- [Jessica] Hey, everyone.

Thank you for coming to this virtual presentation.

I believe I should start with a little caveat, forewarning that this presentation is prepared in such a way to be done with groups of people.

So there are some small group activities embedded within, and I think the best way to handle that in this kind of unique virtual way, approach, is to maybe pause and I'll share some ideas, but also think about giving yourself some time to reflect on some of the questions and thoughts that I propose as I go through this presentation.

So I'm really happy to be here.

My name is Jessica Amsbary.

I'm here representing the STEM Innovation for Inclusion and Early Education Center, STEMIE, which is out of Frank Portogram Child Development Institute at UNC Chapel Hill.

I need to credit all of our team members for their contributions to this presentation.

There's lots of content that has been pulled from other presentations, and all of the team members have contributed to this product.

So I'm presenting alone, but I am not the lone developer of the knowledge that I'm sharing with you today.

So I'm gonna spend some time today talking about computational thinking and how it relates to reading and early literacy.

And as you can see, this presentation's titled "What's in a Book?

"Opportunities for Learning Foundational "Computational Thinking Concepts for our Youngest Learners".

All right, so the first thing I wanted to know, and this is a little less relevant, right, in a virtual setting, but I'm curious who's here today.

So, take a minute and think about who you are, what your job is, where you live, and also what you're hoping to learn from this presentation.

So, objectives, these are very broad, but I'm hoping that by the end of this presentation, you'll be able to describe computational thinking in early childhood and its importance for young children with and without disabilities.

Describe the overlap between computational thinking and early literacy, and explain some specific strategies for targeting computational thinking and STEM learning as part of storybook reading activities, specific adaptations and modifications that could increase access to STEM learning opportunities and CT learning opportunities through storybook reading and outside of storybook reading.

And also think about planning three relevant activities that you'll be able to integrate into your own work environment.

So I'll begin with the what and why as it relates to computational thinking and STEM, broadly.

A little background on STEM and STEMIE itself.

So this is what we know.

We know that children can develop STEM right from birth.

We think about what our babies are doing, and they are problem solving, and exploring, and predicting, and using trial and error and repeating and doing all of these things intuitively that are foundational STEM concepts and thinking.

So we know that children are born ready and excited to learn about STEM.

We know that engaging in early STEM learning also raises later reading, writing, literacy and math scores among other things.

It really helps prepare our youngest learners to succeed in school and in social skills and collaboration and beyond.

And then the other thing we know, and this one's important, is that there is a STEM opportunity gap.

We know that children with developmental delays and disabilities are actually denied opportunities to engage and learn in STEM.

And this begins early and continues through their school, their academic life, and and beyond that, even in their work life.

And this is the same gap.

This opportunity gap exists for a number of marginalized populations, including children from diverse racial and ethnic backgrounds, from low-income families, et cetera.

So there's a STEM opportunity gap that exists in our world that we really should be working hard to close.

And that takes us to this slide right here, right?

What's the need?

We need to ensure that all children have multiple opportunities to engage in and benefit from early STEM learning experiences everywhere.

And so I threw that everywhere in there.

I'm thinking along the lines of, while we're reading books together, while we're playing, while we're eating, while we're bathing, STEM is in all of these activities.

And while we will talk mostly about storybook reading today, really thinking intentionally about in embedding STEM learning into all our activities is something that we can do proactively as early childhood professionals.

So this is another open-ended discussion.

So I will just pause here for you to reflect before I move on to the next slide.

But think about to you, how would you define computational thinking and technology for children birth to five?

Jot down some notes, draw a picture, whatever.

Okay, so I'm gonna read you this definition from the Committee on STEM Education from 2018.

And they define computational thinking, they say that it needs to be an integral element of all education, giving every learner the capacity to evaluate information, break down problems, and develop a solution through the appropriate use of data and logic.

I would imagine that some of us, many of us may have seen the word technology and thought of screens and iPads.

And while there is very much an important role for digital literacy and media literacy and digital awareness for all children, that's actually not what we are thinking and conceptualizing when we think early technology at STEMIE.

So we're really thinking more about these building blocks that children need in order to succeed in later careers that involve coding and programming computers and things of that nature.

So this is still a working project as part of the center, as part of STEMIE, but we're conceptualizing what foundational computational thinking is, and what are those building blocks that we think children are gonna need in order to later have the knowledge and skills to be coders and programmers.

So the important thing is that so many of these concepts that you see on this slide right here, align with what children are already doing.

