Tag: classroom teacher to STEM teacher

After-School STEM Teacher Success with Curriculum Creation [STEM Teacher Pathway Series] [ep.126]

Check out the full episode on After-School STEM Teacher Success with Curriculum Creation:

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

Creating a STEM curriculum from scratch is hard! However, this after-school STEM teacher had great success creating and implementing her custom curriculum. She took her learning from our group coaching program and was able to successfully implement it with her students.In today’s episode, I’m taking you behind the scenes of my group coaching program and sharing many of the wins that an after-school STEM teacher experienced when she joined the first round of my group coaching program.

In this episode, you’ll learn:

One after-school STEM teacher’s experience in the first cohort of my group coaching program
Where the STEM teacher’s after-school program was before and after we worked together
An overview of the lessons we mapped out during our time working together

Resources Mentioned:

Group Coaching Cohort: STEM into Fall: naomimeredith.com/stemintofall
- Limited time BONUS for Level 2 of the program (Expires 9/28/23): $500/off when you use CODE: STEMINTOFALL
Private Podcast: My (Not So Straight) Pathway to STEM Teacher Success [and what I would do different today]- naomimeredith.com/STEMpathwaypod
K-2 STEM Planning Workshop

Episode Transcript:

Naomi Meredith [00:00:00]:

What is it like being in a STEM teacher group coaching program? Is this even a thing? What does this even mean? What happens during our time together? What do you even do when you're in a program like this one? Well, in today's episode, I'm gonna be sharing with you about a teacher who is in my STEM group coaching program who is a lot like you. This teacher is in charge of creating her entire program from scratch for their STEM after-school program that runs for kindergarten through 5th grade. She's not only in charge of the curriculum but also figuring out the structure for her students and even how to use the materials and what materials to purchase. Sound familiar to your story? It was all very similar to what I went through as a former classroom teacher jumping into a K through 5 STEM space. A big thing that wasn't happening in her role was having the support to bounce ideas off of other teachers And find out what she was doing that was working really well. And also, what are some areas that she can grow in to build the program of her dreams? This teacher had taught in her position for about a year, and she was ready for the next steps and to be a part of a space to really figure all the things out and not be so alone in this position. In this episode, I'm taking you behind the scenes of this teacher and Where they were at, the needs that we targeted, and ultimately, the successes that she had in our STEM teacher group coaching program. If you are listening to this episode live as it comes out, today is the last day for you to claim your special podcast listener bonus.

Naomi Meredith [00:02:27]:

The doors to my STEM into fall group coaching are officially open, and I would love to have you inside. You can get $500 off the level 2 group coaching program for just being a podcast listener, And if you put in that code STEM into fall, all one word, no spaces, you will get your special bonus Where you will be in a community of like-minded teachers to target specific needs, refine your year-long plan, and figure out the next steps of where your program is going. Make sure to jump on this. Spots are limited, and I would love to support you in our special special community. And you can grab that at nammeeredith.com/stem into fall. And don't forget to put in that code STEM into fall for your special bonus. I recently ended my first Cohort of teachers in my STEM into summer group coaching program, and it was such a special experience. You know how you will never forget your 1st class of students or even your 1st year teaching STEM? That's what this program was like for me being the coach of this program, and it was just an honor to be in this community of like-minded teachers to see what it's like inside of their classrooms from afar, but also really target and look at the things that they are needing in their programs And work together to fill in those gaps and also play upon the successes that they were already having. Today, we are zoning in on one of the teachers who is in my STEM into summer group coaching program Who had amazing things going on already and wanted to take their program to the next level.

Naomi Meredith [00:04:24]:

This teacher was in charge of their k through 5 STEM after-school program and had taught in this position for about a year. So, she already had a feel for what it could look like in her program and tested out a lot of things through trial and error, which I know most to best do in that position. That's definitely what I was doing when I started my 1st year in k through 5 STEM and figured out the lessons that worked really well for her program and then things that weren't such a great fit. What's interesting about her role is that she teaches one grade level 1 at a time. So if she's teaching 3rd grade, she is 3rd grade at one time, 5th grade at one time, and so on. But it is after-school, so the kids might have different times when they come in and out, especially when they're leaving for the day, and she definitely needed things that would work well for that structure so that students could be independent when she's talking to parents or kids are leaving and that projects would actually carry on throughout the weeks in a nondisruptive way? Before taking my group coaching program, This teacher actually attended my K through 2 STEM planning workshop and then eventually my 3 through 5 STEM planning workshop And sought great success. So much so she even implemented the stations that were in my K through 2 STEM planning workshop In her after-school program and loved it so much. Her kids were totally engaged. She even said that they had a movie going on in the background, but the kids were so into the stations that were going on that they just turned off the video, it wasn't even needed. That was a tool that was used before to help calm the kids down, But the projects and the structure of the STEM stations worked so well that she knew she needed more for her program. I was so excited to talk to this teacher to see where they were at and how this could be something that we could grow upon. And there were more things that we discovered during our time together.

Naomi Meredith [00:06:33]:

This teacher was also interested in having different themes to plan all of her content around because that seemed to be something that her students really loved, and also a really fun way to plan. You know that I am the queen of themes. I love a good theme. And I'm even here recording this podcast wearing a robot shirt with a matching headband? I love all of that stuff. So, she was definitely talking to the right person because I love planning in a theme. So, at the beginning of the program, the 1st month in my group coaching is really a self-led part of the process. Now, the awesome thing about technology is I'm able to meet with all of you in other places all over the world. But at this time, I'm not flying into your classrooms.

Naomi Meredith [00:07:24]:

So we started off our whole group coaching program with a live kickoff Call to get to know one another and also what the structure of the whole group coaching program will be and figuring out a common time where we would meet. I also talked about in this call how each teacher would be conducting their own lesson plan audit and supply inventory using the templates and guides that I created that are in this group coaching program. I actually don't have them anywhere else but are in this group coaching program. And what teachers were to do is to really sit down with what are the lessons they have already taught. They've taught STEM for at least a year, But what are the lessons they have already taught? How have those been structured throughout the year? What grade levels? And mapping those out from the get go. And it's okay that not everything was complete. I really just wanted to see a big picture of where we were starting at and where we were headed. The teachers in this group, not just the teacher I'm gonna be talking about, but the teachers in the group were all encouraged to also put in their plans What are potential lessons they want to teach, and at what time of the year? That was also helpful. Good. Because if they had something in mind they really wanted to teach, then that could be something that we could plan forward with.

Naomi Meredith [00:08:45]:

So that 1st month teachers had time to create this lesson audit and then alongside that is is they actually had a supply inventory. So again, going through all of the supplies that they had available in their space, How much of each items? And also categorizing that as well. This was really helpful to understand, oh, These are the materials that you are using, that you are planning with. Here are some materials that you have on hand but haven't made any lessons yet for, so let's do that? And, also, what are some materials that you might want in the future? So, again, this first Samantha is really setting that foundation of what does the program currently look like and how are we going to grow from there. Once the teachers in my group were finished with their lesson plan audit and their supply inventory, they were able to submit it to me for feedback. And I loved this so much. I really appreciated the detail that the teachers put into their inventories And their supply their lesson audits, and I really got a real clear picture of what their program is like so far? And I did give video feedback. It'll so much easier than typing, but I was able to give video feedback and See some things and trends of what they had going on, what should we keep and build upon, and then how could we create alignment with everybody's year long plans? Not all of them were the same, but there were some areas where we could actually plan together based on some gaps that were in their programs or things that they wanted to work on? And also I have the big picture of seeing all of their supplies? So putting that all together when it came to the future planning of our sessions.

Naomi Meredith [00:10:41]:

This teacher that I'm talking about in this episode had an amazing start to their year long plan. They really had a strong coding unit and did a really great job using materials that were accessible to their students And also appropriate for their grade level. That is a huge challenge in itself really understanding what tools Should I be using for which grade? And this teacher was already doing an amazing job using the these materials. I also noticed in the lesson audit, there were some materials that she hadn't used quite yet and that was something that I wanted to Keep in mind, especially the Makey Makeys, which if you haven't heard of Makey Makeys before, it's basically this little controller that you hook of different electronic components? And you hook that up to your computer. And when those components are touching things that are conductive, It can produce an action like making a sound on the computer or making something jump. So super cool tool. How totally recommend using that. But I kept that in my back of my mind where she had a great bank of those but hadn't quite used those yet.

Naomi Meredith [00:11:55]:

And that was something that we eventually worked on. I also noticed this teacher did a really great job incorporating robotics, coding, and technology into her lessons, but I also realize that there were some times that Makerspace could be a great fit for her program, especially with the layout of your program Where we know funding is really tricky, but Makerspace is one of those things that it can be pretty low cost to get started. And those projects can last for a long time, but they could be quick as well. Also, when I met with this teacher, they really wanted to implement more of those STEM stations for K through 2. Because they saw the amazing success that they already had with the ones that they had implemented in their space And also with the flow of their classroom where the kids are leaving at different points, STEM stations were a great way where students could keep working and not be as disrupted with the amazing work that they were doing. She was also curious about how she could implement STEM stations with her older students, and that is something I haven't talked a whole lot about on this podcast, but it is something that I did when I first got started in my STEM space where I did move out of that just based on my program, it wasn't a good fit. But definitely for hers when it came to, again, that structure, that was something that she really wanted to do for her older students as well. In terms of materials, again, she had great materials to work with, which was such a benefit. And this was awesome to see, okay, here are the materials that you had.

Naomi Meredith [00:13:37]:

And then, what are some ways that we can grow your materials where they could be used by many grade levels? And when we got into the grant writing, we had a plan going forward knowing that here are the materials she had to work with and also what types of lessons she was going to have. And that helped us again with that grant writing later on. So, what were these teachers' successes during this group coaching program? Well, this Teacher was able to create a well thought out year long plan of the lessons that she was already teaching in her program she was able to visually map those out and also map out new lessons that she wanted to try, which was so exciting. She did have really great lessons and just didn't need that structure so that she could see, oh, okay, Here's where, and I'm teaching this coding unit. Maybe I can add in Makerspace here or maybe I could add this here. So, even putting all of those ideas in an organized structure was a definite game changer for her. Not only that, I was able to see, okay, here are those holes and here's our things that we can work together in our program to help you build those up. Back to them makey makeies, we were able to create a common lesson in our entire group coaching program.

Naomi Meredith [00:15:02]:

The other teachers under program also had Makey Makeys, but we were able to create a unit where we could use those Makey Makeys in a Makerspace lesson. And this one was so much fun. I actually had a makey makey myself. So for part of our call, we actually all had our makey makeys at home, and we went through the guiding process That's where we actually set up our makey makies, talked about an intro lesson that we could do with our students. We did the intro lesson ourselves, And then we also created a way where these makey makies could be added into a Makerspace project that went into an overall collaboratively planned ocean units? This ocean unit was really cool because this teacher really wanted to have themed lessons, So we took that idea of oceans k through 5 and created a whole Makerspace unit for k through 5. So for k through 2, we did map out some STEM stations that students can rotate through, and we created a bank of 4 STEM stations. And then if these stations were repeated, we also created some extensions that could go along with it. And this teacher implemented those right away. She even found some animals, ocean animals from Dollar Tree and added those to one of the STEM stations.

Naomi Meredith [00:16:23]:

As you said, The kids were having so much fun with that. We even created Makerspace lessons that could be carried on for one day or multiple days depending on the teacher settings? Again, this was a collaborative unit that we wrote together during our group coaching sessions. And then from there, we even took one of those Makerspace lessons for 4th 5th grade and had created an extension with the makey makeies. And then even from there, it was so much fun. We had so much fun with this unit. We created a choice board that 2nd through 5th grade could use that were related to ocean resources that could be used as an extension, as stem stations, or even as sub plans? So it was again so much fun. We were gathering all these ideas and resources throughout our times together and created this well thought out unit together? Our teachers didn't have to do this alone, and we even had a chat going on where we could share resources in there. And when we came together for our live calls, we are prepared and ready to go.

Naomi Meredith [00:17:30]:

This teacher also got the Lego spike essential kits, the Lego Education SPIKE essential kits? And these are an amazing kit by the way. I highly recommend them And she was starting to implement those with her students, but wasn't sure how to use it where with all the grade levels since she didn't have enough kits where each grade level could be working on it at the same time? So that was something we did plan into her structure where she could use that kit at specific Times they could still do certain lessons, but their tool might be modified with that Lego kit which was a really great asset for her. Also, once that year long plan was mapped out, this teacher had some really cool ideas when it came to different lessons she wanted to try. She really wanted to do a unit in February for black history month and different black inventors, so we created different ideas where she could use robotics And have the students learn about different inventors and also thought of different cool Makerspace and 7 story lessons that could connect to this unit? This teacher also was really interested in stop motion animation which I Absolutely love. It's a very fun unit to teach. And fun fact about stop motion, all of the work happens in front of the camera, not behind. It's a lot easier than you might think. In another one of our sessions, we actually played around with the stop motion animation technology And talked about different units in different ways that that could be used in the classroom setting where it could be a small little task Or something bigger as well? I feel so privileged that I had the opportunity to work with this teacher in my STEM into summer group coaching program And this teacher already had great skills as a teacher and had a great program in mind but really needed that community and that extra push to continue for her to keep her going and even think about STEM lessons in a different way? If this experience sounds like something that you would absolutely love to jump in on, the doors are open to my stem into fall 2023 group coaching program? I would love to have like minded teachers like you who Has taught their program for a little bit of time, but you definitely need that community to really think through those lessons together And also have somebody on the side who can see where your lessons are at, what is your year look like, what are the supplies you are hoping for, And how can we grow it from there? Spots are limited in this group coaching program, but I would absolutely love to have you, and you can jump in on that at NaomiMeredith.com/STEMintofall.

Related Episodes/Blog Posts:

Connect with Naomi Meredith:

Check out more inspiration on her website: naomimeredith.com
Connect with her on Instagram: @naomimeredith_
Watch this episode on her YouTube Channel: Naomi Meredith
Join the Facebook Group, The Elementary STEM Coach Community | Technology & STEM for K-6 Teachers

More About your host, Naomi Meredith

Naomi Meredith is a former classroom teacher turned current K-5 STEM teacher and coach. Her role not only includes teaching over 500 students in her school, but also leading professional development and co-teaching with teachers to help them integrate STEM & Technology.

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Are you tired of scrolling online for your next great STEM lesson? Do you feel like there is no time to plan, research and test meaningful STEM lessons, so you throw together a hands-on activity and hope that it works? What systems and routines should you set in place to help students be creative, critically think, and collaborate?

The Elementary STEM Coach is a podcast for K-5 STEM teachers, classroom teachers, GT specialists, and homeschool parents looking for actionable STEM solutions. Each week, Naomi Meredith will share tools, resources and lesson ideas that are actionable in your classroom and create highly engaging experiences with your students. You’ll learn systems and routines that will create control in the chaos and that will keep you organized all year long.

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

Taught STEM 4 Years or More-The Connector [STEM Teacher Pathway Series] [ep. 125]

Check out the full episode on taught STEM 4 years or more:

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

Once you hit 4+ years as a STEM teacher, you enter into the next phase of the STEM teacher pathway, which is the Connector STEM teacher stage. This stage is where you find your groove as a STEM teacher. In today's episode, I’m sharing the successes and challenges that come with this stage, the importance of continuous growth and innovation in your teaching practices, and sharing behind the scenes of my journey at this stage.

In this episode, you’ll learn:

An overview of the 3rd stage of the STEM teacher pathway: the Connector STEM teacher
What Connector STEM teachers need to continue to grow in their teaching role
Challenges that arise during this stage of the STEM teacher pathway
Things I learned and experienced as a Connector STEM teacher

Resources Mentioned:

Group Coaching Cohort: STEM into Fall: naomimeredith.com/stemintofall
- Limited time BONUS for Level 2 of the program (Expires 9/28/23): $500/off when you use CODE: STEMINTOFALL
Private Podcast: My (Not So Straight) Pathway to STEM Teacher Success [and what I would do different today]- naomimeredith.com/STEMpathwaypod
K-2 STEM Planning Workshop
Grab the school-wide news workshop: naomimeredith.com/newsworkshop
STEM Teacher Bookshelf Community
1:1 Coaching: naomimeredith.com/coaching

Episode Transcript:

Naomi Meredith [00:00:00]:

When I made it through my 1st 3 years of teaching K-5 STEM, and at this point 9 years of teaching in general, I knew I had found my thing in education. I have definitely developed a passion for elementary STEM, and it is something that continues to grow and a big reason why this podcast is here today. Getting to this stage in my STEM teacher pathway definitely has had many successes and also a lot of challenges. In this episode, I'm going to walk you through the 3rd stage of the STEM teacher pathway, the connector.

