Workshop Opening Logistics (3 minutes)

(0 minutes) Create a Padlet

In the last workshop, we used an anchor chart to reflect on the role of the teacher theme. During this workshop we will do something similar using a different tool. The purpose of using a different tool here is to model the idea that the same objective can be met using a variety of different tools and strategies. The tool we will be using is Padlet.

Padlet Set-Up Instructions:

• Click on the Padlet Template link
• Click on the remake button in the upper right hand corner (If you do not have a padlet account, you will be prompted to create a free account. Your participants will not need an account to engage with this tool during the activity.)
• Check the boxes “copy design” and “copy posts”. Then click on the pink “submit” button in the upper right hand corner
• Click on the gear button in the upper right hand corner. Copy the address to your clipboard and insert the link into your copy of the group notes document.

Using Padlet:

• Add a new post - double click on the canvas space or click on the pink “+” in the lower right hand corner
• Connect ideas together:
  • hover over the post
  • click on the three dots (more actions) that appear in the upper right hand corner of the post
  • Click “connect to a post”
  • Click “connect” on the post that you would like to connect with

Additional Support Resources:

• Support Documents
• Instructional Videos

(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

• Find your workshop in the Workshop Dashboard - Tool.
• Take attendance for your workshop using the directions in the Facilitator Tools Guide.

(1 minute) Review Norms

Remind the group of the norms you set at Workshop 1.

Warm Up and Check In (22 minutes)

(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?
  • Debugging: How are your students doing with applying debugging process to programming
  • Your role as the teacher: How has your role as the teacher shifted and changed as you have implemented various aspects of the course?
• 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

(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 (15 minutes)

(15 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. 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 4: The Design Process?

• How are your students doing with applying the debugging process to programming?

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

(8 minutes) Think, Pair, Share

Prompt: What does it mean for students to be active in the classroom? What sorts of things are students doing? What is the teacher doing?

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

Facilitator Note: As participants share out to the whole group, add ideas to the padlet. Allow participants to comment and “like” things are they are added to the group padlet.

(1 minute) Closing Remarks

Facilitator Note (0 minutes)

The high level overview of Unit 4 has been moved to the Unit 4 Conclusions and Connections session later in the day. This session is intended to provide context for the model lesson.

Unit 4 Introduction (8 minutes)

(4 minutes) Problem Solving Process for Design

• The facilitator displays the “Problem Solving Process for Design” diagram and asks participants to open to page 53 (the last page) of their curriculum guide.
  • (2 minutes) Participants are asked to read the section titled “The Problem Solving Process for Design”
  • (2 minutes) Quick popcorn style share out

• Prompt: How is this application of the “Problem Solving Process for Design” different from the process students have used in previous units?

(2 minutes) U4L1 - Analysis of Design

Lesson Overview: The class explores a variety of different teapot designs to consider design choices. Building on this, students explore the relationship between users, their needs, and the design of objects they use.

Lesson Objectives:

• Critically evaluate an object for how well its design meets a given set of needs
• Identify empathy for the user as an important component of the design process

(2 minutes) U4L2 - Understanding Your User

Lesson Overview: Using user profiles, the class explores how different users might react to a variety of products. Role playing as a different person, each member of the class will get to experience designs through someone else’s eyes.

Lesson Objectives:

• Critique a design through the perspective of a user profile
• Design improvements to a product based on a user profile

Model Lesson Context Setting (2 minutes)

(1 minute) Set the Scene

During the break I will be distributing materials for our model lesson. For context, our classroom norm is learners do not engage with materials until instructions are given. I have also pre-selected groups. I will project these groups on the screen. Please sit with your group when you return from break.

Facilitator Note There is a note about grouping in the set up instructions of the Model Lesson session agenda.

(1 minute) Pre-Break Reminders

There is a 10 minute break between this session and the next session. The facilitator should remind the participants of how long they have for break along with any pre-break announcements before the break begins.

