Workshop Opening Logistics (3 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 online 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 Workshops 1 and 2.

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?
  • Projects: How are you doing with project management?
  • Empowering Active Learning: How have you empowered your students to take an active role in their learning?
• 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 Networking

Have participants “speed network” their responses to the three prompts above, looking for advice or ideas on questions or issues.

FACILITATOR NOTE: In this activity, speed networking 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 (10 minutes)

(10 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. For example, a facilitator might say, “I heard a lot of people talking about ..., what does the group think about this?” 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 5: Data and Society?
• How are your students doing working in groups?

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 learning to start with the “why” before moving on to the “how”?

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

(1 minute) Closing Remarks

Access and Diversity in CS (18 minutes)

(1 minute) Context Setting

[Share slide with description and image of Concern-Influence-Control model.]

(9 minutes) Think-Pair-Share

(1 minute) Remind participants of the definitions of access and diversity adapted from the Guide to Inclusive Computer Science Education that were shared during the summer workshop.

• Access: opportunity to learn and experience CS

• Diversity: student enrollment rates in CS courses reflect the demographics of the overall school or community population, particularly in terms of race, ethnicity, gender, economics, and disability status

(8 minutes) Think - Pair - Share: Allow participants to think silently before having them share with a partner and then the group as a whole.

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

Prompts:

• Who has access to CS at your school?
• Who IS in the school and NOT in your CS class right now?
• What barriers may prevent some students from taking your CS class?

(3 minutes) Reflect

Participants respond to the prompts in their journal.

Journal Prompts:

• What control or influence do you have over barriers for who has access to CS at your school?
  • What actions, if any, might you want to add to your 30-60-90 day plan in support of access to CS at your school?
• What control or influence do you have over barriers for who is in your CS class?
  • What actions, if any, might you want to add to your 30-60-90 day plan in support of diversity in your CS class?

(5 minutes) Share Out

Invite a couple of participants to share their responses to the prompts with the whole group.

Reducing Stereotype Threat in CS Classrooms (22 minutes)

(3 minutes) Context Setting

Prep to facilitate Reducing Stereotype Threat in CS Classrooms by reading the resources provided in the "Prepping for Sessions" of the agenda.

(2 minutes) Invite participants to individually read the definition of stereotype threat adapted from the CSTA Standards for CS Teachers provided on the designated slide.

Stereotype threat: Being at risk of confirming, as a self-characteristic, a negative stereotype about one's social group [Steele & Aronson, 1995]. Even subtle aspects of classroom environments, such as the gender ratio of students in a class or posters associated with masculine CS stereotypes, can cause anxiety that affects the performance and academic engagement of females.

Share a brief statement about where you are in understanding what stereotype threat is as demonstrated in the example statements below.

• The purpose of sharing your statement is to model for participants beginning steps in understanding stereotype threat.
• This session is an introduction to stereotype threat rooted in research and empirically validated classroom strategies to reduce stereotype threat, sharing personal experiences with stereotype threat is not expected here for facilitators or participants.

Example #1 - Stereotype threat is completely new to you: “I hadn’t heard of this until recently, so the concept of stereotype threat is still new to me, but I found the research to be interesting. I am excited to share it with you.”

Example 2 - Stereotype threat is new to you: “I am beginning to understand stereotype threat through my own equity journey and I recognize I have not experienced it, but I want to learn more about how it affects my students.”

Example #3 - Stereotype threat is somewhat new to you: “I have been the only person in the room that looks like me and that made me feel anxiety about whether I belonged and made me question my confidence in my abilities. I can empathize with students who may have experienced stereotype threat and want to learn about strategies to reduce stereotype threat in my classroom.”

(4 minutes) Introducing Stereotype Threat in CS

(3 minutes) Share “Study of Stereotype Threat in CS” slide and provide participants with a high level overview of the study.

“What” of the study

• A control group of students taking a CS course were asked to identify their demographic information before taking a test.

  • This indirectly reminded students of stereotypes before taking the test when stereotypes could affect student performance on the test.

• The experimental group of students were asked to identify their demographic information after taking the test when stereotypes could not affect student performance on the test.

Some key findings of the study

• For harder topics in CS such as loops, stereotype threat applies to all students.
• All students scored higher when they were not reminded of stereotypes before the test.
• Average/below-average students scored higher when not reminded of stereotypes before the test, regardless of race or gender.