Naomi Meredith [00:01:15]:

In case you haven't heard, I am so excited to announce that the doors are open to my STEM into fall group coaching. If you're looking for more support when it comes to your STEM lessons for the year, figuring out how to use your materials and what materials you need to purchase in the future, and having that guidance of like-minded teachers like you, and getting to learn with me and from me, Naomi Meredith, then I invite you to the limited spots in my group coaching program and for this super fun cohort. You can grab more information at naomimeredith.com/STEMintofall. I could not believe that I made it to my 4th and 5th year teaching elementary STEM. And not only that, getting into my 10th or 11th year of teaching. And if you've been teaching a while like I was, it's a pretty big accomplishment. I never knew going into elementary education that STEM was even a thing or even how to implement technology. I didn't have a whole lot of experience with that in my student teaching and really my 1st 2 years of teaching as well.

Naomi Meredith [00:02:34]:

I did do a lot of hands-on learning and experiments, so I've always known that's important in a way that I definitely like to learn. I'm a very highly creative person, and I just really love to create, whether it is digital things or things with my hands. I love that kind of stuff. So elementary STEM, in hindsight, of all the things that I have done in all of my experiences, is definitely a great fit for me, and I love thinking of new challenges and new lesson plans that students can implement. I just really love learning. I really, really do. Super corny, but just ask my teacher honey, husband. It's how I am.

Naomi Meredith [00:03:17]:

Yes. I am a bit corny, and I really mean what I say. I really, I really do love to learn. So what was it like? What is a connector? What is the stage on the STEM teacher pathway? Well, as a connector, you are in 4 plus years of teaching elementary STEM, whether you've been teaching in the classroom before this role but really you've been teaching elementary STEM for a while, and you are filling your groove, you're feeling confident about your class, you're probably like me, you have a whole bank of lessons that can carry you throughout the year and beyond. And you're able to adapt easily. You know that your lessons are standards-based, but also, if there are new things that arise, you are able to implement those things into your program and take out the things that might not be working anymore. Likewise, you really do know your students. When you've been in a spot for 4 plus years, you know your students not only on that personal level but also as a grade level and those things that those ages like to connect with and the types of lessons that work best for them.

Naomi Meredith [00:04:30]:

You definitely have been able to differentiate your lessons, whether those are things that are planned or even things on the go, you're able to figure out things because you're really comfortable with the tools and the setting in your classroom, and it really shows too with your students. They really are comfortable as well, and they get to know you. I recently actually visited my school that I taught at their fun run, and I thought it'd be a good way to see all the kids in a less non-intrusive way. So I saw every kid, but I wasn't interrupting all their classrooms. And it was so funny. They're like, oh my gosh. Miss Meredith, the other STEM teacher, is over there. Like, it's fine.

Naomi Meredith [00:05:12]:

It's okay. It's not like a competition. But, it's just really cool because the kids were so used to me and a great, great teacher in that role now, but they got so used to me over the course of 5 years in the way that I do things that they didn't know any other way that STEM could be taught. And everybody has their different rhythm and things that they're comfortable with. So just really cool when you get to that place where kids really get to know you, and you get to know them and also the things they like and don't like. Also, when you've been teaching in this role for a while. As the connector, you are looking for really in-depth ways to connect as a community and to push you along and push your thinking, whether that is in your own school, your own school district, or even beyond your district walls, where you can find a place to collaborate and continue to grow as an educator. Your biggest focus is when and you're in this general because you are comfortable in that is to make sure that you don't get stuck in your ways, especially if you are the only person in your building who teaches this subject, it's kind of easy just to keep doing what you've been doing.

Naomi Meredith [00:06:23]:

But really, in any role in education, you want to be continuing to learn and grow and adapt, and that is the same with your STEM lessons. You might even notice with your students that they need more of a challenge. When you first got in that role, they might know some things they might not, especially if they've never had a STEM program before. So, you definitely need to grow and change your program based on global trends. What are some new things that they need to be learning? What are some skills that are important? And also, this might even be the types of tools. Do you need to update some of the things in your curriculum, all of those types of things you still want to grow and change and provide that innovative experience for your students? Also, you might even be experimenting with different teaching styles. Maybe you tried a little bit in your 1st couple of years, but you're feeling really confident where you could be co-teaching with other teachers in your building.

Naomi Meredith [00:07:21]:

Maybe they do something in their class that they bring into your classroom. Maybe you're co-teaching across your district, maybe you're planning whole units with other teachers in your district, or maybe you're even planning a lesson with people in a group coaching setting, which is something that I do in my group coaching program where we developed a whole ocean unit, a whole entire Makerspace ocean unit that doesn't even exist in my shop. We created this together based on the passions and interests of the teachers and their students and also their lesson plans and created all of these different things together, which was so powerful, especially since the teachers in my program were the only ones who taught STEM. So, definitely looking for those ways because you have that capacity, you understand your program, but you really wanna grow in it. Maybe you've already dabbled in this before, but even your after-school programs have become more refined, and you've really figured out your rhythm and flow with that and really pick the programs that you're really passionate about and are worthwhile your time after school. So, in my journey as a connector in elementary STEM. So, I was going into my 4th year. By this point, I had already completed my STEM certificate and my master's in STEM education.

Naomi Meredith [00:08:43]:

So again, I will definitely record a podcast about this in the future. Just waiting on a few things. But that's something I definitely have planned at some point. Because I am so glad I ended up waiting to get my master's in education. Then I waited, what, until my 9th year of teaching to get my masters because I didn't know what I wanted to spend all this money on. I always thought curriculum and instruction, which I still think, would be a good fit because that is something I really love doing. But I'm so glad that I waited because, again, I figured out by this point in my career, end of my 3rd year teaching STEM, going into my 4th and 5th, that I was super passionate about this. This is my jam.

Naomi Meredith [00:09:26]:

This is what I absolutely love doing. So that might even be an opportunity for you. How can you continue your learning, maybe even going into another program to pursue that? Also, starting off in my 4th year, my schedule had a big change. So, if you go back and listen to the other 2 episodes, I talk more about my schedule and how crazy it was, and all the different hats. My different hats didn't go away. The only thing that changed was that I wasn't going to be co-teaching anymore just based on the funding and my school and how the week was split up, and where the kids would go when they didn't have STEM, that wasn't an opportunity our school had anymore. So with that, it was exciting.

Naomi Meredith [00:10:08]:

I actually got to teach more STEM. So I got all of my kids, my 6 classes a day, my 150 kids a day for 5 days in a row, 45 minutes each. So I had 5th, 4th, 3rd, lunch, and then first, to kinder and second. So, I had the same 6 classes for those 5 days in a row. And this was really amazing to me because I was so used to teaching the 3 days out of the week. And for me, I was like super excited, and the kids were too. We literally got double the amount of STEM. And with that, because my projects would kind of carry on for 2 months, I was actually doubling my year-long plan.

Naomi Meredith [00:10:51]:

Now, I already had that planned out. I already know what knew what those lessons were, and I've tried some things here and there, but I really got to dive in and go through that whole engineering design process. So maybe if you're thinking in this role, how you can better improve your program? Are there ways that you can even extend the time, the amount of time that you actually see kids? That can actually make a huge difference in your teaching, too, and be a different challenge. How can you make projects last longer? During these 4th and 5th years is really when I also started exploring more STEM stations. I had tried it before, but I am really being more strategic in those STEM stations. I talked all about it in my k through 2 STEM planning workshop, and we also did a lot that in my group coaching as well, is planning out those STEM stations that are purposeful and standards-aligned, not random, and something that the kids look forward to. And that was a huge game changer in my management and also my whole curriculum in k to 5. During these years, I really did refine my afterschool clubs.

Naomi Meredith [00:11:54]:

I was known for hosting a lot of after-school clubs because I wanted kids to be involved and try new passions and continue things that they really, really loved. I always had those certain kids who always signed up for my STEM clubs. Every single year, I knew they would sign up, and I always made sure they got in because that was their total thing. This is when I actually developed my school-wide video news. So I also did a whole series about this and have a whole workshop all about setting up your school-wide news. But this is when I really transformed our school-wide announcements and built that consistency and excitement over something that would show every single day and also deliver important information. So this became like a whole movement in my building, and since I had the capacity where I knew where my curriculum was going, I really could focus on having this really awesome program when it came to my school-wide news where we would video prerecord the news at least a week ahead and then also edit, and those could be shown in classrooms based on the teacher's time and not worrying about the announcements blaring overhead. Also, with after-school clubs, I really was focusing on hosting clubs that would be a part of our district events.

Naomi Meredith [00:13:13]:

And those things were actually growing in our district at the same time. So before, I did clubs where it was kinda random, I was testing out tools a lot of times, like, I don't even know how this tool works. Let me run a club so I can figure it out. But at this point, I kind of knew how those tools worked. So I picked clubs that would actually benefit a future event where a lot of kids could participate, and I could bring a lot of kids to that event, which was super exciting, especially in this 4th and 5th year of teaching STEM. Again, this was my 10th or 11th year of education. I am the kind of person who's always trying to pursue and grow and learn and wants more challenges and opportunities. So I was really seeking out ways to connect with other teachers for myself, but also to connect with all of you because I know how important that is.

Naomi Meredith [00:14:04]:

So I've always had my business for this whole STEM world, elementary STEM coach Naomi Meredith, I'm really transformed within my 1st year of teaching STEM, but especially in my 4th 5th years is really developing things that could bring you together and help you dive in deeper like those online workshops and my membership. So, I'm really thinking about those things. Also for myself, I really wanted to share that knowledge with teachers in my district and present at a lot of events that we did. We did some professional development where we could sign up and teach about something. So, I really tried to push myself and be in that role where I could teach others about the things that were happening in my classroom and then also present at a lot of online summits and online conferences. Again, I will share information with teachers who haven't heard of me before and need some new refreshing ideas in their classroom and push myself that way. It does take a lot, yes, I can do this with my students and figure it out and do all that. But it's another where you can take what you have learned, refine it, and be able to present it in a way that makes sense to others.

Naomi Meredith [00:15:18]:

It's really hard, everybody. Maybe I maybe I don't make it seem very easy. And I apologize. But it really does take a lot a lot of practice to really go through. Okay. Here's this concept I want to explain to you, and then let me break it down so that it makes sense so you can make sense of that. So, I mean, I guess that's teaching, but really teaching how you are teaching, that is a challenge. So beyond that 5th year of teaching K-5 STEM, I did end up leaving the classroom, which I talk more about in episode 108, and talking through this whole journey in education, but really continuing that passion where I can be here to support you in all sorts of ways in your elementary journey so that you can be a connector, and you can be that navigator, investigator, all those things in your STEM teacher pathway where I can provide more time and support with for you with my resources, podcast, all of those different programs, and also have the opportunity to connect with other companies and still get my feet wet in teaching.

Naomi Meredith [00:16:27]:

I do have some things where I still get to teach them in person because I absolutely love it. I am also so passionate about making this elementary STEM community so much smaller. So when it comes to different resources that I can specifically provide you if you're in this stage of the connector or going into this stage. You're going into those later years of teaching elementary STEM, and you're thinking, how else can I grow? What support do I need? Continue listening to this podcast. I absolutely love you being here. And if there's something that you're looking for, please shoot me an email or message me on Instagram. I take screenshots of those and save them and end up planning those into my content because that lets me know if I don't have an answer for you, like, hey, I already recorded in this episode, if I don't have that, then I will end up recording it. So it really helps me know what you are looking for, what are those things that I want to be creating and help make sense of everything for you? From there, if you're really looking for a community, I definitely encourage you to join my STEM teacher bookshelf community, where we read a book a month to help us continue our growth.

Naomi Meredith [00:17:38]:

I read them at least 2 times where we can continue that growth in STEM and innovation. There's always more to learn, and have that community where we can discuss the topics that are presented in the book and also have a really fun live call where we can connect together. Now, when it comes to more big lesson getting and really digging into your program and making sure everything's cohesive, and you're finding ways to grow, we do this in my group coaching program It's open only a couple times a year. Currently, if you're listening to this live, it is the STEM into fall cohort where we will get started in October, and we will go through part of the new year just with winter breaks and all of that. Want to make sure we honor all of our times off, but also honor the time that we are other. So, that is a great opportunity for you to connect and grow and learn. I absolutely love my STEM in spring group. It was such a great group of ladies, and we really connected within our chats and also our live calls.

Naomi Meredith [00:18:40]:

I had a plan going forward and then definitely after things based on what our teachers needed in the group, and it was just an amazing place to be. So, every cohort is definitely different. There is a plan in mind, but then also changing that for what you're looking for. If you really just want some help 1 on 1, I'm also available for that too. So there are also some ways we can work together for the short term and the long term if you just wanna connect with me on a deeper level. And, Definitely, those workshops are available as well, some planning workshops and also how to host your own video school-wide news. So everything will be linked for you in the show notes. Definitely, I'm creating and always thinking of ways to help you grow as an educator.

Naomi Meredith [00:19:22]:

Even if I'm not sharing them quite yet, there are things that I'm always working on behind the scenes to improve myself in my STEM teacher pathway and ultimately help you and your students so that it is an amazing and great place for you to be.

Related Episodes/Blog Posts:

Connect with Naomi Meredith:

Check out more inspiration on her website: naomimeredith.com
Connect with her on Instagram: @naomimeredith_
Watch this episode on her YouTube Channel: Naomi Meredith
Join the Facebook Group, The Elementary STEM Coach Community | Technology & STEM for K-6 Teachers

More About your host, Naomi Meredith

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

First Year STEM Teacher-The Investigator STEM Teacher [STEM Teacher Pathway Series] [ep.123]

Check out the full episode on First Year STEM STEM Teacher [STEM Teacher Pathway Series]:

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

During my career as a STEM teacher, I went through different stages of what I call the STEM teacher pathway. The first stage of this pathway is the Investigator STEM teacher. In today’s episode, I’m discussing the first stage of the STEM teacher pathway and sharing my experience with navigating this stage. I also share insight into what I wish I knew during this stage and give tips and strategies to help you successfully navigate the Investigator STEM teacher stage.

In this episode, you’ll learn:

What is an investigator STEM teacher
What it was like for me in the investigator stage
Resources I wish I had during my first year as a STEM teacher

Resources Mentioned:

- Private Podcast: My (Not So Straight) Pathway to STEM Teacher Success [and what I would do differently today]- naomimeredith.com/STEMpathwaypod
- STEM into Fall Group Coaching Program: naomimeredith.com/stemintofall
- ISTE Conference
- Lesson: STEM Survival Camp
- K-5 STEM Teacher Bundle
- Free Playlist Categories for the Elementary STEM Coach: naomimeredith.com/podcastplaylist
- Course: STEM Teacher 101

Episode Transcript:

Naomi Meredith [00:00:00]:

Throughout my career as an elementary STEM teacher, there were different stages that I went through as a STEM teacher. I'd like to call this the STEM teacher pathway. With this journey in STEM, each stage had its own successes and challenges. Today, I am sharing the first of the 3 stages in the STEM teacher pathway, the investigator, and how my experiences were really shown within this stage of elementary STEM and how my experiences can definitely help you in your STEM journey. Before I was a K-5 STEM teacher, I was a classroom teacher, and I was extremely excited about my role.

Naomi Meredith [00:01:19]:

Now, not to say that it didn't come with any challenges, and some not so pretty things as well. If you've been teaching some for some time now, or you are just getting started, or maybe you've been in it for a couple of years. I have put together for all of you a very special pop-up private podcast. You can't find it in your regular podcasting app, but I do have a special link for you in the show notes or you can go to naomimeredith.com/STEMpathwaypod. In this 3 part mini-series that you can binge as soon as you get the link, I take you through my not so straight pathway in STEM teaching. And what I would actually do differently today if I were to do it all over again. Of course, it wasn't all a miserable failure. But there are definitely some things that I wish I had the opportunity to do or even thought of and I thought that I might as well share that with you in this special pop-up podcast.

