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 22: Tools and Instructional Strategies

50 minutes

discussion-based

Purpose

This session is a time for participants to learn about the following:

  • Pair programming - tool and pedagogy
  • Debugging - Web Lab tools and pedagogy
  • Choice Levels - User interface and pedagogy
  • Mini Projects - overview of purpose

Objectives

  • Participants know how to use the pair programming feature, Web Lab debugging tools, and the choice level user interface in the teacher dashboard.
  • Use Code.org's course system to set up a class and keep track of student progress

Supplies & Prep

Room Setup:

  • Participants are seated in pods

Facilitator Supplies and Prep:

Teacher Materials:

Agenda

Pair Programming (21 minutes)

Debugging (15 minutes)

Level Choice (10 minutes)

Mini Projects

Facilitation Guide

Pair Programming (21 minutes)

(1 minute) Context Setting

Remarks

The last model lesson introduced us to three new aspects of the CS Discoveries curriculum: Pair Programming, Debugging, and Level Choice. In this session we are going to look both at the tools and instructional strategies related to these components of the CS Discoveries curriculum.

(10 minutes) Tool Tour - Pair Programming

The facilitator opens their teacher dashboard to show how using the pair programming tool impacts the teacher dashboard view.

  • Zoom in on the progress view for the workshop section - show how the bubbles look different when the pair program feature is used
  • Show how to click into levels to see:
    • The solution that was created by the team
    • Who worked together

(10 minutes) Instructional Strategy - Pair Programming

(5 minutes) Independent Reading: Turn to page 32 in your Curriculum Guide and read about pair programming.

Prompt: What potential benefits do you see with this strategy? What potential challenges do you see? How might these benefits and challenges impact inclusion?

(5 minutes) Table Talk

Debugging (15 minutes)

(5 minutes) Tool Tour - Debugging

The facilitator opens Web Lab and shows the following

  • The inspector tools
  • Discolored code as a result of a bug

(10 minutes) Instructional Strategy - Debugging

(3 minutes) Independent Reading: Turn to page 35 in your Curriculum Guide and read about debugging.

Prompt: Debugging requires persistence. What can you do to help students develop persistence while debugging?

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

Level Choice (10 minutes)

(10 minutes) Tool Tour - Level Choice

The facilitator opens their teacher dashboard to show how level choice shows up in the teacher dashboard view.

  • Zoom in on the progress view for the workshop section - show how the teacher can tell how many levels a student has completed
  • Click on a practice level - make sure participants understand the following:
    • New content is not introduced in these bubbles
    • The bubbles are not in any particular order
    • It is not necessary for students to complete all of the bubbles. Students should complete enough bubbles to be successful on the assessment level. If they have a difficult time with the assessment level, they should return to the practice choice level and do more bubbles.
  • Click on a challenge level - make sure participants understand the following:
    • Challenge bubbles introduce content that goes beyond the objectives for the lesson. Therefore, it is not necessary for students to do challenge bubbles. They are meant to provide an extra challenge for students that have already mastered the lesson objectives.

Mini Projects

(4 minutes) Curriculum Tour - Mini Projects

The facilitator opens the lesson plan for U2L4 and explains the purpose of mini-projects.

  • Mini projects are intended to be practice white screen experiences for students. They are designed to practice a limited number of skills that have been learned in the lessons prior to the mini-project.
  • Mini-projects are flexible and open ended. They can be done in one day or over many days. This allows teachers to make choices based on the amount of time they have in their schedules.
  • Mini-projects do not introduce new skills and objectives, therefore, they are lessons that can be skipped if time is tight or if the teacher feels the students have already mastered the skills that are being practiced in the mini-project.