10-11)



(Maybe) watch first 60 minutes of “Arrival” on Netflix, with the assignment question in mind (“Is life after Babel a curse, or a blessing?”) or make notes about a character in Genesis 1-11 for “fan fiction” assignment.



Lunch with madrikh and “family”



Weekly check-in with madrikh



Mathematics (MPM1D)

Face-to-Face (F2F) session #5 

Using Data Management to Investigate Relationships



Watch “Arrival”?

Prioritize assignments based on due dates, demands on time and scheduling, re: individual or ḥavruta or team.

There’s Torah stuff, Math stuff, and a little Canadian Geography from Monday… 

The Typical Course “Teardown”

The Ministry of Education is pretty clear about how many hours of work a student has to do to earn a credit.

The magic number is 110.

Thus, we build (most) of our courses with a blend of the following components: 

  • Face to Face (F2F) Instruction 28% 28%
  • Independent / Havuta / Group Work 54% 54%
  • Final Project 18% 18%

We will be inspected by the Ontario Ministry of Education shortly after we open doors.

Our goal is to insure that every ADRABA student obtains the credits they need to achieve their Ontario Secondary School Diploma and advance onward in their learning.

Frank Samuels

Why This Works Better

We have more than twenty five years of research that demonstrates not only that blended learning works, but that learners do better when they have more control over time, place, path, or pace.

Sholom Eisenstat

Lead Tech Consultant

The Track Record So Far…

Blended learning has been a part of the North American educational landscape for almost three decades.

There are currently 79 diploma-granting high schools in North America that blend learning for their students – but there are more joining the ranks each year.

Here is a small sample of three such institutions that blend learning and successfully graduate cohorts of 21st century learners.

Harkham-GAON Academy

Blended-learning Jewish high school

Los Angeles, California


All Grade 12 students complete high school.

They have graduated 3 cohorts so far.  (The cohorts include Grade 11 students as well who graduate early!)

50% continue on to the same community college at which they’ve already been earning credits during their high school years.

30% go to Israel for various “gap year” programs.

20% attend other universities.

Intrinsic School

Blended-learning Charter school

Chicago, Illinois


All Grade 12 students complete high school.  

They are in their 6th year and have graduated two classes.  

Every graduating student got accepted to at least one university.

90% have enrolled in university.

10% pursue other post-secondary tracks.

Blyth Academy

Personalized-learning Private school

Toronto, ON


98% of Grade 12 students go on to post-secondary education.

95% receive their first-choice of school.

40% of students received either partial or full scholarship to post-secondary education.