Before the Lesson (0 minutes)

Group: Learners should be in teams of 3 to 5

Facilitator Note: Prior to the lesson the “teacher” should separate the learners into groups. The way learners are grouped is up to you as the facilitator (random groups, participants that don’t normally sit together, etc.) It is however important that you show that you have considered grouping before the lesson and implemented a plan to get learners into their groups before the lesson begins. In the model lesson reflection, the facilitator will call out the importance of having a plan for grouping prior to implementing a lesson.

Distribute: Place the appropriate number of activity guides face down on each pod. Also distribute markers, post-it notes, and chart paper to each group.

Hand out the activity guide (or journal) to each learner, as well as markers, sticky notes, and poster paper for each group.

Facilitator Note: A major topic within this workshop is group dynamics. Just like in any classroom, it is not possible to predict how groups will interact with each other. Take any opportunity you can to model a teacher supporting effective group dynamics. The key is to not solve the problem for the group, but instead guide them towards effective teamwork. In the “Group Dynamics” session before lunch, participants will have the space to share ideas and strategies related to group dynamics. The topics for that session include the following:

• Solutions incorporate ideas from multiple contributions
• Students are able to mediate group conflict
• All students contribute to the success of the group
• Students with less prior knowledge are not excluded
• Group member strengths are highlighted and utilized

In order to set the stage for this session, try to make sure each participant has success with or experiences modeling of at least one of these one of these items.

Warm Up (5 minutes)

(5 minutes) Designing for Others

Prompt: In the last two lessons we've seen that products are designed with a purpose and that different designs are more useful or pleasing to different people. Since different people have different needs, interests, etc. what might be some of the challenges if you're trying to design a product for someone else?

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

Facilitator Note: During the group share out, the facilitator should display the Design Process graphic. Point back to this graphic and re-emphasize the importance of empathy when designing for others. Use this as a quick hook for the lesson and then move to the main activity.

Activity (33 minutes)

(2 minutes) Introduce the Activity

Overview: As a class read through the "Overview" section of the activity guide to make sure groups understand the goal of the activity.

(14 minutes) Define

Facilitator Note: Project the “Problem Solving Process for Design”. Call out that you are now moving into the “define” phase for the problem solving process.

• (2 minutes) Brainstorm Users: Ask learners to independently list on their activity guides as many different potential users of smart clothing as they can think of. After about a minute, ask them to create a post-it for the two or three user types they think are most interesting.

• (4 minutes) Categorize Users: Invite learners to discuss with their table at least one bigger category of users they see within their group. Bubble up their ideas to a full class discussion. You should aim to create broad categories for every user on chart paper.

• (1 minute) Choose Specific User: Ask groups to pick one of the categories you've created to design for. Do your best to ensure a good mix of users in the classroom but it's not a problem if some groups choose the same user.

• (2 minutes) Brainstorm Needs: Learners will independently brainstorm on their activity guide to identify a list of potential concerns, interests, and needs of the user they picked. Encourage learners to think carefully about what might be important to those people.

• (4 minutes) Categorize Needs: Learners should compare their list with their group and create post-its for each need, interest, or concern of their user and then group them. Learners can use the markers and poster paper to do this step.

• (1 minute) Choose a Specific Need: Ask groups to pick the specific need for their user that they want to address. They should try to pick a need they think could be addressed by smart clothing so in some cases they may need to be a little creative in thinking about these needs.

Facilitator Note: Project the “Problem Solving Process for Design” graphic. Call out that you are now moving from the “define” phase to the “prepare” phase.

(7 minutes) Prepare

• (2 minutes) Brainstorm Solutions: Ask learners to independently brainstorm potential ways smart clothing could be used to address the problem they've decided to solve.

