Day 1
01 Workshop Opener 02 Supporting Diversity 03 Break 04 Previously, on 05 Model Lesson 06 Model Lesson Reflection 07 Lunch 08 Diverser Learners 09 Curriculum Investigation 10 Break 11 Conclusions and Connections 12 Wrap Up 13 Debrief

CSD 2019-20 Workshop 3 - 1 Day

Agenda Walkthrough Resources

In place of the agenda walkthough video, we now have a series of resources designed to help facilitators familiarize themselves with the workshop agenda.

  • Agenda Comparison Video
    This video is a high level overview of how the 2019 agenda compares to the 2018 agenda. We recommend watching this video before reading the agenda. slides

  • Workshop 3 Goals and Outcomes Overview Document
    The document outlines the overall goals and outcomes for Workshop 3 along with where in the workshop these goals and outcomes are addressed. We recommend you reviewing this document before reading the agenda.

  • Workshop 3 Goals and Theme Video
    This video introduces the theme for workshop 3 and outlines how the theme unfolds throughout the workshop. We recommend watching this video after reading the agenda. slides

  • Opportunities for Equity
    This resource calls out opportunities for a facilitator to create an equitable workshop environment and ways for teachers to create an equitable classroom environment in while students are working in teams. We recommend reviewing this resource after reviewing the agenda for Workshop 3.

  • Essential Content
    It is important for facilitators to be familiar with all content in Unit 5 before facilitating Workshop 3. This resource identifies specific lessons of focus within workshop 3. We recommend reading this resource after reading the full agenda. This resource is especially recommended for new facilitators or facilitators that are not teaching Unit 5.

Printing Agendas

There are two ways to get a PDF of the whole detailed agenda. The second one takes a few more steps but makes a nicer formatted PDF.

  1. PDF of Detailed Agenda
  2. Go to https://curriculum.code.org/plcsd-19/csd_q3/compiled/. When you get to that page right click. From the menu that pops up, click print. From there you should be able to print or save it as a PDF.

For the high level agenda (like the one on the right) that is printable and editable go to:

Google Sheet View of High Level Agenda

  • We recommend offering this workshop at the start of the second semester. For schools that started in early August, a workshop in December may be appropriate.
  • This workshop should occur before teachers start teaching Unit 5.

Goals

  • Teachers have reflected on how the year has gone so far, what they have learned from teaching during the first semester, and have made a list of what they are going to take with them into their next semester (or time teaching the class).
  • Time to share/discuss highlights and concerns from your classroom with other teachers.
  • Reflect on classroom practices and continue to grow and transform teaching practice
  • Prepare to teach upcoming lessons. Try activities and discuss the different types of lessons in the upcoming unit (Unit 5).
  • Build the community of teachers locally.

Prepping for Sessions

Review Past Workshop(s)

Review how things went during your Previous Workshop

  • Review your feedback from teachers in the Workshop Dashboard to see what needs you can address and how you can continue to improve your local workshops
  • Talk about feedback for each other in how you can better prepare for the workshop together, how you run certain sessions, and other ways you can grow as individuals and a team
  • Make a plan together for actions you are going to take during this workshop to improve

Supplies

Provided By Regional Partner Teachers Should Bring
  • Room set up for table groups of 4-5 teachers
  • Room with reliable wifi
  • Power Strips
  • Projector
  • Speaker System
  • Pens
  • Easel Pads
  • Large 3x4 Post-it Notes
  • Medium 3x3 Post-it Notes
  • Small 1x2 Post-it Notes
  • Sets 8-pack Markers
  • Blue Painter's Tape
  • Scissors
  • Printed Materials (See Below)
  • Printed Curriculum Guide
  • Journal
  • Computers

Printing

NOTE: Printing is done by the Regional Partner but verify that they are planning to do so. If printing is not possible, there are alternative solutions for all activities. See the detailed agenda for more information about alternative options.

Connect with your Regional Partner

Prior to the workshop, find time to meet in person or virtually with both facilitators and the Regional Partner to discuss:

Subject Conversation Points
Supplies
  • Go through the list of necessary supplies together
  • Make a plan for when different supplies will be set up/provided
Online Workshop Dashboard
  • Look at the registration. Are teachers signed up? What do you need to do to make sure all the teachers are registered?
  • Make sure facilitators are added on the workshop so you will be able to take attendance
Venue
  • Discuss the set up of the space
    • What does the room look like?
    • What does the table set up look like?
    • Will the space have a projector? Do we need to bring certain type of hook ups?
    • Will the space have a sound system? If not how do you plan to play videos during the week?
    • Is the other course workshop co-located?
  • How do we get into the building?
  • Are there any directions about parking or locating the space?
Workshop Timeframe
  • What time are we scheduled to start with teachers?
  • What time are we scheduled to end with teacher?
  • What time can we come in to prep in the morning?
  • What time can we stay to debrief till in the afternoon?
Food
  • What food will be provided for participants during the workshop?
  • What time will food be set up?
  • Is there a separate room for lunch?
Agenda
  • Is there any local material to cover during this workshop?
  • How long do you anticipate it taking to cover the material (Check that the time suggested fits within the amount of Local Flex Time for this workshop)?
Staff
  • Will someone from your organization be on site for the day of the workshop?
  • If yes, who is the staff member and how should we contact them if needed?
  • If no, who should we contact in case something comes up during the workshop that we need your organizations support with?

Review Materials

On your own, review the following materials so you are familiar with the details of each.

Facilitator Materials Teacher Materials

Make a plan

You should go through every session to make a plan for how you and your co-facilitator will support each other in running the session.

Use the Session Planning Template to guide your planning.

Don't forget to check the pre-survey results to determine what lessons to focus on during the workshop. The survey gets sent out to teachers automatically 10 days before the workshop. You can view the results on the Workshop Dashboard.

This workshop does not use TTL; however, it still looks deeply at lessons in the curriculum so take a close look at where your teachers are at and how that will impact your sessions.

Create Materials For Region

First Morning Of Workshop

Room Setup

Using the supplies provided by the Regional Partner, set up the room. In the agenda we will call this the "Normal Breakout Room Set Up".

  • Tech
    • Reliable guest wifi - check this as early as possible
    • Projector (separate table for projector)
    • Speaker System
  • 8 Teacher Tables (for 32 teachers) with:
    • 4 chairs at each table
    • Table angled toward projector screen
    • Surge protectors in middle of each table
    • 4-5 post-it note pads of different sizes
    • 3-4 Pens
  • Facilitator Table:
    • Located in the back of the room
    • 2-3 chairs at table (need chairs for lead facilitators and apprentices)

Create Posters

  • Posters up for people to add post-its to as they come in
    • Question Parking Lot - For people to put up questions they have.
    • “Where are we now” - On a piece of chart paper or on the board create a histogram for teachers to add where they are in the curriculum. Remind teachers to take out their Curriculum Guide as a guide to unit progressions.

Concerns?

If you need to raise concerns before or during the workshop that require immediate attention (Internet, health issues, etc.), you should contact your Regional Partner.

Day 1
01 Workshop Opener 02 Supporting Diversity 03 Break 04 Previously, on 05 Model Lesson 06 Model Lesson Reflection 07 Lunch 08 Diverser Learners 09 Curriculum Investigation 10 Break 11 Conclusions and Connections 12 Wrap Up 13 Debrief

Session 1: Workshop Opener

45 minutes

discussion-based

Purpose

This session is designed to bring participants together to kick off the workshop, reflect on how things are going in the classroom, and introduce the theme for the day. This is a place to check in on specific lessons that people have already taught, as well as pacing and teaching practices that were modeled or discussed in the previous workshop.