Like I was saying at the beginning, how often do you see children engaging in repetitive activities, in engaging in repetition?

And I bet well, many times, such as when we're dropping things off the highchair tray or something along that line, it might not be the best to point out, you know, oh, you're doing something over and over again.

You're repeating, but they are.

And so when those kinds of activities are happening, helping children see that they're engaging in a foundational skill for computational thinking.

So I'm gonna go through these, the series of skills quickly and give a couple examples of what these might look like just broadly in young children, while also highlighting the fact that whether we like it or not, we see technology increasing every day in our present lives, for better and for worse, not even for worse, but for better and for worse, right?

So having skills and knowledge related to developing such technology can be highly beneficial.

And that begins with these sort of foundational concepts that I'm gonna talk through right now.

So the first is repetition, which I mentioned already.

And causation, those are the two most foundational with repetition being what it sounds like.

This idea that things could be done over and over again.

You know, repeating something.

Causation is making the link between one thing that made something else happen.

Looping is a series of repetitive activities that lead to a final product.

Best example I have of that in early childhood, and it's the one I use all the time.

So if you've ever heard me speak before, I apologize in advance.

But it's setting the table where we put out for the family of four, we put out four plates and we're done.

We put out four forks, we're done, knives, spoons, and then the table's set and we're ready to eat.

And then you, you can switch that and say, well, what would we do if we set the table for three people?

And that same kind of thinking is involved, right?

To repeat a series of steps a number of times until the task is done.

So there's also this idea of conditionals that's very important to programming and coding and computational thinking broadly.

But that is a thing will happen only if something else happens.

The a classic example for this one is, the plants will not grow if they do not get water.

So if you don't water the plants, they're not gonna grow.

They need water in order to grow.

So these are things that are dependent upon something else, which is different than something causing something else.

It can be both, but it's not always both.

There's also this concept of decomposition and debugging.

And those are two different things.

Both have the D in them, but they should probably have their own bullet, but it's taking things apart in order to find, to solve problems, right?

Breaking things down is what decomposition is.

And then debugging is figuring out what those problems are, fixing 'em, and then rerunning the program or retrying the series of steps, whatever the case may be.

Which takes us to our last foundational computational thinking concept, which is this phychia of algorithms and sequences.

And I do think that these two kind of go together.

Sequences being a series of steps that children can create or follow.

And then algorithms being a specific series of steps that lead to a problem solved or a task completed.

One of the classic algorithm examples that you've probably heard is this making of a sandwich, making of a peanut butter and jelly sandwich, and being able to identify each step that you need to take in order to make that sandwich.

And, you know, this is another kind of classic example, but when someone says to put the peanut butter on the bread as a first step.

Well, I have peanut butter and I have bread, but there's a lot more involved than just putting peanut butter on the bread, right?

If I turn the peanut butter upside down to even dump it on the bread, which the step didn't say, it said put the peanut butter on the bread.

Well, you're not gonna end up with peanut butter on the bread like that, right?

You need a knife, you need to scoop the peanut butter, and then you need to spread the peanut butter.

So it helps when you have children think around the steps needed in order to create this sandwich, it helps 'em conceptualize the breakdown of the individual steps, and then it encourages debugging when the sandwich is not made.

Like, wait, what are we missing?

So, just a little overview of the concepts that we're thinking are these foundational concepts in computational thinking?

And I did not use books as any examples on this slide, but you'll see that all of these concepts are also frequently seen in story books and can be embedded and taught and pointed out as you read story books with young children, which takes us to our next section.

So computational thinking and stories.

Really, stories and books, they are filled with foundational concepts of computational thinking.

Many to most books follow a sequence.

And when we help children think about what's gonna come next, or what came first, second, third in that book, what would happen if this came first?

You know, we're really helping them think about the order and the order, things are in the book, and if it matters or not, right?

Predicting, they lend themselves to predicting what might happen next, or what do you think the story is gonna be about.

Developing and following steps.

Similarly, like the book, you know, there's a lot of times where a book guides children to do a number of steps, you know, like a making a dance or something.

But also the characters in the book might follow a series of steps or a series of events in the story.

Patterns and repetition we see all the time in books.

Familiar phrases are repeated, words might rhyme.

Just things that happen over and over again.

Lots of different opportunities for exploring causation in books.

Why do you think that happened?

You know, what made the bunny sad?

Et cetera.

So, and similarly, as we're talking about the sequence of steps, the entire story as a whole, if we're trying to talk about a specific event within the story, we can facilitate the decomposition piece where we take certain parts of the story.