• (5 minutes) Discuss the Pros and Cons: Once learners have brainstormed solutions invite groups to discuss the pros and cons of the proposed solutions. Reinforce that they should be having this conversation from the standpoint of their user. Either the specific needs they chose or the broader needs they've brainstormed should guide how they value each idea.

Facilitator Note: Project the “Problem Solving Process for Design” graphic. Call out that you are now moving from the “prepare” phase to the “try” phase.

(10 minutes) Try

Facilitator Note: Allow learners to self select roles for this portion of the activity. This is done to ensure all learners have a way to contribute to the success of the group. Roles include: scribe, artist, presenter, time keeper, etc. Let students know that after ten minutes they will have the opportunity to present their design to another group. They will have two minutes to share the following:

• Who your user is and what specific need you identified
• The features of the product designed
• How the features addressed the need you chose
• One feature your team chose NOT to include
• At least one feature of your product you might not want for yourself but have to meet the needs of their user.

Learner Instructions:

• Describe Your Product: Learners should write a description of what their product is and how it addresses their user's need on their activity guide.

• Draw Your Product: Learners should draw and label a picture of their product. Specifically any "smart" features should be labeled with short descriptions. Learners can also use poster paper and markers for this portion of the lesson.

Wrap Up (12 minutes)

(10 minutes) Product Presentation

Present Your Product: Groups are paired together to present their products. Each group is given two minutes to present their product to their partner team. The partner team is given three minutes to provide verbal peer feedback using the following prompts:

• I like…
• I wish…
• What if…

Each person on the feedback team should give a minimum of one piece of feedback to the presenting team. The groups then switch roles and repeat the process for an additional 5 minutes.

(2 minutes) Journal

Prompt: Based on today's activity what challenges do you foresee in designing software for others?

Iteration and Decomposition (7 minutes)

(1 minute) Context Setting

Facilitator Note: Project the definitions of iteration and decomposition while explaining their meaning.

• Iteration - Students engage in the process of continuous improvement in order to modify and enhance creative projects

• Decomposition - Students break large problems into smaller components in order to begin taking small steps towards the larger goal

(6 minutes) Think - Pair - Share

Prompt: Where did you see both iteration and decomposition embedded into lesson 3?

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

Highlight and Discuss Choices (6 minutes)

(4 minutes) Choices

The facilitator explains the choices that were made along with the reason for the choice.

• Grouping: Learners were separated into groups prior to this lesson. There are many ways to divide students into groups (homogeneous, heterogenous, random, student selected, etc.). The grouping choice depends largely on the activity and the students in the room. However, in all situations, it is important for the teacher to both consider how students will be grouped and how this grouping set up will be communicated to students. This planning should be done before the lesson is implemented.

• Individual Brainstorming: Learners were asked to brainstorm individually before brainstorming with their group. This sets the foundation for inclusion within the group. This choice was written into the lesson plan and not a specific choice made by the facilitator, however, this is an example of a choice that can be made in other situations where the teacher is supporting group work.

• Roles: Giving students a specific role to play in a group is a way to ensure all members of the group have a way to contribute to the success of the team. The role itself is not as important as the tone this sets within the team structure that all members have an active role to play. The specific roles can shift and change to meet the needs of specific projects or activities.

• Peer Feedback: Peer feedback was incorporated into the project presentation portion of this lesson. This was intended to be an opportunity for learners to practice both giving and receiving feedback. The peer feedback strategy can be implemented in a variety of ways. The key to any implementation of the peer feedback strategy is outlining clear expectations for the feedback. In this situation, learners were asked to respond using the prompts:

  • I like…
  • I wish…
  • What if…

(2 minutes) Journal

Prompt: Often times in teaching, there are many things going on in the background that are not always obvious to an outside observer. In the model lesson, the teacher needed to preplan and consider many factors related to creating a classroom environment that is conducive to students working in groups. When supporting group work, what will you need to plan for ahead of time in order to effectively manage your classroom and support effective group dynamics?