It is common to surface concerns during this session that can be revisited and addressed throughout the workshop.

Objectives

  • Participants collaborate with one another to share resources and ideas for their classrooms
  • Participants engage in the “think, pair, share” teaching and learning strategy

Supplies & Prep

Room Setup:

  • Posters up for people to add post-its to as they come in
  • “Where are we now” - On a piece of chart paper or on the board, create a histogram for teachers to note where they are in the curriculum. Remind teachers to take out their Curriculum Guides as a guide to unit progressions.
  • “Question Parking Lot” - For people to post questions they have.

Facilitator Supplies:

Teacher Materials:

Agenda

Workshop Opening Logistics (3 minutes)

Warm Up and Check In (22 minutes)

Share Out (10 minutes)

Theme Introduction (10 minutes)

Teaching Guide

Workshop Opening Logistics (3 minutes)

Facilitator Tip

Ways to Prepare for this Session:

  • Reflect on teacher needs at the last workshop — what were the most common concerns? How can you check in on those concerns here?
  • Make a plan with your co-facilitator for how you plan to divide up roles during the session.

(0 minutes) As Teachers Walk In

Have a slide up at the front of the room to direct teachers to:

  • Add post-its to "Where are we now" poster
  • Kick off the “Question Parking Lot” chart by asking participants to add in anything they need to talk about

(2 minutes) Attendance

Have everyone complete the attendance for the day

(1 minute) Review Norms

Remind the group of the norms you set at Workshops 1 and 2.

Warm Up and Check In (22 minutes)

Discussion Goal

Jog memories and think concretely about the lessons they’ve done so far and what’s coming soon.

Facilitator Tip

While discussions are happening, one facilitator should circle the room while the other reads over the post-its that teachers posted as they came into the room.

(5 minutes) Personal Reflection

Have teachers reflect on the following questions individually, and be ready to share with someone else. They don't need to answer every question but participants can use these questions to jog their memory.

  • How is it going with the topics we discussed at our last workshop?
    • Projects: How are you doing with project management?
    • Empowering Active Learning: How have you empowered your students to take an active role in their learning?
  • How is it going with the class in general?
    • What adaptations have you made for your students’ needs?
  • What is on your mind?
    • What concerns or issues do you have about the topics that are coming up soon?
    • What questions do you have, and/or what do you want to talk about today?

(10 minutes) Speed Dating

Have participants “speed date” their responses to the three prompts above, looking for advice or ideas on questions or issues.

FACILITATOR NOTE: In this activity, speed dating means getting up and talking with someone new about your thoughts. We recommend doing 3 rounds of 3 minutes each, where participants check in with someone new for each round

Facilitator Tip

As teachers share in their groups, the facilitators are circulating to hear teachers' thoughts and are thinking about the topics to discuss in the whole group share out. Likely topics are assessments, facilitating discovery without telling students the “right” answer, learning material along with your students, etc.

Discussion Goal

Bubble up what needs to be addressed by the whole group. Jot down questions or topics on post-its and then hold up for facilitators to collect.

(7 minutes) Share Concerns at Table

Head back to tables and share your concerns and what you learned from others. As table members catch up and share, facilitators should review the post-it notes and decide what issues folks are having that others in the room can help solve. Other post-it notes that may be appropriate to answer later in the day can be added to the question parking lot.

Share Out (10 minutes)

Facilitator Tip

Consider having one facilitator run the discussion while the other takes notes in the notes doc. For workshops with only one facilitator, you might consider enlisting the help of a participant with note taking.

(10 minutes) Group Discussion

Facilitators prime the discussion with topics that have been brought up so far in the day, and put them to the group for everyone to answer. For example, a facilitator might say, “I heard a lot of people talking about ..., what does the group think about this?” The goal is to pull out widely-held questions and to check in with groups on the following:

  • How are things going? Are there any specific needs that need to be addressed before we move on to Unit 5: Data and Society?
  • How are your students doing working in groups?

Facilitator Note: If this session starts to run long, suggest that the remaining questions go on post-it notes to the question parking lot.

Theme Introduction (10 minutes)

(1 minute) Introductory Remarks

Remarks

In the past two workshops, we focused on the “Role of the Teacher” and “Role of the Student” themes. In today’s workshop, we will shift our focus to student learning as we reflect on “Learning in Context”. “Learning in Context” is the idea that learning should begin with the “why” before moving to the “how”. Problems should be purposeful. Students should understand “why” the problem is important before deciding “how” to solve the problem. Both the “why” and the “how” should be relevant to the student (motivation) and to the learning objectives (facilitates learning).

(8 minutes) Think, Pair, Share

Discussion Goal

There are many ways for participants to approach answering this question. The general idea here is that students learn best when their learning has a meaningful purpose. The “why” is the purpose. The “how” is the content or skill needed to solve the problem or answer the question. Students learn best when there is a clear connection between the two.

Prompt: What does it mean for learning to start with the “why” before moving on to the “how”?

  • (1 minute) Think: individual reflection
  • (2 minutes) Pair: discuss with a partner
  • (5 minutes) Share: share and discuss with the whole group

Facilitator Note: In the last session, you used a padlet to compile ideas related to the workshop theme. This session, you will add ideas to the group notes doc. As participants share to the whole group, project the group notes doc and take notes directly in the doc. This will model a new way to create a shared group resource.

(1 minute) Closing Remarks

Remarks

As we move through the day, we will continue to reflect on this idea of the “Learning in Context”. Our goal is to leave the day with a clear plan for how we will incorporate “Learning in Context” into our classrooms.


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Day 1
01 Workshop Opener 02 Supporting Diversity 03 Break 04 Previously, on 05 Model Lesson 06 Model Lesson Reflection 07 Lunch 08 Diverser Learners 09 Curriculum Investigation 10 Break 11 Conclusions and Connections 12 Wrap Up 13 Debrief

Session 2: Supporting Diversity

40 minutes

discussion-based

Purpose

Teachers are key stakeholders in addressing the equity gap in CS. This session is designed to help teachers recognize concrete ways that they can contribute to this effort.

Objectives

  • Teachers have articulated clear strategies that they will use to recruit a group of students to CS that is a true reflection of the demographics within the school population
  • Teachers believe that CS is for everyone regardless of race, gender, ethnicity, socio economic status, etc.
  • Teachers understand how to make choices when implementing lessons that support equity within classroom (grouping, intro activities designed to level the playing field, differentiation, support during programming, etc.)

Supplies & Prep

Room Setup:

  • Participants should be divided by course implementation (elective course verses required course) and seated in groups of three to four.

Facilitator Supplies:

Teacher Supplies

  • Journal
  • Pen

Agenda

Goals and Gaps (10 minutes)

Concern - Influence - Control Framework (10 minutes)

Make a Plan

Teaching Guide

Goals and Gaps (10 minutes)

Remarks

Teachers are key stakeholders in addressing the equity gap in CS. This session you will have the opportunity to articulate concrete ways that you can contribute to this effort in your own school.

