Students were enthusiastic about learning and took pride in the results. Students had a true understanding of the concept of הפך בה והפך בה דכולא בה, that everything we learn can be found in the Torah. Students gained from their collaboration amongst themselves and with their teachers. School spirit soared and the overall atmosphere was very positive.
Staff
Teachers from various backgrounds and of various subjects worked collaboratively with each other, establishing new relationships which in part aided in school spirit, pride and led to future collaborations.
Early Grades
In younger grades where there are two teachers per class (Kodesh and Chol) the projects were more meaningful, more organized and related more closely to both curricula.
Curricular Benefits
Science: The project ideas began in the science lab. As with any standard science fair, science teachers assisted their students in choosing projects that were connected to the curricular science subject matter.
Math:The math component of the project simply supported the science and Torah concepts.
Torah: The Torah component of the project was devised by our students along with our dedicated staff of Rebbeim and Morot. As with every interdisciplinary integration project, the STEM fair had one essential idea being taught over many disciplines. The overarching concept of this project was the Torah component. Through Torah, our students learned to elevate science and math. Through this project our students were able to clearly ascertain that G-d is the ultimate Creator, that he is all encompassing and the overseer of every intricate detail in this world. Through this project our students clearly saw the connection between Torah and life.
The projects became supplemental to the curriculum as opposed to embedded within it. In order to have truly succeeded, the lessons should have been incorporated into the curriculum. Although the science lessons were connected to class-curricula, the Torah lessons would have been more meaningful if they had been introduced in the actual classroom and as part of the daily lesson. At the beginning of the year, STEM should have been integrated into the weekly schedule. Teachers could have met with students once a week to discuss STEM concepts and how they relate to life.
In the middle school division it was difficult to coordinate so many teachers. As each of our teachers is responsible for a specific subject matter, coordinating teachers and students was a challenge. Going forward, each group of students would need a staff team leader that would take ownership over students' individual projects.
Better advertising would have reached a larger spectrum of the community. The STEM Fair was a unique concept that could have peaked a lot more community interest. More attention should have been placed on advertising outside the ASHAR community. Also, more thought should have gone into the time and day of the fair. We might have had a larger turnout on a weekend as opposed to a week night.
As our focus was on the creation and the roll out of the program, we were remiss in producing an effective follow-up. A simple survey following the fair would have been an excellent way to get students, parents, staff and community feedback. Students could have written reflective essays or or taken an online quiz that would have checked for understanding. Though informal feedback was informative and positive, a more directed task would have been beneficial.