curriculum) CS Fundamentals Introduction (2018-19 · Long(er) term goals about how deep into the course they would like to try to get. Strategies for teaching CS Fundamentals lessons

Day 1

CS Fundamentals Introduction (2018-19curriculum)

PDF of CS Fundamentals Introduction Agenda

Before Your WorkshopReview how things went during your previous workshop

Review your feedback from teachers in the Workshop Dashboardto see what needs you can address and how you can continue toimproveIf you have a co-facilitator, talk about feedback for each other in howyou can better prepare for the workshop together, how you run certainsessions, and other ways you can grow as individuals and a teamMake a plan for actions you are going to take to improve

Logistics (Connect with Regional Partner if Coordinating)

Make sure you have a plan for getting:

Supplies and materialsMake sure you look at which lessons you participants will explore,based on which model lesson option you select

Food info (delivery times, contact info for caterer, etc)Time frame for use of venue (when can get in, when do you need to be out, etc)Make sure you have been added to the workshop on the workshop dashboard as a facilitator

Prepare for sessions

Create a section for teachers to join via the join URL on their current teacher accounts. Assign that section to whatevercourse your plugged lesson is inCreate local copies of all teacher-facing resources

CS Fundamentals Intro Workshop - Notes - TEMPLATEMake bit.ly link to your copy of the shared notes document

CS Fundamentals Intro Workshop - Slides - TEMPLATEUpdate slides to include information specific to your workshopBit.ly link to your notesBreak timesLunch timeYour state snapshot from the /promote page

Decide which lessons you will model (tables below). Throughout the workshop you will model twolessons (one unplugged and one plugged) and your participants will prepare one unplugged and oneplugged lesson. In all cases, we want to show the progression of a concept from unplugged into aplugged lesson, so we’ve selected pairs of lesson progressions both for your model lessons (shown below) as well as foryour participants. Note that the lessons your participants will prep and run will be based on your model lesson. You canread more about the set of lessons teachers will explore here.

Workshop Type Model Lessons Materials

Intro Model Model Prep Dry Run Lunch Site Nav Prep Dry Run Equity Plan End

https://curriculum.code.org/plcsf/intro.pdf

https://curriculum.code.org/plcsf/intro.pdf

https://curriculum.code.org/media/uploads/Screen-Shot-2018-03-03-at-7.50.25-PM.png

https://studio.code.org/pd/workshop_dashboard/workshops

https://docs.google.com/document/d/1p5iykqMqxxBWguw42P1yGPhiqBpnYbZ6x7RTpXZ2Kuo/edit

https://docs.google.com/presentation/d/1hMzAsAbU8STIr5DebEZBTy2gAmB_XBsfrNsRsNjy5Jo/edit#slide=id.g3c3c53a18e_0_1086

https://code.org/promote

https://docs.google.com/document/d/17cMXs1ZVszlyA3uDS538S3lcemC6QlygblU6EbsvY04/edit#

https://curriculum.code.org/plcsf-18/intro/4/

K-5 Workshops

Unplugged: D.1 - Graph paperprogramming Plugged: D.2 - Introduction toonline puzzles

D.1 - Paper, pencils/pens,resource docs from lesson

Unplugged: B.4 - My RoboticFriends Jr. Plugged: B.5 - Programmingwith Scrat

B.6 - Paper, pencils/pens,(cups/paper trapezoids),resource docs from lesson

Grade-BandedWorkshops

K -1

Unplugged: A.5 - Happy Maps Plugged: A.6 - Programmingwith Angry Birds

A.5 - pencils/pens, resourcedocs from lesson

2 - 3Unplugged: C.4 - Paper Planes Plugged: C.5 - CollectingTreasure with Laurel

C.4 - Extra paper,pencils/pens, resource docsfrom lesson

4 - 5

Unplugged: E.1 - My RoboticFriends Plugged: E.2 - Coding withComments

E.1 - Paper, pencils/pens,(cups/paper trapezoids),resource docs from lesson

Morning OfCreate Necessary Materials

Poster: In what context are you most interested in learning about CS Fundamentals?K, 1, 2, 3, 4, 5, teach all grades, not in the classroom (supporting teachers)

Poster: Computer science definitionPoster: Question parking lotPoster with bit.ly to shared notes document

Room Setup:

Power strips for teacher tablesReliable guest wifi - check this as early as possiblePods of 4 around the room with easy line of sight to theboard/projectorAt each seat:

Curriculum guide, name tag, swag bagAt each table:

Post its, markers, pens, scratch paper, candyTable tent with a table number (needed for lesson assignments,also helpful during discussion)