(15 minutes) Empirically Validated Classroom Strategies

(3 minutes) Share with participants the slide with some ways stereotype threat may be activated in classrooms.

• Number of students in a classroom in the same identity group
  • Female to male student ratio
  • Based on race/ethnicity
• Identity group of instructors
• Course materials
• Explicit or implicit bias
  • Lowered expectations
  • Over-praising one group over another

(11 minutes) Think-Pair-Share

Share with participants the slide “Empirically Validated Classroom Strategies.”

Present and recruit positive role models from diverse groups

• Expose students to successful role models from their group that challenge negative stereotypes.
• Invite role models who represent who IS in your classroom and who IS NOT in your classroom.

Promote a growth mindset about intelligence

• Teach students that intelligence is like a muscle - that is it is not fixed, but grows with effort.

Support students’ sense of belonging

• Teach students that worries about belonging in school are normal, not unique to them or their group, and momentary not fixed.
• Support effective group work in which all students feel they can contribute to projects.

Create fair tests, present them as fair, and as serving a learning purpose

• Use gender- and race-fair tests, communicate fairness, convey that they are being used to facilitate learning, not to measure innate ability or conceptualize stereotypes.

Convey high standards and assure students of their ability to meet these standards

• Frame critical feedback as reflective of high standards and share the feedback-giver’s confidence in the students’ ability to meet those standards.

Prompts:

• What strategies have you or do you currently use in your classroom?
• What strategies do you want to implement in your classroom?

(1 minute) Participants individually respond to the prompts.

(4 minutes) Participants share responses to the prompts with a partner.

(6 minutes) Participants share responses to the prompts with the whole group.

(2 minutes) Journal

Participants respond to the prompt in their journal or add strategies to their 30-60-90 day equity plan.

Prompt:

• Add strategies you want to implement in your classroom to reduce stereotype threat in CS in your journal or 30-60-90 day equity plan.

Unit 5 Introduction (10 minutes)

Facilitator Note: As the facilitator provides a high level voice over of the first four lessons of Unit 5, it is important for participants to understand that the focus of Chapter 1 is data representation. Representation systems require a shared set of rules for encoding and decoding information. The same principles used to create an encoding and decoding system using symbols and pictures are used to encode and decode in binary.

(2 minutes) U5L1 - Representation Matters

Lesson Overview: This lesson provides an overview of what data is and how it is used to solve problems. Groups use a data set to make a series of meal recommendations for people with various criteria. Afterwards, groups compare their responses and discuss how the different representations of the meal data affected how the students were able to solve different problems.

Lesson Objectives:

• Provide examples of how representing data in different ways can affect its ability to solve different problems
• Choose the best way to represent some information based on how it will be used

(2 minutes) U5L2 - Patterns and Representation

Facilitator Note: Before this session, create a poster with the following vocabulary words and definitions. After introducing these words, hang the poster in the room for participants to refer back to during the model lesson.

• Encode - to change how information is represented so that it can be read by a computer
• Decode - to change how information is represented so it can be read by a person
• Binary - a way of representing information using only two options
• Bit - a single piece of binary information
• ASCII - a popular system for representing text in binary

Lesson Overview: This lesson looks closer at what is needed to create a system of representation. Groups create systems that can represent any letter in the alphabet using a single stack of animal cards. They then create messages with their systems and exchange with other groups to ensure the system worked as intended.

Lesson Objectives:

• Describe the necessary features of a system for representing information
• Create and use a system for representing information

Essential Vocabulary:

• Encode - to change how information is represented so that it can be read by a computer
• Decode - to change how information is represented so it can be read by a person

(4 minutes) U5L3 - ASCII and Binary Representation

Lesson Overview: In this lesson students learn to use their first binary system for encoding information, the ASCII system for representing letters and other characters. Students practice using the system before encoding their own message using ASCII. It is important to note that memorizing ASCII codes is not the goal of this lesson. The goal is that students understand how to use the system.

Lesson Objectives:

• Define a binary system as one that uses just two possible states to represent information
• Use the ASCII system to encode and decode text information in binary

Essential Vocabulary:

• Binary - a way of representing information using only two options
• Bit - a single piece of binary information
• ASCII - a popular system for representing text in binary

(2 minutes) U5L4 - Representing Images

Lesson Overview: In this lesson students learn how computers represent images. The class is introduced to the concept of splitting images into squares or “pixels”, which can be turned on or off individually to make the entire image.