Naomi Meredith [00:02:27]:

Now, with this podcast, it is for a limited time only. So make sure to jump in on that. Again, grab the link in the show notes and join me in that very special journey that I put together for you for free. From talking with all of you inside of my programs, whether it is my STEM teacher bookshelf membership, my group coaching program, my workshops, or even my STEM teacher 101 course, and sometimes even in my emails, and when you guys send me audio messages, and really also my experience in STEM is that there are a lot of different stages within this STEM teacher journey. Now, a lot of us have actually been in the classroom before getting into this role. Sometimes, it was voluntary getting into K-5 STEM. Like me, it was a choice, but some of us are kind of pushed into it because we might be showing some skills that can really benefit this STEM space.

Naomi Meredith [00:03:28]:

However you fell into this role, there are some markers when it comes to the stages of your STEM teacher pathway, and I'm going to be talking about that 1st stage today, the investigator. As the investigator, you have taught in STEM for no years at all, so maybe you dabbled in it within classroom teaching, but it is your first year in STEM, and you are definitely trying to figure things out. More likely than not, you actually were a classroom teacher before. You have some sort of teaching experience, and you are walking into this space with limited supplies, and, more often than not, 0 curriculum. You might have some formal training when it comes to elementary STEM, but you also are grabbing resources wherever you can. Maybe just like this podcast. You happened upon it when you googled elementary STEM podcast, and you saw me pop up in my pink jacket. So you are looking for resources to keep you afloat with not only creating this curriculum, but also building up the systems and routines in your classroom and getting to know all of your students.

Naomi Meredith [00:04:42]:

Oh my gosh. That's a lot of names to remember. Right? You are looking at all of these different resources to not only help you professionally but also find the things that will work best when it comes to the types of lessons that can be used in your classroom. And you're really figuring out what elementary STEM means and how to have experiences that are well rounded and different types of things that students can connect with. Here's what it was like for me as the investigator. I had taught in the classroom for 6 years. I taught 2nd grade in a Title 1 school for 2 years, actually, the school that I student taught at. So, technically, I was in that building for 3 years. Then I moved and got a 3rd grade teaching role, and I taught in that role for 4 years.

Naomi Meredith [00:05:31]:

And within that role in the 3rd great is where I definitely fell in love with technology, innovation, and hands-on learning. I was taking every free and paid training that I could to definitely develop my skills and try these things with my students. A big turning point for me was actually when I went to the ISTE conference, I-S-T-E conference, which side note, is going to be in Denver, Colorado, in the summer of 2024. That's where I'm from. And so if you sign up, you definitely have to find me. Maybe as I get closer, I'll set a meetup where we can all meet up. That would be super fun. I will be there. I already have it on my calendar.

Naomi Meredith [00:06:12]:

But, anyway, that conference, it was in Denver, actually, years ago when I taught 3rd grade, and it definitely lit me up. And I knew that this was a pathway in elementary education that I knew I had to get into when it came to innovation and STEM. That word was kind of being used, not really. I remember clearly I was doing reading testing with my 3rd-grade students, and I was in between grading those assessments. And I was looking for other positions to help me grow as an educator and impact more students. And the position popped up for this K-5 STEM teaching position in a neighboring district, and I thought, okay. I might as well apply. You can listen to the full version of my interview and how that went all the way in episode 1.

Naomi Meredith [00:07:03]:

I'm very honest about how that went, but spoiler alert: I did get the job, which is awesome. And when I walked into my space, it literally was a brand new classroom. It was all remodeled I didn't even have the glass walls. I taught in a fishbowl. One of my walls was all glass, but they didn't have the glass wall installed yet. So it was literally this fiberboard that actually drew some innovation quotes, and I was looking at the pictures the other day. I'll have to pop those into the video version of this podcast, but my room wasn't even completely finished. And it was like, okay.

Naomi Meredith [00:07:41]:

Good luck with your position. My year is as an investigator. It's this 1st year as an investigator had a very interesting schedule. It was super crazy. So this just kind of made my first year really, really crazy. It was super fun, but I'm telling you, it was nuts. On Mondays, I taught GTS science to students who are identified in science, I was helping them with project-based learning and meeting their science goals. Tuesdays I got to know the classroom teachers a bit better, and I got to co-teach in their classrooms to help them implement innovation and STEM within their regular content.

Naomi Meredith [00:08:21]:

And then, from Wednesdays through Fridays, I taught STEM as a specials K -5. So 6 classes a day, the same three classes in a row for 45 minutes each. Later on, in the years, I think it was my 3rd year, it was when I started teaching STEM 5 days in a row. But definitely, my role was very crazy, and I also was the technology person. So, managing school-wide technology that I may or may not know about and how to figure that all out along with after-school clubs, leading an innovation and tech committee for my staff, and also hosting trainings for your staff before and after school. So, needless to say, just even hearing about my schedule, it was a lot. Super high energy, which you probably can tell from this podcast.

Naomi Meredith [00:09:09]:

That's just how I am. I do need a little bit of coffee to get me going, but I'm a very high-energy person. And so it was just a lot. It was just a lot going on in a lot of different projects. Now, when it comes to the actual STEM classroom, I was really, really figuring out behavior management and systems and routine. And with every classroom setting, it doesn't matter what you teach. I am huge on behavior management. And how to have a really safe space for students but also we can be successful together.

Naomi Meredith [00:09:43]:

I've talked about this before, even in my podcast where I about why your 5th graders aren't motivated in STEM, and I will link that in the show notes. But it's really scary for kids to be creative, and that's something that I actually was realizing pretty quickly this 1st year as an investigator that, oh, kids are excited to do projects, but they're also very wary if they haven't had time to really experience these things yet, they might not wanna do it. So not only was I trying to figure out the curriculum in my schedule, but also how do I manage a classroom, and it does change for different grade levels? I had taught most of them in some capacity before, but it does change the way that you deliver content. What do my students either know What are they learning in their classrooms? What are the standards if I even had to look at them? I will say this 1st year, my lessons were a bit all over the place. I did start off my year with digital citizenship, but that was totally fine. I didn't really know what else to begin with, so that's why I started with digital citizenship because that's something I did when I taught 3rd grade. So, I thought that was a safe space to start with, which is fine. Eventually, the 1st month turned into STEM survival camp, which I highly recommend.

Naomi Meredith [00:11:03]:

I know a lot of you are actually starting to do that in your classroom, so definitely look into those lessons in my TBT shop, but I started off the year with digital citizenship and just understanding what you can know about technology. What do they not know? It was really a big learning curve. With that, I was also trying to figure out where do I like things in my classroom. How do I like to teach in this space? What is the flow of the room? Where should the furniture go? How should I even have crayons? I had crayons. Like, they're actually very broken. Now broken crayons still color. I know. But I had a big bucket of crayons, and it was a project with 1st grade.

Naomi Meredith [00:11:46]:

I put it in the middle of the table. My tables were fairly big. They were great for K-5, but for a little kid, they couldn't reach everything. And I just remember the screaming and kids crying because one of the kids wasn't sharing all of the crayons, and I said okay. We need to share. That's what we do, blah blah blah. And that student proceeded to put all the crayons in their mouth, chew them up, and spin them back in the bucket, which is awesome. So I learned, okay, a big bucket of crayons, in the middle of the table.

Naomi Meredith [00:12:15]:

Not a good idea. So even little things like that my 1st year, I could not have predicted at all. And it was just definitely a learning curve, and that's okay. In a lot of ways, I felt like a 1st year teacher, which, thank goodness, there are things I did know about teaching in general, but it was just all of those things coming up yet once. Again, my lesson planning was very random, and I felt like I was just planning day to day and kind of not always thinking about the big picture of things and doing a lot of those quick one day lessons, which, in turn, you actually are planning a lot more. I also remember when I did make her space, I ran out of supplies during the first lesson. I thought Makerspace was a free for all, and students just built whatever they wanted. They make it how giant they want. They use unlimited tape. I was so wrong about that.

Naomi Meredith [00:13:15]:

No. That is not how it goes. So, again, So much fun. The students were learning about the class along with me. We were definitely building the airplane wallet flu. But there's just a lot of things within this 1st year of STEM that you're like, wow. What just happened today? So, thinking back to past Naomi and the things that she really needed, that first year teaching STEM, and also thinking about your guys' experiences when I talk with all of you, all the different ways that we chat, I needed a full thought out K-5 STEM year-long plan of lessons that somebody has already taught with their kids has a lot of different experiences. So I could literally just plop that into my lessons and focus on my systems routines and behavior management.

Naomi Meredith [00:14:07]:

And really, for me, it was learning the whole school. I would love just to have something that was authentic and usable with kids. Not one of those curriculums that are just, you know, those big box ones. There are a few I have in mind, but something that actually works with students. So that's definitely something that past, ma'am, you wish she had in this investigator role. But a good thing for you that is already created for you. I also wish that I had a podcast that I could listen to. My crime podcast through crime ones weren't really helping me, when it came to teaching elementary STEM, maybe a little bit of the forensics part, but not really.

Naomi Meredith [00:14:46]:

And so I really wish I had a podcast. So thank you so much for being here and listening along the way. Some of you even said that this podcast is a long time coming, and they're so glad you're so glad that I have it. And so, definitely using this podcast as a resource, I do even have all the episodes categorized So if there's a certain topic that you are looking for, we'll put that in the show notes, but I do have a podcast playlist for you. So same exact show, just everything is sorted into categories, so you can see the episodes for a specific need. I also just wish that there was a course that could line up how to set up those systems and routines. So yes, having those plug and play lessons, but somebody who could guide me and say, okay, here's what you should do for setting up your lessons. Here's what you should do for setting up your classroom.

Naomi Meredith [00:15:38]:

Here are some things to think about. Here are some other ways to grow in your STEM journey. Just a getting started course to have that all ready to go, and it does exist now. It's some teacher 101. So definitely thinking about where you're at in your done journey. Or if they're even if you've taught more than a year and you're like, oh, I need to go back to that systems and routines thing. Then those things are definitely available for you that I have created. And again, those will be linked in the show notes.

Naomi Meredith [00:16:08]:

So, of course, I got through my first year teaching STEM, and I didn't give up. I would be exhausted every day, but definitely figured out and was ready for my 2nd year in STEM and transitioned into that role in the STEM teacher pathway as the navigator. Which I am going to be talking about that role in the next episode. As a reminder, if you wanna hear more about my journey and the things that I wish I had. There are some other things that past Naomi wish I had and things that I would do differently. I have created a free pop-up podcast for you that is available for a limited time only, and there are 3 many episodes that you can binge within the hour and hear of different things that I wish I had and things that you can definitely consider in your STEM teacher pathway. Thanks so much, and I will see you in the next episode.

Related Episodes/Blog Posts:

Connect with Naomi Meredith:

Check out more inspiration on her website: naomimeredith.com
Connect with her on Instagram: @naomimeredith_
Watch this episode on her YouTube Channel: Naomi Meredith
Join the Facebook Group, The Elementary STEM Coach Community | Technology & STEM for K-6 Teachers

More About your host, Naomi Meredith

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

3 Stages of Being an Elementary STEM Teacher [STEM Teacher Pathway Series] [ep.122]

Check out the full episode on 3 Stages of Being an Elementary School Teacher:

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

Through my own STEM teaching experience and talking with so many of you about yours, I came to realize that there are three stages of being an elementary STEM teacher: the investigator, the navigator, and the connector. In today’s episode, I am discussing the phases of the STEM teacher pathway and highlighting what happens at each stage. I also share my experiences at each phase and tips and strategies to ensure you excel at each stage.

In this episode, you’ll learn:

The 3 stages of being an elementary STEM teacher – The STEM teacher pathway
What happens at each stage
What you need to know and have in place in order to succeed in each phase

Resources Mentioned:

Private Podcast: My (Not So Straight) Pathway to STEM Teacher Success [and what I would do different today]: naomimeredith.com/STEMpathwaypod
- Available for a limited time from September 14, 2023, to October, 6, 2023.
Group Coaching Cohort: STEM into Fall: naomimeredith.com/stemintofall
Free Playlist Categories for the Elementary STEM Coach: naomimeredith.com/podcastplaylist
1:1 Coaching: naomimeredith.com/coaching
STEM Teacher 101 Course
K-5 STEM Year Long Plan of Lessons
STEM Teacher Bookshelf Community
K-5 STEM Planning Workshops
School-Wide Video News Workshop

Episode Transcript:

Naomi Meredith [00:00:00]:

Becoming an elementary STEM teacher is quite a journey. My experiences and needs definitely changed when I was a young teacher for 5 years. And a lot of those things, I know that you can definitely relate to as well. In fact, I broke down a typical STEM teacher's pathway with what you are experiencing at different points in your role. The different types of needs that you have, and even the ways that I can best support you. This is the first episode in the STEM teacher pathway series, and I am so excited to jump right in.

Naomi Meredith [00:00:49]:

Before I was a K through 5 STEM teacher, I was a classroom teacher for 6 years. I taught 2nd grade for 2 years 3rd grade for 4 years. When I made the transition into K through 5 STEM, I was so excited, but I was also very overwhelmed. And let's be real. I didn't know everything.

Naomi Meredith [00:01:36]:

Even if you have been teaching elementary STEM for a while or maybe you are just getting started, I wanna make sure that you're not making the same mistakes that I did. With that in mind, I have put together a bonus private podcast with 3 episodes where I am sharing my not so straight pathway to teaching elementary STEM. And what I would be doing different today. It's absolutely free of this private podcast, but you do have limited time to listen to it. So as soon as you get the link, you can binge all three episodes, and they are actually shorter than my typical episodes. These episodes will be available from September 14th, 2023, all the way to October 6. This is going to be linked in the show notes for you, or you can grab this at naomimeredith.com/STEM pathway pod. When I was mapping out this podcast series for you guys, I was legit journaling it.

Naomi Meredith [00:02:43]:

I have always been a journaler off and on throughout my entire life, but I was legit sitting on my back deck with my little dog, Frederick, and thinking about my STEM journey. And with that in mind, I noticed that throughout my years in elementary STEM, there are certain things that I needed my 1st year that were completely different than the middle of my career and also the 4 5 years and beyond. And you probably are feeling the same exact way. So I came up with the STEM teacher pathway and the 3 phases that You typically go through in this elementary STEM role. Those are the investigator, the navigator, and the connect These phases are, again, based on my experiences as an elementary STEM teacher and 11 years in education. But more specifically, those years as a STEM teacher, and also all of the conversations that I have been having with all of you over the years. Whether it's been in my online workshops, my STEM teacher bookshelf membership over on Instagram at Naomi Meredith underscore, all of those different places and all of those different conversations is where I gathered information and really categorize these different STEM teacher phases and this pathway that you typically go through. Now I'm gonna be explaining these 3 different phases, but it's okay if you're feeling like, oh, I really resonate with 2 of these or all three of them.

Naomi Meredith [00:04:23]:

And guess what? That is absolutely okay. There are no technical pull rules to it. There isn't a quiz to take or something to pass if you feel like that you are in 1 phase or another This is to really help you understand where you might be in your STEM teacher journey and how I can best support you. Likewise, when it comes to the resources that I will be talking about, again, these aren't tied a 100% to each of these phases. I really wanted to go through and categorize all of these things so I can be your best support in your STEM teacher journey And if you were feeling overwhelmed and you don't know where to start or where you are even at or how to grow and keep going, this episode is perfect for all of you. The 1st phase in the STEM teacher pathway is being the investigator. When you are in this phase, you have taught elementary STEM for about 0 to 1 year. So you are very new to this elementary STEM position.

Naomi Meredith [00:05:29]:

You're typically a former elementary teacher in whatever type of capacity. So you have some background in teaching already, But this elementary STEM position is brand new to you. You are typically walking into this role with limited lies and 0 curriculum. And more often than not, you don't have any formal training when it comes to elementary STEM. You might be really good already at hands on learning, engaging your students using technology in effective ways. And someone might have thought, hey. You'd be really good at that elementary STEM thing. Why not you give it a shot? That was exactly me.