Posters up around the room:In what context are you most interested in learning about CSFundamentals? K, 1, 2, 3, 4, 5, teach all grades, not in the classroom (supporting teachers)Computer science definitionQuestion parking lotPoster with bit.ly to shared notes document

https://docs.google.com/document/d/163M_AFU_rVSh8sJ3MbhS2yhha7Hex40OUBl_wiXIp_0/edit

https://docs.google.com/document/d/1QWglu-qJ4gEgt6OvnVkC24q23ZWP95SXEqLcC79ean8/edit

https://docs.google.com/document/d/17t-EgWwa1tzZfE7uomTt7wBp7K2LSv4seX-g-mju60g/edit

https://docs.google.com/document/d/1Vhs1m9TkU0QEpBzGqX9onbybFh5nycXL7kMREaYC9_I/edit

https://curriculum.code.org/csf-18/coursea/5/


https://curriculum.code.org/csf-18/coursec/4/


https://curriculum.code.org/csf-18/coursee/1/


https://curriculum.code.org/media/uploads/Screen-Shot-2018-02-26-at-6.30.48-AM.png

Supplies

Provided For Teachers* Teachers Should Bring

Room set up for table groups of 4-5teachersRoom with reliable wifiPower StripsProjectorPensPoster PaperPost-itsMarkersTapeCurriculum GuidesJournal

ComputersClass RosterCourse planner

*Please note – supplies may be ordered and provided either by the facilitator or the Regional Partner. Please confer withyour Regional Partner ahead of your workshop and determine who is responsible for which pieces of the workshoppreparation.

Goals

At the end of the workshop, teachers will know:

The importance of CS for all students, and the teachers’ role in creating an environment where all students can learnequitably.How CS Fundamentals can be used as an avenue for getting CS to all students.What CS Fundamentals courses look like (lesson plans, online activities, unplugged activities).Which courses and lessons of CS Fundamentals are most appropriate for their students.

At the end of the workshop, teachers will have:

A plan of action for starting to teach CSF.Long(er) term goals about how deep into the course they would like to try to get.Strategies for teaching CS Fundamentals lessons.A connection to the community of CS Fundamentals teachers.

Concerns?

If you need to raise concerns before or during the workshop about issues that require immediate attention (internet, healthissues, etc.) you should contact your regional partner.

If you are interested in licensing Code.org materials for commercial purposes, contact us.

http://creativecommons.org/

Day 1

Session 1: Welcome to the Intro to CSFworkshop30 minutesfacilitator presentation | setting the stage


PurposeOverview of the workshop, the courseand the day.

ObjectivesKnow how to physically navigatethe space (bathrooms, questionparking lot, etc)Have context for the rest of the day(definition of CS, knowmisconceptions about CS)Can describe the key elements ofCSFKnow an overview of the sessionsto be covered during the workshopHave set intentions for theworkshop to be revisited at the endof the dayGroup has norms for the day

Supplies & PrepRoom Setup:

Pods of 4 around the room witheasy line of sight to theboard/projector (resource fromsarahfair)

At each seat:Curriculum guide, name tag,

swag bagAt each table:

Post its, markers, pens,scratch paper, candy

Table tent with a tablenumber (needed for lessonassignments, also helpfulduring discussion)

Posters up around the room(see below)

Facilitator Supplies:

CS Fundamentals IntroWorkshop - Slides -TEMPLATE

CS Fundamentals IntroWorkshop - Notes -TEMPLATE

PostersIn what context are you most

interested in learning about CSFundamentals? k, 1, 2, 3, 4, 5,teach all grades, not in theclassroom (supportingteachers)

Computer science definitionQuestion parking lotPoster with bit.ly to shared

notes document

Teacher Materials:

None

AgendaAs Participants Come InWelcome (8 minutes)

(8 minutes) Welcome

Computer Science and CSFundamentals (15 minutes)

(15 minutes) Overview

Overview of Day (7 minutes)

(2 minutes) WorkshopOverview(2 minutes) Set Intentions(3 minutes) Norms



Teaching GuideAs Participants Come In

As participants filter in to the space have them:

Grab breakfastPut a post it with your name on the grade levels posterMake a name tagGet onlineRegister attendance via the attendance linkJoin the section you made for your online puzzles

Welcome (8 minutes)

(8 minutes) WelcomeQuick overview of who's in the room

15 second introductionsNameWhere you teach/work

facilitator(s) -- make sure you introduce yourself and share some details about your background!Give overview of space (parking lot, expectations, etc)

How to get to bathroomsWhere food/drinks are/will be

Remarks

We will use a question parking lot to capture questions that come up that aren’t applicable for the current topic beingdiscussed. We will spend 5 minutes before each break working on parking lot items, and we’ll clear out the parking lotbefore you leave today.

Computer Science and CS Fundamentals (15 minutes)

(15 minutes) OverviewUse slides to give an overview of CS and CS Fundamentals

(1 min) What is CS? (give a definition)Set up that computer science is

(6 min) What are some common misconceptions about what computer science actually is?

(2 min) CS is about learning tech(2 min) CS is vocational(2 min) the state of CS in your state

(8 min) What is CS Fundamentals?

