Session 8: Curriculum Investigation
lesson exploration
Purpose
The purpose of this session is for participants to investigate Unit 3 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 exploration. The overall goal of this session is for participants to reflect on the role of the teacher in a programming unit with a specific focus on how that role changes and stays the same throughout various lessons.
Objectives
- Participants are exposed to core CS concepts within Unit 3 (variables, draw loops, booleans and user input)
- Participants investigate a variety of lesson types and Game Lab features
- Participants identify strategies they will use to implement selected lessons in their classrooms
Supplies & Prep
Room Setup:
- Participants are sitting in pods with a group interested in investigating the same lessons based on comfort level with CS content and Game Lab
Facilitator Supplies:
- Local copy of CSD - Workshop 1 - Slides Template - 2019
- Local copy of CSD - Workshop 1 - Notes Template
Teacher Materials:
- Laptops
- Unit 3 Curriculum Investigation - Activity Guide - Beginner
- Unit 3 Curriculum Investigation - Activity Guide - Intermediate
Agenda
Dig into Unit 3 (55 minutes)
Reflection / Share Out (10 minutes)
Facilitation Guide
Dig into Unit 3 (55 minutes)
(15 minutes) Investigation Part 1
Teaching Tip
While the groups are working through their unit exploration, facilitators should circulate the room. While circulating:
- Listen in on group conversations.
- Ask probing questions to help participants land on the intended outcomes of the session.
- Check for understanding of core CS concepts (animations, variables, draw loops, booleans, and user input). This can be done by either directly asking participants to explain a concept or by listening in on conversations within the group.
If participants are having difficulty understanding the content of a lesson, direct them to the Help & Tips section in code studio to find the appropriate resources. Make sure to call out the videos within this tab. Try to avoid directly explaining a concept until after the participant has accessed the reference resources.
| Suggested for New to CS Teachers and Teachers New to Game Lab | Suggested for Teachers who are Comfortable with Both CS and Game Lab |
|---|---|
| Unit 3 Lesson 7 - The Draw Loop Investigation Goal: * Use a draw loop to add movement to sprites in Game Lab Investigation Task: * Read the full lesson plan and complete bubbles 2 - 11 in Code Studio |
Unit 3 Lesson 10 - Booleans Unplugged Investigation Goal: * Consider the logistics of implementing this unplugged lesson in your classroom Investigation Task: *Read the full lesson plan |
(5 minutes) Discussion
After fifteen minutes, the facilitator brings the group’s attention to step 2 of the Unit 3 Curriculum Investigation - Activity Guide. Participants are instructed to discuss the prompts with a partner. After the five minute discussion, participants are encouraged to explore a new lesson.
Prompts:
- Assessing student learning in the lesson: How can you assess if students have learned what they need to learn in the lesson?
- Referencing Resources: How can you help students develop the skill of referencing resources in this lesson?
- Debugging: Where do you think students might engage in debugging or problem solving during this lesson (think about specific levels or activities)? How can you support them with that work?
- Acting as a lead learner: Identify spots in the lesson where you might be triggered into wanting to tell students what to do but can instead respond as a learner.
(15 minutes) Investigation Part 2
| Suggested for New to CS Teachers and Teachers New to Game Lab | Suggested for Teachers who are Comfortable with Both CS and Game Lab |
|---|---|
| Unit 3 Lesson 8 - Counter Pattern Unplugged Investigation Goal: * Explore the underlying behavior of variables Investigation Task: * Read the full lesson plan and complete the "Activity Guide" for the "Variables Unplugged" activity |
Unit 3 Lesson 11 - Booleans and Conditionals Investigation Goal: * Understand how to utilize booleans and conditional if statements in Game Lab Investigation Task: *Read the full lesson plan and complete bubbles 2 - 11 in Code Studio |
(5 minutes) Discussion
After fifteen minutes, the facilitator brings the group’s attention to step 2 of the “Curriculum Exploration Activity Guide”. Participants are instructed to discuss the prompts with a partner. After the five minute discussion, participants are encouraged to explore a new lesson.
Prompts:
- Assessing student learning in the lesson: How can you assess if students have learned what they need to learn in the lesson?
- Referencing Resources: How can you help students develop the skill of referencing resources in this lesson?
- Debugging: Where do you think students might engage in debugging or problem solving during this lesson (think about specific levels or activities)? How can you support them with that work?
- Acting as a lead learner: Identify spots in the lesson where you might be triggered into wanting to tell students what to do but can instead respond as a learner.
(15 minutes) Investigation Part 3
| Suggested for New to CS Teachers and Teachers New to Game Lab | Suggested for Teachers who are Comfortable with Both CS and Game Lab |
|---|---|
| Unit 3 Lesson 9 - Sprite Movement Investigation Goal: * Use a counter pattern to animate sprites in Game Lab Investigation Task: * Complete bubbles 2 - 8 in Code Studio |
Unit 3 Lesson 12 - Conditionals and User Input Investigation Goal: * Move sprites in response to keyboard inputs in Game Lab Investigation Task: *Read the full lesson plan and complete bubbles 2 - 9 in Code Studio |
Reflection / Share Out (10 minutes)
(5 minutes) Unit Reflection
Remarks
At this point, we have participated in four lessons from Unit 3 together (3 in the summer workshop + 1 model today) and you have investigated some lessons on your own. Now, let’s shift to think about the unit as a whole. Complete the last page of the “Curriculum Investigation Activity Guide” with a partner keeping in mind the unit as a whole and not individual lessons.
Teaching Tip
The goal of this reflection is for teachers to recognize that although their role might look different throughout the programming unit, the core role is the same. They are still the lead learner. As the lead learner, they are modeling how to use reference materials, helping students work through the process of debugging / problem solving, and keeping a constant pulse on student understanding through the use of formative assessment in order to help students translate their experiences into new knowledge.
Prompts:
- Assessing student learning in the lesson: How can you assess if students have learned what they need to learn in the unit?
- Referencing Resources: How can you help students develop the skill of referencing resources in this unit?
- Debugging: Where do you think students might engage in debugging or problem solving during this unit (think about specific levels or activities)? How can you support them with that work?
- Acting as a lead learner: Identify spots in the unit where you might be triggered into wanting to tell students what to do but can instead respond as a learner.
(5 minutes) Share Out
- The facilitator asks one person from each table to share one reflection with the larger group
- Project the notes page section that correlates with this activity. The facilitator adds ideas to the chart as participants share out. [add link]
- The facilitator ends the activity by asking if anything should be added to the role of the teacher poster.