Naomi Meredith [00:06:11]:

There are a whole lot of things that you need to do when jumping into this role, but typically the main focus in this investigator role are a few things. First, you are really focusing on building your systems and routines. Especially if you are going from teaching the same class all day to teaching multiple classes all day In a variety of grade levels, you need to figure out those systems and routines that are going to work for the entire day. Likewise, you are really building up those relationships with students. It does take some time to get to know those kids, but you you know as a teacher that it's important to build relationships no matter how many students you have. Also, the lesson planning can be a bit overwhelming because you're really focusing on those systems and routines, which is definitely the foundation of your program. And so you took definitely need ready to go lessons that are standards based that you don't have to think about it quite so much this year. So you can focus in on those really foundational things in your classroom, and you can learn the tools as you go.

Naomi Meredith [00:07:24]:

You are in this phase where you are just gathering all of this information. You are in all sorts of Facebook groups. You are just soaking in all of these resources and all the different things that elementary sim can be. So you can build up the program and really have it be a well rounded experience for your students. Now when it comes to specific resources that can be really helpful for you, that I can help you with is, of course, this podcast. And if you're here, thank you so much for listening. This podcast is definitely here for you. And I really encourage you if you haven't already go back to the beginning of my podcast.

Naomi Meredith [00:08:03]:

There's stuff for — all the things, but really go back into the beginning and see all of those back to school types of lessons. I also have all my podcast episodes categorized, which I will link that in the show notes. So if you're looking for something specific while you are definitely getting started or really new stage, definitely check that out. This podcast is here for you. When it comes to ready to go lessons where you don't have to think about it, I definitely encourage you to check out my K through 5 STEM, your long bundle of lessons. There's a lot of great updates that are always coming to those lessons and I'm always thinking about how to improve those. So when you have those ready to go lessons, you don't have to worry so much about the lesson planning quite yet. They are there and ready to go so you can focus in on those systems and routines.

Naomi Meredith [00:08:53]:

When it comes to what things you should be doing in terms of building out the program. I talk all about that in-depth in my STEM teacher 101 course. Which there is actually a podcast component to that. But inside of that course, I will walk you through all of the things you need to do when it comes to setting up your classroom basic lesson planning. So you already have those ready to go ones with my bundle of resources. But really talk about, okay, here's some lesson planning structures and other ways to keep going in your program. So this is the course you never knew you needed. You probably didn't have much coming into this role.

Naomi Meredith [00:09:35]:

So I put it together in this nice little course where you can have it all ready to go and you can even do it in a weekend. Moving along in your STEM teacher pathway is You're becoming a navigator, and a navigator has been in this STEM role for about 2 to 3 years. And you're really gonna hang the hang of this elementary stent position, and it's really a lot of fun. You are getting to know the students. You have some tools that you absolutely love and feel confident about. There's other tools that you are excited to learn and you're feeling comfortable enough that you are ready to be creative with your lesson planning, and you're adding in your own things to make it your own. Along with that, you are excited to try other teaching strategies. So maybe your 1st year, you really focused in on whole group instruction So you can get the hang of things and how you are gonna actually teach the lessons to your students.

Naomi Meredith [00:10:38]:

But now you're ready to try something new, maybe like STEM stations with your students and how to have all of these different things going on at once. With that, your main area focuses when you are a navigator is you are building behind students prior knowledge. You already know your kids a bit. You have that relationship building going, but you are focusing on, okay. So here's what the kids did with me the past year or so. Let's continue to build upon that knowledge so they can grow in their STEM skills. You are also starting to have the time where you're not so overwhelmed by just the whole building the STEM program, but creating those original lessons. So you still are have those lessons that are built out for you, but then you are adding in your own twist of things based on what you're seeing with your students, and your comfortability level.

Naomi Meredith [00:11:34]:

Now that you have some things under your belt, you're also ready to collaborate with other like minded teachers to help you continue where you are at in your STEM journey and where you are headed. This also will help you see those different holes in where you are at and what you're missing. So meaning with other like minded teachers is extremely helpful now that you have that year under your belt. When it comes to specific resources in which I can help you with, I have a quite a few options for you. My podcast again is always going to be an option for you, and I do have that private podcast that is available for a limited time. So definitely check that out in the show notes where I do talk about my journey in elementary STEM and the mistakes that I met made and what I would do different. Also, when you're thinking about different planning structures and ways that you want to enhance your teaching strategies, My k through 5 STEM planning workshops are broken up into k through 2 and 3 through 5 are a great opportunity to have Awesome success within 2 hours. You get example lessons and also I talk through that structure so that you can easily implement that into your room.

Naomi Meredith [00:12:53]:

There also are a few ways that I can provide you some opportunities to connect with other student teachers. I remember how hard it was just finding other people who were doing what I was doing. Now I was lucky enough to some people in my school district who were other elementary STEM teachers, but it was also really amazing talking to other people who were not in my district because you get a lot of different perspectives and hear what things could be. You kinda get one-sided when it's just your district because your district tells you one thing. But it's nice hearing other people's perspectives all over the country. So inside of my STEM teacher, a bookshelf membership, This will help you not only with your professional reading, but also where you get to connect with other like minded teachers in our online discussions and in our monthly live calls. Now if you're needing more guided support and really ready to dive in, My group coaching program is opening up really, really soon for the fall of 2023. And you will have the opportunity to collaborate with other teachers and, again, have weekly live calls where we can focus in on where your lesson planning is going.

Naomi Meredith [00:14:07]:

So creating those original lessons and also how we can use the materials that you have and also grow your program as well. So that's coming up really, really soon, so keep an ear out for that. As you were traveling along this STEM teacher pathway, and you've taught for about 4 and plus years and beyond, You have become a connector, and you are in love with elementary STEM. This is your thing. You are never going back to whatever you taught before. That's not happening again. Someone's gonna have to pull you out by your coattails because you are ready and staying in elementary STEM. You just love it so much.

Naomi Meredith [00:14:50]:

You are, at this point, about 4 plus years in, you are confident about your STEM, your long plan, you have a whole year of lessons with a mix of already made lessons and also some of your unique lessons, and you're ready to adapt to those STEM trends. So you have a firm foundation of what elementary STEM currently can be, but you are very open to adapting your lessons based on the things that your students need on those STEM trends, but also you are really focusing in on Okay. My kids have had me for a while now. They're ready for harder things. I actually talked about this with Jennifer Mahhen in a past episode. We were actually talking about grant opportunities, but she noticed the same thing in her program that the longer she had the kids talking years, The kids had more capabilities and skills and in turn, needing more tools, needing more sophisticated lessons to meet her students' needs and really challenge them. You are also focusing in on wanting to add more community building things when it comes to STEM outside of your classroom. That might be when it comes to collaborating on district wide events, or even adding in after school clubs that are bringing together your community.

Naomi Meredith [00:16:14]:

Maybe you've done some after school club before, maybe in those 1st couple of years that are just some quick and fun things like Lego building or makerspace challenges. But maybe you really want things where it's more competition based where students are showcasing your skills or ways that you can in more kids like doing video school wide news where you're really bringing your community together in bigger ways. Maybe you're also planning STEM events where you are bringing outside resources where there are parents or other people in community who are sharing about how STEM is used in their real world. So you're all of the pieces are coming together. And when you're at this point, You're ready to do all of those extra fun. I haven't quoted you in March because STEM is always fun, but all of those extra things in your role. You also might be trying some different teaching styles. So again, those STEM stations are might be things that you are doing, but I'm even talking about things like co teaching with other teachers in your building.

Naomi Meredith [00:17:16]:

It could be ways where maybe they're doing something in their homeroom classroom and then they're bringing it into your STEM classroom and expanding on that idea. Maybe you are collaborating with other teachers outside of your building. Maybe they're in your district or in another state or another part of the world. So you're really thinking about those ways where you can enhance those global collaborations with your students and maybe even your own professional development. Since you are loving this role, so much. You definitely need an opportunity to continue your passion and have some help when looking at your program in a different way. And to push you along and having that feedback. Again, that group coaching program that I will be hosting coming out really soon for fall 2023, will be a great way for you to collaborate and really challenge yourself when it comes to how you can continue to build your program But then if you also need more guidance and just really want to brainstorm and bounce ideas back and forth, I love doing that, and I do have one to one coaching spots that are available, which those are open at any time, unless for some reason, I close them, but they're open at any time, which, again, you can find that in the show notes.

Naomi Meredith [00:18:33]:

Teaching in elementary STEM is definitely a Ernie, and it's okay if you don't have it figured out going into this role. We talked about those different phases in your STEM teacher pathway. And we start off as that investigator. So you've taught 0 to 1 years, moving into that navigator role and then into that connector role. And who knows? Whatever it is beyond. Which phase of the STEM teacher pathway are you in and which ones are you really connecting with? Now don't forget, I do have my private podcast coming out for you for a limited time only. So if you're listening to this episode while it comes out, that is available for you. And I am sharing my journey in elementary STEM and the mistakes that I made, my not so straight pathway in elementary STEM, and what I would do differently if I were to do it all over again.

Naomi Meredith [00:19:30]:

You can find that private podcast link and all of the resources that I talked in this episode in the show notes. And for that private podcast, you can grab it at naomiemeritus.com/ STEM pathway pod.

Related Episodes/Blog Posts:

Connect with Naomi Meredith:

Check out more inspiration on her website: naomimeredith.com
Connect with her on Instagram: @naomimeredith_
Watch this episode on her YouTube Channel: Naomi Meredith
Join the Facebook Group, The Elementary STEM Coach Community | Technology & STEM for K-6 Teachers

More About your host, Naomi Meredith

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

From Long-Term Substitute to 1st-5th STEM Teacher with Tiana Walton [ep.54]

Check out the full episode on From Long-Term Substitute to 1st-5th STEM Teacher with Tiana Walton:

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

In today's episode, I am interviewing Tiana Walton, who is a former long-term substitute and is now a STEM teacher for first through fifth graders. In her role, she teaches over 400 students in her building and loves to teach her students and show them all the ways to learn about projects and create their challenges.

Tiana shares with us her journey to becoming a STEM teacher, how things have been going in her first year of teaching STEM, and more. If you are new to STEM or considering transitioning into a STEM role, this episode is for you!

In this episode, you’ll learn:

How Tiana transitioned from a long-term substitute to a k-5 STEM teacher
How her first year as a STEM teacher is going
What surprised her the most about her STEM role
Advice for new STEM teachers

Meet Tiana Walton:

Hello, my name is Tiana Walton, a former long-term substitute. I work as a first-year STEM teacher in a small town outside of Lubbock Tx.

My role is teaching STEM to over 400 students in 1st grade – 5th grade. I love getting to teach my students and showing them all the ways to learn about projects and create their challenges.

Being a first-year STEM teacher had its challenges but purchasing this amazing curriculum from Naomi has helped my classroom a ton! My goal is to keep all students engaged, learning, and creating successful projects. The biggest achievement I've accomplished is getting to teach this class to my students and successfully keeping them part of every challenge.

Outside of teaching my students, I enjoy hanging out with my two beautiful kids and husband. We stay active by playing sports, participating in gymnastics, and more.

Connect with Tiana:

Instagram: @t.seymone

Resources Mentioned:

Episode Transcript:

Naomi Meredith 00:00

In today's episode, I am interviewing Tiana Walton, who is a STEM teacher for first through sixth graders. Tiana and I connected together on Instagram when she had recently purchased my K through five STEM year long plan. It's been really fun chatting with her about the lessons that she's teaching in her classroom when I am teaching the same ones in my classroom at the same time, so it's been really fun chatting back and forth. She asks me excellent questions all the time. So I asked her, “Hey, why don't I have you on the podcast? I think you would be a perfect guest to have other teachers hear about you and your story in the STEM classroom.” Tiana is a former long-term substitute and she works in a small town outside of Lubbock, Texas. Her role teaches over 400 students in her building and she loves to teach her students and show them all the ways to learn about projects and creating their challenges. Outside of teaching Tiana loves to enjoy hanging out with her two beautiful kids and husband. She also loves to stay active by playing sports, participating in gymnastics and more. I loved chatting with Tiana and I know you are going to love to hear from her. She has so much passion and excitement for STEM, and it really shines in the way that she talks about her classroom. I hope you enjoy this episode.

Naomi Meredith 01:50

Well, thank you Tiana's so much for being here today. I'm so glad that we finally get to chat virtually since we've been talking on Instagram over the past few months. When I was starting my podcast, I gave you a little inkling and asked would you want to be on the show? You said yes. So I double checked with you again a few months later, and you're still excited to be here. So I was so happy to chat with you and you're in your cute classroom. Before we hit record, you were showing me the cute poster that you have behind you with different inventors. So I know that we're gonna have a great time chatting together, you're just so much fun and so smiley. So for my audience and and for me, too, for those of us who don't know what you yet, if you wouldnt mind telling us about yourself, your teaching background, and then how you stepped into your role as a STEM teacher?

Tiana Walton 02:39

Well, my name is Tiana Walton. I'm a small town girl from Slaton, Texas. It's about 15 minutes from Lubbock. I stepped into teaching. A few years after I graduated, I became a long-term sub, because COVID hit really hard here. Our district was like, you know, let's do this COVID relief subs, you know, teachers will be in and out. So I got to spend full-time on campus for two and a half years. Then going into my third year, my admin approached me and she said, “Hey, we have this bright idea. We want to bring STEM to our campus.” And I was like, okay, and she said, Will, you become our STEM teacher. And I said, Yes, of course, without even thinking about it. I was like, Yes, um, yes. And this is my first year, and it's been so great. Having your curriculum really helped me a lot, because I was like, “Oh, my gosh, what am I gonna do? I don't have anything to teach.” And just having that K through fifth grade STEM all year long plan has been I mean, it's been amazing. I don't have to prep anything besides printing. And I'm like, this is so great. And so I've loved it. It's been a few months, and it's been going really good. My kids have enjoyed it. The campus has been talking about it. So it's been perfect for us.

Naomi Meredith 04:01

Oh, that's so sweet of you. Well, that's so sweet how you said yourself in that you like, tell me how you like my year long plans. So it's so kind of you and I'm so glad it's been helpful for your role and what a unique background you have, because you're so used to teaching on the fly already in a sub position. And you probably taught all the grades. So you're such a great fit for STEM because you already know how it goes, how crazy it is. That's so interesting that they had COVID Relief subs. I wish we had that at my school at the time, but as we know, it was so crazy. And everyone's had everything different.

Tiana Walton 04:37

So the next day was like, Oh, you'll be here. Oh, wait, nevermind, you'll go here. So it was really being flexible and being able to fit in each classroom. I mean, it opened up my relationships with the kids too, because now I have my own classroom and they're like, “Miss Walton, we've been waiting for you to teach.” It's been so good. It's been so amazing. These students are so kind and they're loving. They care about you and they know you care about them. So it's been great being able to build relationships with all of them.

Naomi Meredith 05:11

Oh, yeah, I love that part too. It's cool seeing all the kids in the school like another STEM teacher I chatted with. You may feel the same way. It's kind of like being the cool aunt where like you have a really fun loving relationship. You're like, Okay, you're on your way.

Tiana Walton 05:30

It's perfect.

Naomi Meredith 05:32

Yeah, how often do you see the kids? Are you with them the whole week? Or is it just once a week?

Tiana Walton 05:38

So I see first through fifth grade. And so I'll see each class once a week. So each, each class will come once to me Monday through Friday. So I'll have one class Monday, another class Tuesday, and it'll rotate throughout the week. So it's been great. It's a really awesome schedule to

Naomi Meredith 05:57

Yeah, that's interesting. How do you manage projects? Because that a lot of STEM teachers I've talked to I feel like are more it's more common, where you see one, a different class every day, like, do you how do you store everything? How do you manage all of that? That's a lot.

Tiana Walton 06:12

I have cabinets everywhere in my classroom, and that has been my storage savior. So like, if we do the building your own shelters, everybody I've been trying to group them together so that I don't have individual projects all over the place. So I've done table projects for the most part. So each group has a section where they store their projects. So it's helped out a lot.

Naomi Meredith 06:37

Oh, good. That's good. Do you do a lot of digital assigning when it comes to the plans or engineering notebooks just because it changes so much every day? Or do you just keep it all with the projects?

Tiana Walton 06:48

I want to try the digital next year because I did all paper this year. So I did a system of where month to month, what we're working on and classroom folders. So if they do a worksheet, it goes in their teacher's classroom folder, and then at the end of the month, they'll take all their papers home. I want to try doing the digital because Google Classroom is what we use. So I feel like if I can put it out there for them, they can do it on Google Classroom, save it and it's there instead of doing the worksheets and printing it out.