(3 min) CS Fundamentals has courses for each grade, k-5.Give a brief overview of what makes each grade band of courses unique

(5 min) Approaches to teaching in CS FundamentalsStorytime booksUnplugged activitiesPlugged activities

Bridging activities (to connect the two)Different approaches to programming and types of blocks for different agesTeacher Resources

Overview of Day (7 minutes)

(2 minutes) Workshop OverviewMorning:

We are/I am going to model two lessons for you! (one unplugged, one plugged)You’re going to prepare and dry run an unplugged lesson

Afternoon:

We’ll talk about how to use the Code.org Website to manage your courses and studentsYou will prepare and dry run a plugged lessonWe’ll discuss strategies for teaching these lessons to your studentsYou’ll build an implementation plan

NOTE -- we’ll refer to this implementation plan several times today

(2 minutes) Set IntentionsIn your journals: set your intentions for the day and for the course (to come back to at the end of the day)

Prompt:

What do you hope to get out of this workshop?What do you currently plan or hope to do with CS Fundamentals and your students?“

(3 minutes) NormsPrompt: What kind of environment do you need in order to get the most out of today?



Day 1

Session 2: Model Unplugged Lesson40 minuteslesson exploration | lesson role play

Teaching GuideChoose your Model Lesson (Before Session)


K-5 Workshops





K -1




PurposeTeachers experience their firstunplugged lesson.

Objectiveshave experienced an unpluggedlesson introducing key CSconceptshave had space to start thinkingabout how activities like this couldwork with students.


None




Lesson Assignment Tables -2018

Teacher Materials:

Curriculum guide

AgendaChoose your Model Lesson(Before Session)Introduce Model Lessons (5minutes)

(5 minutes) IntroduceModel Lessons(3 minutes) Group normingfor lessons

Run Model Lesson (30minutes)Reflection (5 minutes)

(5 minutes) Reflection



https://docs.google.com/document/d/17cMXs1ZVszlyA3uDS538S3lcemC6QlygblU6EbsvY04/edit







Teaching Tip

This overview is intended to frame all lesson explorationactivities for the day. This includes both sessions wherefacilitators are running lessons and sessions whereteachers are planning and testing lessons.




4 - 5



Introduce Model Lessons (5 minutes)

(5 minutes) Introduce ModelLessons(2 minutes) Overview

Provide a brief overview of lesson exploration activitiesthat will happen throughout the day

What:

Setting up model lessons

Remarks

I am going to model two lessons for you -- one unplugged and one plugged. During these model lessons, there will besome role playing. I will go into “teacher mode” and treat the lessons as though we were in the classroom. I’ll be workingto model the teaching practices and approach to teaching these lessons, while giving you an opportunity to experiencethe lesson activities first hand. As much as possible, I ask that you try to put yourself in the role of ‘learner’. I know it’shard to cast off your ‘teacher hat’ and to approach activities as just a learner, but i encourage you to try! If you have ateacher question during the model lesson, I encourage you to either reframe the question to be something a studentmight ask or write it down on a post it to come back to at the end of the lesson. These activities are more engaging, andyou’ll get a better sense of how they can work in your classroom if you have space to actually experience them aslearners.

Why:

Remarks

We want to show you what the lessons are and how to use them. We want to give you space to practice using thematerials so you’re prepared to go back to your students and start teaching lessons!

(3 minutes) Group norming for lessonsGiven what you know about lesson exploration, are there any additional norms that you would like to add into this session?

Run Model Lesson (30 minutes)

Run the unplugged lesson that fits into the lesson progression you selected before the workshop (see table above for areminder of lessons and links to all lesson plans).

In these model lessons, emphasize the teaching practices that we want teachers to use in their own classroom, as outlinedin the "Pedagogical Approach to our Values" section in the Curriculum Guide. Specifically:

Discovery and Inquiry. Consider how you might respond to learner questions or how you might structure your owninstruction in the model lesson to emphasis opportunities for learners to discover ideas or concepts for themselves.Role of the Teacher. Consider how you might emphasis this value to demonstrate that the teacher is an active part ofdelivering lessons.





Teaching Tip

During the think-pair-share reflection, you should be:

Actively observing (Physically positioning yourself soyou can listen to conversationsCollecting information to inform later activities(discussions, sense making wrap ups, etc)Where necessary, facilitating table discussions byasking leading questions to help participants advancetheir conversation of the prompts

Reflection (5 minutes)

(5 minutes) ReflectionPrompt: What would you would need to do to make alesson like this one work for the students in your ownclassroom or context?

(30 seconds) Think

(3.5 minutes) Table Talk



Day 1

Session 3: Model Plugged Lesson30 minuteslesson exploration | lesson role play

Teaching GuideChoose your Model Lesson (Before Sessions)

The plugged lesson you model should be the next lesson in sequence after the unplugged lesson you modeled in theprevious session.

Use the table below to identify which plugged lesson to model:


K-5 Workshops






PurposeTeachers experience a pluggedmodel lesson.

