Naomi Meredith  00:00

You've heard me talk all about STEM coaching and how this is a new way that you can work with me this summer. But what does this even mean? What does it actually sound like having a STEM coaching session with me, Naomi Meredith? Well, I am taking you behind the scenes in a never heard before type of episode where I actually recorded the coaching session with a teacher in the STEM Into Summer Group Coaching Program. As one of the bonuses in this group coaching program, you receive a free one on one 30 minute video coaching call with me, where we get to know one another, your STEM program and the goals that you have for it so we can set you up for success for back to school. In this session, I am talking with DeLisa who teaches a K through five STEM after school program. Like many of you, she was given this amazing position with limited supplies and zero curriculum. DeLisa already has some great lessons in place, but it feels like her lessons are a little bit scattered. Likewise with the structure of her schedule, kids can be in and out and sometimes learn some content, but miss out on others. She wants to develop a program where she has lessons she can adapt for the summer and during the school year, utilize the materials she has on hand and provide experiences for her students that are meaningful even when students leave at different times or when the schedule suddenly changes and definitely the life of a teacher, right? Together, DeLisa and I set up a plan of action of next steps to take now and what to expect during the STEM Into Summer Group Coaching Program. During this session, I'm sure you're going to find similarities in her program and the struggles that she is facing to what you're experiencing in your STEM space. If you are interested in joining forces with me and other teachers who are building their STEM programs, there are still a few spots available. You can jump in at Naomimeredith.com/stemintosummer. Likewise, if you are unsure if this program is the right fit for you, let's talk about it face to face. Schedule a free live call with me at Naomimeredith.com/call. Now let's jump into this fun coaching session. 

Naomi Meredith  02:27

Well, thanks so much again for meeting with me and I'm so excited to meet you in person. Tell me how to say your name correctly.

DeLisa S.  03:05

It's DeLisa,

Naomi Meredith  03:07

DeLisa. I love that.

DeLisa S.  03:09

I'd say DeLisa, and my mom's like DeLeasa? Yes, Mama, you know, I'm used to a Deleasa is fine. Okay, DeLisa.

Naomi Meredith  03:15

Okay. Well, what I have everyone says my name wrong too. So I understand. Well, thanks so much. I was so excited that you signed up. What motivated you to sign up for this group coaching program?

DeLisa S.  03:30

Well, I have been actually in love with STEM, since I guess I was a kid, I'm gonna just, you know, throw that out there. But right now I currently work with K through five at an after school program. So along with that, I was originally working with pre K through a second grade teaching computer coding. And so we were using the robots and not a lot of fun things to go along with their literacy and math and all of that. So it's just like, I wanted to do more with STEM, and a little bit of building activities. And we've done you know, with the coding, but including the arts and other things into it. So I love STEM. I'm just trying to find how to let me know I have great ideas and big thoughts, but I need to crunch it down and put it into a lesson plan and into a format of curriculum that I can follow.

Naomi Meredith  04:25

Mm hmm. That makes sense when I feel like that's so common to when you have like there's so many cool ideas out there and so many different cool things to try and then you want to do all of them and then it gets super overwhelming. And then you think okay, what grade levels should I be doing this with? Do I have the supplies? So that's super, super common.

DeLisa S.  04:50

See in my background if I turn, I have stuff that I've purchased trying to do STEM activities like okay, my whole back room is gonna be so filled with educational stuff.

Naomi Meredith  05:04

Outside of mine, look at my floor. Like cleaning it out. I have a lot more stuff under my desk, but you can't see it.

DeLisa S.  05:13

I'm just sneak over here. So you can kind of see, this is my corner of just collecting of stuff. And it's like I know that too.

Naomi Meredith  05:22

So tell me more about your program. So you said it's after school? Like, is it every day? How long? Do you have the kids? Is it something that they paid for? How does that work?