(10 minutes) Discussion

Elective Course: How will you recruit a diverse group of students into your class? Required Course: How will you support a diverse group of learners within your classroom?
1. Think about your school and classroom, who IS in the school, but IS NOT in your class right now? 1. Think the students in your classroom, who is excelling and who is struggling?
2. What perceptions do students in your building have about your computer science class? What perceptions do you want them to have? 2. What perceptions do students have about their ability in your class? What perceptions do you want them to have?
3. What prevents some students, specifically the students you identified in question 1, from taking the class? 3. What prevents some students, specifically the students you identified in question 1, from succeeding your class?

Think - Pair - Share: Allow participants to think silently before having them share with a partner and then the group as a whole.

  • (3 minutes) Think: individual reflection
  • (4 minutes) Pair: discuss with a partner
  • (3 minutes) Share: share and discuss with the whole group (capture these answers in the shared notes doc or on chart paper)

Concern - Influence - Control Framework (10 minutes)

(3 minutes) Context Setting

Remarks

When thinking about what actions you can take it might be helpful to think about what you are concerned about, what you influence, and what you control. There might be a lot of things you are concerned about (“Students can only choose one elective therefore students with special interests such as art or band do not have the opportunity to take computer science.” or “Some of my students do not have access to computers at home.”), that you cannot really influence. But there are probably things you can influence (“The principal will not allow students with low math scores to take computer science because she is worried students won’t be successful without a strong math background.” or “The girls in my class are less likely to raise their hands to ask or answer questions.”), that you cannot control. And there are things you can control (“My students don’t share their work beyond the walls of my classroom.” or “My students don’t have strategies for debugging when they run into problems with their code.”).

Facilitator Tip

This image shows a visual for the Concern-Influence-Control model. In general, what we are "concerned" about is much larger than what we can "influence" and/or "control". Likewise, what we can "control" is smaller than the things we can "influence". This session is intended to help participants let go of the barriers that they cannot control in order to make space to address the things they do influence or control.

(3 minutes) Reflect

Participants reflect individually in their journal.

Prompt: Which of the barriers that you identified earlier in the session do you have control or influence over?

(4 minutes) Share

Participants share their ideas with their tables.

Make a Plan

(1 minutes) Context Setting

Remarks

Recruitment is not something that occurs only during the week of enrollment. It is something that you can do all year long. In order to maintain the diversity within our classrooms, we must also pay close attention to the way in which we support diverse learners within our classrooms. As more and more of us make progress in this important work, hopefully we will begin to see progress towards more diverse representation in the field of computer science.

(19 minutes) Develop the Plan

Participants use the Supporting Diversity Plan to create a 30-60-90 day plan for how they will either recruit a diverse group of students into their computer science class or support a diverse group of learners within their classroom.

Facilitator Tip

Here is what your paper should look like.

Have participants divide a sheet of paper into 6 sections for their 30-60-90 day plan and what they can control and influence over that time.

Prompt: Thinking about what you can control or influence to get a diverse group of students in your class or support a diverse group of learners within you classroom, what are some things you can do in the next 30 days to reach this goal? What are some things you can do in the next 60 days? What are some things you can do in the next 90 days?

  • (5 minutes) Individual reflection
  • (7 minutes) Table Reflection: Share and improve your plans as table groups
  • (5 minutes) Whole group share-out

Remarks

Teachers have a lot to do everyday, it can feel like there is no time to recruit students, but for us to be able to make progress on building an equitable CS program in our buildings, we need to influence and control what we can to make that a reality. The same is true for supporting diverse learners once they find their way into our classrooms.


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Day 1
01 Workshop Opener 02 Supporting Diversity 03 Break 04 Previously, on 05 Model Lesson 06 Model Lesson Reflection 07 Lunch 08 Diverser Learners 09 Curriculum Investigation 10 Break 11 Conclusions and Connections 12 Wrap Up 13 Debrief

Session 3: Break

10 min

break

Agenda

Teaching Guide


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Day 1
01 Workshop Opener 02 Supporting Diversity 03 Break 04 Previously, on 05 Model Lesson 06 Model Lesson Reflection 07 Lunch 08 Diverser Learners 09 Curriculum Investigation 10 Break 11 Conclusions and Connections 12 Wrap Up 13 Debrief

Session 4: Previously, on Unit 5

20 minutes

facilitator presentation

Purpose

The session sets the stage for the model lesson by exposing participants to the essential content in lessons 1 through 4. Participants are also given time to explore the pixelation widget on Code Studio.

Objectives

  • Participants have been exposed to the essential content knowledge necessary to plan and implement Lessons 1 through 4 of Unit 5.

Supplies & Prep

Room Setup:

  • Participants seated in pods
  • Create a vocabulary poster including the following words and definitions:
    • Encode - to change how information is represented so that it can be read by a computer
    • Decode - to change how information is represented so it can be read by a person
    • Binary - a way of representing information using only two options
    • Bit - a single piece of binary information
    • ASCII - a popular system for representing text in binary

Facilitator Supplies:

Teacher Supplies

Agenda

Unit 5 Introduction (10 minutes)

Pixelation Widget (10 minutes)

Teaching Guide

Unit 5 Introduction (10 minutes)

Facilitator Tip

This is a high level overview of the content in the first four lessons of Unit 5. It is intended to provide background context for the following model lesson. Mastery is not an expectation here.

Facilitator Note: As the facilitator provides a high level voice over of the first four lessons of Unit 5, it is important for participants to understand that the focus of Chapter 1 is data representation. Representation systems require a shared set of rules for encoding and decoding information. The same principles used to create an encoding and decoding system using symbols and pictures are used to encode and decode in binary.

(2 minutes) U5L1 - Representation Matters

Lesson Overview: This lesson provides an overview of what data is and how it is used to solve problems. Groups use a data set to make a series of meal recommendations for people with various criteria. Afterwards, groups compare their responses and discuss how the different representations of the meal data affected how the students were able to solve different problems.

Lesson Objectives:

  • Provide examples of how representing data in different ways can affect its ability to solve different problems
  • Choose the best way to represent some information based on how it will be used
  • Provide examples of how representing data in different ways can affect its ability to solve different problems
  • Choose the best way to represent some information based on how it will be used

(2 minutes) U5L2 - Patterns and Representation

Facilitator Note: Before this session, create a poster with the following vocabulary words and definitions. After introducing these words, hang the poster in the room for participants to refer back to during the model lesson.

  • Encode - to change how information is represented so that it can be read by a computer
  • Decode - to change how information is represented so it can be read by a person
  • Binary - a way of representing information using only two options
  • Bit - a single piece of binary information
  • ASCII - a popular system for representing text in binary

Lesson Overview: This lesson looks closer at what is needed to create a system of representation. Groups create systems that can represent any letter in the alphabet using a single stack of animal cards. They then create messages with their systems and exchange with other groups to ensure the system worked as intended.

Lesson Objectives:

  • Describe the necessary features of a system for representing information
  • Create and use a system for representing information

Facilitator Tip

Vocabulary is introduced in this session because it is used in the model lesson and introduced in lessons that occur before the model lesson. It is important to point out that when working with students, mastering this vocabulary is not the main learning objective. The vocabulary is introduced at the end of the lesson as a way to relate the activity to what we do in computing. For the purpose of this workshop, this vocabulary is introduced in order to prevent participants from feeling caught off guard when the vocabulary is used in the model lesson. Mastery is not the expectation in this session.

Vocabulary:

  • Encode - to change how information is represented so that it can be read by a computer
  • Decode - to change how information is represented so it can be read by a person

(4 minutes) U5L3 - ASCII and Binary Representation

Lesson Overview: In this lesson students learn to use their first binary system for encoding information, the ASCII system for representing letters and other characters. Students practice using the system before encoding their own message using ASCII. It is important to note that memorizing ASCII codes is not the goal of this lesson. The goal is that students understand how to use the system.