Naomi Meredith 07:20

Totally, I did the same exact thing. I go back and forth to like some things. I still use paper. Like I always have kids plan on paper for the older kids. Because, you know, it's it's hard to draw digitally. I mean, for an elementary student, like we don't have the tools where we have a professional drawing pad with a stylus. So I'm with you, I still use paper for a lot of stuff. But I mean, it sounds like you're really organized and you're look you're happy today, you're on break, and you're talking to me, which is pretty amazing.

Tiana Walton 07:52

I know. I'm so excited to be here.

Naomi Meredith 07:56

So what has been your favorite part about teaching STEM? I mean, I know that you love it. You love seeing the kids, but what else has been your favorite part about it?

Tiana Walton 08:04

I think my favorite part about doing it is knowing that there is more to learning rather than just math and reading and STEM steps up for different kids. I mean, you have those kids who rather use their hands to create things rather than reading a book. You have those kids who are all your science nerds and love building projects, and STEM class is a break away from learning. I mean, it's not preparing you for the star, it's not you have to make this grade or you know, so I love having the kids be themselves in my class because it opens up to all the personalities on the campus. It's been really great.

Naomi Meredith 08:48

Good. That's so funny. Because a lot a lot of teachers I feel like say the same thing, like in different ways. Like I feel like with STEM, you see the kids in a different light that can shine in a different way. And it's so interesting. I don't know if you have those conversations too, with like PE or in music. But sometimes it's just depends on the kid. But sometimes they have a really hard time in PE but then I don't see those behaviors in STEM. And it's not that I'm some magical teacher, but there's just something really special about STEM and that hands on learning and collaborating and PE might not be their favorite. And that's like more to say why we need more STEM in schools, because it's just an opportunity that most kids like it, but there are some kids it's like their thing. And they're like in their zone of genius. You probably see that too.

Tiana Walton 09:39

Oh, yes. All the time. I do have those conversations with our art teacher. We always talk about, “Hey, how did the kids do for you today?” Like touch and go like what is something that I need to do to make them feel like okay, this is something they can do and not get into their heads like okay, I can't do this. This is too hard. So we have those conversations with each other. She's amazing. She's always like, so hey, so and so what do you think? What do you think I need to do? And I'm like, Oh, he did great in my class last week. So this is what I, you know, these are the strengths he showed in my class. So we bounce ideas off of each other all the time, even though we teach two different things.

Naomi Meredith 10:20

Yep. Oh, yeah, we have the same thing. Because I feel the same way. Like I know, it can be like an island teaching STEM in a building if you're not a STEM school, or you're just a specialist teacher. So me and my teammates, we talk about students, I would say the most and just yeah, how to problem-solve, behavior management tricks, even though we have different subjects. So that's definitely been helpful, too. Do you have any other STEM teachers in your district or nearby? I know, you said, you're in a small town.

Tiana Walton 10:48

We have a guy who teaches our GT students, and it's called Quest. So he touches STEM, but he doesn't. So it's like, your gifted and talented kids like those kids that are there above their grade level. So he gets those kids from each grade level, and they do different projects and stuff. It's nice having him because he'll come into my class, and he's like, Oh, you're doing really great. Like, getting his feedback, because he's been doing it for years. So getting his feedback, really, like it boosted my confidence, because I'm like, Okay, I messed up on this, like, what in the world am I doing? But he comes in, and he's like, Oh, you're doing so great. The kids are always talking about your class. And just getting that feedback from my peers. I mean, it means a lot to me. So it works out.

Naomi Meredith 11:35

Oh, yeah. You're kind of alone. In a sense, you're pretty much the only adult in the room. But yeah, always have somebody there. There's always a child there no matter what. I have a glass wall, so people can see what I'm doing. But I'm really alone all day. So that's really nice that he could pop in and let you know, because you don't always know. And trust me, I fail all the time. Like my room is a disaster. And like, I feel like with Kindergarten, I talk about Kindergarten a lot on this podcast, or in general. I love Kindergarten but they're just so interesting to me, like those little kids were like, sometimes they get through a project really fast. And then sometimes it takes them forever and longer, and I don't understand. They're a mystery to me, and I love them. They're so creative.

Tiana Walton 12:19

It's exactly how my first graders are like they fly through things. And then they're like, oh, wait, they're taking their time on it. They're coasting through, and I'm like, Okay, wait, this is something we should be pushing through. What are y'all doing?

Naomi Meredith 12:31

I know. And it's usually it's even the same class. You're like, wait, what? What's happening? If they're still confusing me. They're so creative and so confusing. And I know a lot of people struggle with the little kids, but they're fun. But you even told me before we started recording that your son gets to be in your class, sometimes.

Tiana Walton 12:51

Yes, I enjoy getting to teach him. I'm like, okay, so I get to be the teacher today and not mommy right now. So it's really awesome, because I get to see what he is like in class. And it's, I mean, it's awesome because he's so invested in my class. He's so excited about these robots that he wants one for Christmas. So I think getting to see him outside of mom and son relationship has really been, I think it's really built my relationship too because we get to talk about my class, and he gets to enjoy being in my class. And he's like, I see you in mom mode, but now I get to see in teacher mode, and it's so much fun.

Naomi Meredith 13:32

That is so cool and not a lot of teachers can say that they've had their kid in their class. That is so amazing. That is so cool. Does he call you mom?

Tiana Walton 13:42

No, he calls me Miss Walton. And it's so funny.

Naomi Meredith 13:45

He does?

Tiana Walton 13:47

Yes. Some of the kids are like, that's your mom. You know that right? And he's like, Yeah, but she's Miss Walton at school. So it's awesome.

Naomi Meredith 13:54

That is so cute. You're like, wait, what,

Tiana Walton 13:57

Like it catches me off guard because I'm like, Oh, okay. That's how you do.

Naomi Meredith 14:02

Do you call him son? Like, “Hey, bud.”

Tiana Walton 14:04

I'm like, “Hey! Okay, what do you need Torbin? So it's like, I'm trying. I have to be like, Oh, we're still at school. I can't say Hey, son. Yeah.

Naomi Meredith 14:13

That is so cute. He's like, almost like acting with you.

Tiana Walton 14:16

It catches me off guard that I'm like, Oh, okay. Hey!

Naomi Meredith 14:23

That's so cute. Well, besides your son calling you your name. Is there anything else that has surprised you in this role? Because it's very hard, but also very exciting. There's a lot of surprises like what were you like, oh, like I did not expect that. Has there been anything like that for you?

Tiana Walton 14:44

I think the biggest aha moment for me is the supplies that you use. Like some of the stuff can come from your house, and rather than go and buy it at the store. So it's like, the supply list to me is like like, “Oh, I can use such and such for this, like, I don't have to go buy, like all this stuff for it, it can be in the kit.” Or like, we can bring sponges from home and do this. And I'm like, oh yes, like, being the flexibility of the supply list is what really amazes me like, and I was expecting, oh, gosh, I'm going to spend a fortune on supplies. And that's not been the case. So that's been the biggest aha moment for me is utilizing supplies that kids use every day at home. In our projects, it's been very flexible.

Naomi Meredith 15:31

That is a really good point. Because I feel like a lot of teachers that and I felt the same way I had a classroom and no, like no curriculum, also, no materials, and it can be really overwhelming that you have to have a ton of money to get started in STEM. It's nice to have fancy things like those are nice to have. But like you said, it's not required. I mean, you taught the whole STEM survival camp unit, half of this stuff is stuff kids find from outside.

Tiana Walton 15:58

And it was so amazing watching them like, Oh, we're gonna use sticks for this. Oh, wait, Miss Walton, you have popsicle sticks, can we build with popsicle sticks? And I'm like, Yes. Like their brains were like overload. And they're like, so excited to build all this stuff. And it was awesome watching them put it all in play, what they had planned out.

Naomi Meredith 16:15

Oh, totally, and it's cool. It's good for kids to think of the world in new ways. Like I feel technology is super important. And I'm big on technology and using that. But also I'm really big on creating and doing things screen-free. I don't know about you, as a kid, I love to build stuff. Like I would sit and build random things for my Barbie dolls. I made them go school.

Tiana Walton 16:38

I was a teacher, teddy bears for the students.

Naomi Meredith 16:42

Same I was saying either Yup, I was the same way. Like making stuff like, okay, like we're doing art class or whatever. But I think like sometimes kids don't always get those opportunities where they, their parents might forget about those things. So I'm so glad that they started this program at your school, and you're excited about it. And you're noticing we don't have to have all this fancy stuff, even though you're gifted all of these Dash robots. Yes. Oh, amazing. But it was awesome. But it's good.

Tiana Walton 17:11

I know. And I always see parents out there like my kids love your classroom, and they want to know, what can they help bring them like, they don't have to bring anything unless we're doing a project. So it's been, it's been awesome. I mean, getting the kids involved and the kids using their minds in different ways. I mean, it's been so great getting to watch them, put what they're thinking out.

Naomi Meredith 17:34

Totally, and you're gonna love it next year, and seeing the same kids again, and how much they've grown and learn from you. Because that is a really cool thing about being like in a special area. The position is like as a classroom teacher, they move on, you don't normally move up with them, I wouldn't do that. But you're gonna come every year, and you're gonna see that growth and you know what they did last year, and you get to build up upon that learning. So it's just a really fun way to connect with the kids. So I know that so you're so sweet. You're like already talked about the year long plan. But are there any specific resources of mine that you've seen great success with your students or that you really love teaching so far this year? It's like about halfway through the year. What have been some of your favorites so far?

Tiana Walton 18:22

I think me and my kids enjoy the Engineering Design Process chart. Because they're like, Okay, we're asking this, and then we imagine what's going to happen. And then we're going to put in our plan, and then we get to share and create like so they're like, bouncing their ideas back off of that design process. And I love seeing it because I'm like, okay, yes, they're so they're invested. They remember it.

Naomi Meredith 18:44

Good. That is so good. Have there been like a certain project that they used that you're like, “Wow, you guys really understand this Engineering Design Process?”

Tiana Walton 18:53

I think yes. My fourth graders, they did the community, they built their community thing. And I mean, they were like, Okay, so the question, what is the problem in this, we need to build out our landscape for our community. Okay, so the plan will be, and they were like, “Okay, so we're going to use clay and we're going to make roads and different things and I love seeing them put together their design, it was amazing. They loved it. They were like oh, Miss Walton it looks like a real community and I'm like yes, that's what we're trying to do. So it worked out, it was good.

Naomi Meredith 19:26

That was one of my favorites too. I love it because you and I are like teaching at the same time so that's really cool to hear like your kids are loving it too.

Tiana Walton 19:35

They're with this project so I can get like what my kids should be doing.

Naomi Meredith 19:40

Yeah if you go it changes. Like I did the clay the first time and mine was so sticky. I totally messed up and then kids were screaming and I had clay all over the floor, playdough and then they're like, like flinging it in the air. It was all over their computers like, what is going on?

Tiana Walton 20:02

Oh, I was like, okay, stays on the table. We did not put clay anywhere else but the table. So my expectations were like I'm embedding these expectations in you. This is what we're going to do.

Naomi Meredith 20:13

Oh yeah. Well, and like with so many other projects, you like have to make up expectations along the way.

Tiana Walton 20:21

I'm like, Okay, I wasn't expecting this. So next time I know, to say this expectation. So, yes. And it's like a touch and go thing. I mean, now, I know next year when I do this for the second year, I'll know okay, these were the expectations that are followed. This is what we need to continue to do for this project. So it's been so much fun, right?

Naomi Meredith 20:40

I'm so glad. Yeah that community one was really cute, and a lot of kids start getting interested about, oh, maybe I want to be a civil engineer and design a city. Or maybe I want to be an architect, or they say, Oh, my mom's an architect. So it's really neat, like the conversations that they come up just from that project, or even others just thinking about just topics they might not realize they know. And I love the weirder the topic, the better. I love it. When I asked them, Oh, do you guys know what a Rube Goldberg machine? There's like two kids, like raise your hand. And they're like, oh, my gosh, you guys good thing, because my job is a teacher. And I get to teach you what a Rube Goldberg is, and then how it's all going to connect together. So it's just really cool. Like the more obscure the better.

Tiana Walton 21:30

Kindergartners were so excited to do that Rube Goldberg machine like they were like getting their work done in class so they can come to class. And I'm like, Okay, I've literally had every single one of you today. Let's start. Like Miss Walton. We work so hard to get our work done. We want it to do this. And I'm like, Oh my gosh. And I mean, it was amazing. We used dominoes and the wooden blocks, and they use marbles to push their stuff. I mean, they were so invested. And they were like, We never knew what this was. That's what this is. We watch your videos over this. And I'm like, Yes, exactly.

Naomi Meredith 22:05

So like there's one thing.

Tiana Walton 22:07

Yes. Then putting the name to what they're actually watching and not knowing what it was. It was so funny. I was like, Yeah, y'all probably watch these all the time. And they're like, Yeah, we watched this guy on a skateboard do it one day. I'm like, Oh my gosh, how convenient.

Naomi Meredith 22:20

Oh, yeah, I had one kid. And I don't know why I didn't think of this. He's like, that's like in home alone. He has a Rube Goldberg machine.

Tiana Walton 22:28

this thing about that? Made me there.

Naomi Meredith 22:31

And so there's one clip of him setting it up. I don't think you can play it in school where it's like actually hurting the people. But there's one clip on YouTube. So the kids setting it all up and they're all They're all gasping there's like feathers and there's nails and then ice like it's super dangerous. What do you think?

Tiana Walton 22:51

And he's like setting this up for to catch robbers. Yeah, I'm

Naomi Meredith 22:55

like, well, that's kind of dangerous. But yeah, they told me about like, Oh, you're right. That's yeah, that's true. So you'll have to look at

Tiana Walton 23:01

The bowling ball coming down from the thing?

Tiana Walton 23:04

Yes.

Naomi Meredith 23:06

Like, yeah, he's pretty smart. I'm like, we're not going to do any of this in our design. But it's fun to watch.

Tiana Walton 23:14

Simple on the table. Yeah.

Naomi Meredith 23:18

Well, if there's anyone in a similar position like you would there, is there anything that you would recommend to them? Or any advice getting started? You're super energetic, and I think you're perfect for your position. It's by anyone who's starting out like you, what would you recommend or give advice,

Tiana Walton 23:36

I would say definitely resources, looking for just like you're looking for curriculum that you think is best fit for your students getting to know their curriculum before you teach it, asking people around you for help. Because that takes a village. Literally, I think just looking into everything and preparing for what you're about to step into is one of the biggest things I could say you need to do because STEM is not reading and math. It's not just one particular thing. It's everything. It's building different things and learning what your kids are learning and you're doing it together. So it's I've loved it and I've enjoyed every minute of it. And I think having your resource, having rgt teacher here and having my admin the other teachers, just science teachers they know exactly different kinds of projects and what STEM is so it's been great having a village to help me get through this year.

Naomi Meredith 24:40

That is really great advice. That is so helpful. I hope you guys all go back and rewind that because that was so good. Well, thank you so much Tiana for being here. I'm so glad we got to chat. Since we've been messaging each other Um, is there a way that teachers can find and connect With the link in in the show notes.

Tiana Walton 25:01

Um, yes, you can find me on Instagram. I'm strictly on Instagram now. My user name is t.seymone. It'll be in her link as she said, feel free to follow me. I'm transitioning my Instagram into my teacher resource so that you'll get to see all the other things that I get to do in class. It's been great being on the show. Thank you so much for having me.

Naomi Meredith 25:26

Yes, thank you so much, and I'll chat with you soon.

Related Episodes/Blog Posts:

Connect with Naomi Meredith:

Check out more inspiration on her website: naomimeredith.com
Connect with her on Instagram: @naomimeredith_
Watch this episode on her YouTube Channel: Naomi Meredith
Join the Facebook Group, The Elementary STEM Coach Community | Technology & STEM for K-6 Teachers

More About your host, Naomi Meredith

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

Your mindless scrolling days are over! Your new STEM-best friend is now here in your ear buds!

What Does a K-6 STEM Teacher Do? with Kristin Kinner [ep.52]

Check out the full episode on What Does a K-6 STEM Teacher Do? with Kristin Kinner:

Subscribe to the podcast HERE on your favorite podcasting platform.