DeLisa S.  05:31

Yes, I'm there Monday through Friday, from three to 630. Okay, but it's three to 630. And I do K through fifth grade on those each day. So I have with the school year, which is kind of crazy. I actually get them for an hour for each level. So say for instance, yesterday, I had K through first grade. Great. So I'll get them. I had them yesterday, and today I have third grade. So with my third through fifth grade, which today I have third, tomorrow, I have fourth and fifth. I can do different things with them. But I Kindergarten first is kind of where okay, I don't want to overwhelm them or no one's cost, compared to what my third through fifth. So the summer coming along. I'll have each group for two hours. Okay, so starting on the seventh, I'll start with third grade, I believe. Now have them for two hours. So then,

Naomi Meredith  06:39

okay, so then it's like third grade for two hours, fourth grade for two hours. Fifth grade. And then is it still okay, one combined for two hours?

DeLisa S.  06:47

Yes. I have them. Come on. Yeah. Oh, wow. hours during the summer, and then back when school starts back, then we're back at our 45 minutes. Okay, stuff that's going on at same time?

Naomi Meredith  07:02

Do you have it all like mapped out of when you see kids like how much time you have per grade level for the summer? And then the year? Do you have like a whole map out plan of that idea?

DeLisa S.  07:15

What happens is I can map it out. But if they have other educational programs coming in, it'll throw everything off. So same day that I will have, for instance, yesterday, k one, Well, then a 330 to 430. They have Spanish. So that takes away from my actual coding lesson, because we also have to allow them to get the educational lessons in as Well. A homework help and assistance. So down to 30 minutes. So I usually have it all mapped out. But things change. So what that means it can be the same thing for the summer. So mapping out for me saying the summer I can say okay, yeah, I haven't two hours. I haven't from one o'clock to four o'clock. But then they may have a Spanish session coming in. everything off.

Naomi Meredith  08:05

Yeah, that makes sense. I guess having it would be helpful if you just a rough plan. And then we could always adjust what you have based on because that will help knowing how much roughly how much time you have. Because then you can always plan out for a little bit more. And then if you just have to repeat it the next week or do something similar or okay, we're going to do this part of this lesson. And then we're going to do the next part next week. So then maybe it's not even new every single time. It's like extending what they're working on. Do the kids leave in the middle of that time? Or are they are they like so they go home? Okay, yeah.

DeLisa S.  08:47

And so now say for instance, today, I have third grade. So I'll come in after their Spanish lesson, which is four o'clock, but then at 415 430 that you're ready to break for dinner. Okay. Now during dinner time, I'm starting to lose my keys because I'm so I'll have to start a lesson. And then come back, like I said the following week and try my best to get in as much as I can. And then the following week, try to finish up as much as I can. Yeah. So there because we started doing the Legos, not spike, but the other essential. Oh, yeah. So I have maybe three or four that's able to build out robots, but then the other half they miss out because they don't get the bill. So then then three or four get to come in and code the robot, but then my other group is missing out.

Naomi Meredith  09:37

Yeah. Okay. So that yeah, so that'll definitely be something when we're thinking about the lessons because I feel like you obviously have the materials and the ideas but thinking about the structure for that and how that'll work because kids are leaving in and out. You have the different grade levels. So that is nice too though. You have combined grade levels. So that's really going to help with your planning and Do you plan things thematically? Or do you just feel like you're just throwing ideas out there? Like maybe third graders doing Legos, fourth graders doing robotics? And then or do you kind of do the same theme? So if you're doing Legos, everyone's doing Legos? Or do you structure it,

DeLisa S.  10:16

I do it differently per grade level. So like my fourth or fifth headache, haven't even started Legos. And so third grade has been my only group that's done Legos. My second grade group has done Scratch Jr. on the group has done Scratch Jr. I did introduce it to k one, but no slow down with that, because we're leaving. And so they have the big bots. So they're doing the robots. Yeah, that was kinda then what the fourth and fifth, we're doing scratch, okay, I want to at least Oh, if I do this structure, I want to do it as a theme. And then it'd be much easier and to say, okay, I can introduce this. And then if we don't get to a certain part, then I can continue on like I've been trying to do,

