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Behind the Scenes: Inside a STEM Coaching Session-Part 2 [ep.95]

Behind the Scenes: Inside a STEM Coaching Session-Part 2 [ep. 95]

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Episode Summary

Today’s episode is another behind the scenes inside the STEM Into Summer Group Coaching Program. In this session, I am coaching Miranda B., who teaches pre-K through 5th grade STEM. Miranda sees students twice a week and teaches all of the pre-K through 5th grade students in her school. I know that many of you will be able to relate to Miranda’s story. During this STEM coaching session, we looked at what Miranda is currently doing in her STEM classroom and discussed what’s working and not working. I also shared some strategies she can implement to simplify her current processes, and we talked through her goals for the upcoming school year and how I can best support her in achieving those goals.

 

In this episode, you’ll learn:

  • Miranda’s STEM teacher journey
  • The lessons she’s currently implementing in her STEM classroom
  • Strategies I recommended to help simplify Miranda’s STEM lessons and structure
  • The level of support I provide each teacher that joins the STEM Into Summer Group Coaching Program

Resources Mentioned:

Some items are linked to my Amazon Affiliate account. When you purchase through my link, there is no added cost to you, but I receive a small commission in return.

Episode Transcript: 

Naomi Meredith  00:00

The elementary STEM coach podcast is almost a year old and this coach is coming out of the podcast and is here to personally help you. Well, this podcast is a great resource to help you learn and grow on the go. There are times when you need more personalized attention. What does it actually mean to have a STEM coaching session with me, Naomi? Well, I'm taking you behind the scenes in part two of this type of episode, where I actually recorded another 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 to set you up for success for back to school. If you go back to Episode 93, you can hear a different coaching session that I had with a member of my program. In this session, I'm talking with Miranda and she teaches pre K through fifth grade STEM in her building. She teaches two days a week and sees all the students in her school within those two days. I know many of you listening can relate since you also see the whole school within a week. This is a very common schedule. Miranda has many years of experience teaching and is in fact retired but found this awesome STEM role. She has a few great units already in place that were really successful, but wants to nail down her whole year long plan so that it can go smoothly, and she can adjust as needed. She has also noticed that her students have been needing support in specific tech skills and wants to integrate that content into her curriculum. Together, Miranda and I set up a plan of action of next steps to take now and what to expect going into 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're interested in joining forces with me and other teachers who are building their STEM programs, there's still a few spots available, you can jump in at Naomimeredith.com/stemintosummer, our kickoff call was recorded for June and you can still catch up and access all the pre-work you'll need to complete as you set up the foundation that will build up your success for July through September. Likewise, if you are unsure about this program, and if it's a right fit for you, let's talk about it face-to-face. Schedule a free live call with me at Naomimeredith.com/call spots are limited in June, but more times will open up in July. Now let's get into this coaching session. 


Naomi Meredith  02:45

I'm so glad that you signed up. I remember I saw your email when I was driving to the airport and it pops up on my watch. Like, oh my gosh, I'm so happy to work with you this summer. 


Miranda B.  03:29

Yeah, me too. I'm excited.


Naomi Meredith  03:31

Yeah. So remind me your schedule. So you teach STEM twice a week. All the kids in this school. So you have small class sizes. 


Miranda B.  03:39

Only once a week, I only see them once a week. 


Naomi Meredith  03:42

You see them once a week, but you teach twice a week.


Miranda B.  03:45

I teach two days. Yeah. 


Naomi Meredith  03:46

Okay. 


Miranda B.  03:46

Tuesdays and Wednesdays. And yeah, I see preschool, Kindergarten, fourth and second on one day, and the other day is first grade, third, and fifth.


Naomi Meredith  03:57

Okay. And then you just got that which and then you see him again. You said there's one of each class, right one of each grade level. Yes. That's so crazy. So how did it go? So last year was your first year so you're telling me a little bit when we were talking? So it was your first year in STEM, but you have tons of teaching experience? You kind of mentioned a little bit but what were you doing with your lesson plans before like what were you doing for lesson plans? Are you picking and choosing or were you making your own? 


