Intro (5 minutes)

(2 minutes) Previously On

Introduce the previously on process.

Using the slides, go over the lessons in Unit 1 they will have skipped to get here.

• Lesson 1: A fun hands-on activity that follows the problem solving process

• Lesson 2: Formally introduces the problem solving process

(3 minutes) TLO Process & Role Reminders

Remind participants that this is a set of role playing activities designed to achieve a few things at once:

• Give people a shared experience with the curriculum, from which they can talk about student needs
• Provide meaningful experience with the course materials (what’s it like to read through and plan a lesson?)
• Put the CS content required for CSD into context, and give participants space to learn some of that content

Remind everyone of their roles during the model lesson

• One facilitator will act as the teacher. They will not drop character. They will act like they are teaching this to a class of students.
• All of you (the teachers) will act as learners in the lesson. Try to embrace your learner role and if you have a question or idea of something that would make this lesson challenging with your students feel free to try to act as that kind of learner (within reason - i.e. don't go climbing under the tables). You can also jot down your thought and we will have time to discuss it after the lesson.
• The other facilitator will act as the observer. They will sit at the back of the room and observe the lesson. The observer is not there to evaluate your teaching. They will not be sharing feedback on your lesson in anyway. They will keep time for the teacher and warn them as they get close to 40 minutes. Their main focus while observing is to look for things the group can discuss at the end of the lesson to think about how this lesson will impact students in your future classes. After the lesson they will run the debrief.
• NOTE: When we do TLOs during the workshop we are trying to spend time engaging with the material and trying out different ways to teach it. We are not really trying to practice classroom management skills. Therefore when you act as a "learner" it is good to try out some of the different ways students will learn the material but please don't go yelling out or climbing under tables, etc.

Suggestion: Consider having a poster you put up and take down whenever you enter and exit roles to signal the switch in a visible way. You can also then point to it if someone drops their role.

Model Lesson (40 minutes)

Word Search (10 minutes)

Group: Place students in pairs with at most one group of 3

Hand out Activity Packets if you have not yet so learners can get to the activity guide for this lesson.

Word Search: Have teachers try to solve the word search. Don't make it a race but have them pay attention to how they are using the problem solving process. Once all groups have finished, bring the class back together.

Think-Pair-Share: Briefly discuss with learners what parts of the activity they felt fell into each step of the problem solving process. Create separate posters for each step and keep track of responses on them. Some possible points to make after learners share are below.

• Define: This problem was already very well defined. Not all problems will be, though.
• Prepare: Developing a plan with a team (such as divvying up the words, splitting the grid into separate sections that each member searches in, or just being methodical about looking for words) makes this problem much easier to solve than random searching.
• Try: Patience and persistence is important to see your plan through
• Reflect: If your early plans are not working you can regroup and choose a new plan

Birthday Guests (15 minutes)

Birthday Guests: Have learners try to solve the problem. Remind them to use the problem solving process if they get stuck. Be careful not go do all the "defining" of the problem for them.

If one group finishes far before others you could give them a blank sheet of paper and ask them to solve the problem again but with a new condition of your choosing (e.g. pick two people sitting at the same table in their solution and ask whether they can solve the problem now that those two people are also in a fight.

Think-Pair-Share: Briefly discuss with learners what parts of the activity they felt fell into each step of the problem solving process. Again keep track on the posters at the front of the class. Some possible points to make after learners share are below.

• Define: The problem seems to be a problem of seating individuals. If you instead think of it as a problem of seating groups of people who would like to be together there are many fewer possible solutions to consider.
• Prepare: Ask learners to share what types of strategies they considered before just starting to assign people to seats.
• Try: As before, patience and persistence is important to see your plan through
• Reflect: If early strategies are not working groups may have regrouped and tried a more structured approach

Wrap Up (10 Minutes)

• Goal is to end the lesson with a discussion even if its short.
• Think-Pair-Share: How did the problem solving process play out differently in these two situations? Compare and contrast. Have students complete the "Think" portion of the reflection in their journals (could just be a piece of paper but model this practice)

Debrief (30 minutes)

(4 minutes) Explain Debrief Process

Have everyone take their hats off and exit their role. They can now think normally as teachers.

Lead who did not teach the model lesson runs the debrief.

Share the debrief pattern with teachers and then follow the debrief pattern of:

• We will start the debrief with an individual reflection prompt and table discussion related to what learners just did in the lesson. While that is happening the teaching group will be reflecting on their own prompts and discussing as a group what they will share with the whole group.
• The teaching group will then share their reflection on insights, advice, perspective and practice.
• Finally we will transition to whole group share-out and pivot to thinking and talking about your student needs.

(3 minutes) Debrief: Individual Reflection

• 2-3 minutes to individual reflect then chat at the table
  • Suggested Prompt: What prior knowledge was needed to engage in this lesson?

Note: During this time the facilitator who modeled the lesson should be preparing to share out using the teaching reflection questions.

(2 minutes) Introduce Shared Notes

• Before starting the share outs introduce your groups shared notes doc.

(20 minutes) Debrief: Share-Out

• During the share-out take notes in the shared notes doc

• Start the share out with the "teacher" (the lead facilitator who modeled the lesson) sharing out about choices made in teaching the lesson.

  • Choices Advice, Takeaways
  • Facilitators share their planning document for the lesson
  • Make sure to highlight resources or parts of the lessons you made "choices" to skip

• Then pose your follow up question and start the whole group debrief discussion

  • Suggested Prompt: What prior knowledge will your students have coming into this class? How will they respond to this lesson?
  • NOTE: Can your students do this? If they already know some CS, is there material that will still be engaging for them?

(1 minute) Next Session Reminders

End of session reminders: Teachers will be headed from this session to lunch. Remind them that after lunch they will return to your room to do another model lesson. That session will start at 1pm .