Lesson Objectives:

  • Define a binary system as one that uses just two possible states to represent information We * Use the ASCII system to encode and decode text information in binary

Facilitator Tip

This vocabulary might be intimidating for new to CS teachers. It is important to unpack these words as a group and ensure everyone has a working definition of these terms before moving on. After discussing these words as a whole group, it might be helpful to have participants write a definition for each term using their own words in their journals. This can serve multiple purposes: 1. Participants can return to this as a reference resource throughout the workshop.
2. If a participant is struggling during the model lesson, the facilitator can ask to see this definition to potentially identify a misconception. 3. Participants can return to their definition after the model lesson to see how their understanding of the concepts has grown.

Vocabulary:

  • Binary - a way of representing information using only two options
  • Bit - a single piece of binary information
  • ASCII - a popular system for representing text in binary

(2 minutes) U5L4 - Representing Images

Lesson Overview: In this lesson students learn how computers represent images. The class is introduced to the concept of splitting images into squares or “pixels”, which can be turned on or off individually to make the entire image.

Lesson Objectives:

  • Create and manipulate binary patterns to represent black and white images
  • Describe common features of systems used to represent information in binary

Pixelation Widget (10 minutes)

(1 minute) Widget Introduction

Remarks

Unit 5 uses a variety of widgets. Lesson 4 uses a pixelation widget. Students use this widget to make pixel images using a binary system. Using the widget

(9 minute) Widget Exploration

Participants should navigate to U5L4 in Code Studio

Facilitator Tip

This exploration is an opportunity for the facilitator to ensure that all participants have a basic understanding of binary before moving on to the model lesson. As you circulate, make sure all participants are successful in completing the “X”. If there is large scale confusion, you can bring the whole group together to complete the “X” and then have participants try to complete the smiley face in Bubble 3 in pairs.

Instructions:

  • Toggle between the “Readable format” and “Row format” - observe the difference
  • Complete the “X” shape by typing 0s and 1s.
  • Experiment with changing the image width and height
  • If time permits - continue the bubble progression

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Day 1
01 Workshop Opener 02 Supporting Diversity 03 Break 04 Previously, on 05 Model Lesson 06 Model Lesson Reflection 07 Lunch 08 Diverser Learners 09 Curriculum Investigation 10 Break 11 Conclusions and Connections 12 Wrap Up 13 Debrief

Session 5: Model Lesson (U5L5)

50 minutes

lesson exploration

Purpose

This model lesson is intended to introduce participants to the binary number system while modeling classroom practices related to learning in context and differentiation.

Objectives

  • Participants are exposed to the essential content knowledge necessary to plan and implement Lesson 5 of Unit 5
  • The facilitator models the incorporation of prior experiences of the participants into the lesson
  • The facilitator models having a plan for early finishers that focuses on going deeper into the content instead of faster or further
  • The facilitator models having strategies for incorporating a variety of student voices into the classroom
  • Participants engage in the “think, pair, share” teaching and learning strategy

Supplies & Prep

Room Setup:

  • Participants seated in pods

Facilitator Supplies:

Teacher Supplies:

Agenda

Warm Up (5 minutes)

Activity (35 minutes)

Wrap Up (10 minutes)

Teaching Guide

Warm Up (5 minutes)

(5 minutes) Numerical Data

Facilitator Note: The “ideas to get you started” prompts below are taken directly from the curriculum. This is an opportunity to model modifying the lesson plan to be more personally relevant for the people in the room. Think about stores or businesses popular in your area or maybe a local weather issue that involves data collection in the form of numbers that could be substituted here.

Prompt: Create a list of all the information you might want to represent to a computer as a number. Here are some ideas to get you started

  • An online store (what kinds of numbers does a store keep track of?)
  • A social media profile (what things about you or your friends are numbers?)

Discussion Goal

In this and the following lessons learners will be learning a new system to represent numbers using on-off signals. Motivate this activity by thinking back to the kinds of information learners eventually will want to represent with this system. If learners need help brainstorming give them a couple examples, e.g. age, their height, their birthday, the number of friends they have, the cost of items, an item's rating, etc.

Think - Pair - Share: Allow learners a minute to think silently before having them share with their tables and then the group as a whole.

  • (1 minute) Think: individual reflection
  • (1 minutes) Pair: discuss with a partner
  • (3 minutes) Share: share and discuss with the whole group

Remarks

Numbers are a really useful and important way to represent all kinds of information. If we want to represent numbers to a computer, we're going to have to learn a new system that allows us to do that.

Activity (35 minutes)

(5 minutes) Model

Complete an example problem as a whole group. Ask learners to arrange cards face up and face down so that exactly thirteen dots are showing. (It is important that each group uses only one set of cards.) After some trial and error, learners should see that the 8, 4, and 1 cards should be face up, and the 2 card should be face down. (U U D U)

(10 minutes) Practice

Teaching Tip

The number cards will need to be cut. This can be done by the facilitator before the workshop or by the participants during the workshop. If the plan is for the participants to cut out the cards during the workshop, scissors will need to be available for participant use. You might also consider having participants create the number cards using post-its to eliminate the need for printing and cutting.

Distribute: Give each pair a copy of the Representing Numbers - Activity Guide and a set of Number Cards - Manipulative.

Teaching Tip

As participants are working, circulate the room and spot check for correct answers on the activity guide. Some answers will vary (numbers 1 - 4 on page 1 and numbers 5 and 6 in “Decoding Multiple Numbers” on page 2). Use the following guide to check for accuracy:

Allow learners to complete the rest of the first page in pairs. Ask them to raise their hand when they complete the first page to receive further instructions.

Facilitator Note: Part of what you are modeling here is how to differentiate to meet the unique learning needs within the room. Part of the is having a plan for early finishers. The goal is to have these learners go deeper, not faster or further. Avoid having learners move on to the second page of the activity guide. Instead, you might extend the learning for these participants by challenging them to create a binary representation for a larger number requiring more than 4 bits (pick a number between 16 and 31).

(5 minutes) Discuss

Facilitator Note: In this discussion, you are modeling incorporating multiple voices into the room. Before calling on people that have not volunteered, give learners the opportunity to discuss with a partner or table. When you call on someone, ask them to share what they discussed as a group. In general, it is less threatening to share a group answer than an individual answer.

When all learners have finished the page, ask them to come back together as a class and share their answers.

Discussion Goal

After some discussion, learners should note that there is only one way to represent any particular number in this system. This is an important point to bring out because it would be confusing if two patterns meant the same thing.

Prompt: Was there more than one possible answer for any of the problems?

  • (2 minutes) Table talk: Learners compare answers at their tables and decide on an answer to this prompt as a table.
  • (2 minutes) Whole group share out: The facilitator selects a participant to share their group answer with the whole group. The facilitator then asks if any groups in the room disagree with the response that was shared. The discussion should continue until all learners agree and understand why there can only be one way to represent any particular number in this system.

Prompt: What is the smallest number you can make? The largest number you can make?

  • (1 minute) Whole group share out: The facilitator selects a participant to share their group answer with the whole group. The facilitator then asks if any groups in the room disagree with the response that was shared. The discussion should continue until all learners agree and understand that the smallest number possible is zero (not 1).