Have a STEM question? Leave a voice message for the podcast!

Episode Summary

In today's episode, I interview Kristin Kenner, who is a K through sixth STEM teacher who taught in a regular classroom for over 25 years. I know many of you will relate to Kristin’s experience since many of you were also in the classroom before your STEM role. Kristin and I were talking over the summer before her role in STEM, and she was super nervous and asking for advice.

I knew that the experience she already had would be so helpful in her STEM role. In this episode, Kristin shares her journey as a classroom teacher turned STEM teacher, how she’s received grants to purchase materials for her STEM classroom, lessons from my TpT shop that Kristin has implemented in her classroom, and much more!

In this episode, you’ll learn:

Kristin’s journey as a first-year STEM teacher
How she used grants to fund materials for her STEM classroom
Her process for getting approved for grants
STEM lessons from Naomi’s TpT shop that Kristin's students enjoy

Meet Kristin Kinner:

Kristin Kinner is an elementary STEM teacher in her first year in STEM. She has taught for over 25 years in first, second, and fourth grades and has been a learning specialist and reading specialist in K-12. She currently inspires over 725 students to follow their passions in K-6 STEM. Kristin loves meeting and collaborating with other innovative educators and exploring new learning with her students.

Connect with Kristin:

Email: kkinnerteach@gmail.com
Website: Innovation in First
Instagram: k_kinnerteaches
Twitter: @kinnerswinners or @k_kinnerteaches

Resources Mentioned:

Episode Transcript:

Naomi Meredith 00:00

In today's episode, I am interviewing Kristin Kinner who is a K through five STEM teacher who taught in the regular classroom for over 25 years. I thought her experience was super relatable to many of you who are listening. Most of you were also in the classroom before this role, and I thought that this would be a perfect fit for a guest on this show. Kristin and I have connected over the years through different ways and platforms. More recently, the InnEdCO Conference, which is a local conference in Colorado that is all about innovation. So definitely recommend it if you want to take a trip to Colorado or you live in the area. It's a really awesome conference. We were talking over the summer before her role in STEM, and she was super nervous and asking for advice. I knew that her experience that she already had would be so helpful in her STEM role, and you're going to hear the passion in her voice. She loves teaching K through six STEM, and I'm sure a lot of you can relate to her story. Before teaching in K through six STEM she taught in first, second, and fourth grades, and was also a learning specialist and reading specialist in Kindergarten. She teaches over 725 students, which is a lot of kids. Kristin loves meeting and collaborating with other innovative educators and exploring new learning with her students. I am so excited for you to listen to this interview. She is so much fun, and I can't wait for you to listen.

Naomi Meredith 02:04

All right, Kristin. Well, thank you so much for being here today. I was so excited you said yes to me. We were emailing back and forth and like, “Hey, do you want to be on the podcast?” So I'm so glad you said yes to me because I think your experience and your background and teaching is super valuable. I think that your story of where you've been in education and how you got to STEM can really resonate with a lot of teachers here on the podcast. Because like me, and I'm pretty sure like you, we just kind of got thrown into it with a passion that we had. So if you wouldn't mind telling us more about yourself and your teaching background and how you became a STEM teacher.

Kristin Kinner 02:41

Well, Hi, Naomi. Thank you so much for having me on your podcast. As you know, I'm an elementary to STEM teacher. This is my first year in STEM. I've taught for over 25 years in first, second, and fourth grades mostly. I've been a learning specialist and a reading specialist, so I have a background in special education. Currently I inspire over 725 students to follow their passion in STEM. I love meeting and collaborating with other innovative educators and just exploring new learning with my students.

Naomi Meredith 03:16

You have a lot of kids?

Kristin Kinner 03:18

Yes.

Naomi Meredith 03:20

Wait, did you say sixth grade you have or is it just K through five?

Kristin Kinner 03:24

It's K through six, and then we have a discovery program at my school, which has four self contained GT classrooms. So I have those classes as well. So I teach teach eight classes a day.

Naomi Meredith 03:40

Wait, how does your schedule work with eight classes? I thought six was a lot. I have six. How does your schedule work?

Kristin Kinner 03:47

So I start in the morning and I teach sixth, fifth and fourth. Then I have lunch and we have two buildings. So then I take my stuff over to the primary building and I teach K-3. Then I teach the discovery class at the very end. Yeah, it's busy.

Naomi Meredith 04:06

Do you have two separate classrooms then, or are you teaching in their classrooms?

Kristin Kinner 04:11

I do. I have two separate rooms. I have an innovative lab at the intermediate building and I have a STEM lab that's particularly primary in a primary building.

Naomi Meredith 04:22

I did not know this. I need to go visit your school. I did not know you did that. That's a lot.

Kristin Kinner 04:33

It's a lot of fun though. And it keeps me moving and motivated.

Naomi Meredith 04:37

So what has been your favorite part about teaching STEM? Because you you have so much background in teaching and you're, I mean, I don't know when you can retire by but you could be like “Hey, see ya,” but now look at you. You're in STEM. So what have been your favorite parts about it so far?

Kristin Kinner 04:52

I really love robotics. So we're doing a lot of robotics right now. Bee bots are being used with Kindergarten and first grade. Then I've got Dash robots for second, third and fourth. Then we're going to get into using the Vex Go Systems with fifth and sixth grade as the year progresses. Yeah, so it should be fun.

Naomi Meredith 05:16

Yeah. Have you even opened up those Vex Go Sustems? Yeah, I haven't used those, but I've heard really good things about them.

Kristin Kinner 05:22

I have opened them up. I haven't done a lot with them. I'm gonna do some exploring over Christmas break to see what we can find.

Naomi Meredith 05:34

Yeah, cuz are those the kits where they actually build the robot? Or am I thinking of something else?

Kristin Kinner 05:39

Yeah, they will actually build the robot. Yes.

Naomi Meredith 05:44

That is so cool. Wow. So you have that many classes a day. So you love robotics? Has there been anything that like surprised you? Because I know coming from the classroom is a lot. You and I were talking at the InnEdCO conference, and you're so sweet. Like, I'm so nervous. I don't know where it to start. I'm like, “Well, you've been a teacher for a long time. I think it'll be okay.” But has there been anything that has surprised you where you're like, “Whoa, I did not expect this?”

Kristin Kinner 06:16

No, I think the hardest thing is going from teaching primary for so long to working with some of the older students. But a lot of the things that we've done, I tried to plan something that kind of fits with each grade level. So sixth grade, we use the global goals. They created PSAs to kind of talk about what they might do to work toward a global goal. Fifth grade, we have hydroponic gardens. So they are doing a whole hydroponic gardening unit, that's just for their grade. With fourth grade, I'm working with otter cares and doing Project HEART, which is a service or a philanthropy unit. So they're going to be creating some service projects that we carry out through STEM, just to keep some things going for each of them.

Naomi Meredith 07:08

Yeah, so how often do you see the kids then? Because those sound like really big projects? I haven't heard of global goal or otter cares. Do you do these projects in five days? Or is this something that would carry on for multiple rotations? How does that work with your timing?

Kristin Kinner 07:26

So I see each class for a full week, Monday through Friday, and we have a four week rotation. So we have four classes on each grade level. So I repeat my lessons four times with sixth grade, the global goals, or the 2030 sustainable goals. So like, no poverty, free freshwater, those kinds of things. All people have proper nutrition. They worked on researching, and that took, like, a week. Then the second week was putting together what they wanted to put on their public service announcement. Some of them did Google Slides, because they were familiar with that. But once we introduced the green screen and actually recording using iPads, they were able to record. A lot of them recorded, and had and made videos and stuff.

Naomi Meredith 08:22

So is this more like project based learning? Or do you use the Engineering Design Process or kind of both? Because that's super interesting. I haven't talked to anybody who's done long term projects like this, that I'm so curious how you set that all up.

Kristin Kinner 08:38

I can share it with you. It was just basically I had like a doc that they filled in, and I shared through Google Classroom. That kind of was the framework for what I wanted them to find out, and for what I wanted them to share in their public service announcement, and they just went from there. They're on my website, so you can see what some of the kids did.

Naomi Meredith 09:04

Oh, yeah, we'll definitely have to link that. That is super interesting. It's funny you say that. I'm with you on having a harder time with the older kids. I mean, I think your lessons are really good. But a lot of people are the opposite of you. A lot of people struggle with the little kids more than the older kids. So are there any strategies you would say for the little kids that people should try? Because a lot of people I get have a lot of questions about little kids.

Kristin Kinner 09:30

I tried to connect the younger ones to stories. So a lot of the k one might be more just build oriented and creating that way. This week, we did your lesson on 10 on the sled, so they had to decide what they wanted to build for their sleds and came up with some really cute ideas. Those books are like kind of the vehicle to launch a lot of my lessons. First, second, and third, we did Tacky the Penguin. It was Tacky in the Winter Games. So they had to do a direct drawing of the penguin. Then they had some clothing that they had to either design or there was a copy page they could color them in. But I took it a step further with the second and third graders. They had to create a coding path for Dash Robot to dress Tacky, say to put the pieces all around the coding mat and collect them using the robot. So kind of integrating a few different things.

Naomi Meredith 10:40

Oh, that's a great way to start. I know I've talked about this in past episodes, like if you can integrate books, that is the best way to get started, or are just busy times of year engaging younger students, and even for sub plans. I don't know if you've left books for subs, that's something I definitely have done. It's super, like everybody loves reading. But a lot of us in elementary love reading books anyway, we have a lot of our favorites. So you might as well integrate that. Do you ever do like STEM stations with the little kids or other types of projects?

Kristin Kinner 11:15

Yes, I do. I have some trays that are set up just for that purpose. So I have like six different trays. So when projects are finished, there's different things that they can go to. If I'm ever out, I usually leave STEM stations for a set, because the directions are there on the card, and the materials are ready to go. So I just put them on the table and read the directions and have the kids go like four to a table. Then you rotate after 15 minutes, and it keeps it easy for the sub and it keeps the kids engaged.

Naomi Meredith 11:51

Yeah, what types of things are on the trays? I'm trying to visualize these trays, I'm so curious.

Kristin Kinner 11:58

One is just a whole collection of pipe cleaners. They have to make a net to collect a ball, which is like a paper ball. One, I have Legos set up in this large tray that my daughter made. She's a student at CU. I put LEGO platforms in there. They're building a whole hockey station in there. So kids can work on it continually. Then others can add to it. One of them is using Keva blocks to build a bridge. So there's different supplies. I just take out the container and put them on tables and explain what's what. Tthen they're easy to pack up to.

Naomi Meredith 12:39

Oh, yeah, I love that organization. I'm thinking too like, what about the space, but you said you had two buildings you go to? So that's nice too where you have, oh, here's more of the primary supplies in the secondary because having those, you need a lot of stuff. I feel like for the little kids, I don't know, that's something that I have found. When I came into my classroom, I didn't have any of that building stuff. So I asked classroom teachers if they have any extra math manipulatives. I used most of my budget that year on just simple building supplies that you mentioned. But I know that you had to gather, well, I mean, you had to gather a lot of supplies for two rooms. How did you get all the supplies for your classroom? Because that's a lot of stuff you need.

Kristin Kinner 13:21

So I was very lucky to step into a well equipped, innovative lab and that was at the intermediate building. So fourth, fifth and sixth. We had a lot of tools for the students to learn and a lot of the consumables. I just set up another room in the primary building, which was a little more challenging, but I write a lot of grants and get a lot of funding from different companies. So all robotics last year, we're funded through different brands. Yeah.

Naomi Meredith 13:53

Wait, so do you write directly to the companies? This isn't Donors Choose? How do you do this? This is amazing.

Kristin Kinner 14:00

So there are some companies like one grant I got was through Toshiba America. It was $1,000, and I received funding for six Dash robots, and some other supplies for the robotics like chargers and stuff, so I can charge six of them at a time. Yeah. Then this year, I got a grant through Westera, and they funded the lights for my hydroponic gardens. Because like a true engineer, designer, I had gardens, but I didn't have grow lights. So I was like, Oh, they're not growing. I had to come up with a way to problem solve and come up with lights because nothing was growing. This whole project was flopping. So I wrote a grant and Westera and my principal both bought a set of lights for our gardens. So now they're growing like there's no tomorrow.

Naomi Meredith 15:01

Oh yeah, well, this is like kind of off topic, but it's similar. So when my family moved out of Colorado, like you take stuff to Goodwill, so my mom's like, take all this stuff to Goodwill. I'm like, okay, so she loaded all this stuff in my trunk. While I'm unloading it, all the people at Goodwill were laughing at me. Then I realized she put a bunch of grow lights and growing things in my trunk. So I really set somebody up for their home garden, whatever that may be like in Colorado, you guys can connect the dots. But yeah, you definitely need the lights for sure. Growing herbs, like legit herbs, my mom, like grew herbs on my counter, like, that's it not illegal. But um, yeah, that's a good point. So how did you find these grants? I've never heard of this. I'm thinking of Darrell. Darrell, if you're listening, you've asked me about grants. So you need to listen to this part. How did you find these?

Kristin Kinner 15:53

I searched for educational grants, we can search by state. I found Toshiba that way. That was actually the second grant that I'd gotten from Toshiba. I'd got one a few years back. It was mostly for a collaboration station just for like furniture, and some other games and tools in my first grade class probably about six or seven years ago. I still have the table. But yeah, it's just a nice way, especially if you need some of those, like, the Keva blocks. I have zoob tubes and extra Legos, if you need any of that stuff. Just a small grant, aside from Donors Choose, they will fund a few different things.

Naomi Meredith 16:35

Oh, yeah, that's great advice because I know that can be really inhibiting in our position, like you have found where you need stuff. I mean, you can definitely teach them with having cardboard, and a Makerspace. But I feel like Makerspace is just one unit, which if that's all you can afford, it's better than nothing to be honest. But we really want to provide these experiences for kids and buying high quality materials that are going to last more than one time. So having the Bee Bots or Blue Bots are definitely worth your investment. More so than those Code and Go Mice do the same thing. They're not very good. But that is so smart. I did not know you could do that. That's really helpful for people. If you guys don't know where to get started, I have a free guide for just a spreadsheet of different things that you can buy with different budgets. So that can help with your pricing and has a lot of the stuff that you mentioned Kristin with all of those really hands on materials, because you need you need all that cool stuff. I mean, it really helps like their imaginations and thinking of the world in new ways. So you said that the 10 on the sled was super fun with your kids? Has there been anything else of mine that you've used in your classroom that you've seen success with your kids?

Kristin Kinner 17:53

I've used a lot of your resources.

Naomi Meredith 17:56

Oh, okay. I did not know this.

Kristin Kinner 17:58

I did. Your marble maze, and the kids went bananas. They loved it. One kid made a really tiny one that was probably like four inches by four inches. They use cocktail straws around the edge. We even made marbles out of pieces of clay with one of the groups.

Naomi Meredith 18:18

Oh, yeah.

Kristin Kinner 18:21

Yeah, they did some amazing things. We did your spider pulley in October and they got to keep the spider ring.

Naomi Meredith 18:30

Oh, look at you go. I don't. I take them back. I think I said that on my episode too. I'm like, I don't let them keep them. Well, you are the nice STEM teacher, and I'm like give them back.

Kristin Kinner 18:40

That's because I ordered a bag of about 500 of them. I'm not gonna get rid of these in just a year. What else did we do? Oh, I used your cardboard maker tree. We created a wish tree. We did a wish tree for all the specials teachers. We put little ornaments on them, and we asked for some donations like markers, glue sticks, masking tape and scotch tape because I do not have a lot of those at all.

Naomi Meredith 19:11

Yeah, I run out of masking tape like it's water. Yeah, I ran into that so is such a cute idea. Have you gotten any donations? We are recording this in December. Have you gotten anything yet?

Kristin Kinner 19:23

I have I got some markers, and I think there's a few more that'll be coming in through the week. But just very excited.

Naomi Meredith 19:32

Oh I love that and you could definitely do that. You can make it like a palm tree I don't know for summertime or if you have parent teacher conferences. What a cute idea on how to use that one. I didn't even think of that.

