Day 1
01 Workshop Opener 02 Blind Spots 03 Break 04 Intro to App Lab 05 Intro Circuit Playground 06 Previously, on Unit 6 07 Lunch 08 Model Lesson 09 Model Lesson Reflection 10 Break 11 Curriculum Investigation 12 Conclusions and Connections 13 Wrap Up 14 Debrief

Session 9: Model Lesson Reflection

15 minutes

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 “think - pair - share” teaching and learning strategy
  • Participants reflect on ways they will connect content to prior experiences of students

Supplies & Prep

Room Setup:

  • Participants are seated in pods

Facilitator Supplies:

Teacher Supplies:

  • Journal
  • Pen

Agenda

Reflect and Discuss (10 minutes)

Learning through Creation

Facilitation Guide

Reflect and Discuss (10 minutes)

(3 minutes) Context Setting

Remarks

Within a level progression for a given lesson, there are many different types of levels. In the model lesson, we experienced four different types of levels. Each level type has a specific purpose.

(Use the slides to review these level types along with highlight where they were in the model lesson)

Activity Level Types:

  • Predict Levels prompt students to actively engage with working code before coding for themselves. The goal of a predict level is not for students to accurately predict what the code will do, but to actively read it and think about how it works. After students run the code, they can refine their ideas of how the code works. Whole group discussions about the working code replace direct instruction about the concept being introduced.
    • Levels 2 and 7
  • Programming Levels give students a chance to practice and build a particular skill from a lesson. These are usually targeted tasks that are focused on specific skill building rather than open ended creation. At the beginning of a lesson, these tasks are highly scaffolded, and this scaffolding falls away as students develop the target skills.
    • Levels 3, 6, 8, 10, 11, 12
  • Assessment Levels are programming levels that teachers can use to assess students’ mastery of the target skills of the lesson. These levels are indicated by a purple bubble containing a check make. They also include mini rubrics.
    • Level 4
  • Map Levels are standalone resources that provide information on particular concepts of programming structures. They can be used as resources or review when students are working, or as a format for individual or group sensemaking after students have completed a learning activity. This information can also be found in the “Help and Tips” tab for students to reference throughout the lesson. These levels are not intended to be used as pre-reading or notes to be memorized by students. Referencing resources is an industry standard practice within the field of computer science.
    • Levels 5, 9, 13

(7 minutes) Think - Pair - Share

Prompt: Select one of the four activity level types from the model lesson. What did the “teacher” of the model lesson do to support your learning while completing this activity level type? How will you implement this activity level type to support student learning in your classroom?

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

Learning through Creation

(1 minute) Context Setting

Remarks

Our ability to create can be limited by our knowledge and skills. The beginning lessons in the unit are scaffolded to support knowledge and skill building before students move on to more open ended creation. As students move through the unit, they are building knowledge as they work towards building a product. Making sense of and documenting new knowledge, referencing resources, and learning how to use the available tools are all in support of expanding the student’s ability to create.

(9 minutes) Think - Pair - Share

Discussion Goal

Answers will vary, but some examples include:

  • Journaling
  • Class / small group discussion
  • Using various level types to support student learning

Prompt: How will you support students in transferring new knowledge into a creative product? What specific strategies will use use in your classroom to help students make sense of and document new knowledge?

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