Objectiveshave seen the connection betweenplugged and unplugged lessonshave experienced a simpleplugged lessonhave seen a bridging activityhave had space to start thinkingabout how activities like this couldwork with students.have had their first thinking promptabout equity


In pairs for pair programming





Teacher Materials:

Computers

AgendaChoose your Model Lesson(Before Sessions)Set Context (5 minutes)

(5 minutes) Set Context

Plugged Model Lesson (20minutes)Reflect (5 minutes)

(5 minutes) Reflect








Teaching Tip

During reflection, take opportunities to call out times whenyou acted as the lead learner while teaching the modelplugged lesson

Teaching Tip

This lesson is a great place to model pair programming,including the use of the pair programming tool in CodeStudio. To use the pair programming feature, do thefollowing setup before you start teaching the modellesson:

1. create a section (email log in type)2. have teachers join the section (have teachers go to

code.org/join and type in the section code),3. have teachers connect and use the pair

programming feature while you teach the lesson.


K -1





4 - 5



Set Context (5 minutes)

(5 minutes) Set ContextWhere is this lesson? (which course, age)Overview of the unplugged to plugged progression:

How it works in general -- Ideas are introduced using approachable and highly interactive unplugged lessons.Concepts are further explore through plugged lessons.How it works in this specific case (we’re going to see a bridging activity, etc)

Reminder this is another model lesson. In the lesson, you will to slip into “teacher mode” and you ask ask thatparticipants take on the role of learner. This means participants should try to frame questions and thoughts through thelens of the learner (rather than a teacher).

Plugged Model Lesson (20 minutes)

Run the plugged lesson that follows the unplugged youmodeled in the previous session. During your model, besure to include the bridging activity as a way to focus onmaking the connection between the unplugged conceptthat you've just introduced and the skill building they'reabout do in the plugged lesson.

Reflect (5 minutes)

(5 minutes) ReflectPrompt:

What would you need to do to make a lesson like thisone work for the students in your own classroom orcontext?What role can you play as the teacher during pluggedlessons like this to make sure that all of your studentsare able to engage in the activity, regardless ofbackground or prior knowledge?

(30 seconds) Think







https://support.code.org/hc/en-us/articles/115000488132-Creating-a-classroom-section

https://code.org/join

https://support.code.org/hc/en-us/articles/115002122788-How-does-pair-programming-on-Code-org-work-

(4 minutes) Table Share Discussion



Day 1

Teaching Tip

Example Assignment: 12 person workshop Grade 1: 3people | Grade 2: 1 person | Grade 3: 6 people | Grade4: 1 person | Grade 5: 1 person

Session 4: Break and Lesson Assignments15 minutesbreak

Teaching GuideConstructing pairs

Primary goal is to create pairs of people who comefrom the same context (classroom teachers together,district or school admins together, etc).More specifically, we want to prioritize pairing peoplewho teach the same grade level. If this is not possible(say there is only one third grade teacher, forexample):

Pair with someone who serves multiple grades(tech teacher, school/district admin)Pair with another classroom teacher who doesn’tteach the same grade, but is close (e.g, pair thethird grade teacher with a second grade teacherwho doesn’t have a partner). In cases where you dothis, teachers should prep the activities for theyounger grade (in this example, second grade).If this is not possible, pair two classroom teachers who are not from neighboring grades.

As you construct pairs, write down what grade the pair will represent for the dry runsIf they are classroom teachers, this should be the youngest grade taught in the pairIf they both serve multiple grades, they can choose which grade they will serve.


PurposeAssign partners/lessons and movepeople at the end of this break/start ofthe next session so they’re sitting at atable with others from their gradeband.


None





Teacher Materials:

None

AgendaConstructing pairsConstructing tablesAssigning Lessons





Teaching Tip

Teaching Tip

NOTE: Use the blank table in your copy of CSFundamentals Intro Workshop - Notes - TEMPLATEto record and communicate pairings and lessonassignments to teachers.

Record pairs and their assigned grade in the lesson assignment table in the shared notes document

Constructing tables

Once you have paired teachers up, it’s time to figureout how they should be arranged in tables. Goals fortables

Where possible, put classroom teachers who teachthe same grade levels at the same tableIf it’s not possible to have a table full of the samegrade, try putting teachers who are fromneighboring grades at the same table (e.g., k and 1at the same table)If this is not possible, put pairs from not-neighboringgrades at the same table.

Record table assignment in the lesson assignmenttable in the shared notes documentTime permitting, use the table assignment slide to in the template deck to show people where to sit

Assigning Lessons

Once groups are at tables, use the grade assignments toassign lessons (pulling from the table below)

If both pairs at a table represent the same grade,assign one pair to option 1 for that grade and the otherpair to option 2 for that gradeIf each pair at a table is a different grade, assign eachpair to option 1 from their grade

Consult the Lesson AssignmentTables - 2018 for a list of lessons forteachers to explore in their pairs,based on which lesson you modeled.








Day 1

Session 5: Prep Unplugged Lesson40 minuteslesson exploration | lesson planning

Teaching GuideLesson Assignments (5 minutes)

NOTE: for details on how to pair people up for lesson assignments, see thedetailed agenda for the" “Break and Lesson Assignments” session. For areminder on the lesson for exploration, see the "Lesson AssignmentTables" link in the Facilitator Resources above. "

(2 minutes) Set UpIf participants haven’t made their way to sitting with their partner at the table you’veassigned give them time to do that now.