Miranda B.  04:28

I was doing a lot of like storybook STEM because that's what I was used to doing from the library. Yeah, because that's what I did in the library. I did a lot of yours like I looked at your year long plan. I did a lot of those. I would do some Carly and Adam lessons. I did some vivify STEM lessons at the beginning of the year they have some really good like icebreaker kind of lessons. I just did those but yeah, I mean, I had some units like we did a 3D printing unit where everybody except preschool and Kindergarten did that district As Kindergarten doesn't have one on one, everyone brings their own devices. They are okay to bring from home. But yeah, Kindergarten and preschool, so they couldn't do it. But everybody else did a 3D print. We did coding, like in December, we did Hour of Code, but I did for the whole month. Yeah. We did a lot of tinker with the older kids. And then we did doodle 3D with the younger kids. Different coding. Let's see we did robot's. I don't know how many dashes we have.


Naomi Meredith  05:29

I saw one hiding back there yesterday.


Miranda B.  05:33

Because Maverick was afraid of it. Yeah. And it was going on. So I had to pick it up. I had it sitting behind me. And I had to pick it up because he was afraid of it. I brought it home for my niece, because I watched my niece this week. And so she wanted me to bring it home so she could play with it. 


Naomi Meredith  05:47

Oh, cute. 


Miranda B.  05:49

But yeah, now he's down here asleep. And I'm like, where to go? Yeah, he was afraid of it growling.


Naomi Meredith  05:55

I don't know why dogs don't like that. 


Miranda B.  05:56

No, they don't like it. I have code and go mice, those. So we do that for robotics. I have some oh, what are they called? What are the ones that follow the lines?


Naomi Meredith  06:10

Ozobots. 


Miranda B.  06:11

We have Ozobots I have I think six? Six of those. That's kind of about all we have for robotics things. So I did those units. And then the rest of the year was just kind of yeah.


Naomi Meredith  06:24

Would you say? So? Like when you did 3D printing or your robotics? Just an hour? Could you do with everyone? For your 3D printing and robotics? Did you do that all the same month? Or did you break it up throughout the year?


Miranda B.  06:38

At the same time. 


Naomi Meredith  06:39

Okay. 


Miranda B.  06:40

So everybody was doing 3D printing. They were doing different projects. 


Naomi Meredith  06:44

Yeah. 


Miranda B.  06:44

But they were all doing the same. It was all 3D printing. Yeah. 


Naomi Meredith  06:48

So that's good. And then do you think it took about a month for all of those? 


Miranda B.  06:55

Yeah. Because I didn't see them  like, even my like, so K-2 I just see 30 minutes a week. So you know, it took us, you know, a week or about a week just to learn how to use it one time. And next time, they kind of played around and started on it. And then you know, so yeah. And then yeah, about a month for that.


Naomi Meredith  07:14

Okay. Well, that's good. I mean, and once we take a deep dive into that tonight, with our live call, you're gonna organize all the lessons that you did. And if you hear me typing, I'm typing what you're saying. So and I have my screen to the side, but we'll you'll organize everything based on what you did. So this won't necessarily be the year long plan, but really auditing what you've done so far. And the types of units because it sounds like you have like good units and they were successful. Did you feel like the times that you did like the 3D printing, the robotics, the Hour of Code, did you how did it feel compared to like the hodgepodge? 


Miranda B.  07:56

Much better! 


Naomi Meredith  07:56

 Okay. 


Miranda B.  07:57

It's been nearly the time on lesson planning, because I know where it's going. 


Naomi Meredith  08:01

Yeah. Yeah, that's good. Okay, good, that's good, okay, so that when that will set up your rest of the year like that, too.