Lesson Objectives:

• Create and manipulate binary patterns to represent black and white images
• Describe common features of systems used to represent information in binary

Vocabulary:

• Pixel - a tiny square or dot which contains a single point of color of a larger image

Pixelation Widget (10 minutes)

(1 minute) Widget Introduction

(9 minute) Widget Exploration

Participants should navigate to U5L4 in Code Studio

Instructions:

• Toggle between the “Readable format” and “Row format” - observe the difference
• Complete the “X” shape by typing 0s and 1s.
• Experiment with changing the image width and height
• If time permits - continue the bubble progression

Warm Up (5 minutes)

(5 minutes) Numerical Data

The “ideas to get you started” prompts below are taken directly from the curriculum. This is an opportunity to model modifying the lesson plan to be more personally relevant for the people in the room. Think about stores or businesses popular in your area or maybe a local weather issue that involves data collection in the form of numbers that could be substituted here.

Prompt: Create a list of all the information you might want to represent to a computer as a number. Here are some ideas to get you started

• An online store (what kinds of numbers does a store keep track of?)
• A social media profile (what things about you or your friends are numbers?)

Think - Pair - Share: Allow students 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

Activity (35 minutes)

(5 minutes) Model

Complete an example problem as a whole group. Ask students to arrange cards face up and face down so that exactly thirteen dots are showing. (It is important that each group uses only one set of cards.) After some trial and error, students should see that the 8, 4, and 1 cards should be face up, and the 2 card should be face down. (U U D U)

(10 minutes) Practice

Distribute: Give each pair a copy of the activity guide and a set of number cards.

Allow students to complete the rest of the first page in pairs. Ask them to raise their hand when they complete the first page to receive further instructions.

Part of what you are modeling here is how to differentiate to meet the unique learning needs within the room. Part of the is having a plan for early finishers. The goal is to have these students go deeper, not faster or further. Avoid having students move on to the second page of the activity guide. Instead, you might extend the learning for these students by challenging them to create a binary representation for a larger number requiring more than 4 bits (pick a number between 16 and 31).

(5 minutes) Discuss

In this discussion, you are modeling incorporating multiple voices into the room. Before calling on people that have not volunteered, give students the opportunity to discuss with a partner or table. When you call on someone, ask them to share what they discussed as a group. In general, it is less threatening to share a group answer than an individual answer.

When all students have finished the page, ask them to come back together as a class and share their answers.

Prompt: Was there more than one possible answer for any of the problems?

• (2 minutes) Table talk: Participants share responses to the prompt. One participant gathers a couple of ideas that will be shared with the whole group during the share out.

• (2 minutes) Share out: The facilitator selects a participant from each group to share different responses from others at the table. The facilitator then asks if any groups in the room disagree with the response that was shared. The discussion should continue until all participants agree and understand why there can only be one way to represent any particular number in this system.

(10 minutes) Binary Number Widget

Students complete the top section on the back of the activity guide to create a Binary Profile. Once completed, partners trade activity guides and use the Binary Number Widget on Code Studio to decode the binary profile.

As pairs finish encoding and decoding their Binary profiles, they trade back to verify the answers are correct. Challenge students to create a new question they can trade with another student, until all pairs are finished.

(5 minutes) Discuss

Prompt: The last question on this activity guide uses an 8-bit number, even though we haven't talked about how to represent these numbers yet. Do you think we can figure out what numbers are needed for 8-bit numbers? How?

• (2 minutes) Table Talk: Participants share responses to the prompt. One participant gathers a couple of ideas that will be shared with the whole group during the share out.
• (3 minutes) Share: The facilitator selects a participant from each group to share different responses from others at the table. The facilitator then asks if any groups in the room disagree with the response that was shared.

Wrap Up (10 minutes)

(10 minutes) Discuss

• Refer to the questions to consider with the video.
• Show the video, “Binary and Data” to the group.
• Invite a couple of participants to respond to the questions to consider with the video.

Questions to consider with the video:

• Why are all the types of data on the computer stored as numbers?
• If everything is stored as a number, how do you think the computer tells the difference between numbers, letters, images, and sound?

