Day 1
01 Welcome 02 Model Lesson 03 Pause 04 Model Lesson Reflection 05 Supporting Equity 06 Wrap Up
Day 2
07 Welcome 08 Summary of Curriculum Investigation 09 Pause 10 Differentiation 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 during the asynchronous work so they are ready to fully engage in the content of the synchronous workshop.

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)

Question and Answer (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 engagement 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
  • Supporting Equity
  • Wrap up

Question and Answer (5 minutes)

(5 minutes) Question and Answer

Facilitator Prep for Question and Answer (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
    • 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 past two workshops, we focused on the themes of the “Role of the Teacher” and “Role of the Student”. In today’s workshop, we will shift our focus to student learning as we reflect on “Learning in Context”. “Learning in Context” is the idea that learning should begin with the “why” before moving to the “how”. Problems should be purposeful. Students should understand “why” the problem is important before deciding “how” to solve the problem. Both the “why” and the “how” should be relevant to the student (motivation) and to the learning objectives (facilitates learning).

(1 minute) Journal

Prompt: As we begin to teach Unit 5, what are ways we can introduce “Learning in Context” to students and help them focus on the why and how of the lessons?

(1 minute) Share Out

Facilitator Tip

There are many ways for participants to approach answering this question. The general idea here is that students learn best when their learning has a meaningful purpose. The “why” is the purpose. The “how” is the content or skill needed to solve the problem or answer the question. Students learn best when there is a clear connection between the two.

Quick share out from participants.

(1 minute) Closing Remarks

Remarks

As we move through the day, we will continue to reflect on this idea of the “Learning in Context”. Our goal is to leave the day with a clear plan for how we will incorporate “Learning in Context” into our classrooms.