Remarks

With these cards, we've created a binary system to represent numbers. Because we used a pattern that we can follow as our numbers get bigger, our system can work for as high as we can count. Of course, our cards will eventually run out of space to put the dots, so we're going to look at a tool that will help us to use binary numbers in the hundreds.

Teaching Tip

Starting in level 4, learners will be asked to decode a binary message containing multiple numbers. This can be tricky because the message is read left to right and the binary number strip goes from right to left. It is possible for learners to get the correct answers on level 4 without understanding this concept. However, they will likely get stuck on level 5 if this misconception exists. Try to guide participants into figuring out their mistake without explicitly pointing it out.

Example: “What if I told you the answer to number 3 is 30? How do you think I could have arrived at that answer? What does that mean for figuring out the answer to number 4? What does that tell us about how we read a binary message containing multiple numbers?"

(10 minutes) Practice

Allow learners to complete the second half of the Representing Numbers - Activity Guide in pairs using the levels 3 - 7 on Code Studio. (The directions within Code Studio correspond to the questions in the activity guide.)

Facilitator Note: If participants finish early, have them watch the video in Bubble 8. It is not necessary for all participants to watch the video at this time. The group will watch the video together in a later session.

(5 minutes) Discuss

Discussion Goal

If you don’t know the bit length of each number, then you can’t tell where each number starts and stops, so it could be different numbers depending on where you start and stop reading each number.

Prompt: Why is it important to have a set bit length for your numbers when you send information in binary?

  • (2 minutes) Table Talk: discuss as a table
  • (3 minutes) Share: The facilitator selects a participant to share their group answer with the whole group. The facilitator then asks if any groups in the room disagree with the response that was shared.

Wrap Up (10 minutes)

(10 minutes) Discuss

Remarks

So far in Unit 5, we've looked at how we could represent text, images, and numbers in binary.

Discussion Goal

This wrap up gives learners a chance to reflect on binary representation systems in general, as well as the specifics of binary number representation. Ensure that learners understand that all binary number systems use two elements, that they must be unambiguous, and that everyone who uses the system must have a common understanding of the rules.

For the second question, there are many possible acceptable answers. However, ensure that the idea that the patterns used for binary numbers are not arbitrary comes up in the discussion.

The last question is more open ended to give teachers insight into what might be top of mind challenges for learners in understanding binary representation.

Prompt: What are three ways that the binary representation systems are all the same?

  • (1 minute) Journal
  • (2 minutes) Whole Group Share Out (popcorn style)

Prompt: What are two things that are special about the way we represent numbers in binary?

  • (1 minute) Journal
  • (2 minutes) Whole Group Share Out (popcorn style)

Prompt: What is one challenge in representing information on a computer?

  • (1 minute) Journal
  • (2 minutes) Whole Group Share Out (popcorn style)

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Day 1
01 Workshop Opener 02 Supporting Diversity 03 Break 04 Previously, on 05 Model Lesson 06 Model Lesson Reflection 07 Lunch 08 Diverser Learners 09 Curriculum Investigation 10 Break 11 Conclusions and Connections 12 Wrap Up 13 Debrief

Session 6: Model Lesson Reflection

15 min

discussion-based

Purpose

This session is designed to highlight choices and teaching strategies used in the model lesson. The goal is for participants to reflect on how they might implement similar strategies and techniques in their own classrooms.

Objectives

  • Participants engage in the “journaling” teaching and learning strategy
  • Teachers reflect on ways they will connect content to prior experiences of students

Supplies & Prep

Room Setup:

  • Participants seated in pods

Facilitator Supplies:

Teacher Supplies:

  • Journal
  • Pen

Agenda

Highlight and Discuss Choices (7 minutes)

Learning in Context (8 minutes)

Teaching Guide

Highlight and Discuss Choices (7 minutes)

(3 minutes) Choices

Learning in Context: In the warm up, the examples provided in the lesson plan were substituted with examples relevant to the people in the room. Increasing relevance is intended to increase student motivation. Selecting relevant examples helps establish the “why” of learning in order to increase student motivation.

Bringing Multiple Voices into the Discussion: During the model lesson, specific learners were called on to share their answers with the group. When this was done, there was an intentional choice to only ask people to share the ideas of the small group. This was done to make people feel more comfortable sharing their ideas with the whole group.

Early Finisher Activity: The goal was to keep the group together in order to have everyone participate in the group discussions. In order to do this, the teacher had a plan for early finishers. The goal here was to help students go deeper when they were ready instead of faster or further in the curriculum. It is important to note that just because a student finishes early does not mean they are ready for a challenge. Students should demonstrate an understanding of the content before moving on to an extra challenge.

(4 minutes) Journal

Prompt: What choices will you make in order to meet the unique learning needs of your students when you implement this lesson in your classroom?

  • (1 minute) Journal
  • (3 minutes) Whole Group Share Out (popcorn style)

Learning in Context (8 minutes)

(1 minute) Context Setting

Remarks

Both the “why” and the “how” should be relevant to the student (motivation) and to the learning objectives (facilitate learning).

(2 minute) Journal

Prompt: How can you modify this lesson to ensure that both the “why” and the “how” are relevant to your students while still meeting the learning objectives?

Learning Objectives:

  • Use a binary system to represent numbers
  • Extend a representation system based on patterns

(5 minutes) Share Out

Participants share out to the whole group


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Day 1
01 Workshop Opener 02 Supporting Diversity 03 Break 04 Previously, on 05 Model Lesson 06 Model Lesson Reflection 07 Lunch 08 Diverser Learners 09 Curriculum Investigation 10 Break 11 Conclusions and Connections 12 Wrap Up 13 Debrief

Session 7: Lunch

60 min

break

Agenda

Teaching Guide


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Day 1
01 Workshop Opener 02 Supporting Diversity 03 Break 04 Previously, on 05 Model Lesson 06 Model Lesson Reflection 07 Lunch 08 Diverser Learners 09 Curriculum Investigation 10 Break 11 Conclusions and Connections 12 Wrap Up 13 Debrief

Session 8: Diverse Learners

35 minutes

discussion-based

Purpose

In this session, participants will have the opportunity to explore opportunities for differentiation within U5L5 with a focus on extending learning and supporting learning when appropriate. Participants will use the learning objectives and assessment opportunities to determine the core understanding that all students should have by the end of the lesson, regardless of how the lesson is modified to meet the diverse learning needs within the classroom.

Objectives

  • Teachers understand how to make choices when implementing lessons that support equity within classroom
  • Teachers are able to identify opportunities for differentiation within lessons in order to appropriately support a diverse group of learners

Supplies & Prep

Room Setup:

  • Participants seated in pods

Facilitator Supplies:

Teacher Supplies

  • Computers
  • Journal
  • Pen

Agenda

Lesson Learning Objectives (8 minutes)

Lesson Adjustments (14 minutes)

Differentiation (13 minutes)

Teaching Guide

Lesson Learning Objectives (8 minutes)

(2 minutes) Review Learning Objectives and Assessment Opportunities

Participants navigate to the U5L5 lesson plan to read the lesson objectives and assessment opportunities for Lesson 5.

(6 minutes) Think, Pair, Share

Discussion Goal

Participants should understand that lesson is about understanding patterns not about understanding the math behind the pattern. This is NOT intended to be a math lesson.

Prompt: What is NOT included as a learning goal around representing numbers in binary that some people might have expected? Why do you think they were not included as a goal?