Kristin Kinner 19:47

We did you're all about me brick build. I did it with six during the first week of school and they loved that. They keep asking for more Legos and I think just picking the colors and giving them a little, you know, they could pick what they wanted. But I don't know, it was kind of cool. It really worked out well. I used your Rube Goldberg lesson to show how matter travels through the ecosystem.

Naomi Meredith 20:12

Oh, how did that one go? I'm always curious to see how that one goes in classrooms.

Kristin Kinner 20:17

So that was with fifth grade, and it was toward the beginning of the year. They kind of wanted to get it really involved with different animals. I was like, you only need three, have three, one to try to three. Like and if you want more than that, once you get to three, let's add on. But they enjoyed that. We saw some videos about different Rube Goldberg systems. There are some cool ones out there and gave them some inspiration. Then they created some amazing things. Yeah, I use a lot of your stuff.

Naomi Meredith 20:49

Oh, you're so sweet. You sent me pictures of the posters. I didn't know like, I don't know. I'm like, Hey, I'm doing this in my own classroom. But the Rube Goldberg one is so fun. I don't know if you showed this. But kids like that's in Home Alone. I'm all Oh, yeah. Is it? Right? Yeah, like go watch it on Disney plus, like, it's just a good movie. I'm like, also a little sad. He's by himself. When we showed the part the part I could find on YouTube, where he was setting up the trap where it's actually really dangerous if you rewatch it, but then we didn't watch it actually go it like being launched, like hurting the robbers. I don't know if we can show that at school. But he's like pouring water on the steps. Then he has like, the fan with the feathers are like, Oh my gosh, but yeah, we were showing that when I did that with fifth grade, too. They were talking about him like, oh, yeah, let's watch that part. So super fun. I don't know if you had this happen. A lot of the kids didn't know what a Rube Goldberg machine was. But they kind of knew the concept. Did you see that too? When you were teaching it.

Naomi Meredith 20:49

A little bit. But again, I shared videos to kind of say this is who Rube Goldberg was, this is why it was famous, and this is what we're doing to try to find a difficult way to solve an easy problem was kind of how.

Naomi Meredith 22:15

Yeah, totally. Again, it's so fun. I have told kids like you should make them at home over break and send me videos. It's a great at home activity on a cold day.

Kristin Kinner 22:30

It's a good idea.

Naomi Meredith 22:32

Oh, yeah, I'm not patient enough for that. But I would love to see the kids videos.

Kristin Kinner 22:38

I would bet they do it too.

Naomi Meredith 22:40

Oh, yeah, I think so. So if there's anyone else, I didn't send you this question before so I'm getting you on the fly. But if there is a teacher, and who is thinking about a similar role as you, they've been teaching for a while, do you have any advice for them? Because I know you love your position. You're just so sweet and modest about it. But I know you love it.

Kristin Kinner 23:04

I do love it.

Naomi Meredith 23:05

Yeah, I know you. So what would you say to someone who is like you even six months ago, what would you say?

Kristin Kinner 23:13

I would say try them out in your classroom, like have your current kids pick a day, maybe it's like, fun Friday, but pick a day and have like different challenges where the kids are trying them out because you know your audience and you can tell them, hey, I want you to test the sound I try. I want to try something new with you. I used to do that with my first graders all the time. Now I have all those first graders because they were in my class over the past five years. So now they're in second through sixth. So I've got like robotics experts in the classroom, and I've got kids in every room that kind of know, what are some things that we did together. So they can now be the experts and lead others. That's kind of what you want to do. You want to find what they're good at, and you want them to feel like “Hey, I know this stuff.” So I'm gonna help you out and feel good about what they're doing.

Naomi Meredith 24:08

I think that's such good advice. I think that's so good because it is a lot teaching all the kids in the school. But I know like some teachers who listen to this are interested in STEM who are a classroom teacher, they don't know where to get started, or maybe they only teach a few grade levels. So I think that's really good to hear because it can be a lot at first. Like it is, it's a lot and even for me still starting new units it can be like super overwhelming sometimes but I think that's really good just to jump in. You're showing them to you have a growth mindset, and that's like really important in STEM like you're demonstrating what a growth mindset is because I think sometimes as teachers we don't always do that. But I think that's really good advice to give them. So you mentioned you had a website, are there any other? So how can teachers connect with you and get in touch if they have more questions?

Kristin Kinner 25:07

So I am on Twitter @kinnerswinners and I have a WordPress blog, but it's been a while since I've added it's called Innovationinfirst.wordpress.com. Then I'm trying to get better at Instagram, and that's where I'm k_kinnerteaches

Naomi Meredith 25:34

Yeah, I think they'll love that and definitely reach out. I think you have a lot of great nuggets that teachers can connect with and reach out to you and just fill up their STEM network. So I appreciate your time. Thank you for using my lessons. I had no idea that I never know I don't know who gets the things all the time. So it's just pretty cool, like hearing what you're doing in your classroom and how you're inspiring kids. I can't wait to talk to you at the end of the school year and just like how it all worked out for you.

Kristin Kinner 26:06

Oh, you're awesome. Yeah, your lessons are amazing. They're pretty clear, pretty straightforward and really easy to follow. So that's what I really liked about them.

Naomi Meredith 26:16

Good. Well, thank you. Well, thank you so much for being here. I appreciate you.

Kristin Kinner 26:21

Anytime! I will see you soon.

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More About your host, Naomi Meredith

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

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From Classroom Teacher to STEAM Teacher with Kelly Hogan [ep.45]

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Episode Summary

In today's episode, I chatted with Kelly Hogan from mathematically enthused.

Kelly shares her journey from classroom teacher to STEAM teacher and provides tips and tricks for strategies and activities she has incorporated into her classroom.

In this episode, you’ll learn:

How Kelly became a STEAM teacher
Kelly's favorite part about teaching STEAM
How Kelly structures projects with her students when she sees them once a week
How Kelly stores her students' projects
What surprised Kelly about being a STEAM teacher

Meet Kelly Hogan:

Kelly Hogan is a former classroom teacher turned K-6 STEAM teacher on Long Island, NY. Kelly loves all things Math and is passionate about bringing practical, functional Math skills into STEAM lessons. Kelly is a Level 2 Google Certified Educator and loves helping other teachers simplify their day through the use of Google Technology. When she's not teaching, Kelly loves working out and hanging out with family, friends, her husband, and Rowdy, her puggle.

Connect with Kelly:

Resources Mentioned:

Episode Transcript:

Naomi Meredith 00:00

In today's episode I am chatting with Kelly Hogan from mathematically and I have been chatting with Kelly a bunch on over on Instagram over the past few years when she had a different instagram name and throughout her different teaching positions. Kelly is a former classroom teacher turned K through six STEM teacher in Long Island, New York. She loves all things math and is passionate about bringing practical and functional math skills into her STEM or STEAM lessons. She is a level two Google certified educator and loves helping other teachers simplify their day through the use of Google technology. When she's not teaching Kelly loves working out and hanging out with her family friends and her husband. And of course, her little Puggle rowdy, this episode was so much fun. And Kelly has such a great experience from being in the classroom and into the STEM space that I know you're definitely going to connect with. And she even has some awesome tips and tricks of what she has done in her classroom that I definitely want to use and mine and I'm sure you definitely want to use in yours. I can't wait for you to listen to this interview.

Naomi Meredith 01:07

Well, Kelly, thank you so much for being here. today. We're chatting a little bit before this. And you and I have talked over the years and we message each other all the time. And you're so sweet when you tagged me in your stories. So I knew I had a hat? Well, I asked you a while back, I think when I was first launching, well, you'd be a guest. You're like, yes, so they finally got it all together, I figured out how to invite guests, blah, blah, blah. And then I'm just so excited to chat with you and your position because I think your story and I don't know all of it. But I think your story will really resonate with a lot of teachers, because most of us have been teachers who are in the classroom, and then we get thrown into this role. So tell us more about yourself and your background and just how you stepped into your STEAM are STEM will probably say both, but how you stepped into your role.

Kelly Hogan 02:29

So for those who don't know me, I'm Kelly Hogan and mathematically enthuse on Instagram and Teachers Pay Teachers. And to tell you my full STEM STEAM story. I need to go back like way, way back. So before I was in college, I was looking to Yeah, I was looking to be a teacher from as long as I could remember. And I was preparing to go to school for music education. So I was focusing on being a music teacher and being heavily involved in music ensembles that were curricular and extracurricular. But when I got to college, I realized that that was not necessarily the best fit for me. I loved doing music and being part of ensembles. But I realized that as a teacher, I'd be kind of limited in what I was doing with students and impact was important to me. So I graduated from college in 2005, with my bachelor's in elementary education, and in New York State Teachers are required to get a master's degree. Oh, I didn't know that. Yes, after a certain amount of years now. But the time when I graduated, there was no limitation on how many years you had. I think now, once you graduate, you have to have your masters within about three years. So choosing the Masters was hard for me because at the time in 2005, the big push was reading and literacy. And I knew definitively that I didn't want my masters in reading and literacy. So I shopped around for a while. And at Hofstra University where I got my masters from at the time they had a program that was elementary maths, science and technology. Oh, basically. Yeah. So it was Elementary, MSP, and it was lots of integrated projects. One of the things I remember very distinctly about that program was that I had to make a scale model bed for a stuffed animal of my choosing. We had to make board games, we had to write papers about the process. I actually fell in love with math through that program, which is kind of interesting. But I had friends who after we graduated, were getting jobs as the science teacher in schools where science was a push in, or where they were just specializing departmentalized at the elementary level. STEAM and STEM wasn't a thing. It wasn't a job at the time. And I was just kind of using it to enhance my toolbox and my work in my classroom with my kids. I have taught every classroom grade except for second. It's So at some point in time, I have taught everything from K through six. And I was happy in the classroom. And then I ended up teaching math as for about a year and learn that that was not my thing. love math, did not love math is. So I was kind of looking around and thinking about where my next career move would be, what would my shift be. And the district right next door to mine had an opening for an elementary scene teacher. And I read all the ballpoint bullet points on the job and was literally floored. Because I was like, that's the job. That's that's the job I won. So they interviewed in April, I was offered the position a couple weeks later. And then I was appointed in May of 2021. And I have been in that STEAM mindset ever since I've never looked back. But the irony is that if I go back to my high school experience, I always did want to be especially right here. So it was kind of looping back to what I wanted to do without knowing exactly what I wanted to do. So I definitely am in the right space right now. I love my job. And even on my worst days, it's so energizing. So it's the right place for me to be

Naomi Meredith 06:17

Oh, yeah, well, I guess I think really, you're it's a very creative space. And I think your experiences definitely lead us into the STEM position. Because I thought about that, too. Like I had a class. In middle school. I wasn't called STEM because like that term is so new. But it was called technology. But all this stuff was STEM based. So you had all these stations, there's robotics, there was stop motion, there was like these laser cutter things and like, I've always loved science and the hands on stuff. So it just makes sense. Like, so probably stay with you like, oh, this makes sense why I'm in this role, and your masters pretty much is STEM.

Kelly Hogan 06:56

So yes, that that program has evolved. And it's actually now called masters in elementary STEM education. So it's it's really interesting, but I was also always a very love science and technology. So it just, it was the right hat to put on. And it kind of found me at the time that I needed it to find me so I could not be any happier than I am right now.

Naomi Meredith 07:18

Oh, good. I'm so glad. I'm glad it was like a it's a hard but fun transition.

Kelly Hogan 07:23

Yes. Yes, definitely hard. I would yes, definitely describe it as hard. It is.

Naomi Meredith 07:29

Yeah, it's hard. I think being a classroom teacher though before I bet you see those two is super valuable. Because you know how to plan you've obviously taught all the grades. So I think having that experience instead of there's nothing wrong with just jumping into sand. But I think having that background and education and classroom management and planning a lesson and figuring it out really, really helps in your role a ton. I see that a ton for myself.

Kelly Hogan 07:54

100% 100%. I can't imagine coming out of a teacher education program into STEM without having a little bit of classroom time first, because it is amazing how much management it takes.

Naomi Meredith 08:08

Oh, yeah, I that's like the biggest thing. I'm like, Oh my gosh, it's like, wow. It's like sometimes I'm the mean, and I'm not the nicest. Most mostly nice, but sometimes mean. What have been your favorite parts so far? Because I mean, I know you love it, but like, what are your favorite parts about it?

Kelly Hogan 08:31

I don't want to be too cliche and say everything. But to some degree. Yes, it's everything. But the most important things that I would stick with is that every day is exciting. My students love to come into the STEAM lab, I would say that out of the 360 students I serve. Maybe I have two students who aren't engaged when they walk into the STEAM lab a week, which is outstanding, and the energy that they bring in really energizes me. So that is a huge part of it. The 40 minute periods are lovely. They're I actually they're a blessing and a curse, kind of like what you were saying about being me. And it's great to have 40 minutes when it's a tough day for a certain class and you're just trying to muscle through it. And then you get to send them back to their teachers. Like you're being the fun auntie, right. But I also only get to see my students for 40 minutes a week. And that's the downside is that there's so much I always want to do in STEAM that I'm always strapped for time. And then I think seeing every kid at school so I teach all the kids in my school K through six, which means I have a relationship with all the kids in the school I have relationships with their siblings, and so far I've only been there for this is my second year but I'm already really enjoying seeing kids grow from year to year and how they change. And it's really just it's amazing how I was concerned about the show worked periods not being able to build relationships with my students, and you have a different kind of relationship. But it's so long term. And I love that.

Naomi Meredith 10:08

It's so true. Like I was talking to my kids by fifth graders. And I think my first year with them for a second, I'm counting on my hands. Second, third, fourth it, so I knew them since first grade. And it was cool. Like, they're like, We don't remember the person before. I'm like, Well, that's nice. But it's just like, cool to see them over the years. And I have like pictures of them. And it's just like, that is something you don't get always get as a classroom teacher, unless you loop with them, which I don't know why you want to do that. But yeah, it is so cool. I love that. And I didn't know you only taught was that once a week. So how do you structure your projects? That's a big, a lot of people do that. Like that's hard.

Kelly Hogan 10:51

Yes. So to add on to that, I see them 40 minutes a week. And I have one minute between classes.

Naomi Meredith 10:58

What? Yes. Oh, yeah, I need to know what what do you do?

Kelly Hogan 11:02

Which normally means I actually have students waiting outside my room as I'm releasing them. Because as teachers, most of us are on time, if not early. So structure was really important for me. And I knew that in order to be really productive with all grade levels, my structure would have to vary a little bit only seeing them for 40 minutes a week. So my k one, two lessons, especially in the beginning of the year, they get an instant build when they come in, and I have short challenges up on the board where I give them some free build time I give them a material, I try to rotate materials, so they get a new material, usually every month. And they'll have about three problems they need to solve by building something with their materials, then they get a quick brain break, because my little guys need movement. So if I can beam it with what we're doing for the day, I theme it with what we're doing for the day, then I usually have a short video or short read. And then we go back into a challenge. The second half of the year, I stretch out the lessons more to be like one week is our background and plan. And then the next week is our built, then with three through six is a little different. So obviously a lot faster pace because those kids are doing more in depth projects. So they kind of come into a do now and they do now sometimes it's just as simple as get your materials from last week and chat with your group about what your next steps are. And then I do a mini lesson I know I was just listening to I'm not sure if it was your most recent episode, but your structure of your classes, I was doing like the same thing. I'm thinking about the pie piece, right. So you have the the large IPS is not really teacher time. So I do about five to 10 minutes, some weeks, it's honestly just reviewing what we did last week and reviewing hot glue safety because that comes down again and again. And then they'll have about depending on how much talking I do 2020 to 25 solid minutes of building, and then five minutes of cleaning like crazy. And I tried to get them in line early. So really, my time on teaching is about 35 minutes with the cleanup with everything else that's going on. So the Do Now time is super valuable for me in my structure, because it gets them moving and doing something from the moment they walk in the door. And it helps me transition because I only had one minute on the clock between classes. So sometimes when I'm really desperate, I'm very behind with my littles all instead of reading them the book that we're working on problem solving from, I'll play it on YouTube, just to give myself time to set materials as much as I love to read to them. I do sometimes just need the time to swap over from my kids to my little kids, because sometimes my Thursdays especially today happens to be a Thursday when we're talking to each other. And my Thursdays are I have fourth, second. Sixth, second, fifth. So it's a lot of flipping materials all day. And then yeah, yes, yes. So if I could choose, I would love to have all of my fourth grades one day and my sixth grades and other day, but that really wouldn't work in our school. So yeah, so it's similar structure to what you're doing. But my pacing, obviously a little bit different, very similar to your structure. However, our projects from whatever do you talk about on the podcast and seeing you share is that your projects last about a week where my projects my student, my fourth graders finished up their mini golf design project and it took them about probably eight weeks, but it was one session per week. Yeah. So I really have to I have to backwards plan a lot. I have to really think about what I want the end of the project to be where I want it to land. So my sixth graders right now are making playable winter winter carnival games for the week before our holiday break. And they have to Have you done without a doubt by Thursday, December 15? Because we'll start on Friday, December 16. So I really had to count back. And I'm, I'm hoping we'll make it because I gave them more time than last year. We had Veterans Day on a Friday, and we had our school fundraiser on a Friday that the kids were in all days a lot like Field Day. So when I lose a week with them, it's it's a big hit. It's a big Yeah.