Facilitator Note: There is no share out here because this is an idea that the participants will return to multiple times throughout the day. The purpose of including this prompt here is to have participants start thinking about this independently before engaging in the discussions that will come later in the day.

Role of the Student (7 minutes)

(1 minute) Journal

Prompt: What skills does a student need in order to be an effective and successful active learner? What does it look like for a student to develop these skills?

(6 minutes) Share Out

As participants share out to the whole group, add to the padlet from the opening session. Participants can interact with this padlet by adding comments or “liking” posts.

Introduction (4 minutes)

(2 minutes) Introductory Remarks

(2 minutes) Move to Groups

Facilitator Prep:

• Prior to this activity, facilitators should prepare five pieces of chart paper. Each poster should contain one of the following statements:
  • Solutions incorporate ideas from multiple contributions
  • Students are able to mediate group conflict
  • All students contribute to the success of the group
  • Students with less prior knowledge are not excluded
  • Group member strengths are highlighted and utilized
• Select five distinct areas of the room where the groups will cluster around the topic posters. Have markers available in each area.

Activity Instructions:

• Participants select the topic they know the most about from the following list:
  • Solutions incorporate ideas from multiple contributions
  • Students are able to mediate group conflict
  • All students contribute to the success of the group
  • Students with less prior knowledge are not excluded
  • Group member strengths are highlighted and utilized
• Participants move to the corresponding poster where they will discuss and add strategies directly to the poster

Facilitator Note: Participants should start with the topic that they feel is their strength, but they should also be distributed to a variety of topics. If you notice one topic has a large amount of people, we encourage you to consider your second choice topic.

Activity (18 minutes)

(6 minutes) Brainstorm Strategies

Participants brainstorm and discuss strategies to support their selected topic. They write ideas and strategies directly on the poster.

Facilitator Note: The facilitator should circulate throughout the room during this activity. It is important that ideas are actually written on the poster. It might be helpful to do a time check half way through and encourage participants to put their ideas down on paper.

(6 minutes) Rotate, Review, and Add

• (1 minute) Participants move to the next poster

• (5 minutes) Participants the poster that the feel the know the second most about (the groups might be different in round 2). They read and discuss the strategies already on the poster. They then add additional strategies or comments directly to the poster.

(6 minutes) Rotate, Review, and Discuss

• (1 minute) Participants move to the next poster
• (5 minutes) Participants the poster that the feel the know the least about. They read and discuss the strategies already on the poster. This time, participants are asked to discuss how these strategies could be adapted and used in their classroom.

Wrap Up (18 minutes)

(10 minutes) Gallery Walk

Participants are instructed to walk around the room and explore the posters the group has created. During this gallery walk, the goal is to select the top three strategies that they would like to implement in their own classroom.

(3 minutes) Journal

Prompt: Reflect on the strategies for creating a culture of inclusion in groups that you learned about in this session. How you will adapt your top 3 strategies to meet the needs of your classroom?

(5 minutes) Share

Prompt: Share with a partner the strategies you selected and when you plan to use these strategies in your classroom.

Lunch

Introduction (1 minute)

(1 minute) Context Setting

Investigation Part 1 (20 minutes)

(15 minutes) Investigate Lesson 4

Investigation Goal: Understand how prototypes can be used to quickly test ideas and assumptions

Investigation Task:

• Read the full lesson plan paying close attention to the vocabulary introduced in this lesson (prototype and user interface)
• Skim the content in the activity guides to visualize the activity the students will complete in this lesson

(5 minutes) Discussion

After fifteen minutes, the facilitator brings the group’s attention to step 2 of the CSD Unit 4 Curriculum Investigation - Activity Guide. 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:

• Iteration - Where in the lesson did you see iteration? How can you highlight opportunities for students to engage in the process of continuous improvement in order to modify and enhance creative projects?
• Decomposition - Where in the lesson did you see decomposition? How can you highlight opportunities for students to break large problems into smaller components in order to begin taking small steps towards the larger goal?