  • (1 minute) Think: individual reflection
  • (2 minutes) Pair: discuss with a partner
  • (3 minutes) Share: share and discuss with the whole group

Lesson Adjustments (14 minutes)

(7 minutes) Lesson Extension

Remarks

At the end of Lesson 5, there is an optional lesson extension containing a video which connects the concept of binary to its real world application, and thus, adds context to the content presented in Lesson 5. As we watch the video, reflect on why you think this video is an optional extension instead of a core component of the lesson.

Display: Play the "Binary and Data" video.

(2 minutes) Teaching Tips

Remarks

For some of you in the room, this video might have been the context you were looking for to challenge your understanding of the concepts in this lesson and help you make connections between what you learned and the real world. For others, the content in this video might have felt overwhelming. It is possible that you thought you understood binary but then questioned that understanding because of the technical language in the video. This is a common experience for students in your classroom. This is where you as the teacher come in to make choices about how you will structure a lesson in order to meet the needs of your students. Just as we can make the choice to extend the lesson, we can also make the choice to take a step back in order to make the content more approachable for students.

Facilitator Instructions: Project and discuss the following teaching tips from Lesson 5:

  • For younger students, you may want to stop the activity after they have finished the first page of the worksheet. This means that they will not need to go online for any of the lesson.
  • This activity models a base-2 number system for the student. However, it is not necessary for the students to understand the math behind the patterns that they are creating. Students should focus on the fact that they are using a binary system (face up/face down) to represent information.

(5 minutes) Reflection

Prompt: Think about the students in your room and the objectives of this lesson. What adjustments will you make to this lesson to meet the needs of your students?

  • (1 minute) Journal
  • (4 minutes) Table Share Out

Differentiation (13 minutes)

Facilitator Tip

Some participants might find it overwhelming to think about differentiating at the individual student level. Think about the various entry points into differentiation that you might offer to participants. Perhaps a participants might want to think about differentiation at the class level. Maybe one class is ready to go deeper while another needs to take a step back. Another option is to think about differentiation from lesson to lesson. Maybe there are some lessons that a teacher chooses to teach at a deeper level than others. The goal is to articulate a way to move forward. Having a fully differentiated classroom is not a realistic expectation for first time teachers of this course. This work takes time.

(1 minute) Introductory Remarks

Remarks

In this session, we have focused on differentiation through the lens of Lesson 5. However, the ideas we have discussed here can be applied to multiple lessons throughout Unit 5 and the entire CSD course. At its core, we are simply adjusting our instruction to meet the unique learning needs of the students within our room. Each lesson can and should look different for different classrooms.

(11 minutes) Group Brainstorm

Discussion Goal

Everyone should leave with at least one actionable idea for differentiation.

Prompt: What strategies do you use in your classroom to meet the unique learning needs of your students? What strategies do others use that you might want to try?

  • (5 minutes) Table Talk - Participants share with the people at their table
  • (6 minutes) Group Share Out - Ask if anyone learned a strategy from another participant that they are excited to try.

(1 minute) Closing Remarks

Remarks

The students in our classrooms come to us with various levels of prior knowledge and experience. This is especially true in units involving math concepts and programming. As we work towards growing the culture of inclusion within our classrooms, it is important for us to continuously reflect on how we might meet the various needs of the diverse learners in our classes.


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Day 1
01 Workshop Opener 02 Supporting Diversity 03 Break 04 Previously, on 05 Model Lesson 06 Model Lesson Reflection 07 Lunch 08 Diverser Learners 09 Curriculum Investigation 10 Break 11 Conclusions and Connections 12 Wrap Up 13 Debrief

Session 9: Curriculum Investigation

75 minutes

lesson exploration

Purpose

The purpose of this session is for participants to investigate Unit 5 and reflect on how they will implement the lessons with their students. Although it is not possible to cover all unit content within the time allotted, core concepts are highlighted within this investigation. The overall goal of this session is for participants to reflect on the “Learning in Context” with a specific emphasis on how they will support students in understanding “why” data is important before learning “how” to represent data and use data to solve problems. Participants will also continue to reflect on differentiation and begin to think about how students might use the Problem Solving Process for Data to support their learning in Chapter 2 of Unit 5.

Objectives

  • Participants have been exposed to the essential content knowledge necessary to plan and implement selected lessons in Unit 5
  • Participants develop the skills necessary to continue to build their CS content knowledge outside of the walls of the workshop through resources within Code Studio and the Code.org lesson plans
  • Participants reflect on ways to support students in drawing conclusions from data using the Problem Solving Process for Data
  • Participants identify ways that they can support students in understanding the “why” and the “how” of the concepts they are learning

Supplies & Prep

Room Setup:

  • Participants seated in pods
    • Consider having participants sit in affinity groups (ex: teacher who will be teaching unit 4 and teachers who will not be teaching unit 4; 6th grade teachers, 7th grade teachers, etc.; standards based grading, A/B/C/D grades, mastery; etc.)

Facilitator Supplies:

Teacher Supplies

Agenda

Introduction (1 minute)

Investigation Part 1 (20 minutes)

Problem Solving Process (5 minutes)

Investigation Part 2 (20 minutes)

Investigation Part 3 (20 minutes)

Wrap Up (9 minutes)

Teaching Guide

Introduction (1 minute)

(1 minute) Context Setting

Remarks

In this session, you will have time to investigate lessons within Unit 5. The Unit 5 Activity Guide - Curriculum Investigation is intended to guide you investigation. We will stop periodically to discuss the individual lessons as a group. You are encouraged to work with an elbow partner during this time.

Investigation Part 1 (20 minutes)

(15 minutes) Investigate Lesson 6

Remarks

Lesson 6 follows the lesson that was modeled this morning. Up to this point, learners have focused on how data is represented and stored by a computer. Lesson six extends this conversation into how stored data can be kept private through a process called encryption.

Investigation Goal: Understand how to encrypt and decrypt a binary message.

Investigation Task:

  • Read the lesson warm up
  • Complete the first page of the “Keeping Data Secret” - Activity Guide

(5 minutes) Discussion

After fifteen minutes, the facilitator brings the group’s attention to step 2 of the Unit 5 Activity Guide - Curriculum Investigation. Participants are instructed to discuss the prompts with a partner. After the five minute discussion, participants are encouraged to move on to the next lesson investigation.

Prompts:

  • Learning in Context: How might you incorporate student experiences and current events into this lesson?
  • Differentiation: Where are there opportunities within this lesson to support and extend learning for the diverse learners within your classroom?

Problem Solving Process (5 minutes)

(1 minute) Opening Remarks

Remarks

In Chapter 2 of Unit 5, the focus shifts from representing data information to solving problems using data. This progression mimics the progression in Unit 1: Problem Solving and Computing. In Unit 1, students first learned that computers need to input and store information. This is similar to Chapter 1 of Unit 5 where students learn how computers store data in binary. In Unit 1, students went on to learn that computers process and output information. This is similar to the data analysis and conclusion drawing that students will do in Chapter 2 of Unit 5 as they work to solve problems using data. In Chapter 2, students will again use the Problem Solving Process. However, the focus of this process will now be on using data to solve problems and draw conclusions.

