Day 1
01 Intro 02 CSD Overview 03 Break 04 ML 1: U1L3 05 Tools and Strategies 06 Lunch 07 ML 2: U1L7 08 Tools and Strategies 09 Lesson Assignments 10 Break 11 Lesson Planning 12 Wrap Up 13 Fac. Debrief
Day 2
14 Intro 15 ML 3: U2L2 16 Tools and Strategies 17 Break 18 Lesson Planning 19 Lunch 20 ML 4: U2L3 21 Break 22 Tools and Strategies 23 TLO 1: U2L5 24 Wrap Up 25 Fac. Debrief
Day 3
26 Intro 27 Understanding Context 28 TLO 2: U2L6 29 Break 30 TLO 3: U2L9 31 Lunch 32 TLO 4: U2L11 33 Classroom Culture 34 Break 35 TLO 5: U2L16 36 Wrap Up 37 Fac. Debrief
Day 4
38 Intro 39 Bias and Responsibility 40 Unit 3 Intro 41 Break 42 TLO 6: U3L2 43 TLO 7: U3L3 44 Lunch 45 Differentiation 46 TLO 8: U3L4 47 Break 48 Content Wrap Up 49 Barriers, Opportunities, and Commitments 50 Wrap Up 51 Fac. Debrief
Day 5
52 Intro 53 Prep for the Year 54 Assessment 55 Break 56 Revisit Topics 57 Community 58 Lunch 59 Planning 60 Closing Ceremonies 61 End Early & Friday Facilitator Debrief

Session 20: Model Lesson 4: U2L3 Headings

65 minutes

lesson exploration | role play

Purpose

Essential Practice: Programming lessons are meant to have active teacher engagement with the teacher circulating to direct students to appropriate resources, guide them through the debugging process, assess understanding and help students determine when to move on and when to do more practice in choice levels.

Lesson Decisions:

  • Participants engage in pair programming.
  • The teacher instructs participants to complete all choice level bubbles until they feel comfortable enough to move on to the assessment. If they are successful with the assessment (use the mini rubric to check) they can move on to the challenge choice levels.
  • As participants are working in choice levels ask to see their work in the assessment level. Ask participants to justify their score on the mini rubric.
  • The teacher directs participants to the student version of the “Guide to Debugging” and prompts them to use the debugging process when they encounter bugs.

Debrief Topic: Programming lesson structure:

  • Context setting
  • Exploration
  • Experimentation
  • Assessment

Objectives

  • Participants understand how programming lessons are structured within the curriculum
  • Participants experience pair programming through the role of a student
  • Participants are introduced to the debugging process
  • Participants learn how to use tags in HTML

Supplies & Prep

Room Setup:

  • Participants are seated in pairs for pair programming

Facilitator Supplies and Prep:

  • Decide which facilitator teaches the lesson
  • Decide which facilitator debriefs the lesson
  • Day 2 Slides
  • Lesson Plan
  • Poster paper
  • Markers

Teacher Materials:

Agenda

Kick Off (5 minutes)

Lesson (40 minutes)

Debrief (20 minutes)

Facilitation Guide

Kick Off (5 minutes)

(4 minutes) Previously On

Remarks

Earlier today we were introduced to HTML and Web Lab in Unit 2 Lesson 2. We are now going to continue working in Web Lab as we move to Unit 2 Lesson 3 to learn about HTML headings. In this lesson we will be introduced to three important features of a CSD programming unit. These include pair programming, debugging, and level choice. After the lesson we will have a chance to debrief these features while wearing our teacher hat.

Facilitator Instructions:

  • Have participants check to make sure they are all logged into your class section. (This will be necessary for using the pair programming feature during the lesson.)

(1 minute) Role Reminders

Facilitators reminds everyone of their roles during the model lesson

Remarks

Put your hats on and let's get ready to go!

Lesson (40 minutes)

Warm Up (5 minutes)

Tags Poster

Teaching Tip

Anchor Chart / Poster: Throughout this unit students will be keeping track of the tags they learn. This warm up prompts students to record the HTML tags that they learn by writing them in their journals. If you wish you can also keep track of the same information on a shared class poster or anchor chart that you update after each lesson. Prompts throughout the unit will tell you when students should update their journals, and updating the anchor chart may provide a reinforcement of that process.

Journal: Have participants make a T-chart on a blank page in their journals and label the top "HTML Tags"

Prompt: Yesterday, you learned about HTML, the language of the World Wide Web. HTML uses tags to structure content on web pages. In your groups, think of as many tags as you remember and what they do. Give participants a few minutes to think of as many tags as they can.

Remarks

Now that you've had some time to think on your own, share your lists with a partner and see whether there's anything else that you can add.

Discussion Goal

The goal of this discussion is to review the tags that participants saw in the previous lesson.