Naomi Meredith 15:22

Oh, yeah, it totally is. It is. But I'm glad I appreciate you like explaining that. Because I think, like I said, your situation is more common. Seeing the kids once a week. And I think some teachers, you might have experienced this struggle with like doing a longer project with the older kids just like how do you structure that. And of course, it's not perfect all the time. And you just have to figure out how it will work out. And it's okay, if it takes long. But I think if you have natural breaks in the project, it's probably really doable, carrying it on every week. It's not ideal. But you know, your older kids can handle it, too. So how do you store everything? I'm sure people are asking.

Kelly Hogan 16:04

Goodness gracious, I that is my biggest, I would say the biggest pit in the peach, right. So I have a classroom that prior to my arriving there was converted from what used to be our computer room and a very small science lab into one STEAM classroom. So I have a lot of space, I have about 1300 square feet, which in theory sounds like a lot of storage space. Yeah. However, I do have cabinets, and the cabinets are chock full of stuff from science kits and stuff from donations and storing is really hard. And what I learned last year in my first year was that if I'm having kids do cardboard projects, there needs to be one grade level doing a cardboard project at a time. I learned last year that one of the things that I can't do is have multiple large builds going at the same time. So my fourth grade does a large build the first part of the year, when they're done, my sixth grade right now is doing a large build than my fifth grade will do a large build next, because I have about three or four storage cabinets that I can use for student storage. And beyond that I don't really have storage space. So we do a lot of what I call with the little guys deconstruction project. Yeah, put it up for a day, take it down, we're using paper towel tubes, and we're taking them back down and putting them away. So that really helps with the space management and the project storage. Last year, I made the mistake of doing a couple of cardboard projects at the same time and I was literally buried in cardboard in the lab and I was miserable.

Kelly Hogan 19:20

So I made that change because I just couldn't live like that. I am not comfortable with clutter. And that's been my biggest point of growth in this job is that it is cluttered all of the time. Yeah, my brain is healthy clutter. Yes, it's healthy clutter, and I generally know where things are. But to the untrained eye, it looks like a hot mess.

Naomi Meredith 19:44

Oh yeah, minus two. It's like what I'll say make mistakes get messy and like my room crashed. Like I will say like I have like a big room but also like no storage. So there's just stuff everywhere. Like I have my wife Lillian, you know you're good. Getting a wagon soon. I have a wagon just chillin. I have like, all my stuff I have like I'm cutting. I have my Cricut machines out cutting sticker like that's it's trashed all the time. But it's very, very organized. Is there anything else that surprised you? I mean, the storage your time, like what like coming out of the classroom getting into this, you're like, Whoa.

Kelly Hogan 20:25

I touched on it a little bit earlier. But honestly, it was the amount of classroom management that I took. Because as a fairly established classroom teacher, when I left the classroom to go to AI s already had about 12 years under my belt. And then when I went into STEAM, so now I have 13 years, and I thought, Alright, I have systems, I know my systems pretty well, I feel very comfortable with them. So I thought I had it on lock. And I was just going to walk in and my systems were going to work, and some did, and some didn't. So what I didn't realize was how many more systems I needed last year. And this summer, I spent a lot of time just thinking about systems that would help class run smoother, and create a common experience with clear expectations for my students. So I have even more systems this year than I have probably ever had. And could I use a few more? Probably yes. But it actually it feels a lot better in my classroom this year with more systems. So I would say I have at least twice the amount of systems in place that I did when I was a classroom teacher and I didn't expect it to be that much more.

Naomi Meredith 21:35

Yeah, yeah, I agree. Yeah, I felt the same way. Because I'm all about classroom management. Ever since I started teaching. I was like the biggest thing I had to work on. So I'm like, huge on that. And I had, there's so many things I did so wrong. My first year like I've had, I think I talked about this, like the crayons, I had a big bucket of crayons, someone ate them and spits them out. Like a lot didn't work. That's not good. But yeah, I totally agree with you. And it just comes with time and how things are moving in your room? And it depends on the project. Sometimes I think I've noticed that for sure. Like, oh, or the grade some grades, do certain things. And some?

Kelly Hogan 22:16

Well, and I was just going to say that. And I think yes, some grades can can manage a lot of materials, some grades can't manage as many materials. And also from year to year. Sometimes the grades are not the same personalities. They're not the same kind of maturity. And I've had to adapt and change some things even from last year that I did, because they just didn't fit with the incoming group. And not because they couldn't meet the expectations. But because the constraints have had to be modified a little bit to require less materials to be used or to simplify some of the building that we were doing or be really specific about how to use scotch tape. Yeah, is something I never thought I would have to teach anyone had to use scotch tape because I I remember using scotch tape as a kid. I am shocked at how many young hands need explicit direct instruction about how to use a tape dispenser. I did not expect that last year, but this year I'm rockin and rollin.

Naomi Meredith 23:16

Yeah, it's like dangling everywhere. Like no, no. Oh, my goodness. Oh, no,

Kelly Hogan 23:20

We were just making parade balloons today was second grade. So I was teaching them that. If we can't rip the tape off, we can use our scissors and we can cut the tape off the dispenser. Because otherwise we'll be there all day trying to take things

Naomi Meredith 23:34

Oh yeah, it's so funny. You said that was one girl I interviewed as Jen, we were talking about tapes. It's a real thing. I never thought seriously. I'm all about the tapes.

Kelly Hogan 23:46

I did last year too. That was one of my other big shockers was masking tape kids who couldn't physically rip the masking tape without like closing it. Like it would just be a string of close tape. And that didn't even dawn on me as a muscular skill until kids started doing it. And I was like, Oh my gosh, I need to teach them how to rip the tape.

Naomi Meredith 24:10

Yeah, we're in the business of life skills right here. If any, they don't learn anything from us, at least they know how to use tape.

Kelly Hogan 24:16

Oh, how do you see they'll be able to wrap a present like you won't believe Oh, yeah,

Naomi Meredith 24:20

Actually have a lesson. I've done that. And the kids got so mad at me. It was like, they had to find the area and perimeter of the wrapping paper that they were doing and how many pieces of tape. They did choose a method and the kids did not like that project like how to give most kids had it like oh, well this is good life skill. I haven't done that in a while but it was interesting. Yeah. Oh, I'm

Kelly Hogan 24:47

sure it was.

Naomi Meredith 24:49

I'm so I know because you okay, you leave the nicest feedback on my TPT store. I always know it's Yeah, and it's just so kind of Yeah. I like oh, you remember Did you realize someone the other day, but I'm thinking other resources, I know you've used what have been some of your favorites of mine, that you've seen success in your classroom.

Kelly Hogan 25:10

I've used a lot of them. My my favorite, honestly, this year is the Makerspace menu. I know you also have an episode that where you talked about that. So I'm gonna plug you for you, people should go back and listen to that episode if they're interested in this. So the Makerspace menu has been a huge time saver for me. When I took the same role. Last year, I always had STEAM budgeting on my mind, and my kiddos thinking differently about their tasks and having some strong constraints in place. And in my mind, I was going to create STEAM lab money thing out, and then I heard you talking about it. And I was like, why am I going to sit down and build this all out myself when I can just get the resource and give myself peace of mind. And it's actually been really great because you have the front of the menu page where you have all of the items set already. So I go in and take out things that I know I either don't have a lot of that I know it's in the past have not used in a way that made sense for the material, or something that just doesn't fit a certain project. And I just have it out. And right now in my classroom. Just this week, I set up like a $1 $2 and a $3 drawer that they pull out of a cart. So that's cool. And what my kids shot like that. So that's been huge for me. And like I said, I've used a lot last year I use the spider web.

Naomi Meredith 26:45

Oh, yeah, you sent me a video. I remember you tagged me the spider polies.

Kelly Hogan 26:49

Yes. So I did that with my Kindergarten last year Kindergarten this year is not quite ready for that. They're very young. They're Yes,

Naomi Meredith 26:56

same.

Kelly Hogan 26:59

Five and six. They're not ready for that just yet. But when we did push pull, we did that last year that was super fun for them. And my students do a board game project and we use a lot of the materials from your seam survival camp board game unit, but what I do is we don't use exterior outdoor materials because we do ours in the winter. Oh, perfect. And the thing I've been using a lot lately is your Google Classroom Google Suite posters and your hot glue gun holsters. So I use them when I'm teaching my students have glue safety because they don't really know a lot about a part of the hot glue gun. And so I have them in Google Classroom for instruction but then I also have them actually framed and hanging up in my lap.

Naomi Meredith 27:42

Other frames.

Kelly Hogan 27:46

Listen, they're printed on cardstock with color they need to stay nice

Naomi Meredith 27:54

Framing the poster that's adorable. Get to so frame.

Kelly Hogan 27:57

Yes, I will frames and command strip frame hangers are like Velcro. Yeah.

Naomi Meredith 28:06

That makes me so happy like I'm so all these like things have helped to save time. I love them, then you tell like that i i was playing around with it for years. And then I was like, How can I make this makes sense for other people. And I just added an update. I don't know if you've used it yet. I just added it like a few weeks ago. But it's like a table. So they have to write down like the items how many and then the the total costs which your your math brain would love and I just added it and my kids are like, Oh, I like this update. I'm like perfect.

Kelly Hogan 28:40

I'm chuckling listening to you because I made one really quick because I want them to have a budget ledger. So my kids have been using a budget ledger with I'm gonna download. I'm gonna download the update because I didn't know it was there.

Naomi Meredith 28:52

No, like they had like a few weeks ago. I'm like, I should probably have this in there. So that's so funny like, well, you. I'm glad I made you proud with my mask.

Kelly Hogan 29:01

Yeah, I was like, oh, we need a budget ledger. Yes. Because it's, it's easier for them to kind of track what they're spending. So that's awesome. I'll download that as I just been printing all of mine from a single project I made for the kids instead of actually adding it to my resources. Not so yeah, so I'll download that. Yeah, I love the menu. And it's great. I love what I love about it. And what I love about having budgeting as a constraint in STEM and STEAM is that having done it without the budget last year going to using the budget this year, the change in the conversations and gathering materials is so powerful and so impactful because they're really evaluating what they actually need versus I'm just going to take it because it's there. And I find that we're creating much less waste because of that as well as as a human being but also as a STEAM teacher waste is really important to me and I'm trying to reduce reuse as much as I can. It's inevitable because we do build out of recycled materials. But I like to think that before we recycle, those materials are kind of getting a second life before they actually become actual recycling or trash. But I do try to reduce waste as much as possible. And the budgeting has really changed that piece.

Naomi Meredith 30:18

Oh, I see that too. And you probably say this, you don't have to restock as much. And it keeps them super independent. Like they have their little list and they're very thoughtful. They're like, Oh, I don't have enough money for this. And like, while you're gonna have to make a choice, like that's how it is, if you're remodeling a house, you don't have unlimited money. That's just, you have to be creative with what you got. I love it, too. I'm like, obsessed, and they don't have the kids laughing like, I'm the banker, and I'm the cash register. I am all the roles, and they just start laughing.

Kelly Hogan 30:51

When I when I framed it for when I started budgeting with the kids was when you decide you grew up, and you might want to be an engineer. Engineers do have constraints like this when they're working for companies to engineer video games. They have a finite budget for that video game, maybe? Yeah, they pitch their idea. And their idea, oh my gosh, it's kind of like my mom. They pitch their idea. And their bosses love it. But then they say, okay, yeah, you can make a mock up for $3,000. And if you can't do it for $3,000, then you can't do it. Yeah. So I'm trying to drive home the message that for those who already know, they have an engineering mindset, and they want to be engineers, that it's not all sunshine and roses, and just making what you want, you have to actually budget and plan. And just think about what you're doing. And that is part of the Engineering Design Process. But and you you might like this, too. So part of my process for them is, after they budget, I also have them write up a plan, I have them write up from third through sixth, they write the first five steps of their plan. So as a group, they'll write what they're doing. And we talked about how we're not writing, get the materials, but we're writing attach cardboard, a cardboard. So after they write the first five steps and their budget, because I am working like one week at a time, they'll submit it to me, I bought a stamp that says building permit approved from Zazzle. It read through their plans, I look at their diagrams and labels. And I look at their budget and just check that their math was right. And I stamp them for approval. And then the next time they come in, they get to shop and they can get whatever change they need and all that kind of good stuff. And it has been so much fun for me honestly, even with the stamp, but it's really changed the way projects are flowing to have those, you know, and some kids for some kids, yes, they don't want to work with a plan in front of them. They just kind of want to dive in and go. So that's why I only said five steps because after those five steps, they are going to dive in and go. But I want them to have something to start with. Because often I found last year that when they didn't have a place to start definitively. There was a lot of I don't like this anymore. I want to start again. And I don't see that as much this year,

Naomi Meredith 33:12

saying, but how does Yeah, cool. I've never thought of having it's almost like writing a how to I never thought of that. That's so smart. And especially carrying it on the weeks for them. They're not Oh, I remember I was going to do this like, oh, that's what I was working on. That is so that is a cool way to plan. That's like that's really good.

Kelly Hogan 33:33

I was in part from hearing the I heart STEAM podcast, she had some ideas that were similar to that and my own thinking about it and then the stamp I just kind of got the idea in my head so I it just really took off and that stamp was not cheap, but it was worth the money.

Naomi Meredith 33:53

Yeah. Well on YouTube everyone so you'll use it a ton. Yes. Well, I appreciate you sharing all this stuff and I'm so excited for I'm no other teachers are gonna want to reach out to you. Because I'm sure that your story is so much like, they're like mine. But do you Where can they find you and do you have anything you want to share with them? Just that they would love?

Kelly Hogan 34:20

Cool. I am mathematically enthuse, which is a really long handle, but I'm mathematically enthused on Instagram. I'm mathematically enthused on tick tock though I don't post as much or interact as much on tick tock, but I consume a lot. And mathematically enthused at Gmail. I do have a blog that I am slowly building at mathematically enthused blog.net and I am super responsive on Instagram. So that's really the best way to get me. But I'm happy to answer any questions that anybody has, especially if they're considering making the change from classroom into STEAM as I'm sure you are and your role is As someone who's also a STEAM coach, so I anyone has any questions anyone wants to figure out how to turn a math lesson into something STEM or STEAM just to put some energy into it. I will talk to anyone I also happen to be an extrovert. So there's, there's no wrong way to contact me. I'm good.

Naomi Meredith 35:21

Well, I love chatting with you. I appreciate you so much. And I'm just excited for this episode and just where your journey and STEM is going to be. So thank you again for being so excited today.

Kelly Hogan 35:35

Thank you for having me. This was a blast.

Naomi Meredith 35:37

Good. We'll chat soon.

Kelly Hogan 35:40

Yes, yes.

Related Episodes/Blog Posts:

Connect with Naomi Meredith:

Check out more inspiration on her website: naomimeredith.com
Connect with her on Instagram: @naomimeredith_
Watch this episode on her YouTube Channel: Naomi Meredith
Join the Facebook Group, The Elementary STEM Coach Community | Technology & STEM for K-6 Teachers

More About your host, Naomi Meredith

With over a decade of experience along with a M.Ed. in STEM Leadership and STEM certificate, she helps teachers navigate the best practices, strategies and tools out there.

She truly believes that any teacher out there can learn how to use STEM & Technology in their classrooms effectively. She can’t wait to connect with you and be your guide!

More About The Elementary STEM Coach Podcast

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