Naomi Meredith  11:00

I think it definitely can do that. That's how I structure my year. So I was I started off like with you, where I was just kind of throwing things out there and just trying it out. Because I mean, I don't even know sometimes like, Well, I don't even know what this does. I think that'll help too, especially when you're teaching it and let's say a kid leaves, I don't know if they can jump in on your other sessions, like, oh, there's two kids left, they can, okay, so they don't do that. But that'll help to with your materials. Because if you're in the mindset of coding, then that's going to help you think about the differentiation with all of those levels. And we can even talk more about resources. Like when we're actually working through the summer, this is really good. I like Starbucks, I have a lot of ideas for you. But we can really think about that thematic planning. So you could have a coding unit, and then you can have a separate robotics unit, and then a LEGO unit. Now, if you don't have enough supplies, we can mix up who does Legos. Because I know that's really hard to because getting something for K through five for everybody is expensive. So maybe everybody but third grade is doing coding at that time or something like that. So we can definitely map that out. And then that way, when you're prepping your materials, you're like, Okay, we're doing coding right now. Perfect. You even have a lot of similar anchor charts, a lot of vocabulary. So that's going to help you and I'm really glad actually your k one is combined that that won't be too hard.

DeLisa S.  12:33

It's so much easier.

Naomi Meredith  12:36

I'm sorry, go ahead. Do you do a whole group lessons with k one? Or do you do STEM stations whole group,

DeLisa S.  12:45

Actually, and I loved your workshop on doing the STEM stations because I actually did STEM stations on Friday. Oh, they're fun Fridays. Usually I try. If I don't get to do coding on Tuesdays with k one, then I'll do it on Fridays, where they have fun Friday. And so this past Friday, we did STEM stations where I did the playdough I did a coating. I did a little art station where they could color. And then what else did I add for Legos? We did LEGO challenges. Yeah, they helped me out so much with k one group. And so I definitely would like to incorporate them in where I work with one group, maybe with coding and then next time if I don't get to them, I can come back and do another group.

Naomi Meredith  13:30

Awesome. I love it. I'm so glad that worked for you. And even at this time a year. I know. I know. They're crazy. I just did sensations with k one and they're fine.

DeLisa S.  13:39

Yeah, yeah, it worked out great. I mean, we're fun Fridays for them. We put on a movie, we had the STEM station. So you're more in tune with the STEM station than they were with the movie.

Naomi Meredith  13:50

Yeah. Oh, that's good. Movie.

DeLisa S.  13:53

Yeah, go for it. 

Naomi Meredith  13:54

Yeah, You don't need the movie, I think it'd be fine. And then that I like what you said to having a station where it could be even you like a station with you. I'm wondering too, I have done this. And we're just thinking about the structure of how your kids are, and how they rotate in and out throughout the day and your program. I have actually done STEM stations with my older kids before. And it works really Well. We can think about what those are just thinking about what work will work best for you. Your kids are in school all day, and then they're coming to you and so they have a whole lot of whole group instruction. And it really depends on the teacher from what I've seen. It's actually not as common to do stations with older kids and even I with me, but it can it's it still can be done. And I feel like just because they're not finishing things or they might not have enough time or they're leaving. I actually think stations would work Well for your older students. And that way You're not planning as much, because you could still do two a day with your older kids, they will be at the station for longer. But then that way you okay? Okay, we have four stations in this unit. Let's say we're doing coding. We have four coding stations, you're gonna do two this week and then two next week, and then you're not planning week to week anymore. That way, you're like, oh, my gosh, I have to do another unit again. Because you said you see each grade level once a week. Okay, so that, that'll help too. Yeah. So if you did STEM stations, just thinking, I wouldn't suggest it this for like a classroom STEM teacher, but for your program, I think that will help just with the rotation of kids. So then you don't like if a parent has to talk to you, you're like, Okay, I have to stop my instruction and go talk to them. And that's going to free you up to especially, you know, they're squirrely at the end of the day. So then excited yeah, and they love it. And they love what they're doing with you. I'm sure they love it. But I think that'll help with behaviors. Also, because they're tired. They do want to do your stations, and your activities, but that's gonna break them up as Well. So it's just more focused on the activity. And then let's say, Oh, I didn't do this station last time, you could just split them into that station. And then maybe even the third and third and fourth week could be pick your favorite. And so maybe for your older I want to do this for the little kids. But I would have for the older kids, okay, so we did stations these past two weeks, maybe this last week, this third and fourth week, you get to pick your favorite. So then you could have, we could create like a choice board, where they pick their top two, and maybe they spend the whole day doing one station, and then the next week doing another station, um, just because they're older, they'll be able to handle that. With the little kids. I don't know, you could do the same stations again, to be honest. So then that would take up a whole month. So if you have, let's say k one, you do STEM stations, which was really good. How many did you get through with them?