  • < !DOCTYPE html > - Tells the computer that this is a document written in HTML
  • < html > - Indicates the beginning of your code written in HTML
  • < head > - Contains information (sometimes called "metadata") about your web page
  • < body > - Contains all the main content of your web page
  • < p > - Defines a paragraph

Discuss: Pairs should discuss with one another and record their ideas in their journals. Afterwards share across the room and add the different tags to a poster or anchor chart, if you choose to make one. As you go through the tags, highlight how working together allowed the students to make their lists more comprehensive.

Remarks

Usually we are able to solve problems better when we work with someone else. That's true in programming our web sites, too. Today, we're going to look at some ways that we can work together to solve different problems that our websites might have.

Question of the Day: How can we work together to fix problems with our websites?

Facilitator Tip

This activity is designed to take 45 minutes. Given the time constraints of the workshop, you will likely not finish the activity. In this model lesson, the goal is to at least get to Level 7 because this is the first time participants will experience choice levels. If you are short on time, go ahead and move on to the wrap up (every lesson should conclude with a wrap up even if you are not able to finish the full activity), but make sure to show and explain level choice as a part of the debrief.

Activity (30 minutes)

Pair Programming

Teaching Tip

Pair Programming: Pair programming is practiced in education and in industry. Students who pair program are more confident in their abilities and are more likely to continue to study computer science. This practice is most effective if it is introduced early and the rules for switching partners are enforced by the teacher.

Group: Put participants into pairs.

Remarks

We're going to be working on Web Lab again today, but this time we'll be using pair programming. Pair programming helps people make better programs by working together, but there are some rules we have to follow to make sure it goes well.

Display: Show the Pair Programming video.

Review: Ensure that participants understand the rules for pair programming:

  • There is only one computer.
  • The driver is the only one to touch the keyboard/mouse.
  • The navigator should look for problems in the code and keep track of the high-level plan.
  • Both driver and navigator should be communicating constantly.
  • Driver and navigator must switch when the teacher indicates, typically every few minutes.

Web Lab: Headings

Transition: Have pairs go to Code Studio and both log in using the "Pair Programming" feature.

Prompt: Remind participants to switch driver and navigator every three minutes. You may want to project a digital timer at the front of the room.

Wrap Up (5 minutes)

Journal

Question of the Day: How can we work together to fix problems with our websites?

Prompt: Have students update their "HTML Tags" log with the heading tags they learned in this lesson.

Assessment Opportunity

Check that participants are describing effective forms of collaboration.

Prompt: Today, you learned a lot about debugging, which is an important skill for programmers. What is one way working with a partner helped you to debug today?

Debrief (20 minutes)

Suggested Debrief Plan
Be Sure to Model Essential
Practices		 Programming lessons are meant to have active teacher engagement with the teacher circulating to direct students to appropriate resources, guide them through the debugging process, assess understanding and help students determine when to move on and when to do more practice in choice levels.
Lesson Decisions
  • The teacher uses pair programming.
  • The teacher instructs participants to complete all choice level bubbles until they feel comfortable enough to move on to the assessment. If they are successful with the assessment (use the mini rubric to check) they can move on to the challenge choice levels.
  • As participants are working in choice levels ask to see their work in the assessment level. Ask participants to justify their score on the mini rubric.
  • The teacher directs participants to the student version of the “Guide to Debugging” and prompts them to use the debugging process when they encounter bugs.
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Programming lesson structure:
  • Context setting
  • Exploration
  • Experimentation
  • Assessment
Goal Participants understand how programming lessons are structured within the curriculum.
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 As you were working through the level progression, what types of things did you do in the levels? Were all of the levels the same?
Discussion
Prompts		 Levels including choice bubbles are intentionally positioned before and after the assessment level. The choice level before the assessment is a practice level. No new content is introduced giving students the opportunity to practice skills they have already been introduced to. The choice level after the assessment is a challenge level. The content in these bubbles goes beyond the lesson objectives providing students the opportunity to learn new skills.

Prompts:
  • What ideas do you have for using choice levels to promote inclusion in your classroom?
  • What potential risks to inclusion do choice levels present?

Discussion Goal: This is a seed planting discussion that you will return to throughout the week. At this point, it is important for teachers to understand the reason for the placement of choice levels. The choice levels are intentionally placed around the assessment level. Students should continue working in the practice levels until they feel ready to be successful on the assessment level. If they struggle on the assessment level, they should go back and complete more practice bubbles. If they are successful on the assessment level, they can then move on to the challenge levels. The goal is for students who are struggling with the content to spend more time in the practice levels while students who have mastered the content spend more time in the challenge levels. This is intended to keep the class together for group discussions while allowing students to spend their time in a way that is most beneficial to them. Students will not be missing anything crucial to this lesson or upcoming lessons if they never make it to the challenge levels at the end of the lesson. The minimum requirement for moving forward is the assessment bubble (indicated in purple). The goal of this design is to optimize opportunities for all students to succeed at mastering the lesson objectives. However, with every

Facilitator Note: As you discuss this prompt, look for places to draw out the decisions for this lesson, listed above.