Direct participants to the table in the shared notes, and project that or the room diagram slide (if you had time to fill it in) tohelp guide folks to the right table

If participants are already at tables, re-purpose this time into 2 extra minutes of planning.

(3 min) Get to Know Your Partner


PurposeIntroduce dry runs and the materialsfor planning lessons. Then plan yourfirst unplugged lesson.

ObjectivesKnow what a dry run entails andwhat i’m expected to do inpresenting my lesson to anothergroupare comfortable with the materialsprovided for preparing anunplugged lessonAre prepared to dry run anunplugged lesson


make sure participants aresitting in grade-banded groups of 4(look at instructions in break)





Teacher Materials:

Curriculum guideClassroom materials (for making

posters, slides, etc)Computers

AgendaLesson Assignments (5minutes)

(2 minutes) Set Up(3 min) Get to Know YourPartner

Set Up and Context (5minutes)

Setting up dry runs

Planning Time (30 minutes)

(30 minutes) PlanningTime





Say hello to your new partnerGive participants a couple of minutes to chat

Set Up and Context (5 minutes)

Setting up dry runs Remarks

Now that you’ve experienced an unplugged and a plugged lesson, it’s time to prep some lessons yourself. You will planone unplugged and one plugged lesson with a partner and dry run your plans with another pair of teachers. This meansyou’ll be testing out your plans for teaching the lesson in a small group of your peers. It is not a role play activity, but it isan opportunity to be a learner. These dry runs are a safe space for you to talk to one another as colleagues and shareideas about what will and won’t work for your students. The focus of the dry run should be sharing and practicing yourideas for delivering the lesson and getting feedback from the pair you’re working with

Goal for the next 30 minutes:

Work with your partner to read through your unplugged lessons and make a plan for teaching your lesson to yourstudents.This means you should make posters, slides, or whatever else you would use to teach this lesson with your studentsNote that you won’t be able to become an expert on your lesson in the next 30 minutes. Try to embrace the role of leadlearner here!

What you’ll do later:

Take the other teachers at your table through a dry run of 15 minutes of your lesson. Think of this dry run as a space topractice the activity with a friendly audience (in the same way you might practice giving a big speech in front of yourfriends and family before you deliver it to an audience)This should include using the materials you created and having your table mates do at least some part of the activityfrom your lesson

Materials:

All Lesson handouts are in the curriculum guide. You should use the lesson plan that’s posted online, which you canaccess digitally if needed.Show how to find courses on code.org by following this navigation:

Go to code.orgClick ‘course catalog’Click on ‘elementary school’Scroll down to the course a-f tilesClick ‘lesson plans’ for the course you are exploring today.

Other common classroom supplies, like markers and poster paper are available for you to use as needed.If your lesson calls for additional materials, make note so you can source that material before teaching the lesson.


(30 minutes) Planning TimePartners work together to prep their unplugged lessons, from the Lesson Assignment Tables - 2018While participants work, move through the room. Anticipate:

Supporting participants with navigating the materialsQuestions about lessonsOff topic conversations that need to be redirectedMisunderstanding of directions




Day 1

Teaching Tip

For this session, each pair of teachers need to be groupedup with another pair who has planned a different lesson,and, if possible, has looked at the same course. If it's notpossible to group each pair with another from the samecourse, try to group people from adjactent courses.

Session 6: Dry Run 1: Unplugged55 minuteslesson exploration | lesson dry run

Teaching GuideDo Dry Runs (40 minutes)

(5 minutes) Setup Remarks

For the next 40 minutes we’re going to take turns doingdry runs of the lessons we started planning in theprevious session. We’ll start with the lesson that comesfirst in the curriculum. The pair that planned that lessonwill have 15 minutes to dry run with the other pair at thetable. After 15 minutes you will switch and the secondpair will run their lesson. Any questions before we get started

Address any questions.

Remarks

Remember, this is not a role play activity. It’s a safe space for you to talk to one another as colleagues and share ideasabout what will and won’t work with your students. The focus of the dry run should be sharing and practicing your ideasfor the lesson


PurposeParticipants have done a dry run oftheir unplugged lessons, seen a dryrun of another unplugged lesson, anddiscussed unplugged lessons.

Objectiveshave done a dry run of their lessonhave experienced a dry run of adifferent lessonhave reflected on unpluggedlessons and how they fit into theclassroom


Participants sitting in pods of 4(2 groups of 2.) Each group havingprepped a different lesson.





Teacher Materials:

Lesson materials from prepsession

AgendaDo Dry Runs (40 minutes)

(5 minutes) Setup(15 minutes) Group 1 DryRun(2-5 minutes) Transition toGroup 2(15 min) Group 2 Dry Run

Reflect and Discuss (15minutes)

(13 minutes ) Reflectionand Discussion(2 minutes) Notes forImplementation Plan




DiscussionGoal

This is a key discssion where you can start laying afoundation for later conversations about issues of equity.Focus the whole group conversation on the importance ofand ability to use unplugged activities to:

1. Get buy-in from students2. Build confidence for students who might not self identify

or be stereotyped as "tech kids" or "cs kids"

(15 minutes) Group 1 Dry Run

(2-5 minutes) Transition to Group 2Some groups might go long and others will require set up before they can start, so expect variation on how long thistransition takes.

