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 30: TLO 3: U2L9 Using Images

65 minutes

lesson exploration

Purpose

Essential Practice: Students use pair programming, switching driver and navigator roles at regular intervals

Potential Teaching Group Decisions:

  • Students switch driver and navigator roles at three to five minute intervals
  • Teacher makes an intentional choice regarding whether students will complete the assessment level in pairs or individually. (There is not a single right choice here, but the teaching group should be prepared to explain the reasoning behind their choice.)

Debrief Topic: Pair Programming

Objectives

  • Participants reflect on when to use pair programming to enhance student collaboration
  • Participants know how to add an image to a web page in Web Lab

Supplies & Prep

Room Setup:

  • Participants are seated in pods

Facilitator Supplies and Prep:

Teacher Materials:

Agenda

Kick Off (5 minutes)

Lesson (40 minutes)

Debrief (20 minutes)

Facilitation Guide

Kick Off (5 minutes)

(3 minutes) Teaching Group Set Up

Teaching group sets up whatever they need for the lesson.

(2 minutes) Previously On

  • Show Unit calendar to highlight where we are in the unit.
  • Go over the lessons that were skipped
    • U2L7: Mini-Project: Your Personal Style
      • Students use what they learned in previous lessons to create their own styled web page on a topic of their choice
      • This project is open ended and can be expanded or condensed based on the pacing and scheduling needs of your school schedule
    • U2L8: Intellectual Property
      • The class explore the purpose and role of copyright for both creators and users
      • Students engage in an activity exploring the various Creative Commons licences

(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)

Facilitator Instructions

Be attentive to what is happening during the lesson as you select your debrief goals, reflection prompts, and discussion prompts. During the lesson, it is recommended that you communicate with your co-facilitator to share what you are seeing in the lesson and develop a shared understanding of the goal of the debrief for the lesson. You can communicate through Slack or through passing notes to one another. You are looking for the teaching group to demonstrate the “Essential practice” and “Teaching group decisions” identified in the debrief below.

Lesson Plan Link

Lesson Slides Link

Lesson Objectives

Students will be able to:

  • Follow copyright law, accurately attributing others when using their work.
  • Add an image to a webpage

Lesson Overview

Students start the class by considering the ethical implications of using images on their websites, specifically in terms of intellectual property. They then learn how to add images to their web pages using the tag and how to cite the image sources appropriately.

Question of the Day:

How can we add images on our website, while making sure we respect everyone’s rights?

Debrief (20 minutes)

Suggested Debrief Plan
Be Sure to Model Essential
Practices		 Students use pair programming switching driver and navigator roles at regular intervals
Potential Teaching Group Decisions
  • Students switch driver and navigator roles at three to five minute intervals
  • Teacher makes an intentional choice regarding whether students will complete the assessment level in pairs or individually (There is not a single right choice here, but the teaching group should be prepared to explain the reasoning behind their choice.)
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Pair programming
Goal Reflect on when to use pair programming to enhance student collaboration
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 Describe your experience with pair programming. What did you like about pair programming? What were the challenges?
Teaching group returns and shares "Choices, Advice, and Takeaways"
Discussion
Prompts
  • When might you choose to use pair programming with your students? Why?
  • When might you choose to not use pair programming with your students? Why?
  • Will you have your students complete the assessment level using pair programming? Why or why not?
  • How can we set up pair programming to ensure that it promotes inclusion?

Discussion Goal: Choosing when to use pair programming and when to have students program individually is a choice teachers will need to make. There is no right or wrong answer here, but it is important for teachers to think this through before they begin teaching the course because the routines and expectations they start at the beginning of the year will be an important part of establishing the classroom culture.

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