DeLisa S.  17:08

I try to break them up and do a timer. So I allow them to get opportunity to get to touch it. So I put every 10 minutes. Okay. I give them 10 minutes per station, and then they rotate out. Yep. So keep them going. Yeah. So every last one, I'm here because I didn't have that many kids because of course at the end of the year, they have comments. So every 10 minutes at least allowing their time so no, because now we're into 730 to 530. We'll have them all day.

Naomi Meredith  17:39

Okay. Yeah. Okay. Yeah. So I think for Okay, for the school year, it says, since you haven't a while with them, k one, you could do four, or however many board is six stations. I would maybe do four. But would you add five? I'd be at five. Yeah, five works. So keep the five because probably with your numbers too. And then I that obviously worked with your time so I would keep that and then you could do the same stations the next week. You don't have to switch it every time. 10 minutes is not very long. And when I've doubled stations so sometimes the week I will actually do the same stations again and the kids are loving it they actually are excited to do it again. So don't feel bad that you repeat things they probably want to go back to it.

DeLisa S.  18:31

They did they actually went I brought it they were they were all excited because they are the class is set up they're actually already set up in kind of low stations anyway. Yeah. So helped me to be able to build their stations so they could rotate. So now this summer when new things come in, I don't know how their classrooms gonna look because it's yeah, I'm trying. But yeah, it they loved it. They love it every time.

Naomi Meredith  18:58

During the summer months, it can sometimes be a challenge thinking of activities to keep your students and your own children engaged in learning activities. Especially on a day when you have an afternoon rain shower, it can feel like your kids are bouncing off the walls. Well, let's put those walls to good use. Let learning meet play time with the brightest glow in the dark stickers and all the land with glow play. Also, these aren't your average glow in the dark stickers that you had on your bedroom ceiling as a kid that would fall off and hit your face while you're sleeping. You know what I'm talking about? I recently received the sea animals that from Globe Life. I've mentioned many times here on the podcast that when I traveled with my teacher, honey, we frequent the local zoos and museums. So this sea animals set was a no brainer for me. My favorite were the sea turtles in this set. There was an adult and two babies so cute. If I were using these in the classroom, I would playing out in ocean theme week, where in each of the STEM stations, students could learn more about the topic. These glow plays stickers would be a great STEM station, where students could create a riddle about the traits they see on the animals and have others in the group guess which animal they're talking about. For example, they could say, I spy a living thing with two flippers and no dorsal fin. The other kids in the group can guess which glow play sticker they're talking about and say, Blue Whale. This is a great connection to the NGSS first grade life science standards. These glow in the dark stickers can be used anywhere, they glow a 70 times brighter than others on the market you might have used. Another great benefit to these stickers is that they can stick to any surface be peeled off and reapplied without any sticky residue. Your house will thank you and so will the custodians at your school so you're not ruining any walls. Talk about on limited fun. Adding in the glow play stickers to your classroom materials and make an easy STEM station that would take minimal prep, but encouraged tons of engagement. You can grab this glow play see animals sets and other themes by visiting their website at let's glow play.com. That's LEGO. L e t s glow G lo play PLA y.com. Let's slow play.com. Yeah, and they're good at it.

DeLisa S.  21:36

Yeah. And I just did the same ones that I did the very first time you watched a workshop the same one.

Naomi Meredith  21:42

Oh, good.

DeLisa S.  21:43

They were excited about it.

Naomi Meredith  21:45

Yeah, I'm so glad I'm so happy to hear.

DeLisa S.  21:51

I'm just like, hey, this is an easy day.

Naomi Meredith  21:55

I know. I know. It feels so easy. But they're not bored. They're super engaged.

