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 43: TLO 7: U3L3 Drawing in Game Lab

65 minutes

lesson exploration | role play

Purpose

Essential Practice: Teachers formatively assess student understanding throughout the lesson

Potential Teaching Group Decisions:

  • Teachers use the videos as check in points for students using the discussion questions provided in the teacher notes as sensemaking opportunities.
  • Teachers us the assessment opportunities from the lesson plan to influence the probing questions asked while circulating through the room to check for understanding
  • Teachers ask students to explain how they think they should score on the mini rubrics in the assessment level
  • Teachers use a wrap up to assess understanding within the room

Debrief Topic: Formative Assessment

Objectives

  • Participants have reflected on ways to use formative assessment throughout the lesson to gauge the level of understanding within the room
  • Participants are comfortable with the basics of game lab
  • Participants have experimented with the grid in Game 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 the unit calendar to highlight where we are in the unit.

(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 a coordinate system to place elements on the screen.
  • Sequence code correctly to overlay shapes.

Lesson Overview

Students are introduced to Game Lab, the programming environment for this unit, and begin to use it to position shapes on the screen. They learn the basics of sequencing and debugging, as well as a few simple commands. At the end of the lesson, students will be able to program images like the ones they made with the drawing tool in the previous lesson.

Question of the Day:

How can we communicate to a computer how to draw shapes on the screen?

Debrief (20 minutes)

Suggested Debrief Plan
Be Sure to Model Essential
Practices		 Teachers formatively assess student understanding throughout the lesson
Potential Teaching Group Decisions
  • Teachers use the videos as check in points for students using the discussion questions provided in the teacher notes as sensemaking opportunities.
  • Teachers use the assessment opportunities from the lesson plan to influence the probing questions asked while circulating through the room to check for understanding
  • Teachers ask students to explain how they think they should score on the mini rubrics in the assessment level
  • Teachers use a wrap up to assess understanding within the room
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Formative Assessment
Goal Use formative assessment throughout the lesson to gauge the level of understanding within the room
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 As the learner, what feedback did you receive indicating to you whether or not you were on the right track? How did this feedback impact your learning?
Teaching group returns and shares "Choices, Advice, and Takeaways"
Discussion
Prompts
  • How do you currently incorporate formative assessment into your classes? (For teachers new to the classroom: How have you experienced formative assessment in your own academic career?)
  • How might formative assessment look the same in a programming lesson?
  • How might formative assessment look different in a programming lesson?

Discussion Goal: Assessment should be ongoing and can take many forms. Formative assessment should be tied to the lesson objectives. The assessment opportunities in the lesson plan offer a guide to specific points of the lesson to pay attention to when assessing student understanding.

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