Day 1
01 Welcome 02 Model Lesson 03 Pause 04 Reflection 05 Equity 06 Wrap Up
Day 2
07 Welcome 08 Summary of Curriculum Investigation 09 Pause 10 Unit Planning 11 Wrap Up

Session 1: Welcome

15 minutes

facilitator presentation

Purpose

This session is intended to orient participants to the synchronous meeting and revisit topics from the asynchronous work. The primary goal is to make sure participants are unblocked from anything that came up for them during the asynchronous work so they are ready to fully engage in the content of the synchronous agenda.

Objectives

  • Misconceptions and existing questions have been asked and answered
  • Participants are thinking about how things are going and what they want to work on/get help with

Supplies & Prep

Workshop Modality:

  • Whole Group
  • Individual

Facilitator Supplies:

Teacher Supplies:

  • Computer with webcam
  • Video conferencing software

Agenda

Opening Logistics (6 minutes)

Q & A (5 minutes)

Theme Introduction (4 minutes)

Facilitation Guide

Opening Logistics (6 minutes)

(4 minutes) As Participants Join the Workshop

As participants join the workshop, have them do the following:

Directions:

  • Take attendance. (Visit the workshop dashboard to get your workshop attendance.
  • Have teachers add their information to the Attendance Slides to identify what participants are looking forward to and gauge the mood in the meeting.

Producer Instructions: As people join, welcome them. If possible, test their audio/video quickly just by having them say “hi". Enter links to take attendance and access the day’s slides, in the chat frequently as people join so they can complete the activity.

(1 minute) Review Tech and Engagement Norms

  • Quick reminder of how to support a positive learning virtual experience both with technology and norms.
  • Review suggested roles that participants can self-select when they are in breakout rooms.

(1 minute) Agenda Overview

  • Questions and answers from asynchronous work
  • Theme Introduction
  • Model lesson
  • Model lesson reflection
  • Equity and Data
  • Wrap up

Q & A (5 minutes)

Facilitator Instructions (includes preparation to complete prior to leading this section):

  • Review the “Questions from Asynchronous Work” chart in the shared slide deck. Answer any questions that have a clear answer.

    • Also, take into consideration questions or comments that participants share in the asynchronous work through the Check In and reflections to guide this session.

  • Select questions from the chart that should be discussed as a whole group

    • Identify questions that can be presented to the whole group for ideas
      • Example question: “How do I support students with the debugging process?”
      • Example response: “Does anyone in the group have an idea for addressing this situation?”
    • Identify questions that you do not know how to answer
      • Reach out to the facilitator community over slack
      • Send a message to facilitators@code.org
      • Add your question to the teacher forum

  • Identify questions that have a clear answer, but need a deeper explanation

    • Decide how you will articulate your response to the group

  • Once you have identified the questions you will include in this session and how you will address them, list them below in the order in which you will ask them. You might not get to all of them here, so list them in order of priority. Also think about how much time you will allow for each question in order to stay within the allotted time for this session.

Theme Introduction (4 minutes)

(1 minute) Introductory Remarks

Remarks

In the last workshop, we focused on the theme of the “Role of the Teacher.” Today we will extend this idea to think about the “Role of the Student”. In a CS Discoveries classroom, students are meant to be active. Students learn through doing and exploration rather than through direct instruction. Today we, as educators, will consider how we can create and support an inclusive learning environment that allows students to grow and develop in this active role.

Recall from the asynchronous work that you investigated Lesson 1: Designing with Empathy that introduces empathy as a component of the Problem Solving Process and Lesson 2: Understanding Your User that extends empathy for potential users in addition to intended users. We will continue with Lesson 3: User-Centered Design - Define and Prepare as today’s model lesson. During the model lesson, we will put our learner hats on and engage as if we were students in the classroom. Let’s begin by reviewing reflections about today’s theme from the asynchronous work. classroom.

(2 minutes) Share Out

Invite one or two participants to share their response to the prompts.

Prompts:

  • 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) Closing Remarks

Remarks

We will continue to reflect on this idea of the “Role of the Student” throughout today's workshop. Our goal is to leave the day with a clear plan for how we can leverage our role as the teacher in supporting students as they take an active role in their learning in an inclusive learning environment.