Hmm, what page should we look on if we wanna know what happened when X, Y, Z happened?

So I'm going to expand a little more into high quality STEM reading experiences, which overlap that the T in STEM is technology and at STEMIE that is computational thinking.

But we have a number of resources available at STEMIE on our website.

I believe you all will be able to access our handout and links to our resources and more resources even that we get into in this presentation are on that handout.

So some broad ideas around supporting STEM and computational learning during reading experiences are selecting story books that can support children's STEM learning.

So thinking along the lines of what books have a problem children can solve?

What books are out in nature?

What books have repetition in them?

So I mean, the majority of books have some element of STEM in them, which you might not, it might not be your first thought about most books, but I think that the truth is you could embed STEM learning into many, many books.

We're gonna talk a little more about this in the next couple of slides.

But using practices that are evidence-based and evidence informed, such as dialogic reading and the division for early childhood recommended practices in embedding learning opportunities into naturally occurring routines and activities such as storybook reading, expanding the STEM learning opportunities after reading.

So when you're done with the book, talking about the STEM pieces and or going on a nature hike to collect pieces that you saw in the book.

Take the book with you.

You'll see some examples of that as I go through.

And also using adaptations and modifications so that children of all abilities are able to meaningfully engage in the STEM story book reading experience.

So these are a couple strategies, specific strategies mostly pulled from dialogic reading that have to do with engaging and embedding stem-based conversations into the stories that we're reading.

So the first and most obvious perhaps one is just having conversations about the STEM topics in the book.

So if they're watering plants in the book, like you can bring up that conditional that the, oh, the plants will only grow if they're watered.

What would happen if they're not watered?

And working some of those concepts into what's already happening in the book.

Page walking, this has to do with giving the child the book itself, whether the child can read or not, and having the child flip through the pages and guess what's gonna happen.

So you have this element of foresight and prediction, but knowing what the pictures do, so using what they see there to make a prediction about the story.

Some of the strategies, and these are specific from dialogic reading, the peer, the prompt, evaluate, response, expand, answer and repeat prompt.

So this has to do with facilitating conversations.

And you see the next bullet gets more specific about that.

They love their dialogic reading acronyms.

So prompting and then evaluating what the child says to the prompt or not always says, but how the child responds, expanding on what they do, and then repeating the prompt again during the same storybook reading experience or during another one.

So some of the prompts that are recommended, acronym two is CROWD.

Our sentence completion prompts.

So the bunny is going to the store.

Wherever, you know, the bunny is going in the story.

Recall, asking, oh wait, what happened before this?

Before the bunny got here.

Open-ended questions can be a number of different things, but just trying to minimize the yes/no simple identification answers.

But what do you think will happen on the next page?

So some of the prediction ones can come in there, the WH questions like whys and where's.

Where do you think the Bunny's mom is?

Why did that happen?

Why do you think that happened?

Are you getting into causation?

And then the distancing questions which have to do more with thinking about how the book relates to what the child has experienced in their own life or might experience in their own life.

Like say you're reading "The Hike", which I think is in a slide coming up here in a minute.

And you asked the child, have you ever been on a nature hike?

What was it like?

And so distancing themselves from the book and applying it to what's really happening.

And so I think the big take home message when we're talking about conversations, dialogic reading around computational thinking in STEM and story books, it's really focusing on reading the book with the child and having conversations as you go through the content rather than reading the book to a child.

So I have a couple videos to show you, and I'm actually gonna pause my recording here just to make sure that I have turned on the sound and I will, well, you won't, you might not know, but I'll be right back.

Let me just pause.

Okay, I'm back now and I have shared sounds.

So I have an example here of dialogic reading at home and then one in a center-based setting.

So we'll watch this video together and then this is one of the examples where I plan to have a group conversation about it after we watch it.

So we'll reflect more so, and I might share some of my own thoughts, but we'll watch the video first.

- One cupcake and once last slice of watermelon.

- Oh wow, that's a lot of food.

That night he had a stomach ache, right?

How did he feel?

How did the caterpillar feel after he ate all that food?

Luke, how did he feel?

How did he feel?

Hmm?

How did he feel?

How did the caterpillar happy?

You think he felt happy?

- [Jessica] Sorry about that, that was me.

I was trying to put on the closed captioning.

'Cause I realized I didn't put that on sooner and I apologize, but it's on now.

