Day 1
01 Intros 02 CSD Overview 03 Break 04 Model Lesson 1 05 Lunch 06 Model Lesson 2 07 Lesson Assignments 08 Break 09 Lesson Planning 10 Unit 1 Wrap Up 11 Fac. Debrief
Day 2
12 Intro to Unit 2 13 Model Lesson 3 14 Break 15 Lesson Planning 16 Lunch 17 TLO 1 18 Break 19 TLO 2 20 Scavenger Hunt 21 Instructional Strategies 22 Fac. Debrief
Day 3
23 Community 24 Getting Buy-In 25 Break 26 TLO 3 27 Debugging 28 Lunch 29 TLO 4 30 Break 31 TLO 5 32 Scavenger Hunt 33 Unit 2 Wrap Up 34 Fac. Debrief
Day 4
35 Equity 36 Recruiting 37 Break 38 Unit 3 Intro 39 TLO 6 40 Lunch 41 TLO 7 42 Break 43 TLO 8 44 Scenarios 45 Unit 3 Wrap Up 46 Fac. Debrief
Day 5
47 Preparing for the Year 48 Assessment 49 Break 50 Planning 51 Lunch 52 Local Flex Time 53 Closing Ceremonies 54 End Early & Friday Facilitator Debrief

Session 10: Monday Wrap Up: Unit 1 Wrap Up

30 minutes

facilitator presentation

Purpose

  • Wrap up the themes of the day
  • Pulse check on teachers through gots and needs/survey

Objectives

  • See the big picture of Unit 1
  • Share gots and needs for the day.
  • Take the daily survey

Supplies & Prep

Room Setup:

  • Normal Breakout Room Set Up
  • Got and Needs Posters

Facilitator Supplies:

Teacher Materials:

Agenda

Unit 1 Wrap Up (15 minutes)

Day Wrap Up (15 minutes)

Facilitation Guide

Unit 1 Wrap Up (15 minutes)

(4 min) Overview of the rest of chapter 2 (slides)

Content Corner

Unit 1 is on pages 5 - 6 in the Curriculum Guide.

Go over:

  • What topics are covered in the rest of unit 1?
  • How do they fit in with the rest of the chapter into a coherent story?
  • How are the lessons engaging to students? (where and how did we build off of what students already know and care about?)

(4 min) Overview of the Unit 1 Project (slides)

Teaching Tip

Make sure to get at why we don’t start with programming and how this builds a good classroom culture.

  • Unit 1 has the primary goal of establishing a positive classroom culture and introducing student practices that are carried through the course.
  • The unit intentionally excludes technical computer science content, especially in early lessons, to avoid unfairly privileging those in the class with prior computer science experience.
  • The Input-Store-Process-Output model introduced in Chapter 2 should be used as a high level framework to help students begin thinking about how computers help solve problems.
  • Often it is possible to end an activity early and still achieve these high-level goals of the unit because of the focus on process instead of content.
  • The problem-solving process and student practices introduced in this unit will be revisited repeatedly throughout the following units.
  • Many of the ideas introduced in the unit will be understood more richly once students have deeper experience in Units 2 and 3. Avoiding doing deep dives.
  • What do students make?
  • How does lesson 7 set the stage for the project?
  • How does this bring together the whole unit?

(7 min) Unit 1 Reflection

Based on what you’ve seen and what we’ve talked about:

For the following questions, give 2 minutes to reflect on your own silently. Then give 5 minutes to share at your table.

  • What about Unit 1 will be most engaging for your students?
  • Are your students expecting to come into a course that has a mostly unplugged first unit? How will you address those expectations? What modifications might you need to make to meet your local needs?

Day Wrap Up (15 minutes)

(7 min) Gots and Needs

Discuss with an elbow partner: 2 things your learned today and 2 things you want to know more about. Jot down 1 got and 1 need on a post it (you’ll put these up on chart paper as you leave to room, and we’ll try to respond to them throughout the week)

(1 min) Housekeeping

Final housekeeping notes for the day.

(7 min) Survey

Fill out the survey