(15 min) Group 2 Dry Run

Reflect and Discuss (15 minutes)

(13 minutes ) Reflection and Discussion(2 min) Participants reflect on their own

Anything surprising about unplugged activities?What did you learn here that will impact how you usethese lessons with your students?Any specific strategies or practices?

(5 min) discuss at tables

Share thoughts on reflection prompts above + “what rolecan you take in building confidence with your studentsthrough unplugged lessons?”

(6) Whole group share out

(2 minutes) Notes for Implementation PlanParticipants note anything relevant that they want to keep in mind for their implementation plans (class setup constraints,when to introduce the lesson, etc)



Day 1

Session 7: Lunch60 minutesbreak

Teaching GuideLunch

Hadi Welcome Video(Optional) During lunch (or any break) Play this welcome video from Code.org's CEO, Hadi , welcoming your teachersto the community.

Afternoon PrepMake sure teachers come back from lunch with a class list, school calendar, and lesson planning book (we will need all ofthese in the afternoon!)



AgendaLunch

Hadi Welcome VideoAfternoon Prep

https://www.youtube.com/watch?v=nviRdEcU2P8&feature=youtu.be


Day 1

Teaching Tip

This could be done during lunch to save time. If you do itduring lunch still give people time to get food and go to thebathroom. Once everyone has had about ~20 minutes asis back in their seats start the demo. As they finish eatingthey can then try it for themselves.

Session 8: Code.org Website30 minutesfacilitator presentation | setting the stage

Teaching GuideCode.org Website Demo (30 minutes)

(10 minutes) Demo: How to makea section

Different types of logins/accountsHow to assign a courseHow to add students to the section

(10 minutes) Demo: Materialsand Resources

How to access teacher materials within the course (lesson plan, answers, etc)Heads up about what they can find in the website help guides and where those live (linked in notes)Forum (forum.code.org) and how to use itBug reports

Hands On (10 minutes)

(10 minutes) Work TimeTeachers have time to set up a class on the code.org website and get familiar with navigating around.


PurposeUnderstand how to navigate thewebsite and set up their classes.

ObjectivesParticipants leave with CodeStudio Teacher account (shouldalready have one)Participants will leave with at leastone section set up and assigned tothe appropriate course


None




Teacher Materials:

ComputersClass Roster

AgendaCode.org Website Demo (30minutes)

(10 minutes) Demo: How tomake a section(10 minutes) Demo:Materials and Resources

Hands On (10 minutes)

(10 minutes) Work Time





Day 1

Session 9: Prep Plugged Lesson30 minuteslesson exploration | lesson planning

Teaching GuideSet Up (2 minutes)

(2 minutes) Set Up Remarks

Now you’re going to work with the same partner you planning an unplugged lessonwith to plan the plugged lesson that was assigned before lunch.

Goal for the next 30 minutes: (slide)

Go through your lesson and consider the following: (keep these prompts on thescreen during prep)

What concepts are covered in your lesson?How are these activities different from the puzzles we explored earlier?How will you introduce this type of activity with students?What role can you take in helping all of your students engage with this lesson?When are students likely to experience frustration? How might you support students who are feeling this way? Thinkabout being a lead learner!

Make a plan for how you would use this lesson with your students.


PurposePractice using the materials to plan aplugged lesson.

Objectivesare comfortable with the materialsprovided for preparing a pluggedlessonare prepared to dry run a pluggedlesson


Make sure participants aresitting in their groups fromunplugged dry run before lunch





Teacher Materials:

ComputersLesson assignments

AgendaSet Up (2 minutes)

(2 minutes) Set Up


(28 minutes) Planning Time





How will you approach this lesson with your students?At the end of this planning session, you should be prepared to do a 15 minutes dry run of the lesson. In this dry run youwill be the guide for lesson to the other pair at your table.


(28 minutes) Planning TimePartners work together to prep the plugged lesson the corresponds to the unplugged lesson they planned earlier. Thislessons progress can be seen in the Lesson Assignment Tables - 2018While participants work, move through the room. Anticipate:

Supporting teachers in navigating materialsQuestions about lessonsOff topic conversations that need to be redirectedMisunderstanding of directions




Day 1

Teaching Tip

For this session, each pair of teachers need should workwith with the same pair they worked with on unplugged dryruns before lunch.

Session 10: Dry Run 2: Plugged50 minuteslesson exploration | lesson dry run

Teaching GuideDo Dry Runs (35 minutes)

(2 minutes) Setup Remarks

It’s time for another round of dry runs! Just like before,this is not a role play activity. It’s a safe space for you totalk to one another as colleagues and share ideasabout what will and won’t work with your students. Thefocus of the dry run should be sharing and practicingyour ideas for the lesson

(15 minutes) Group 1 Dry Run

(3 minutes) Transition to Group 2

(15 minutes) Group 2 dry run


PurposeParticipants have done a dry run oftheir plugged lessons, seen a dry runof another plugged lesson, anddiscussed plugged lessons.