DeLisa S.  22:00

No, no. And even with those rotating and after once they go all around. Everybody had that one opportunity. They never like what I want to go from this stage. Can I go to this station? Where can I go to that station? And they spend their time wherever they want? Oh, yeah. So yes, it helped me out a whole lot. Yay. I'm

Naomi Meredith  22:17

so glad. Oh my gosh. Yeah, keep doing it. Because the kids are good at stations. And I think they're kind of fun to plan because they're not super high intense materials. Especially. Are you setting up so many different things? That way? Yeah. So for Okay, so I'm right, I'm typing notes when I'm talking to you. So thinking about your structure, k one, same five stations for two weeks, this would be like your school year, and then we could change it up for the summer. The summer too. We Okay, I have an idea for your summer. And then for second through fifth, I think you could do four stations. And they do two sets stations a day. And then you would have the same four stations for two weeks. So then you're not planning week to week, you, they would have to do the other two, so and if they leave, they leave and then you would just maybe the last two weeks of the month, then they could have a choice and pick their like, top two favorite. And you could even have them do like one whole station that whole time. Okay, so then they could so kind of like for your older kids, your first two weeks, you're exposing them to the materials like hey, this is like good when you have like introductory things like oh, we're doing these robots. Here are the basics of this robot. Here's how it works. So the station's are done. It's like introduction. And then for the last two weeks, you're like, Okay, the next two weeks, you're gonna pick your favorite. And you're gonna really dive in and have a harder challenge with this. So then they get to spend that time really diving into it, you're like, Okay, awesome. Now next week, you get to pick your second favorite, and really dive in deeper. And that's going to help again with your materials so that you don't have to have something for everybody. So then if it's not their favorite that first week, they can pick for the next week. And again, that's going to free you have to because then you're probably just troubleshooting. But then they have they're in independent with their longer station. So like yeah, like I said, the older kids do still do fine with stations, but they have more stamina. So you don't need to switch it up. Like every 10 minutes for the little kids that I think keep doing what you did with the little kids because that's totally good. You saw how good they were. But the kids like want more time they actually want to try more so. So they could do one station the whole time. And then I guess I mean, that's okay if they don't get to everything because not every kid is going to like everything that you do. Like I have kids. Yeah, you know, you've seen that.

DeLisa S.  24:54

Yeah, especially with the group

Naomi Meredith  25:00

Have you like, it's okay. And then summer, you said you had each group for two hours. Um, so we can still do the themes. I think it'd be fun to like for your themes, because you're just kind of like a camp, right?

DeLisa S.  25:13

Yes, yes. Yeah, we'll have them I think for nine weeks, eight to nine weeks, I want to say, okay, so yeah, we'll have all summer long, basically.

Naomi Meredith  25:24

Okay. That'd be cool if we could, and you might even have ideas. Like for having a like fun themes for the summer. Like you could have like a camping theme. And then all I do this, I have a sense survival camp unit that I do K through five. And so each challenge it's based off of the show alone. Have you seen that show?

DeLisa S.  25:44

I have not. I'm gonna have to check it out.

Naomi Meredith  25:46

It's for adults don't show it to the kids. Oh, it's for adults. I mean, the fifth graders are watching Indonesia at school, but they're like stranded alone. And then they have to, like survive on the land by themselves. Yeah, so all the challenges are based off of the show, so that you could do something like that, like a camping theme. We could do like a space theme. Um, what else is a good one for summer? Like outside activities? Sign like sun and shade for the little kids face. And that could be of her part of space. But what else?

DeLisa S.  26:21

We did do animals. Yes. Trying to think what else did I I'm trying to remember some of the things that I did do last year for them. We did so camping space outdoors. I even thought about even even though this is even a technology thing. So yeah, owning in their studio.

Naomi Meredith  26:44

Do you guys ever bring in guest speakers? Is that something you can do? Are you allowed to do that?

DeLisa S.  26:49

Yes, yes. I think last week we're bringing in actual, we have a place called Arkansas Regional Innovation Hub winning activity. So they have a mobile unit Makerspace where they'll come in and let the kids designed like shirts or watercolor paintings. Not watercolor book chemistry. What else they get to do ceramics, they do different kinds of things that they can take back with them to take home that they can make. So they had like a mobile Makerspace form.

Naomi Meredith  27:20

Oh, that is so cool.