Miranda B.  08:07

That'd be great. Because I do want to include, like something I do want to put to Makerspace in because we're going to use that query, because I got approved to use that. So we're going to do that. I want to put that in there. And I also need to put my kids have no computer literacy, like they don't drop down menus, they don't know how to copy and paste, they don't know how to do those things. So I want to do that at the beginning of the year. So we're not gonna have so much of our time when we're doing our units, trying to figure out how to copy and paste. 


Naomi Meredith  08:35

Yep, that is something that my first year in STEM, I definitely had to do that. I only saw the kids three days a week and we did a lot more computer literacy based things just based on the same thing you're saying. And I normally don't do STEM stations for my older kids anymore. But that was something that I started implementing is I would do some stations and one of the stations was me. So like when you're a classroom teacher, you have them rotate through and one can be you and just teaching those skills so it's not chaotic, and everyone's like, “I can't, that's hard!”


Miranda B.  09:16

That's what I hear. And I'm going around to every single person trying to show them Okay, here it is. Here it is. Yeah, and I even have a to make things easier for them to find links. I made a Weebly. 


Naomi Meredith  09:26

Oh, good. 


Miranda B.  09:27

And then I've made on that Weebly, we have a oh, what's it called? But I have all my links. Hold on, what's it called? Oh, a Symbaloo. So I made a Symbaloo with all their links. So once they bookmarked that, Weebly page, then it popped up with all their links, so they don't have to search for them. So that does help and they are getting better. They were getting better at that even good. There's a finding that they'd say, Oh, I didn't bookmark it. I'm like, Yes, you got there. This YEAH. OKAY. Good, teach them how to bookmark. Bookmark that. So I would like to have a lesson to, you know, some lessons that use those skills. Not only not just okay, let's let's type something and copy and paste, you know? Yes, I'm purposeful using those things.


Naomi Meredith  10:18

Yeah, we can definitely do that. What do um, do they use Google Docs? I have a couple of questions. What platforms do they use like Google Docs, PowerPoint? And are all their devices the same? Or are they all different? 


Miranda B.  10:32

Most of them are Chromebooks. But I do have a few kids that have a apple, whatever it is. 


Naomi Meredith  10:39

Oh, really?


Miranda B.  10:41

So yeah, because they all buy their own devices. So some parents buy what? I don't even know the word I'm looking for. Because I don't have one.


Naomi Meredith  10:49

Like the MacBook Air?


Miranda B.  10:51

Yeah, I guess. Yeah. So yeah, they have expensive computers, but most of them have either a Google Chromebook or PC or just a regular PC. Okay. I just got a couple kids that that have the apple.


Naomi Meredith  11:05

And then are you guys allowed to use Google Docs or anything? Do they have accounts?


Miranda B.  11:10

We have Google Classrooms. Yeah. 


Naomi Meredith  11:11

Okay. Yeah. 


Miranda B.  11:12

Yeah.


Naomi Meredith  11:13

Okay. So you do that's good. That'll help too. I do have some scavenger hunts for Google that I can give you can use. But it really it actually teaches them the actual tools of how to do things. Yeah, so there's a Google Docs one, and then you could do Google Slides. I'm thinking probably this first year, you might be doing a lot more of the same skills, or your older kids might move through a little faster, kind of creating that base. And then, as we do it, yeah.


Miranda B.  11:49

Yes, yeah. Sometimes my fourth and fifth graders were having issues. And I talked to my principal, and she said, that would be great if he would do that. Because I think just a lot of times the classroom teachers don't have time. 


Naomi Meredith  12:03

Yeah. Yeah. 


Miranda B.  12:05

But I'm thinking they're wasting all their time going to every single student doing it for them.


Naomi Meredith  12:10

Yes. Yes, exactly.


Miranda B.  12:13

I know when they get in here, they look at me like I'm talking a foreign language, “right click, copy.”