Objectiveshave done a dry run of theirplugged lessonhave experienced a dry run of adifferent plugged lessonhave reflected on how they can bean active part of the process ofteaching plugged lessons and howthey fit into the classroom


make sure participants aresitting in their groups fromunplugged dry run before lunch





Teacher Materials:

computerslesson assignments

AgendaDo Dry Runs (35 minutes)

(2 minutes) Setup(15 minutes) Group 1 DryRun(3 minutes) Transition toGroup 2(15 minutes) Group 2 dryrun

Reflect and Discuss (15minutes)

(13 minutes) Discussion(2 minutes) Notes forImplementation Plan




DiscussionGoal

Now that teachers have context planning and dry runningboth unplugged and plugged lessons, we can talk moreabout the progression and connection between unpluggedand plugged lessons. Focus share out discussions here ontalking about opportunities to use the unplugged-to-plugged progression as an equity build opportunity.

Reflect and Discuss (15 minutes)

(13 minutes) Discussion(2 minutes) Participants reflect on their own

What did you learn here that will impact how you usethese lessons with your students? any specificstrategies or practices?What role can you take in helping all of your studentsengage with plugged lessons?

(5 minutes) Discuss at Tables

Share thoughts on reflection prompts above as well asthe following prompt:

Prompt How does the structure of the curriculum (introducing concepts with unplugged lessons, then building on them withplugged lessons) influence how your students interact with the computer science concepts covered in CS Fundamentals?

(6 minutes) Whole Group Share Out

(2 minutes) Notes for Implementation PlanParticipants note anything relevant that they want to keep in mind for their implementation plans (class setup constraints,when to introduce the lesson, etc)



Day 1

Session 11: Break15 minutesbreak

Teaching Guide



PurposeUse the first 5 minutes of break toclear parking lot items that have easyanswers. Reserve the rest for thewrap up

Agenda


Day 1

Session 12: Teaching CSF to All Students30 minutesdiscussion-based | scaffolded whole group

Teaching GuideConnecting Discussion (8 minutes)

(8 minutes) Connection between Unplugged and Plugged lessonsPrompt: Look back on the lessons you've experienced today. how are unplugged and plugged lessons connected? Whydo you think we have so many unplugged lessons in the curriculum?

(45 seconds) Think(3.5 minutes) Share with a partner

To get people up and moving, consider making this a “silent meeting ”, where participants make eye contact withsomeone at a different table. That person is their new discussion partner for the next 3 minutesIf you do a silent meeting, leave 30 seconds to transition back to seats

(3 minutes) Share outDiscussion goals to draw out:

Unplugged lessons introduce concepts in a fun way that doesn’t feel like CSImportant because it’s important to introduce concepts in an accessible way.

Programming concepts in the tool are covered in a way that removes the need to remember syntax in favor offocusing on understanding concepts.

Moving Into Equity (5 minutes)

(5 minutes) Table discussion: Moving into equity


PurposeDiscuss what it means to teach CSFundamentals in a way that isaccessible to all students.

Objectivesknow the difference between equityand equalityhave thought about what it will takefor students to get access toequitable CS education in theirschoolhave empathy with the studentexperience


None


Equity videoCS Fundamentals Intro

Workshop - Slides -TEMPLATE


Teacher Materials:

None

AgendaConnecting Discussion (8minutes)

(8 minutes) Connectionbetween Unplugged andPlugged lessons

Moving Into Equity (5 minutes)

(5 minutes) Tablediscussion: Moving intoequity

Video (5 minutes)

(5 minutes) Video

Teaching CS to All Students(13 minutes)

(2 minutes) Reflect(11 minutes) Discussion:

https://www.youtube.com/watch?v=ZEL4GjElBU4



Prompt: Consider your students.

How many of them have prior knowledge or background experience with Computer Science (outside of whatever youmight have taught them already)?Do you think these activities can be presented in a way that is accessible to all of your students?”

Participants talk at tables. Facilitator circulates listening in for discussions that are worth drawing out to the whole group inthe next share out.

Video (5 minutes)

(5 minutes) Video Remarks

We’ve been talking right now about some of the structures in the curriculum that are designed to make the courseaccessible to all students. I’d like to play a short video that will give us a chance to hear from students about theirexperience in getting access to computer science.

Play Equity video

Teaching CS to All Students (13 minutes)

(2 minutes) ReflectWhat can you (in your role in the school) do to help make sure your students have a learning environment that enablesequitable access to computer science instruction?What barriers exist that make this challenging?

(11 minutes) Discussion:(5 minutes) Table discussion

Remarks

Let’s open your reflections up to the table. As a table, talk about what you just reflected on. In addition to these prompts,let’s also open up the discussion to any strategies that folks have about addressing the barriers that are being shared.