DeLisa S.  27:24

Oh, yes, we have them coming in. And then I wanted to do a Makerspace with them as Well. So I thought about maybe a Makerspace thing.

Naomi Meredith  27:33

Oh, yeah, do it. Yeah, Makerspace thing would be really good. And you could do even for the little kids based off those stories. I've done that as a club. So you read the story, and then have a challenge.

DeLisa S.  27:43

Makerspace story have put something like that for their their age group. K through two anyway.

Naomi Meredith  27:50

Yeah. That'd be really fun. Oh, I'm so excited to plan with you. I love planning. It's so fun.

DeLisa S.  27:59

Still learning it because it's like just trying to get all of these ideas and just condense it down. It's

Naomi Meredith  28:05

hard. Yes, I know and don't and like I said, Don't feel like you have to do something new every single day with the kids. Okay, I always thought I had to, but honestly, sometimes the kids will get frustrated because they can't go deeper into topics. And so then then they don't feel successful because oh, I have to learn something new again, like sometimes they're okay with having things be very predictable, in a sense, where Oh, I get to try this even more. I never feel bad about that. And actually, their behaviors went down because they're not frustrated. Oh, I have to learn something new again. Oh, my gosh, oh, now it's about something else. So even if it's the same robots all week, but then you change out the content, then they're feeling successful with the robot, but then you're changing out the content, so then it's not as overwhelming for them, because then they can get better at the robot. So it doesn't have to be a new new brand new thing every day. Like you want to have a little bit of fun. Yeah, maybe it's not a little bit. It's a lot of fun. But, um, so don't feel like yeah, you have to change it up every single time. Because that's gonna make you feel so stressed out.

DeLisa S.  29:17

That's where I'm getting because I feel like I have to change it out. Because I don't want them to get bored. And I'm thinking, Oh, maybe they're gonna get bored doing this. Now. I kind of was like, Okay, I'm getting overwhelmed with my, you know, trying to bring.

Naomi Meredith  29:29

Yeah, and those systems and routines, once you have a whole structure that will work best for you. That's also going to help with the behavior. When I have kids come into my room, I like have the same thing that you come sit on the floor. I'm going to teach you for like eight minutes. If that six to eight minutes, then we're going to have our work time and then we're going to clean up and then talk about it and then I also go through the Engineering Design Process which I feel like for yours, you can still have elements of that. But also you have you have a little More flexibility because you know, you're not in the classroom classroom, but you but you are, you have a really important role. So just having that same structure is really going to help you just how to plan your lessons have that familiarity, and then the content will change. And then also, in turn, all your planning is going to be easier, because you're gonna know what to expect. And every, like, you just kind of have an idea of how things are gonna flow and it won't feel so random.

DeLisa S.  30:26

Now I do have an opportunity, and I'll probably sit more likely paying something out and send it to you because I know we are coming close to our time.

Naomi Meredith  30:35

Oh, no worries. No, you're fine.

DeLisa S.  30:39

I have opportunities where I'm actually traveling further south to do some workshops with another group. So I'll still be doing the K-2 five group, but I will be spending a whole day with each group.

Naomi Meredith  30:53

Oh, cool.

DeLisa S.  30:55

That I'm kind of stuck on there too. Because not just I have to plan for this. But I'm also having to plan at the end of June to do a whole workshop for each day for each grade level. Ah, helped me out so so much. So, ah,

Naomi Meredith  31:11

Well, this lesson, I think you'll feel successful because this planning will help you. You can just teach him what you're planning. Yes, yes. Yeah. So we can definitely work on that. Because, yeah, actually, it'll all line up. You don't need to create something, you know, you just you test it with your kids. And then okay, then that's my workshop. Okay, I tested this. That's my workshop. So that actually, you'll have really good evidence of what worked Well. And what didn't it? Okay, cool. Yeah. So then you don't have to double Yeah, really try to repurpose this? Yeah. So then that's gonna save you time, because you're already planning it anyway. Now you're just gonna present about it and how it worked out?

DeLisa S.  31:49

I work. Now I have, what do you say? Is your your standard activities? How do you go about if you want it to the sense to see how Well they're doing? Or if it's something that okay, I can bring back or something I need to take away or just to see if it's helping them out in any other areas? Do you do anything like that?