Investigation Part 2 (17 minutes)

(12 minutes) Investigate Lesson 8

Investigation Goal: Consider how you will use the App Design Kickoff - Activity Guide activity guide to support healthy group dynamics in your classroom

Investigation Task:

• Read the section of the lesson plan titled “App Design Kick Off”
• Read the App Design Kickoff - Activity Guide activity guide

(5 minutes) Discussion

After fifteen minutes, the facilitator brings the group’s attention to step 2 of the CSD Unit 4 Curriculum Investigation - Activity Guide. Participants are instructed to discuss the prompts with a partner.

Prompts:

• Collaboration - In what ways can you support students in developing solutions that incorporate multiple contributions?
• Mediate Disagreements - How will you support students in developing the skills of mediating disagreements to help teammates agree on a common solution?
• Participation - How will you ensure all members of the group actively contribute to the success of the team?

Investigation Part 3 (27 minutes)

(7 minutes) Introduce App Lab

Video: Watch the App Lab Design Mode video to introduce App Lab (6:17)

(15 minutes) Investigate Lesson 12

Investigation Goal: Become familiar with the Design Mode features within App Lab with a specific focus on available resources for future reference

Investigation Task:

• Complete bubbles 3 - 6
• Read the information contained in Map Levels 7, 11, and 12 (this information is also contained within the “Help & Tips” tab for students to reference throughout the unit)
• (if time permits) Complete bubbles 8 - 10

Facilitator Note: The purpose in showing these map levels and the “Help & Tips” tab is to highlight resources available to participants and students. The goal is for participants to recognize that there are resources within the Code Studio platform that will support their learning of course specific content after the workshop. This is a good place to highlight the difference between the way a teacher might interact with a resource and the way we hope a student might interact with the same resource. For a teacher, a map level is a good place to start for a quick refresh of content before delivering a lesson or a quick resource to reference if a student encounters a question and the teacher needs some more content knowledge before being able to develop guiding questions. On the other hand, students should use these resources as reference material when they are stuck. Their primary mode of learning is through exploration. The map levels are not intended for required student reading or notes to be memorized.

(5 minutes) Discussion

After fifteen minutes, the facilitator brings the group’s attention to step 2 of the CSD Unit 4 Curriculum Investigation - Activity Guide. Participants are instructed to discuss the prompts with a partner.

Prompts:

• Referencing Resources - What resources are available for students to reference during this lesson? How can these resources be used to support a culture of active learning within your classroom.
• Role of the Teacher - How can you model the skill of referencing resources for your students? How does this support a culture of active learning within your classroom?

Wrap Up (10 miniutes)

(3 minutes) Unit Reflection

Prompt: How can you support students in developing active learning skills within this unit?

(7 minutes) Share Out

• (5 minutes) After participants have had the opportunity to share on their own, return to the padlet that you have been creating throughout the day. In a quick popcorn style share out, allow participants to share ideas that the facilitator then adds to the padlet.
• (2 minutes) Participants comment and “like” items on the padlet.

Chapter 1 Progression (7 minutes)

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

(2 minutes) Chapter 1 Overview

Facilitator Instructions:

• Display the “Chapter 1 Progression” slide 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. Participants should walk away understanding that each lesson builds towards the chapter project and that the main focus of the unit is the design process.)
  • L1: Analysis of Design - Students explore the relationship between users, their needs, and the design of objects they use.
  • L2: Understanding Your User - Using user profiles, the class explores how different users might react to a variety of products.
  • L3: User-Centered Design - The class uses the design process to develop a design idea.
  • L4: User Interfaces - Students use a paper prototype to test the design and get feedback on an app idea.
  • L5: Feedback and Testing - The class sorts through user feedback to identify common themes and needs before revising the prototype.
  • L6: Identifying User Needs - Pairs of students interview each other to identify needs that could be addressed by developing an app.