(4 minutes) Problem Solving Process for Data

  • The facilitator displays the “Problem Solving Process” diagram and asks participants to open to page 53 (the last page) of their curriculum guide. (There is a digital copy of the curriculum guide linked in the group notes doc for people to use if they do not have their curriculum guide.)
  • (2 minutes) Participants are asked to read the section titled “The Problem Solving Process for Data”
  • (2 minutes) Quick popcorn style share out

Discussion Goal

The goal here is for participants to compare “Problem Solving for Data” process to previous applications of the problem solving process used in other units of this course. This process should feel familiar and anchoring for both teachers and students. The key takeaway here is that the emphasis on this application of the Problem Solving Process is on using data to solve problems and draw conclusions.

Prompt: How is this application of the “Problem Solving Process” different from the problem solving processes used by students in previous units?

Remarks

As we can see, the four major steps of the problem solving process will be familiar to students. However, the way students engage with this process in Unit 5 will be different than in previous units. In Unit 5, problem solving will be centered around using data to draw conclusions and solve problems.

Investigation Part 2 (20 minutes)

(15 minutes) Investigate Lesson 9

Remarks

Lesson 9 is the first lesson in Chapter 2. In this lesson, students will use the Problem Solving Process for Data to solve a date problem.

Investigation Goal: Identify opportunities for students to use data to draw conclusions and solve problems that they care about

Investigation Task:

  • Read the “Overview”, “Purpose” and “Assessment Opportunities” sections of the U5L9 Lesson Plan
  • Read the “Solving a Data Problem - Activity Guide” exemplar
  • Reflect on ways to modify the scenario to make it more relevant to the students in your classroom

(5 minutes) Discussion

After fifteen minutes, the facilitator brings the group’s attention to step 2 of the Unit 5 Activity Guide - Curriculum Investigation. Participants are instructed to discuss the prompts with a partner. After the five minute discussion, participants are encouraged to move on to the next lesson investigation.

Prompts:

  • Learning in Context - Problems should be purposeful. How might you modify the scenario in this lesson to be more relevant to the students in your classroom?
  • Drawing Conclusions - How might students use the Problem Solving Process for Data to draw conclusions in this lesson?

Investigation Part 3 (20 minutes)

(15 minutes) Investigate Lesson 13

Remarks

Throughout Chapter 2, students will continue to build their understanding of using and interpreting data. In lesson 13, students will learn to use cross tabulation tables to draw conclusions based on the relationships between multiple data sets.

Investigation Goal: Understand how to use a cross tabulation table to find patterns and relationships in data

Investigation Task:

  • Read the lesson “Overview” and “Purpose”
  • Complete the first cross tabulation table on the “Interpreting Data” - Activity Guide using the data from the “Interpreting Data” - Resource

(5 minutes) Discussion

After fifteen minutes, the facilitator brings the group’s attention to step 2 of the Unit 5 Activity Guide - Curriculum Investigation. Participants are instructed to discuss the prompts with a partner. After the five minute discussion, participants are encouraged to move on to the next lesson investigation.

Prompts:

  • Learning in Context - Students should understand “why” the problem is important before deciding “how” to solve the problem. Why is the problem presented in Lesson 13 important for students to solve? How will you present this problem in a way that motivates student learning?
  • Drawing Conclusions - How might students use the Problem Solving Process for Data to draw conclusions using data in this lesson?

Wrap Up (9 minutes)

(3 minutes) Unit Reflection

Remarks

At this point, we have done one model lesson and investigated three additional lessons in Unit 5. Now, let’s shift to thinking about the unit as a whole as we continue to dig into the idea of supporting students in understanding the “why” before moving on to the “how”. Go to the last page of the Unit 5 Activity Guide - Curriculum Investigation. Reflecting on the unit as a whole, answer the “Learning in Context” question.

Prompt: Problems should be purposeful. How can you help students understand “why” data is important before they dig into “how” to represent data in Chapter 1 and problem solve with data in Chapter 2 of Unit 5?

(6 minutes) Share Out

Participants share their ideas with the whole group while the facilitator adds notes to the group notes doc.


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Day 1
01 Workshop Opener 02 Supporting Diversity 03 Break 04 Previously, on 05 Model Lesson 06 Model Lesson Reflection 07 Lunch 08 Diverser Learners 09 Curriculum Investigation 10 Break 11 Conclusions and Connections 12 Wrap Up 13 Debrief

Session 10: Break

10 min

break

Agenda

Teaching Guide


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Day 1
01 Workshop Opener 02 Supporting Diversity 03 Break 04 Previously, on 05 Model Lesson 06 Model Lesson Reflection 07 Lunch 08 Diverser Learners 09 Curriculum Investigation 10 Break 11 Conclusions and Connections 12 Wrap Up 13 Debrief

Session 11: Conclusions and Connections

30 minutes

facilitator presentation

Purpose

This session is intended to provide a high level overview of the Unit 5 curriculum. An emphasis is placed on highlighting the progression within the unit as concepts build toward cumulative projects. Participants should recognize the primary focus (Chapter 1 - Representing Information; Chapter 2 - Solving Data Problems) of each chapter along with the unifying concepts present throughout the entire unit.

  • Unifying Concept: The importance of data in solving problems
  • Chapter 1 Focus: Representing information
  • Chapter 2 Focus: Solving data problems

Objectives

  • Participants have been exposed to the essential content knowledge necessary to plan and implement Unit 5
  • Participants are able to access and use supporting project resources
  • Participants understand how Unit 5 is structured to support the development of the student practice of using a structured problem solving process to help address new problems
  • Participants understand how Unit 5 is structured to support the development of the student practice of drawing conclusions based on data and evidence

Supplies & Prep

Room Setup:

  • Participants seated in pods

Facilitator Supplies:

Teacher Supplies

Agenda

Chapter 1 Progression (15 minutes)

Chapter 2 Progression (15 minutes)

Teaching Guide

Chapter 1 Progression (15 minutes)

Remarks

Today we have seen four lessons in Unit 5: Data and Society. Now we are going to look at the unit as a whole with a focus on how concepts build throughout the unit.

Facilitator Note: It might be helpful to have participants follow along in their curriculum guide (pages 14 - 15) during this presentation.

Facilitator Tip

This is a high level overview of Unit 5. It is not expected that teachers will walk away with a full understanding of the entire curriculum for Unit 5. The goal is for teachers to know what they are working towards in the unit and feel comfortable with the overall unit goals.

(4 minutes) Chapter 1 Overview

Facilitator Instructions:

  • Display the “Chapter 1 Progression” slides from the slide deck
  • Provide a brief overview of each of the lessons in Chapter 1. (This is a high level overview intended to show how the overall chapter narrative unfolds. Participants should walk away understanding that each lesson builds towards the chapter project and that the main focus of the chapter is representing data.)
    • L1: Representation Matters - Students get an overview of what data is and how it is used to solve problems.
    • L2: Patterns and Representation - Students create their own system for representing data.
    • L3: ASCII and Binary Representation - Students learn to use their first binary system for information, the ASCII system for representing letters and other characters.
    • L4: Representing Images - Students learn how computers represent images.
    • L5: Representing Numbers - Students learn about the binary number system.
    • L6: Keeping Data Secret - Once the class has developed an understanding of the importance of privacy, students learn about the process of encrypting data.
    • L7: Combing Representations - Students use all three types of binary representation systems (ASCII characters, binary numbers, and images) to decode information in a record.
    • L8: PROJECT - Create a Representation - Students design a structure to represent their perfect day using the binary representation system they’ve learned in this chapter.