Naomi Meredith  32:09

So I do more informal things. So there's a couple of things. So first, obviously, my observations, noticing, really, is this over there level, like how our certain kids able to fit? Are they even able to finish the project? That's a huge thing. Sometimes if they can't, is it because of the week? Did we have less time? Is it too hard? So maybe they had plenty of time, but they still didn't finish? So that will help let me know, oh, this was probably too hard to slash I might not have been clear enough in my directions. Also, like if I were to give a grade, I really would think about, like, for that individual? Are they able to really address the standard? So if I'm planning the standards, are you actually understanding what the standard is talking about, from that perspective? But then also thinking about the process? Are you like it? Let's say they're doing a stop motion animation? Are you doing a lot of pictures? Are you understanding how to actually use the tool, though, kinda, it is trial and error. And also based on the class, but really, it's kind of like that process versus the product. I mean, I could use a rubric if I had to, but really more. So that observation, also their behavior, too. If they're messing around too much, maybe it's too easy. And if they're really rushing, maybe the projects too easy. I've had that a couple times, not too often, that's actually not as common as too hard. If it's too hard, I will either maybe think about is this tool better for a different grade. Or maybe the tool is right, I just didn't teach it Well enough. Like something you know, like when you are using, especially the technology tools, how many steps it is to actually get into the tool. So sometimes I, I haven't done a good job, I have to go back and like really pre teach, okay, here's how you actually connect your robot to this platform. So sometimes it'll be okay, I'm going to show you how to do that, then go do it. And then come back, I'm going to show you how to use it in your project. So like it for your older kids, or even your younger kids too. You might have to show them Okay, for this station. Here's how you do this, blah, blah, blah, blah, blah, and then get started. So for me, it's more observational, and based on their experience, too, because if they don't have a lot of experience, you might have to do a little bit easier to get them familiar and confident. And then okay, now you have experienced now we can get more into this, so that's okay, too. Gotcha. Yeah. Okay. So hopefully that helps.

DeLisa S.  34:48

It does. It helps me out on a toes stance to see how Well they're actually catching on to it. So I think observation would definitely because I can observe him and sit there and look at him and kind of tell him or I've had some, like set a catch on real quick. Trying to figure okay, what can I do? Yeah,

Naomi Meredith  35:06

yeah. So for those kids, once you to get familiar with the tools, then you can kind of jot some notes down of ways they can improve. So for maybe the project is fine. And there are those kids who rushed through it. But you could even create like a modification checklist that could be there how to make it even better. So it's not making the project, I guess, harder, it's like going deeper in it. So let's say you're doing a Makerspace project, a Rube Goldberg machine where like it has that chain reaction? Or like, Okay, you did it? Could you add something that swings? That would be hard to actually how, where do you attach it? Where does it swing? Can you add something that rolls and then hit something else? So having multi step things? So really helping push those kids, you could have a modification checklist and just get from you observing? What are things like most kids doing? And even the kids who are improving? Or like, what are the things you are improving? So then again, you don't have to necessarily change out the project, you're just giving ways for them to go deeper in that content. Because that's true. It's like reading, writing math, for kids who are getting it quickly. Oh, it doesn't mean you necessarily have to skip grade levels, you just need to go deeper in the content, and think, and even higher levels of learning. So it's the same thing, the STEM to.

DeLisa S.  36:22

Definitely will try that.