Naomi Meredith  12:18

Yes. Yeah, I know. But that's something for, we don't have to plan the lessons quite yet. But something as it's coming to your mind, throughout the month, I would make a list of the tech skills, and maybe you already have one, make a list of those skills you really want them to work on or things you've struggled with. And I can take a look at it to like give my suggestions like, oh, make sure you add this. And we can even talk about like how to teach those tech lessons. Because yes, like, it's just like with any tool, like when you're using Dash or 3D printing, all those things, you're teaching them, here's how to use the tool if they've never used it before. Okay, now we're going to like implement this in our authentic way.


Naomi Meredith  12:19

Right? Yeah. And I think that's why the 3D printing like took it took the whole month, because like the first couple of weeks, in the month, it was, here's what it is, here's how we use it, they kind of played around with it, then we got to the stuff we were actually going to do with it.


Naomi Meredith  13:21

Yup, you're gonna be so excited when you do 3D printing this year, because the kids are gonna be better at it. 


Miranda B.  13:27

Yes, I'm hoping. 


Naomi Meredith  13:29

No, they will. Well, if I like try like this, this, what you're saying is very, very, very common in a good way. Like, you're teaching those foundations. And then this year, you're not going to have to teach as much of the tech skills and you're going to have more kids, oh, I can help you with this, I can help you with this. So you're doing the right thing. You're doing awesome already.


Miranda B.  13:50

It is nice when the other kids go, oh, I figured that out, I can show you how to do that. I'm like great, you go!


Naomi Meredith  13:55

Yup! That is so okay, if you read this month's book for the STEM teacher bookshelf, the book Invent to Learn, you're really gonna like it. You can buy it on Kindle too. And then the reading guide is there. It's a little cheaper on Kindle. But there's a whole chapter about giving kids ownership and letting them be leaders and doing what you're doing is exactly what we want kids to do. Because we're the facilitator of their learning. And so that book talks about that in there. And there's also some really cool ideas. Just different things you can do in your class, but there's a really good chapter about that in that book that I think you'll really like. Okay, um, so making a list of the tech skills you want kids to know. Do you ever use so you use the links your Weebly and Symbaloo Oh, do you use like when they're planning out projects? Do you do digital forms of research or anything like that?


Miranda B.  14:59

Yeah. Like I put it in their Google Classroom, and I usually have an Epic collection I've made for them that they can do some research from or that they can watch. Yeah. 


Naomi Meredith  15:11

Okay. 


Miranda B.  15:12

And what I'd really like, and then I don't know what to do with it, I'd really like to have something that was really quick at the beginning of class that just introduces kind of, you know, a little quick little video or something for them to watch to sit to just introduce them to what we're going to do. Yeah, I mean, yes, instead of me saying, here's what we're gonna do today.


Naomi Meredith  15:32

Yeah, I do that. 


Miranda B.  15:34

It sparks their interest.


Naomi Meredith  15:36

Yes, I do that for most of my lessons. And it's like two full days. So extra interest, but also frees you up for a second to gather your material. So quick video to introduce so yeah, I have some suggestions. Um, so when we're planning out your lessons, so maybe the video is yeah, like building background knowledge, like, SciShow kids? Have you used that? Use that a lot? 


Miranda B.  16:05

Yeah. Yeah, I've used that quite a bit. 


Naomi Meredith  16:07

Mm hmm. But purposely planning that. So having that all ready. 


Miranda B.  16:11

Yes. Right. 


Naomi Meredith  16:12

That's we're gonna do.


Miranda B.  16:13

Because when I do my lesson plans, I do you know, and Google Docs, I have all my links right there for every day and pull that up, and it goes up onto the TV.


Naomi Meredith  16:23

Perfect. Yeah. So you already have great structure in place. So I'm excited to fill in the holes with you. And we don't have to get rid of everything you've done. Like even your storybook STEM, based on the lessons that you're doing, that still could be a really good unit to do with the kids. If you enjoy, you don't have to get rid of everything. 


Miranda B.  16:45

We don't have a librarian. So um, that's kind of my passion because I did that for 11 years. Yeah. So I like to do a lot of books introduced. And sometimes it's a book that we introduce, you know, it doesn't have to always be a video or it could be a book that I read or watch because there's no library. So if I don't have the book, yeah, I just find the YouTube link.