(2 minutes) Chapter 1 Project - Paper Prototype

• Display the “Lesson 7 Slide”
• Briefly go over the project overview and items submitted by students
  • Overview: “For this project you will be creating a paper prototype of an app to help a classmate learn something new. You should already have interviewed your classmate and identified a barrier to their learning. You’ll need to create an app that helps them overcome this barrier. Feel free to try creative new approaches to the problem you’ve identified, but whatever you decide to design, make sure you are empathizing with the needs of your user.”
  • Students will Submit:
    • Completed project guide
    • App screens drawn on notecards
    • A navigation diagram of the app showing how a user moves between screens
    • A poster showing off the prototype and how it works
• 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 exemplars)

(2 minutes) Journal

Provide time for participants to reflect independently on the progression of chapter 1

Prompt: In chapter 1, how do students engage in the process of iterative development?

• Iteration - continuous improvement in order to modify and enhance creative projects

(1 minute) Share Out

Select one or two participants to share their reflections with the group

Chapter 2 Progression (13 minutes)

(2 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 8 - 13 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 the design process.)
  • L8: Designing Apps for Good - The class organizes into teams and starts exploring app topics with an emphasis on apps for positive social impact.
  • L9: Market Research - Students dive into app development by exploring existing apps that may serve similar users.
  • L10: Paper Prototypes - Teams explore some example apps in App Lab and use these examples to help inform a paper prototype of their app.
  • L11: Prototype Testing - Teams test their paper prototypes with other members of the class and collect feedback.
  • L12: Digital Design - Using Design Mode in App Lab, team members respond to feedback from the previous lesson to each build one page of the team app. * L13: Linking Screens - Teams combine created screens in the previous lesson into a single app.

(2 minutes) Linking Screens

• Display the “Linking Screens” slide.
• Facilitator Remarks: In lesson 13, teams will merge all of their seperate screens into a single app. There are four map levels within this lesson that contain instructions for the process of merging screens into a single app. This information can also be found in the “Help & Tips” tab.
• Click on the Code Studio link located in the slide deck. Show the map level bubbles (6, 7, 11, 12) while giving a quick description of the information contained on each level. Also, click on the “Help & Tips” tab to show that the resources are also available to teachers and students in this section. Remind participants of the importance of developing the skill of referencing resources within their students.
  • Bubble 6 - instructions for making a new screen and setting screen properties
  • Bubble 7 - instructions for importing screens along with common errors
  • Bubble 11 - instructions for simple programming commands to respond to user input
  • Bubble 12 - instructions for simple programming commands used to change screens

(2 minutes) Chapter 2 Overview Continued

• Display the second “Chapter 2 Progression” slide.
• Provide a brief overview of each of the lessons 14 - 16 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 the design process.)
  • L14: Testing the App - Teams run another round of user testing using their interactive prototype
  • L15: Improving and Iterating - Using the feedback from the last round of testing, teams implement changes that address the needs of their users
  • L16: Project - App Presentation - Teams prepare and present about their process of app development

(4 minutes) Chapter 2 Project - App Presentation

• Display the “Lesson 16 Slide”
• Navigate to Code Studio (link is located in the slide deck) and show participants how to find the resources available (rubric, CS practices reflection, slide deck template, project exemplar, sample marked rubrics, peer review exemplar) for this project
  • Point out that there is not a project guide for this project. The students have been completing aspects of the project throughout all of chapter 2. The “App Presentation Project” is an opportunity for students to reflect on their app development process and present their work to either their peers or a wider audience.
• Have participants navigate to Code Studio and review the sample project independently

(2 minutes) Journal

Provide time for participants to reflect independently on the progression of chapter 2

Prompt: In chapter 2, what opportunities do students have to develop the practice of decomposition?