Naomi Meredith  36:25

Yeah, bring all those sticky notes. Yeah, like bring your notebook, I do that I will write down notes all the time, when I'm watching kids, and you'll get some random inspiration. Or maybe you're driving your car, like oh, my gosh, I have to do this and then write it down. And done that. You too. And so I think for so we'll meet, I think it's I have it scheduled for next week for the kickoff call. So I'll talk about in our kickoff call, like how we're going to do like a lesson audit. So just take a look at I have a whole template for you. Looking at the lessons you have so far, or maybe ones you're hoping to do. And then also have a template that you'll use to like really map out the materials that you have. So having those you don't need to have a year long plan yet we'll get to that. But really thinking about with those templates, and I'll take a look at them to kind of get an idea of what we're working with, and what you want to do. So we'll talk about that in our meeting, I think for before then, if you did have UI, if you did have a rough sketch of how often you see kids, even if it does change, that's gonna help with knowing, like this doesn't have to be like your year long plan, but just kind of knowing the timeframe, you see kids that's going to help knowing how many different units that you'll have to plan out. So then that will I think really helped bring the overwhelm down, because then you're like, Okay, these are the timeframes I have to work with. So then we can think about like those bigger themes, like, here's this chunk of time, here's this chunk of time, here's what you can do throughout the year. Even if I mean, that happens to as a classroom teacher, like you have school events, like I have that too, I have my year long plan. But sometimes I have to take out something in that unit, because we have Assembly that day, or that grade levels on a field trip. So that's pretty normal. But if you are able to map out your kind of rough estimate of when you're going to see kids and how often for each grade level, that's going to help. And then once you have that spreadsheet on Google, I think it like this spreadsheet, it'll like has all these drop down menus that you can plug stuff in, and then all the materials and then we'll merge that together and then create your start working on that year long plan. And then at the very end of the whole weeks we have then we'll even talk about like even more about materials and things like you might want to purchase in the future different ways to do that even we can work on some grant writing, too. So yeah. Do you have any other questions for me, I hope this was helpful for you.

DeLisa S.  39:05

Very helpful. I am very excited. I cannot wait. I couldn't wait yesterday, I was like, fine, it gives me a stamp project. So yes, this is so helpful. And I appreciate it.

Naomi Meredith  39:19

You're so welcome. I'm so excited to work with you this summer. And like I said, I love love, love lesson planning. And like this is like a big puzzle. So like using your ideas and every like things that you want to work with and what you're comfortable with and the supplies that you have, I think we're really going to be able to create something that will be definitely unique for your situation and something that you can keep modifying over the years and when new materials come in and out. Or your kids get better at stuff it'll be easy to change things out because it's like something you have that structure but then all the ideas will like fit in they have all the little little places for your stuff.

DeLisa S.  40:00

Yay, I'm so excited. 

Naomi Meredith  40:02

Yay, good. Well, I will actually see you next week. I think I put in your platform, the zoom, link, if not, I'll put it in there. And then we'll meet live. And then you'll have that to work on in June. And then we'll have live calls every week. And you'll have audio access to me for the rest of the summer. So if things pop up like you have me in your back pocket,

DeLisa S.  40:27

And I was going to ask if I had to miss a meeting, and I think you just answered it. What do I be able to go back and replay it or? Yeah,

Naomi Meredith  40:35

yeah, yeah, you'll be able to replay it. And then I'll also have some of the video replay. And then I also take out the audio and make it like a podcast. I don't edit it. I just use the audio so that way you can listen on the go as Well. Yeah, so you'll have the replay options and all that.

DeLisa S.  40:53

Oh, I'm excited. Yeah, me too.

Naomi Meredith  40:56

Well, thank you so much for your time, and I'm excited to be working with you.

DeLisa S.  41:01

I'm glad I decided to work with you as well. 

Naomi Meredith  41:05

Yay! Me too. I will talk to you soon. Thank you. Oh, Well, quick question. Did you get your present in the mail?

DeLisa S.  41:13

I did get it. I have my pen but I forgot my notebook.

Naomi Meredith  41:18

I made myself one too.

DeLisa S.  41:22

I was looking for it and left it on the table. Grab some real quick. Oh, yeah. I have my pen and I appreciate it. My son took my STEM sticker. He's like, Oh, mom is my sticker now. It's like, hey, you know what? All right. I let you have it. Go ahead.

Naomi Meredith  41:36

I'll send you another one.

DeLisa S.  41:39

So yes.

Naomi Meredith  41:41

I'm truly glad you got it. Well, thank you and I'll talk to you later. I'll see you next week. Okay, thank you. You're welcome. Bye. I am so excited to work with DeLisa this summer. She already has a great start for her program and there is so much room for creativity and fun lessons that Deleasa and her students will enjoy. If you're interested in having a one to one coaching call like this one and support throughout the summer to build up your program. Join us. There are only a few spots left at Naomimeredith.com/stemintosummer.