Naomi Meredith  17:08

Oh, yeah. I there's nothing wrong with that. I do that.


Miranda B.  17:11

I have bought a ton of books, but that gets expensive. 


Naomi Meredith  17:14

Yep. 


Miranda B.  17:15

So we watch the YouTube videos quite a bit, but I like to use that too. And I like to do storybooks more like with my little Kindergarteners, more so than with the because just STEM is hard for them. I guess it's hard for me. It's hard for them.


Naomi Meredith  17:31

Yes. Yeah. 


Miranda B.  17:32

I can make it meaningful, I guess. 


Naomi Meredith  17:33

Yes. And making those connections. Do you when you're thinking about your little kids, what is the structure? Because you do have a little less time, which isn't bad. How does the day go? Do you do whole group stations? What do you normally do with?


Miranda B.  17:51

I have only done whole group. I have STEM stations. I've watched you know several of your things. And I would like to do more stations. Yeah. My problem is I share my STEM room. We have a huge STEM room, but I share it with our high school STEM teacher. I have kind of the front of the room is my area. The back end is his area. And so but when on days, I'm not there, his kids sit at my tables too. Oh, yeah. So I can't leave things out. Now, I can from Tuesday to Wednesday. Yes, but I can't leave them on Wednesday for the next week. Yes. So I kind of struggle with that a little bit. He tries to if I come in, he's like, “Guys, remember Mrs. B. is here today? You can't be at her table. She's got to get stuff.” And I do have 30 minutes before I have kids. I have to be there at 1130. I don't have kids until 12. Okay, so I do have time to set up. Yeah, leave it set up. 


Naomi Meredith  18:45

I have the same issue in my K through five STEM class because I had fifth, fourth, and third in the morning, then lunch and then first, Kinder, and second. And I actually didn't leave up my STEM station. So the way that I planned it was like super minimal materials. And then you know, those fabric cubes from like IKEA. I actually put all the materials in those and there was a clip with the instructions on the box. And then the box would go on the table. So like during that quick video, I could go around in like five minutes and go put the box where I want their station in the classroom. And then all the materials were in there. 


Miranda B.  19:23

Oh, that's a good idea. 


Naomi Meredith  19:24

Yeah. 


Miranda B.  19:25

I thought about buying those trays. You know, they're like, have a lid on them to keep everything in like for each table. I have five tables because we don't have any more than 18 kids. So I have 20. I just have five tables. So I thought if I could get those for each table and all their stuff is at that in that table even if we're not doing a station, whatever supplies it is they need and that way I have it ready and I don't have to have that left out. I can just put it on my cart.


Naomi Meredith  19:54

Yes.


Miranda B.  19:54

I have, you know and then put it out. 


Naomi Meredith  19:56

Yeah, that'll help prepare. Yeah. So thinking it through our lessons, it sounds like to like systems like that will help because of your I mean, everyone has limited time, but systems to help with, like cleanup and just like more efficiency. And that's you probably saw that too with your units. Like when you're doing a whole unit, if you're doing robotics, all your robots are out, and then you're ready to go. And you're not switching from Makerspace, to robotics, and to computers. And so that will help. But even just thinking through like the process of like the supplies, we can work on that too. And I think STEM stations with your little kids, since you, you can do up to station you kind of plan out for and then the kids have time to go to two for the week. And then they can go to two more than next week. So you're not double planning, you already have the force setup. And I was telling the other the other teacher in our group that you can do the station's again, like you can, they might I've done that before in a week. So you haven't once a week. So you could do four stations to the first week to the next week, and then do them again. Or maybe you switch out something but it's like the same materials. But okay, we were doing the sun, moon and stars, and now we're going to really focus on the moon or on or something with that one. So that way, you're not like scrambling every single time. You know what you're counting on. And the kids do really Well with stations, especially when you have 18 kids.