(5 minutes) Whole group discussion

Open up the discussion to a whole group share out.Discussion goals:

Reflection prompt 1 — Your role in creating an equitable environmentThe need to prioritize students who are lacking background or contextCreating an equitable environment is an active process that takes intention

Reflection prompt 2 — barriers and strategies for addressingPull out at least 2 barriers and ideas for how to address

(1 minute) Wrap up

Remarks

There have been some really great strategies shared here for addressing barriers to equity. I would also like to call yourattention to code.org/equity as a framing resource that to help you build an equitable computer science classroom.


https://www.youtube.com/watch?v=ZEL4GjElBU4


Day 1

Session 13: Implementation Plan35 minutesdiscussion-based | jigsaw discussion

Teaching GuideConnect to the Day (2 minutes)

Remarks

We’ve just been talking about what it means to teach CS to all students. today you’ve seen 6 different lessons (betweenlessons I modeled, those you planned, and those you saw in dry runs). We’ve also practiced using the code.org tools toset up a section of students. Now, in our last hour together we’ll transition to building a plan for implementing your first CSFundamentals lesson in your classroom.

Remarks

Let’s start by revisiting your intentions from the start of the day.

Do you have any questions that haven't been answered that are blocking you from making a plan to get started withCS Fundamentals? if so, flag down facilitator during your planning timeHave your intentions changed now that you know more about the course?”

Make a Plan (33 minutes)

Introduction Remarks

The next 30 minutes (until 4.10 pm) is your time to start planning. I ask that you use this time to make a plan for gettingstarted with CS Fundamentals, whatever that means for you. For classroom teachers, I hope that means teaching yourstudents a lesson. For district or school level administrators, i hope that means getting with your teachers to help them get


PurposeTeachers have time to make a planfor bringing CS Fundamentals to theirclassroom or school.

Objectiveshave a plan for getting CSF into myclassroom or into the classroomsof the teachers i supporthave had a chance to share myplan and get feedbackhave had a chance to hear ideasfrom other people


None




Teacher Materials:

LaptopsSchool calendar

AgendaConnect to the Day (2minutes)Make a Plan (33 minutes)

Introduction(20 minutes) Work Timeon Plan(5 minutes) Buddy Share(5 minutes) Finalize Plan



ready to teach. Use the following prompts to reflect on what you need in order to get started with CS fundamentals in yourclassroom. You can feel free to write in your journal, or type up your plans, but you should get them in writing:

Getting answer to questionsWhat questions do you have?Where can you find answers those questions?

SchedulingWhen could CS Fundamentals fit into the schedule (either your own or for the teachers you support)?What needs to happen between now and then to make offering the course possible?

CoordinatingIs there anyone at your school you need to work with in order to start teaching CS Fundamentals? (reserving space inthe computer lab, finding ways to integrate into lessons, etc)When can you talk to those people?

(20 minutes) Work Time on PlanFacilitator circulates and answers questions as they come up

(5 minutes) Buddy ShareIf you’re at a place where you can stop and share, find a buddy and share your plans with one another. Do either of youhave ideas for how to augment each other’s plan? Do you have things you want to add to your own plan after hearing fromsomeone else?

(5 minutes) Finalize PlanFinalize your own plan based on feedback and ideas you’ve gotten from other teachers.



Day 1

Session 14: Wrap Up20 minutesdiscussion-based | scaffolded whole group

Teaching GuideWrap Up (10 minutes)

Close the workshop in the dashboardTake care of any final question parking lot post-its(Time permitting) do a share out on 3 things you’re leaving this workshop knowing that you didn’t know coming inShare at your table, ask for 2-3 people to share to the full groupThank folks for comingPost contact info.

Survey (5 minutes)

(5 minutes) SurveyOn the online workshop dashboard find your workshop and close the workshop in order to send teachers the survey

Follow the instructions in the Workshop Dashboard How To GuideMake sure all the teachers in your workshop take the survey for the workshop before they leave


PurposeWrap up the day, thank people forcoming, and have everyone take thesurvey.

Objectivesparking lot is clearparticipants have swag bagspeople feel happyparticipants have completed thesurvey and given feedback on theworkshop


None




Online workshop dashboardWorkshop Dashboard How

To Guide

Teacher Materials:

Swag BagsLaptopsRemaining Parking Lot

Questions

AgendaWrap Up (10 minutes)Survey (5 minutes)

(5 minutes) Survey

Post Workshop Debrief (AfterWorkshop)

Debrief




https://docs.google.com/document/d/19K95qf39WjhSeurF3sPz5iRZW4TnPZ2qrKUrH4YXPjM/edit


https://docs.google.com/document/d/19K95qf39WjhSeurF3sPz5iRZW4TnPZ2qrKUrH4YXPjM/edit

Post Workshop Debrief (After Workshop)

DebriefWith your co-facilitator debrief the day.

What went well? (Consider looking at the feedback from teachers during this time.)What do you want to improve on in the future?Are there issues that need follow up? Who is going to follow up?Are there things you want to connect with your regional partner on before leaving the venue (if regional partner ispresent)?



Documents

curriculum) CS Fundamentals Introduction (2018-19 · Long(er) term goals about how deep into the course they would like to try to get. Strategies for teaching CS Fundamentals lessons