So I'm gonna, I'm gonna actually start this video over so that it's on.

- One cupcake and one slice of watermelon.

Oh wow, that's a lot of food.

That night he had a stomach, right.

How did he feel?

How did the caterpillar feel after eating all that food?

Look, how did he feel?

How did he feel?

Mm, how did he feel?

How did the caterpillar feel?

Happy?

You think he felt happy?

Let's look at him.

Look, does he look happy?

Does the caterpillar look happy.

No, I don't think he's happy.

I think he feels sick.

- Sick.

I think he feels sick.

- Tired.

Tired, angry.

- He's not hungry anymore after eating all that food.

His belly is full.

- Full, right?

He's full.

Belly's full.

Just like you get full after eating your two bowls of oatmeal.

- [Jessica] Yeah, so you heard her asking some nice questions, right?

And he was responding with his device.

So I'm curious, and I will ask you, and you can ponder and reflect, what kinds of stem learning did you see in that video?

Yeah, well let me see.

This is what, this is me responding to what you said.

I think that the whole idea of the caterpillar eating to prepare to become a cocoon, right?

And we know what happens at the end and it becomes a butterfly.

So digesting food and this idea of if we eat too much, our stomach hurts.

All of this is is nutrition, and that's STEM concepts.

How about computational thinking concepts in that book?

You probably know "The Very Hungry Caterpillar" book pretty well, but thinking about computational thinking concepts.

Well, I think that if you do know the book well, there is a whole cycle, a sequence that the caterpillar goes through, right?

So that he needs to eat all his food before he can be a cocoon, and then he becomes a butterfly.

And all of those things need to happen in that order, right?

So there's that sequence.

There's also this idea of repetition when he's eating certain things in specific quantities, and he's doing the same thing over and over again.

So lots of different opportunities for computational thinking in "The Very Hungry Caterpillar".

And what about the kinds of prompts that we saw?

Lots of open-ended questions, right?

And I know the bubble said that.

So it was a little bit of a giveaway.

And also just lots of opportunities for the child to share what he thought, what he thought would happen, how he thought the caterpillar felt a little bit of distancing.

And then when the caregiver mentioned that it's how he feels when he eats two bowls of oatmeal, right?

It's another, a little bit more distancing there.

And then this is something for you to consider what else might you do if that were you reading "The Very Hungry Caterpillar"?

Yeah, I think that there's lots of, you can build upon a lot of the things, predicting what's gonna happen, doing the page walk.

I think there's lots of STEM in that book and lots of opportunities for foundational computational thinking too.

All right, I now have a video of a teacher doing this in a center-based setting of children of an in inclusive classroom.

And she's reading "Rosie's Walk".

- Rosie walked across the yard, she's walking across the yard and the fox is following her.

There's some things that we find in the yard.

In their yard there's some grass, and some straw and some sticks.

She's walking across the yard and her feet are gonna touch the straw.

Yep, just like that.

And the grass and hidden in the grass.

- Her feet hurt.

- Oh yes.

Hidden in the grass in the straw sticks, there's a rake.

A rake.

What do we use a rake for?

Do you know Nora?

- For I'm making sand castles.

- You can.

That's a really great use for this kind of rake.

A really big rake though, you use to rake up leaves and it has metal tongs sometimes.

And it can hurt you if you're not careful.

You wanna be careful.

It's a tool that you use in the yard.

All right, let's pass it to our friend Nora.

So Rosie's walking across the yard and she's walking over these things.

Yes, just like this.

- Ow, ow, ow.

- Oh, chicken's feet are really tough.

It doesn't hurt her feet.

Around the pond.

Rosie's walking around a pond.

What's a pond?

- A pond is where frogs live.

- You are right.

Frogs live in ponds.

And then you know what?

There is a picture of a frog by the pond.

Can you find the frog and point to him?

- Almost, you found the rock.

There's the frog.

- Ribbit, ribbit.

- You pointed to the rock that the frog was sitting on and then you found the frog.

- Where is she?

- She's going down.

- That's the fox.

- What is that?

- Those are the fox's pointy ears.

- I do have like a little toy fox and he has two pointy ears.

Do you feel his pointy ears?

- Yeah.

- So that's what you saw in the picture.

He has two pointy ears.

Do you have pointy ears?

- No.

- No, me either, we're not foxes.

Do you wanna see my fox?

He's got one, two pointy ears.

Over the haystack.

So Rosie's walking over that pile of hay.

She's walking right over it on top of it.

You go over the hay.