Miranda B.  21:32

Yeah, so you don't think like nine kids at a station? That's not too many.


Naomi Meredith  21:39

I think that's a little bit too many. I would do 4 or 5.


Miranda B.  21:44

So you're saying have four stations set up and they only go to two? 


Naomi Meredith  21:48

Yeah.


Miranda B.  21:48

I gotcha. So yeah, they would have like, you know, four, five at each.


Naomi Meredith  21:52

Yeah. Yeah. 


Naomi Meredith  21:53

So then, I can put on the TV who's at what? 


Naomi Meredith  21:57

Yep. 


Miranda B.  21:57

And then I could just rotate them. Okay.


Naomi Meredith  21:59

Yeah. And then one of your stations could be a teacher led station. So even with a younger kid, I do that a lot, too. I still do that. With the little kids. Like one of this. I plan the stations with STEM. So science, technology, engineering and math station. And a lot of times with the technology station, I'll be there. So maybe I'm showing them something and see saw, like how to use certain tools or even using epic books like how to get to the collection? Or will do their 3d print? I am. Do you have iPads access with them or anything?


Miranda B.  22:38

I just have some iPads they have, but they don't bring them to STEM because they're only four in their classroom. Yeah, but just okay. Yeah. So they don't bring him to STEM.


Naomi Meredith  22:50

But just having a few would work out for a station. Yeah, if you only have a few and then they're used to that in their classroom. So then even talking with that might be something to I don't know, if you have access, but even asking, thinking back to those text skills, you can already see what the older kids what you want them to know and what you've seen, especially with your teaching experience, but maybe to even seeing what the Kindergarten teachers are hoping for when it comes to technology since I know they don't use as much. And that's pretty common. But doesn't mean you don't have to. Do they use seesaw? Do you now? 


Miranda B.  23:34

I don't think they do. Okay. I don't think so. I think everything they have. Yeah, we have a blog every week that we post to on what? in their classroom. I just have to post once a week. Like, one week I do Kindergarten the next week. The next week? I do. That's why I just have to post once a week. Now for every class. Yeah. So but yeah, we put pictures or videos in there. That way, are overloaded. Yeah, they get one special update a week like, Okay, we haven't organized like music is this week or first grade STEM is next week for first grade. You don't I mean?


Naomi Meredith  24:13

That's good. I like that. That's a really good system your school has. That way parents aren't getting five specials emails, every Yes, yeah. Yeah. Um, Well, even if Yeah, so I would ask the pre K Kinder teachers, what types of technology they use with their students. And if they don't, I mean, that's a great opportunity for them to use it in STEM. It just, I've had that happen with my younger classes, especially since COVID. They've been using less technology. But it's still important for them, because if we're exposing them, they're not on their iPad the whole time, but we're exposing them so then when they are in those older grades, they're not scared of using things and they can problem solve. So that would be helpful to know or even if you just want to check out got their newsletters? And then if they don't, there's still a lot of things that we can do. Yeah. And that would be a great opportunity in STEM for them. Yes, yeah. That'd be really good. Is there anything else like so you really want those units? So thinking about Makerspace? Just refining those units? I'm even thinking about the structure of your younger students. Is there anything else you really want to work on when we work together this summer?


Miranda B.  25:30

I don't think I mean, that's it just having some some units on, you know, so I know where I'm going from the beginning of the month to the end of the month. And I'm getting all those skills that they need. We kind of just used I mean, I don't have a curriculum. So I've been just using like the NGSS standard. Because I asked her upper school STEM teacher, he goes, Oh, that's just what I use. So, and she did tell me to go ahead, and I can start putting my plans into like their Google Drive. So she goes if you leave, the next person isn't starting from scratch, like you've had to.