Highlight and Discuss Strategies (6 minutes)

(3 minutes) Teaching Strategies

Learning in Context: In the warm up, the examples provided in the lesson plan were substituted with examples relevant to the people in the room. Increasing relevance is intended to increase student motivation. Selecting relevant examples helps establish the “why” of learning in order to increase student motivation.

Bringing Multiple Perspectives into the Discussion: The lesson provided multiple opportunities for students to engage in a small group discussion and one group member shared ideas on behalf of the group during the “Share Out.” This was done to help students feel more comfortable sharing their ideas with the whole class. During the “Share Out”, students were invited to share ideas in agreement and disagreement to invite more perspectives into the discussion.

Early Finisher Activity: A goal during the lesson was to keep the group together in order to have everyone participate in the group discussions. In order to do this, the teacher had a plan for early finishers. Students were challenged to create another question they could trade with another student to go deeper into the content. A student who finishes early may not be ready for a challenge. Students should demonstrate an understanding of the content before moving on to an extra challenge.

(3 minutes) Journal

Prompt: What choices will you make in order to meet the unique learning needs of your students and maintain an inclusive learning environment when you implement this lesson in your classroom?

• (1 minute) Journal
• (2 minutes) Whole Group Share Out (popcorn style)

Learning in Context (9 minutes)

(1 minute) Context Setting

(2 minute) Journal

Prompt: How can you modify this lesson to ensure that both the “why” and the “how” are relevant to your students while still meeting the learning objectives?

Learning Objectives:

• Use a binary system to represent numbers
• Extend a representation system based on patterns

(6 minutes) Share Out

Participants share out to the whole group

Context (1 minute)

(1 minute) Context

[Refer to the Differentiation and a Culture of Inclusion slide.]

Lesson Learning Objectives (8 minutes)

(2 minutes) Review Learning Objectives and Assessment Opportunities

Participants navigate to the U5L5 lesson plan to read the lesson objectives and assessment opportunities for Lesson 5.

(6 minutes) Think, Pair, Share

Prompt: What is NOT included as a learning goal around representing numbers in binary that some people might have expected? Why do you think they were not included as a goal?

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

Teacher Support (14 minutes)

(4 minutes) Teaching Tips

Share the following teaching tips from U5L5:

• For younger students, you may want to stop the activity after they have finished the first page of the worksheet. This means that they will not need to go online for any of the lessons.

• This activity models a base-2 number system for the student. However, it is not necessary for the students to understand the math behind the patterns that they are creating. Students should focus on the fact that they are using a binary system (face up/face down) to represent information.

Invite a couple of participants to share their response to the prompt.

Prompt:

• Think about the students in your room and the objectives of this lesson. What adjustments will you make to this lesson to meet the needs of your students?

(9 minutes) Discussion Goals

(5 minutes) Partner Talk

(2 minutes) Participants read the questions and discussion goals for the wrap up of the model lesson, U5L5. Then discuss the prompts with a partner.

Question for wrap up discussion in U5L5:

Why are all the types of data on the computer stored as numbers?

Discussion Goals included in U5L5:

For the first question, they may want to return to their ASCII character sheets and see how the computer would interpret the same binary sequence as a number. For their image representation, they may wonder whether it is even useful to interpret the binary sequences as numbers. In the end, the purpose of defining all data as numbers is less about the "reality" of what the ones and zeros represent, and more about how binary is traditionally interpreted.

Question for wrap up discussion in U5L5:

If everything is stored as a number, how do you think the computer tells the difference between numbers, letters, images, and sound?

Discussion Goals included in U5L5: For the second question, allow students to think of different ways that the computer would distinguish between different types of data. While it's not necessary for students to come up with any specific answer, challenge them in any ways that involve human interpretation of context, such as knowing that a name is most likely text and age is most likely a number. Assure them that they will look at the problem again in a couple of lessons.

(3 minutes) Participants share responses to the prompts with a partner.

Prompts:

• What are some benefits to using the Discussion Goal when preparing to teach a lesson?
  • How might the Discussion Goal support differentiation during a class discussion?

(4 minutes) Share Out

Invite a couple of participants to share their response to the following prompt.

Prompts:

• What are some benefits to using discussion goals when preparing to teach a lesson?
  • How might this preparation support differentiation during a class discussion?

