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

Session 17: 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:

  • Full Cohort
  • Table Groups (3-4) for the warm-up
  • Table Groups (pairs) for the activity

Facilitator Supplies and Prep:

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

  • The facilitator will act as the teacher. They will not drop character. They will act like they are teaching this to a class of students.
  • The teachers will act as learners in the lesson. Encourage them to embrace their learner role and if they have a question or idea of something that would make this lesson challenging with their students feel free to try to act as that kind of learner.
  • While in groups, both facilitators will act as teachers by checking in on groups. This adaptation is made only for the sake of a shortened online activity.

Remarks

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

Lesson (40 minutes)

Producer Tip

Prepare to put participants into groups of 3-4. Make sure that you have enough slides for each group.

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.

Warm Up (5 minutes)

Tags Slide

Prompt: Yesterday, you learned about HTML, the language of the World Wide Web. HTML uses tags to structure content on web pages. In a moment, I’m going to break you into groups. I want you to think of as many tags as you remember and what they do. Add them to your group slide.

Facilitator Instructions: Break participants into groups and allow them 3 minutes to write down as many tags as possible.

Remarks

Now that you've had some time to think on your own, look through the other groups' slides. See if your group might have forgotten any.

Facilitator Instructions: Give participants 1 minute to compare slides.

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

Producer Tip

Prepare to put participants into pairs. Make sure that you have enough slides for each group.

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

Be aware of the technology of your group. Pair programming may not work if it is not supported in your meeting software. See the alternate remarks if not pair programming (buddies and bubbles).

Teaching Tip

Divide the rooms into two equal-sized groups. For example, put all even table groups into one group and all odd table groups into a second. Decide ahead of time which groups each of you will be in charge of “floating” to. One facilitator can take the even numbered groups and one facilitator can take the odd numbered groups. Observe students working and guide students when they need assistance. The focus of guidance should be a reliance on others for assistance. Respond to questions by asking other students what their thoughts are. Facilitators will not share their screens during this time, but rather have students share theirs so groups can work together to solve problems.

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.

For this activity, one person will be a driver and one will be a navigator. When we break you into groups, the driver will share their screen and do all the typing and mouse clicking. The navigator will pay close attention and tell the driver what to do. You should be communicating constantly throughout this activity.

Alternate remarks if not pair programming (buddies and bubbles)

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. You and your partner will be buddies working together on the bubbles. You will both complete all the activities. You need to make sure not to leave your buddy behind! When you get to Level 7, complete as many of the choice bubbles as you can!

Web Lab: Headings

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

Remarks

In a moment, I’m going to break you into your groups. Try to get through the whole level! I’ll be checking in with groups to see if anyone has any questions.

Facilitator Instructions: Split participants into pairs. Both facilitators should rotate between rooms observing the work that is happening, just as they would in a normal classroom.

Once time is over, the lead facilitator should resume the teacher role while your co-facilitator returns to observer status.

Assessment Opportunity

Check that participants are describing effective forms of collaboration.

Wrap Up (5 minutes)

Journal

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

Remarks

Think about the work you did with your partner today and how you helped each other. Then respond to the question of the day in your journal.

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?
Facilitator shares "Choices, Advice, and Takeaways"
Choices
  • Video Conference Choices: During the warm up, the lesson plans call for you to write down your HTML tags in your journal, then compare with a partner. I had you do a group slide instead.
  • I had you work with a partner through this so you could assist each other.
  • Some people move faster than others. To help differentiate, I had you complete as many choice levels on Bubble 7 as you could.
  • Under the current CDC guidelines in May 2021, you would not use Pair Programming and shared keyboards in your classroom.
AdviceConsider how you want to use your choice levels before students get started. Maybe you have students who move really fast and you can have them work through all of them as a time sink, or maybe you want to have a class presentation.
TakeawaysMake sure your students are reading the instructions at the top. Many try to just quickly go through and end up making silly mistakes.
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.