Naomi Meredith  26:01

Okay, yeah, really put those standards anywhere else. Yeah. I know they're in there. Yes. So that'll be good. You'll like in this. So this template, when you're auditing, you can actually list those out. And then when we create the year long plan, you'll have them there. So even though you know them in your head, then you can see if you're even overlapping things. The I use the NGSS as Well, because usually, I mean, I heard Texas is getting STEM standards. But other than that, we're Yeah, no one else. No one else. Yeah. But at least you're using standards, because yeah, sadly, not all STEM teachers do. But um, I think that will help you just visualize, Are there standards that I'm missing. And if you are missing some, then that can help us plan units, then give you some inspiration, oh, here's how we could teach this type of standard anyway. So I'm just even just visually seeing it out there. So you're not like recreating, again, what you're doing, but just seeing what you have already can help us fill in those holes of what we can do for the kids. But yeah, awesome. Well, it sounds like okay, aside from what we're going to talk about tonight, so the biggest thing is to think about those tech skills that you really want kids to know, or even less out what you've seen with the kids. And then same with kinder and pre K, asking or saying what types of technology they use, or don't use or are hoping to use. Okay, that could be a chance that you're not necessarily co teaching, but it could be a good way to expose them to stuff that classroom teachers might end up using anyway. Okay, which really helps. I know, classroom teachers, like thank you so much for showing them epic!


Miranda B.  27:50

Digital citizenship too. I'm going to incorporate that this year, just because they have it in the classroom, but they don't get to it very often. Yes. So I do want to do digital citizenship unit at the beginning of the year, and I thought that might be a good one to kind of put those tech skills into your one. Yeah.


Naomi Meredith  28:08

Okay. Well, we can make that first unit digital citizenship anyway. Um, there's a lot of great stuff out there. Do you use common sense media at all? 


Miranda B.  28:18

Yeah, okay. That's what I've used. That's what I've used before when I was in the library. 


Naomi Meredith  28:22

Yeah. So that can be your first unit. I do digital citizenship, my second unit. And this is just based on preference. I used to do it first. But then I realized I needed to do more team building and getting accustomed to my space. So I did it as my second unit.


Miranda B.  28:41

And that's okay with me, because I do like those getting to know you, even though I know most of the kids because there's not that many. We did have several new kids starting next year, but just getting them, you know, used to bring in a new grade level. And so I do like that those community building kind of things at the beginning of the year.


Naomi Meredith  29:01

Yes. Okay. So we have community building first, and then we'll do digital citizenship computer literacy next and then we can go from there, maybe Makerspace you put that in and that's that's actually the layout I do. Or you could do this storybook STEM slash Makerspace it could be a combo but yeah, I'm excited yeah, you already have great stuff already do unit so awesome. Like your first year but you were doing STEM already in the library. 


Miranda B.  29:31

And I was doing a lot just with books like we have the Show Me nominees like the picture books, you know, 12 picture books, they could add picture books for the and so we always had a STEM activity to go with every one of those. Oh, wow. And then whatever else I was doing, I would come up with a STEM lesson. 


Naomi Meredith  29:49

Yeah, that book. Perfect. Yeah, so don't get rid of any of this stuff. We're just gonna organize it and fill in some holes and even thinking about Now that you've had the kids is going into your second year, what are things that you can do that are even a little bit more challenging now that they have that exposure with you then are like okay, now we can get into this next thing. Oh, now you're ready for this. What are some things we could write a grant for? and enhance this space to?


Miranda B.  30:18

Yeah. Oh, I did get I had a parent give me $1,000 to lego.com got $1,000 worth of new Legos. Oh, Well, all the Legos are in your room and the cart you ordered to put a ball in his in your room next week and kind of sort it all and


Naomi Meredith  30:35

yeah, let me know what LEGO is. Good. That's so good. You're gonna have to show me what you have. Okay. Oh my gosh, I'm so excited for you that I was gonna ask you if you had Legos. 