Strategies (12 minutes)

(1 minute) Introductory Remarks

In this session, we have focused on differentiation through the lens of Lesson 5. However, the ideas we have discussed here can be applied to multiple lessons throughout Unit 5 and the entire CSD course. At its core, we are simply adjusting our instruction to meet the unique learning needs of the students that promote inclusion within our classroom. Each lesson can and should look different for different classrooms.

(10 minutes) Group Brainstorm

Prompt: What strategies do you use in your classroom to meet the unique learning needs of your students that promote inclusion? What strategies do others use that you might want to try?

• (5 minutes) Table Talk - Participants share with the people at their table
• (5 minutes) Group Share Out - Ask if anyone learned a strategy from another participant that they are excited to try.

(1 minute) Closing Remarks

Introduction (1 minute)

(1 minute) Context Setting

Investigation Part 1 (20 minutes)

(15 minutes) Investigate Lesson 7

Investigation Goal: Understand the importance of protecting data when encrypting and decrypting data

Investigation Task:

• Read the lesson warm up in U5L7
• Complete the first page of the “Medical Records” - Activity Guide

(5 minutes) Discussion

After fifteen minutes, 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:

• Learning in Context: How might you incorporate student experiences and current events into this lesson?
• Drawing Conclusions: How might students use the Problem Solving Process for Data to draw conclusions in this lesson?
• Differentiation: Where are there opportunities within this lesson to scaffold and extend learning to support the diverse needs within your classroom?

Problem Solving Process (5 minutes)

(1 minute) Opening Remarks

(4 minutes) Problem Solving Process for Data

• The facilitator displays the “Problem Solving Process” diagram and asks participants to open to page 64 (the last page) of their curriculum guide. (There is a digital copy of the curriculum guide linked in the group notes doc for people to use if they do not have their curriculum guide.)
• (2 minutes) Participants are asked to read the section titled “Using resources as problem solving”
• (2 minutes) Quick popcorn style share out

Prompt: How is this application of the “Problem Solving Process” different from the problem solving processes used by students in previous units?

Investigation Part 2 (20 minutes)

(15 minutes) Investigate Lesson 9

Investigation Goal: Identify opportunities for students to use data to draw conclusions and solve problems that they care about

Investigation Task:

• Read the “Overview”, “Purpose” and “Assessment Opportunities” sections of the U5L9 Lesson Plan
• Read the “Solving a Data Problem - Activity Guide” exemplar
• Reflect on ways to modify the scenario to make it more relevant to the students in your classroom

(5 minutes) Discussion

After fifteen minutes, 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:

• Learning in Context - Problems should be purposeful. How might you modify the scenario in this lesson to be more relevant to the students in your classroom?
• Drawing Conclusions - How might students use the Problem Solving Process for Data to draw conclusions in this lesson?

Investigation Part 3 (20 minutes)

(15 minutes) Investigate Lesson 11

Investigation Goal: Understand how to use a cross tabulation table to find patterns and relationships in data

Investigation Task:

• Read the lesson “Overview” and “Purpose”
• Complete the first cross tabulation table on the “Interpreting Data” - Activity Guide using the data from the “Interpreting Data” - Resource

(5 minutes) Discussion

After fifteen minutes, 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:

• Learning in Context - Students should understand “why” the problem is important before deciding “how” to solve the problem. Why is the problem presented in Lesson 11 important for students to solve? How will you present this problem in a way that motivates student learning?
• Drawing Conclusions - How might students use the Problem Solving Process for Data to draw conclusions using data in this lesson?

Wrap Up (9 minutes)

(3 minutes) Unit Reflection

Prompt: Problems should be purposeful. How can you help students understand “why” data is important before they dig into “how” to represent data in Chapter 1 and problem solve with data in Chapter 2 of Unit 5?

(6 minutes) Share Out

Participants share their ideas with the whole group.

Chapter 1 Progression (15 minutes)

(1 minute) Chapter 1 Overview

Facilitator Instructions:

• Display the “Chapter 1 Progression” slides from the slide deck
• Share with participants a high level overview of Chapter 1 is provided on page 21 of the curriculum guide. Participants should walk away understanding that each lesson builds towards the chapter project and that the main focus of the chapter is representing data.