• Decomposition - break large problems into smaller components in order to begin taking small steps towards the larger goal

(1 minute) Share Out

Select one or two participants to share their reflections with the group

Unit Planning (27 minutes)

(2 minutes) Context Setting

Facilitator Note: Participants should plan for one of the four categories (project planning, project implementation, communication, teaching and learning strategies). Have the participants sit in groups with teachers that are interested in planning for the same topic so they are able to plan together.

(25 minutes) Unit Planning

Participants will work in partners or groups to complete the CSD Unit 4 Unit Planning - Activity Guide.

Unit 4 Planning - Activity Guide Prompts:

Project Planning: How will you structure a multi-lesson collaborative project to support student learning?

• Creating Teams: How will students be grouped into teams? (teacher selected, student selected, homogeneous, heterogeneous, etc.)
• Establishing Norms: How will teams establish group norms and expectations?
• Expectations: How will you communicate clear project expectations to students? How will you gauge understanding of these expectations?
• Pacing: How many class periods will you devote to each component of the project?

Project Implementation: How will you support students throughout the project implementation?

• Feedback: When will students receive feedback on their work both from the teacher and from their peers?
• Assessment: How will you assess individual learning when students are working as a team?
• Differentiation: How will you challenge early finishers and support students who struggle?
• Struggle Points: When do you think your students will struggle most? What will you do to empower students when they struggle?

Communication: What opportunities will you create for students to share their work with their peers and their community?

• Structure: How will you support students in structuring their work so it can be easily understood by others?
• Background and Perspectives: How will students to consider the perspective and background of their audience when presenting work?
• Presentations: How and when will students have opportunities to present their work to an audience?

Teaching and Learning Strategies: How and when will you use teaching and learning strategies to enhance student learning?

• Think - Pair - Share: How and when will you use think - pair - share to ensure students are able to articulate their thoughts independently before sharing with others?
• Journaling: How and when will you provide students with the opportunity to reflect on their own learning and articulate their reflections in writing?
• Peer Feedback: How and when will you provide students with opportunities to practice both providing and accepting constructive feedback in order to improve their work?

Wrap Up (18 minutes)

(12 minutes) Peer Feedback

Have participants exchange unit plans with a participant from another table. (If participants are using the electronic version of this activity guide, have them share their doc with a partner for the peer review process.) Participants read and leave constructive feedback on their peer’s unit plan. (Feedback should be specific and deeper than nice work or good idea.) In addition to leaving general comments in the peer feedback section of the activity guide, each participant should give feedback using the following sentence starters:

• I like…
• I wish…
• What if…

(6 minutes) Quick Popcorn Share Out

Prompt: Did your partner have an idea in his or her unit plan that you feel would be valuable for the whole group to hear?

Theme Wrap Up (10 minutes)

(2 minutes) Journaling

Prompt: Today we have focused on the “Role of the Student” in a CS classroom. We have seen that teacher plays a role in creating an environment in which a student can thrive in his or her role. In your journal, reflect on how you, as an educator, can empower students to take an active role in their learning in your classroom.

Facilitator Note: Remind participants that they can return to the padlet that you have been creating throughout the day to get ideas of things they will implement in their classrooms.

(8 minutes) Share Out

Participants share out their reflections with the whole group.

Wrap Up (20 minutes)

(10 minutes) Question Parking Lot Clean Out

Answer any remaining questions in the question parking lot.

(8 minutes) Survey

On the online workshop dashboard find your workshop and 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.

(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?

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 26 in your Facilitator Handbook - 2019 as your guide to check in on the rapport of your participants.

(15 minutes) Review Survey Feedback

• What are a few positive things that teachers pointed out on the survey?
• Are there any key learning objectives that received low or concerning scores?
• What do you need to do to help teachers understand these objectives?
• Are there any concerns brought up on the survey?

Make a Plan (10 minutes)

(10 minutes) Make a Plan

Decide on a few 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 during the next workshop?
• Any other notes for you and your co-facilitator?