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 35: TLO 5: U2L16 Sources and Research

65 minutes

lesson exploration | role play

Purpose

Essential Practice: Teachers make intentional choices about how students are grouped for activities

Potential Teaching Group Decisions:

  • Consider the activities in this lesson and make an intentional choice about how you will group participants. The choice you make here is not as important as the reason behind the choice you make.

Debrief Topic: Grouping

Objectives

  • Participants recognize the impact of their grouping choices on the classroom culture

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)

Facilitator Tip

If possible, have the teacher group set up during the break to allow more time for the previously on.

(0 minutes) Teaching Group Set Up

Teaching group sets up whatever they need for the lesson.

(5 minutes) Previously On

  • Show Unit calendar to highlight where we are in the unit.
  • Go over the lessons that were skipped
    • U2L12: Your Webpage - Prepare
      • In this lesson, students engage in the "prepare" stage of the problem solving process by deciding what elements and style their web pages will have.
    • U2L13: Project - Personal Web Page
      • In this end of chapter project, students create web pages that they have planned out in previous lessons using a project guide as a reference.
    • U2L14: Websites for a Purpose
      • In this lesson, students explore the different reasons people make websites.
      • Students investigate sample web sites that have been created to address a particular problem.
      • The class thinks of problems they might want to solve with their own websites.
    • U2L15: Team Problem Solving
      • The class watches the teamwork video and brainstorms team norms and expectations
      • Team brainstorm ways that they will work together while creating a website
      • Teams brainstorm ideas for their website project

(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:

  • Use basic web searching techniques to find relevant information online
  • Identify elements that contribute to a website's trustworthiness or untrustworthiness

Lesson Overview

This lesson encourages students to think more about how to find relevant and trustworthy information online. After viewing and discussing a video about how search engines work, students will search for information relevant to their site. They'll need to analyze the sites they find for credibility to decide which are appropriate to use on their own website.

Question of the Day:

How do we find relevant and trustworthy information in the Internet?

Debrief (20 minutes)

Suggested Debrief Plan
Be Sure to Model Essential
Practices		 Teachers make intentional choices about how students are grouped for activities
Potential Teaching Group Decisions Consider the activities in this lesson and make an intentional choice about how you will group participants. The choice you make here is not as important as the reason behind the choice you make.
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Grouping
Goal Teachers recognize the impact of their grouping choices on the classroom culture.
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 When learning through group work, what makes you feel most comfortable? What makes you feel uncomfortable?
Teaching group returns and shares "Choices, Advice, and Takeaways"
Discussion
Prompts
  • Make a list of possible grouping methods. (Examples for facilitator: ability level, random, student selected, interest, etc.)
  • For each grouping method you listed, pair it with a type of activity that might work well with this type of grouping method.

Discussion Goal: The way students are grouped for activities is important. The grouping strategy that a teacher uses might vary based on the activity, class dynamics, teacher preference, etc. The goal here is not to provide teachers with specific guidelines for grouping, but rather to provide a space for teachers to share ideas with eachother and brainstorm ideas for how they might group students in their classroom. It is, however, important for teachers to recognize the impact of their grouping choices on the classroom culture.

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