Miranda B.  30:48

So I didn't. See I do a LEGO club after school. Yeah. And so we just didn't have a ton and bought some but oh, we have a ton. Now. She said this mom said you were always telling the kids Oh, I don't have any more of those bullet kind of blocks, you know, oh, we don't have enough. And so she gave us two $500 gift cards to lego.com


Naomi Meredith  31:07

Oh my gosh, that is so awesome.


Miranda B.  31:10

Yeah, I was so excited. Yeah, LEGO club over the summer. Good summer school. And we're doing a storybook STEM. Yeah. And then we're doing a LEGO. It's Imagine your story. Why would we take a fairy tale? And then they have to kind of build something about the fairy tale, solve a problem with Legos.


Naomi Meredith  31:31

Yeah. Oh, that's so good. Yay. And that'll be fun, too. Because then you can play with all the like, see what you have and be like us?


Miranda B.  31:40

Yeah, yeah, email me she because our limit was 18 kids. She goes, you know, your your LEGO classes filled up really fast. I had two parents asked if they could please come. Would you want to increase it to 20? Kids? Oh, no. Like she goes, I'll see if I can get you to help her because usually over 15 kids, they get us a helper 


Naomi Meredith  31:57

Cool. I love your school's philosophy. Like everything that we're talking about for everything that you hope for teaching is like what you have in your position.


Miranda B.  32:09

Oh, I know. It's It's so different from when I was in public school. Yeah. That's to be the professionals. They don't tell us what we were supposed to do. They trust to know, she's like, you're the expert in this. You do what you think is best?


Naomi Meredith  32:22

Ah, that's that's how it should be. Or should be? Yes. Ah, I'm so glad you found this school. And you just still seem very excited about it and passionate, which I love


Miranda B.  32:33

  1. My husband loves this. He's like, You are so happy when you're talking about what you're doing with those kids. Oh, my God, they make you happy.


Naomi Meredith  32:39

Ah, that's so good. Well, any questions for me? I'll see you tonight as well in our live call and show you all the templates and everything that'll help you get organized. But anything else from me right now that you're wondering? 


Miranda B.  32:56

I don't think so. 


Naomi Meredith  32:57

Awesome. Okay. Well, let me know. And I'll see you tonight. And you'll have access to talk with me. And yeah, I think you have a really great base. And I'm excited to like fill in everything. It's kind of like a big puzzle. Just like filling in what do we have. 


Miranda B.  33:12

Yeah, it'll be awesome. 


Naomi Meredith  33:14

And then thinking about all the cool lessons that you'll start doing. Yay. Well, thank you so much, Miranda for your time and enjoy your afternoon. 


Miranda B.  33:26

All right, you too. 


Naomi Meredith  33:28

I'll see you later. Bye. 


Naomi Meredith  33:31

I am so excited to work with Miranda this summer. She already has a great start for her program. And there's so much room for streamlining lessons in her space so that the days she has with students are an absolute success. 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.

 

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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!

STEM coaching session

Behind the Scenes: Inside a STEM Coaching Session- Part 1 [ep.93]

Behind the Scenes: Inside a STEM Coaching Session – Part 1 [ep.93]

STEM coaching session

Check out the full episode on Behind the Scenes: Inside a STEM Coaching Session – Part 1:  

 

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Episode Summary

You’ve heard me talking about my STEM Into Summer Group Coaching Program and this new way to work with me, but what does that actually mean? What does a STEM coaching session look like with me? In today’s episode, I am taking you behind the scenes so you can see what a 1:1 STEM coaching session looks like with me! In this episode, I am meeting with one of the teachers who joined the STEM Into Summer Group Coaching Program, DeLisa S. Many of you will be able to relate to DeLisa as you hear about her STEM teaching experience and some of the challenges she’s currently facing. Listen in to see how I support DeLisa with developing a plan specific to her STEM needs. 

 

In this episode, you’ll learn:

  • About DeLisa’s STEM teaching experience
  • What’s currently working and not working in DeLisa’s STEM space
  • How I support my clients in the STEM Into Summer Group Coaching Program

Resources Mentioned:

Episode Transcript: 

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.

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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!