Good looking eye.

Yeah, there's the hay.

- I'm so sorry.

- Nora.

So Rosie's walking across the yard and she's walking over these things.

Yes, just like that.

- Ow, ow, ow.

- Chicken's feet are really tough.

It doesn't hurt her feet.

Around the pond.

Rosie's walking around a pond.

What's a pond?

- A pond is where a frog lives.

- You are right, frogs live in ponds.

And then you know what?

There is a picture of a frog by the pond.

Can you find the frog and point to him?

- Almost, you found the rock.

There's the frog.

- Ribbit, ribbit.

- You pointed to the rock that the frog was sitting on and then you found the frog.

- Good looking.

- Who?

- Who she's going too.

- That's the fox.

- What is that?

- Those are the fox's pointy ears.

- I do have like a little toy fox and he has two pointy ears.

Do you feel his pointy ears?

- Yeah.

- So that's what you saw in the picture.

He has two pointy ears.

Do you have pointy ears?

- No.

- No, me either, we're not foxes.

Iris, do you wanna see my fox?

It's got one, two pointy ears.

Over the haystack.

So Rosie's walking over that pile of hay.

She's walking right over it on top of it.

Can you go over the hay?

Good looking.

Yeah, there's the hay.

Rosie's walking over the haystack and the fox is following.

Ms. Jean's gonna put it on her lap.

Oh, the haystack fell on top of the fox.

Iris, can I show you?

The hay fell on top of the fox.

Where's our fox?

Fox, where are you?

[children giggling] - Kiss him.

- Past the mill and the windmill has a bag of flour.

Do you remember whenever we made our bread?

You weren't here with us that day Nora.

So we made bread and we used a little bit of a flour and there's a stack of flour.

- Okay, I am going to pause this one, 'cause I didn't realize it was seven minutes long and I think we saw a good chunk of it and a good chunk of it twice.

And I apologize for that.

I didn't do a good job queuing it back up to when I accidentally stopped it.

But let's think about these same things.

What kinds of stem learning did we see?

Lots of different opportunities to think about spatial concepts, right?

Which overlap with engineering and math ideas over, under lots of exploring opportunities to touch and compare some biology when they talk about the pointy ears and comparing those to their own ears.

And then as far as computational thinking concepts, what do you think you saw in that book?

Well I think similarly, Rosie is also following a sequence of steps in the story, right?

And she's going in a particular order.

So we can talk about breaking that down and what comes first, second, third, lots of causation again, and repetition again.

So I think we're seeing that computational thinking in STEM are both in a number of story books, right?

Prompts that we saw the teacher use.

Was she great or what?

She prompted the children to feel, to put the Rosie over the hay, think about how they compare to the foxes in the book.

Sort of a little bit of distancing there, right?

And lots of open-ended questions and facilitated a ton of STEM content knowledge, right?

And then think about the, think about what else you might do in that scenario.

I think the story box is a great example of adapting storybook activities to include all children.

And it allows lots of modalities of engaging with the storybook, whether you can see here or not.

So I think that that's one modification that's super useful.

And this is a great example of it in storybook reading.

So now I'm gonna get into sharing some of the resources that exist on STEMIE's website and on the handout linked with his presentation.

So we have a STEM story book reading for infants, toddlers, and young children guide.

And this is very user-friendly.

It goes through specific books and has bookmarks with peer and crowd prompts and ideas for facilitating STEM conversations around the books.

And you'll see some examples of things you can find in that guide as I go through the next couple of slides.

So these are some bookmarks.

So you see little cut it edges.

So you can cut this out to keep in your books to kind of facilitate your conversations using the crowd technique and dialogic reading.

So these are specific to "Ten Black Dots" and "The Snowy Day", both books that you've probably encountered in your early childhood life.

But you see specific prompts in there.

So what was Peter thinking about when he was taking a bath?

That should, that actually says talking, so that should probably be fixed.

But what did Peter do after he climbed up the great big mountain of snow?

Lots of opportunities for predicting in "The Snowy Day" too, right?

So yes, we have a number of these aligned with different books.

And this is just on one of the pages.

You cut this out to keep with the book, but you can also cut out a number of the other supports to facilitate these kinds of conversations.

"The Hike", I mentioned this book a little bit earlier.

We also have STEM building activities linked with the books.

And so these are some ideas that you can do after reading "The Hike".

And I know I sort of referenced this, but some nice specific guidance on how to go outside and collect items and predict what you're gonna do.