(4 minutes) Chapter 1 Project - Create a Representation

  • Display the “Lesson 8 Slide”
  • Briefly go over the project overview and items submitted by students
    • Overview: Representing complex objects or ideas that you care about to a computer is a challenging task. It requires you to understand how computers represent information and will always involve trade offs. For this project you will design a binary system for representing your perfect day. The challenge will be finding a class-wide system to capture all the different elements you care about.
    • You Will:
      • Write a short description of your perfect day
      • Identify key elements that could be represented by a computer
      • Collaborate with classmates to design a class-wide representation system
      • Represent your perfect day in that system on a punch card
      • Decode a classmate’s perfect day punch card
    • Students will Submit:
      • The completed Project Guide
      • Your filled-in punch card
      • Your classmates’ decoded punch card and feedback
  • Navigate to Code Studio (link is located in the slide deck) and show participants how to find the resources available for this project (rubric, CS practices reflection, project guide, sample marked rubrics, project exemplar)

Facilitator Tip

Participants will likely have questions related to the project. The facilitator should be familiar enough with the project to answer questions and offer support as needed.

(7 minutes) Explore Project Resources

Allow participants time to explore the project resources.

Chapter 2 Progression (15 minutes)

(4 minutes) Chapter 2 Overview

Facilitator Instructions:

  • Display the “Chapter 2 Progression” slide from the slide deck
  • Provide a brief overview of each of the lessons in chapter 2. (This is a high level overview intended to show how the overall chapter narrative. Participants should walk away understanding that each lesson builds towards the chapter project and that the main focus of the unit is using data to solve problems.)
    • L9: Problem Solving and Data - Students use problem solving process from earlier in the course to solve a data problem.
    • L10: Problem Solving with Big Data - Students look at how data is collected and used by organizations to solve problems in the real world.
    • L11: Structuring Data - Students go further into the collection and interpretation of data, including cleaning and visualizing data.
    • L12: Making Decisions with Data - Students get practice making decisions with data based on some problems designed to be familiar to middle school students.
    • L13: Interpreting Data - Students are introduced to cross tabulation, which allows them to graph relationships to different preferences.
    • L14: Automating Data - Students are given the task of creating an algorithm that could suggest a vacation spot.

(4 minutes) Chapter 2 Project - Make a Recommendation

  • Display the “Lesson 15 Slide”
  • Briefly go over the project overview and items submitted by students
    • Overview: In this unit you’ve seen how data can be used to solve all kinds of problems. Now it’s your turn to use data to help someone. In this project, you will use data to make a recommendation to a classmate.
    • You Will:
      • Work with a partner
      • Define a problem that could be addressed by a recommendation
      • Identify the data you need and create a survey to collect it
      • Interpret the data to find relationships between survey answers
      • Create an algorithm to make a prediction based on data
      • Test your algorithm
      • Present your work to your classmates
    • Students will Submit:
      • Completed Project Guide (this document)
      • Completed Peer Review
      • Any materials used to present your work
  • Navigate to Code Studio (link is located in the slide deck) and show participants how to find the resources available for this project (peer review doc, rubric, CS practices reflection, project guide, sample marked rubrics, project exemplar)

(7 minutes) Explore Project Resources

Allow participants time to explore the project resources. As they explore, remind them to think about how the Problem Solving Process for Data might be used to support student learning in this Chapter.


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Day 1
01 Workshop Opener 02 Supporting Diversity 03 Break 04 Previously, on 05 Model Lesson 06 Model Lesson Reflection 07 Lunch 08 Diverser Learners 09 Curriculum Investigation 10 Break 11 Conclusions and Connections 12 Wrap Up 13 Debrief

Session 12: Wrap Up

30 minutes

discussion-based

Purpose

This session begins by wrapping up the “Learning in Context” theme for the day. There is also time for the facilitators to answer questions and address specific needs of the participants in the room. The goal in answering questions is to connect participants with resources that they can use to extend their learning beyond the workshop.

In addition, time is allotted for participants to complete the workshop survey prior to departing.

Objectives

  • Participants engage in the “journaling” teaching and learning strategy
  • Participants work on developing the skills necessary to continue to build their CS content and pedagogical knowledge outside of the walls of the workshop through avenues like the forum, the community’s shared resources, online courses, peer collaboration,
  • Participants reflect on the day and provide workshop feedback

Supplies & Prep

Room Setup:

  • Participants seated in pods

Facilitator Supplies:

Teacher Supplies

  • Computers

Agenda

Theme Wrap Up (10 minutes)

General Wrap Up (20 minutes)

Teaching Guide

Theme Wrap Up (10 minutes)

(3 minutes) Journaling

Prompt: Today we have focused on “Learning in Context”. We have reflected on ways to begin learning experiences with the “why” before moving on to the “how”. “Why” might this be important in your classroom, and “how” will you incorporate “Learning in Context” into learning experiences for your students?

(7 minutes) Share Out

Participants share out their reflections with the whole group while the facilitator adds ideas to the shared notes doc.

General Wrap Up (20 minutes)

Facilitator Tip

When answering questions, try to also connect participants with resources that they can use beyond the workshop (forum, group notes doc, lesson plans, Map Levels, etc.).

(10 minutes) Question Parking Lot Clean Out

Answer any remaining questions in the question parking lot.

(8 minutes) Survey

Find your workshop on the Workshop Dashboard - Tool. Close the workshop in order to send teachers the survey.

  • Follow the instructions in the Facilitator Tools Guide
  • Make sure all the teachers in your workshop take the survey for the workshop before they leave.

Facilitator Tip

Workshop 4 will focus on Unit 6. During this workshop, participants will need to download the Maker App onto their computer (not necessary for participants using Chromebooks). Some teachers might not have the ability to download onto school devices. For these teachers, you might recommend they either bring a different computer to the next workshop or work with their IT department before the workshop to get the App downloaded onto their computer. Setup Instructions

(2 minutes) Closing Announcements

Wrap Up the Workshop

  • When will you see each other next?
  • What kind of reminders should people have leaving the day?

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Day 1
01 Workshop Opener 02 Supporting Diversity 03 Break 04 Previously, on 05 Model Lesson 06 Model Lesson Reflection 07 Lunch 08 Diverser Learners 09 Curriculum Investigation 10 Break 11 Conclusions and Connections 12 Wrap Up 13 Debrief

Session 13: Debrief

40 minutes

facilitator debrief

Purpose

Facilitators take time to discuss the day, both good and bad. Then process surveys. Then take time to make a plan for future using the inputs from teacher feedback. You should try to include your regional partner if possible.

Objectives

  • Reflect on the day
  • Make a plan of how to address needs of teachers at some point during the rest of the week.

Supplies & Prep

Room Setup:

  • None

Facilitator Supplies:

Teacher Materials:

  • None

Agenda

Reflection (30 minutes)

Make a Plan (10 minutes)

Teaching Guide

Reflection (30 minutes)

(15 minutes) Reflection on the Day

Meet with your co-facilitator(s) to debrief the day’s events. Have your Regional Partner join if possible.

Use page 31 in your Facilitator Handbook as your guide to check in on the rapport of your participants.

(15 minutes) Review Survey Feedback

  • What are a couple positive things that teachers pointed out in the survey?
  • Are there any key learning objectives that scored low?
  • What do you need to do to help teachers understand them?
  • Are there any concerns brought up on the survey?

Make a Plan (10 minutes)

(10 minutes) Make a Plan

Decide on a couple key takeaways for the next workshop.

  • What new goals do you have for yourself?
  • What new goals do you have in working with your co-facilitator?
  • What do you need to address with teachers in the next workshop?
  • Any other notes for you and your co-facilitator?

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