(3 minutes) Chapter 1 Project - Create a Representation

• Display the “Lesson 8 Slide”
• Briefly go over the project overview and items submitted by students
  • Overview: Representing complex objects or ideas that you care about to a computer is a challenging task. It requires you to understand how computers represent information and will always involve trade offs. For this project you will design a binary system for representing your perfect day. The challenge will be finding a class-wide system to capture all the different elements you care about.
  • You Will:
    • Write a short description of your perfect day
    • Identify key elements that could be represented by a computer
    • Collaborate with classmates to design a class-wide representation system
    • Represent your perfect day in that system on a punch card
    • Decode a classmate’s perfect day punch card
  • Students will Submit:
    • The completed Project Guide
    • Your filled-in punch card
    • Your classmates’ decoded punch card and feedback
• 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 exemplar)

(7 minutes) Explore Project Resources

Allow participants time to explore the project resources.

(4 minutes) Share Out

Participants briefly share questions, suggestions, or key takeaways with the whole group after exploring Chapter 1 project resources.

Chapter 2 Progression (15 minutes)

(1 minute) Chapter 2 Overview

Facilitator Instructions:

• Display the “Chapter 2 Progression” slide from the slide deck
• Share with participants a high level overview of Chapter 1 is provided on page 22 of the curriculum guide. Participants should walk away understanding that each lesson builds towards the chapter project and that the main focus of the unit is using data to solve problems.

(3 minutes) Chapter 2 Project - Make a Recommendation

• Display the “Lesson 16 Slide”
• Briefly go over the project overview and items submitted by students
  • Overview: In this unit you’ve seen how data can be used to solve all kinds of problems. Now it’s your turn to use data to help someone. In this project, you will use data to make a recommendation to a classmate.
  • You will:
    • Work with a partner
    • Define a problem that could be addressed by a recommendation
    • Identify the data you need and create a survey to collect it
    • Interpret the data to find relationships between survey answers
    • Create an algorithm to make a prediction based on data
    • Test your algorithm
    • Present your work to your classmates
  • Students will submit:
    • Completed Project Guide (this document)
    • Completed Peer Review
    • Any materials used to present your work
• Navigate to U5L16 (link is located in the slide deck) and show participants how to find the resources available for this project (peer review doc, rubric, CS practices reflection, project guide, sample marked rubrics, project exemplar)

(7 minutes) Explore Project Resources

Allow participants time to explore the project resources. As they explore, remind them to think about how the Problem Solving Process for Data might be used to support student learning in this Chapter.

(4 minutes) Share Out

Participants briefly share questions, suggestions, or key takeaways with the whole group after exploring Chapter 1 project resources.

Theme Wrap Up (10 minutes)

(3 minutes) Journaling

Prompt: Today we have focused on “Learning in Context”. We have reflected on ways to begin learning experiences with the “why” before moving on to the “how”. “Why” might this be important in your classroom, and “how” will you incorporate “Learning in Context” into learning experiences for your students?

(7 minutes) Share Out

Participants share out their reflections with the whole group.

General Wrap Up (20 minutes)

(10 minutes) Question Parking Lot Clean Out

Answer any remaining questions in the question parking lot.

(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?

(8 minutes) Survey

• Show the slide at the end of the deck that includes the appropriate link based on your in-person workshop model (in-person, 1-day OR in-person, 2-day).
• Make sure all the teachers in your workshop take the survey for the workshop before they leave.
• On the online workshop dashboard find your workshop and close the workshop during the closing of an in-person, 1-day OR during the final closing of an in-person, 2-day workshop.
  • Follow the instructions found in the Facilitator Tools Guide.

Having trouble with the survey?

If your participants get an error message when you share the survey link, please follow these steps:

• Don’t worry! This is likely an issue with how the workshop was scheduled in the dashboard.
• Ask your participants to take a few minutes to share their "gots and needs" in the chat. This will allow you to receive quick feedback to inform your post-workshop debrief.
• Let participants know the survey will be coming via email within a few days, and send participants "home" for the day.
• Contact your Regional Partner to let them know the survey link didn’t work, and ask the Regional Partner to follow-up with Code.org on the next business day.
• Code.org will work with Regional Partner to send the survey link to teachers.

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 as your guide to check in on the rapport of your participants.

(15 minutes) Review Survey Feedback

• What are a couple positive things that teachers pointed out in the survey?
• Are there any key learning objectives that scored low?
• What do you need to do to help teachers understand them?
• Are there any concerns brought up on the survey?

Make a Plan (10 minutes)

(10 minutes) Make a Plan

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