Problem solve, put together a sequence of steps, all of these STEM concepts that align with being in nature, which in and of itself is a STEM concept and that outdoors card that you can just barely see.

We have activity cards to support embedding STEM into activities that you would engage in with children.

Along the lines of instruction, there are some general adaptations that can relate to most storybooks.

There's also a broad guide to adaptations that is linked on the handbook that is more about adapting all activities and modifying all activities to meet the needs of individual children.

So you see this on general adaptations for increasing child's attention and engagement are just not expecting an hour long conversation on your first storybook, but gradually increasing the time.

Read a few pages at a time and facilitate engagement that way.

This can also support alternative ways of communication.

You saw the child who was using the communication device in the video of storybook reading at home and it can support the children's learning, because they're able to attend for shorter periods of time.

A lot easier than for longer.

As I think we all know.

Some more adaptations that can go with the storybook conversations are adding little page turners to the pages themselves to make them easier to turn.

You can see the little tabs there on that photo.

You can add a picture, symbols, signs, icons to go with the books.

And one of the things that is paired with each book that we have a storybook conversation for are potential visuals that you could use with that book, individualized for each book.

So this is something you wouldn't have to necessarily make on your own if you're using STEMIE's resources.

So it can facilitate communication, it can facilitate predictive activities, it can facilitate sequencing.

All of these things can support computational thinking and learning while you're reading stories for all children.

And then broadly thinking around the environment and how we can adapt environments to facilitate STEM learning.

Creating a quiet book for STEM learning and conversations.

Lighting, make sure it's light enough to see the book, but also not too bright to like over simulate and not too dark so that you cannot not see the book.

And then we have a couple blog posts that are specific to using dialogic reading and having STEM-based conversations with storybooks.

And these are both up on STEMIE's website.

Also linked on the handbook.

These are some examples of the visual cues that correspond to a storybook.

They correspond to specific pages and you can use them as part of the schedule, the sequence, like I was saying, you can use them, attach them to a ring and carry 'em with you as you read the book.

You can use them to facilitate communication on a book, or a board or even just individual picture handing, pointing.

And then additional adaptations.

You can point with a stick or a grabber.

If a child is tactile sensitive, you can mount them on cardboard with a magnet on the back to give it a little more feedback, put it on a cookie sheet with magnets.

You know you can get creative with what you do with the visuals to facilitate individual child's priorities and needs.

So this is specific to "The Hike" and you see some of the adaptations that we suggested to potentially pair with "The Hike".

And of course you can take this and do whatever you want with it, but the story box is perfect.

It's a perfect adaptation for "The Hike".

The girls collect things on their hike and you can have a story box with those items in it.

And you see some of the visual cues that we've developed to go with "The Hike" too, that you can embed into the conversation you're having while you're reading the story.

This is another group activity, but I wanna give you all some time to reflect on some of these statements and how you might reframe them in your own work, and thinking and teaching.

So I can't teach STEM, because I'm really bad at technology.

Well, are you?

After learning a little more about foundational computational thinking?

Infants and toddlers are too young to learn about computational thinking.

Children with disabilities are not able to do computational thinking activities.

Literacy is entirely separate from computational thinking and it's too advanced for young children.

How might you reframe some of these phrases?

All right, and then this was the last activity I was gonna have the program attendees try.

But I encourage you to do this in your own classroom or in your home, wherever you have children's books.

But just choose a book, develop a plan for embedding computational thinking into the storybook.

Plan for the appropriate supports to support all students, all the children in your setting to engage and then share the plan with your group or try it out in your classroom.

Of course, the group part is for when we're doing this live.

And if you want to use this template as an action plan, this is a nice way to think about what do we need to do, who's gonna do it, what resources do we need, when's it gonna happen and how do we know it worked?

So just another support to help a nice systematic plan for action.

A little bit more information on STEMIE.

Please do check us out.

We're on all the social medias and the website has a plethora of information, some of which I talked about today, some of which is on the resource handout that goes with this presentation and some of which is for you to discover on your own.

We do have a free monthly newsletter that I encourage you to sign up for.

And I will be happy to answer any questions that you have about this content.

Feel free to email me.

I think my contact information should be on paired with the presentation, but if it's not, you can reach out to someone at the conference and I'm happy to share it.

So reach out with questions.

And that is it.

I'm gonna stop sharing my screen and thank you for watching this.

I hope you enjoyed it and I do hope to talk to you in person about this or virtually sometime.

And have a great day.

Thank you.