# data[].attributes.body
I am feeling a bit overwhelmed by the increasing complexity of students in my classroom. These are new things I rarely encountered in the past and I am having a difficult time finding resources from my past that apply. I am glad to hear teachers within my community are feeling the same way and together we are searching for plans and resources.

# data[].attributes.body
The website is a great resource but I I would love the opportunity to apply skills from this resource- for example: give a need for adaptation then a list of three ways to support that learner, the teacher then prioritize the list and how that would look in their classroom given a specific lesson

# data[].attributes.body
I need ideas on what to look for with identifying a problem of practice specific to STEAM. I know in our last session we discussed with the group and that was helpful for me.

# data[].attributes.body
How do we record a live lesson while teaching? I am supposed to get someone to help me or is the computer facing me only? I would like an ideal set up to be outlined please.

# data[].attributes.body
I think one of my biggest takeaways from the CoP is that STEM does not have to be its own category or subject taught. We can integrate it into other parts of the curriculum, like we so easily do with the other subjects. It doesn't always have to be some big, complex problem or lesson, but can be something as simple as an everyday routine or following the students' lead when playing. I tend to overthink and overcomplicate things, and learning to incorporate it into other areas of learning is the most important thing I took away from this.

# data[].attributes.body
What should we expect during our summer experience? (i.e., Time frame each day, do we need to prepare to speak/present something? Will other people not involved in this be in attendance? etc.)

# data[].attributes.body
I can agree with Danielle! And also, how can I get more out of my ELL students? Or my student with an IEP? They are great at following along and looking to see what others are doing (i.e. using Froggy to move around the board), but sometimes communication barriers are present and I am not always able to engage with them the way I do with my English speakers. It can be like pulling teeth to get them to answer or ask questions. They also tend to follow others or parrot their answers when I ask questions. How can I get them more independently engaged and active in my STEM lessons?

# data[].attributes.body
I am such a visual and hands-on learner. I like to see and practice how certain things are done, or examples of ways to incorporate inclusive STEM into the day. Seeing more inclusive STEM in action in the pre-k classroom would be helpful to me!

# data[].attributes.body
Agreed! I think this has been my biggest takeaway. I know we can integrate subject areas, but after teaching the higher grade levels, I have always had a "science block" within my day, which is not the case in the prek program. I have learned that it is okay to integrate these practices within my math or reading block, and specifically give myself or my para STEM lessons as part of our small groups.

# data[].attributes.body
I am having trouble integrating a lot of technology into my STEM lessons. I do have my own personal teacher computer and smart board to use if I would like my students to have hands-on experiences in that way. However, our supervisor does not agree with having personal iPads, etc., for students to use within the classroom, and if they were to use them, they would need one-on-one adult support to utilize them and supervise their use, which is not always available. I would like some guidance on creative ways that we could utilize different types of technology in STEM practices and lessons for the prek level.

# data[].attributes.body
During our F2F, I would like to sit and look at some STEM lessons for our grade level. Maybe complete them hands-on ourselves and get guidance on how we could differentiate for our various types of learners as we are completing these lessons. A group discussion on ideas during this time would be beneficial as well, so we can meet all learners' needs.

# data[].attributes.body
My biggest takeaway is how important it is to be intentional in incorporating STEM throughout the day. Setting a purpose and sprinkling coding in their natural and authentic learning setting is learning STEM! It doesn't have to be an elaborate project all the time, but introducing the foundational skills in practicing STEM skills is the point.

# data[].attributes.body
I'd like to work more with community members and families and inform them about the importance of STEM and how that looks in the classroom. As we know, learning goes beyond the 4 walls of our classroom, and I would like families to understand the benefits of STEM and apply it in their daily home activities.

# data[].attributes.body
I will piggyback on Alita's comment. I struggle with allowing my EL and kids with IEP to participate more in group work. I would like them to take more autonomy and have more conversations (even in their primary language). I would also like to find more ways and strategies to make them feel included, engaged, and confident in creating during group projects.

# data[].attributes.body
One thing I've gleaned is that we are already doing a lot more STEM than I had realized. I hadn't thought of the "E" as "I have a problem that I need to solve" but that really made an impression on me and has helped reframe my thinking around STEM and what it can be, while also helping me use that idea to consider ways to develop inclusion opportunities.

# data[].attributes.body
I still struggle with how to manage my time both instructionally and in planning for STEM incorporation and inclusion opportunities. I'd love more ideas on how to use what I already have and am expected to do and how to streamline using my time in instruction and when I'm planning.

# data[].attributes.body
I agree with Tara that tech can be an issue. We do have ipads for our students to use but we are required to utilize the iReady reading and math paths for at least 30-45 minutes per week (and they are tested using the platform so it is important for them to be familiar with the program). Using any more tech seems like overkill and like they'd be spending too much time on screens. What else could be "tech" that I could use that isn't an ipad?

# data[].attributes.body
I'd really like a LOT more info on the summer PD. I am a planner and I'd like to know exactly what is expected of me, what I need to prep, what we'll be doing and where, etc. as soon as possible.

# data[].attributes.body
I took a lot away from the collaboration with PreK teachers from different schools. Hearing ideas and struggles across the county was helpful!

# data[].attributes.body
I would like to explore or "see" age appropriate STEM lessons that I could use in my classroom. I would also like to find STEM lessons that fit into the themes we are already teaching since we don't have much flexibility with what we teach.

# data[].attributes.body
I think we talked about this in one of our break out rooms, but I can't remember if it was acceptable. Communicating with paras of IEP students is difficult, especially when it is numerous people to the one student. Discussing strategies for setting the same goal and communicating those would be beneficial.

# data[].attributes.headline
We are already doing it in our every day routine. 

# data[].attributes.subject
We are already doing it in our every day routine. 

# data[].attributes.body
I realized that we already do a lot of STEM in our every day routines. Coding and problem solving are embedded throughout our entire day. Now I just have to work on being more intentional about pointing out when these things are happening and using intentional vocabulary throughout the day to ensure the students are getting the most out of these every day routines. I appreciated the collaboration with other teachers throughout the county. We don't get a lot of opportunities to discuss our ideas and struggles often, so it was nice to hear from everyone.

# data[].attributes.body
I would love to see a bit more in action. It is great to talk about it and share ideas, but I learn best when I see it in action. I'd love to see real early childhood teachers applying these lessons, skills, and strategies. I'd also love some ideas on materials that could be used to integrate different STEM activities throughout the year. We get money each year for our classroom and our Judy center is amazing and is usually able to provide us with some materials, so I would love to use some of that money on supplies that would support this.

# data[].attributes.headline
Finding Enough Time for Hands On Activities 

# data[].attributes.subject
Finding Enough Time for Hands On Activities 

# data[].attributes.body
We all know that Early Learners learn through play and through doing, but there is so much pressure put on us to complete small groups for reading and math, get the kids on their reading and math iReady path for 30-45 minutes per week, make sure they're writing sentences by the end of the year. It makes it very difficult to give them the time they need to complete hands-on projects/tasks. If we give them something to do independently during small groups, then we as the teacher aren't able to facilitate the discussion the way I feel we should. I know the students would LOVE more hands on activities and I would love to plan and execute more hands-on activities, but it's so hard to do this when other academics are being pushed so heavily on us.

# data[].attributes.body
Is the grant only for this year and the summer? I'd love to be able to integrate what we have learned in my classroom next year and was curious if there would be anymore sessions after our face to face PD.