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 18: Module 2 Session 2

70 minutes

asynchronous

Purpose

This session builds off of the discussion of resources from the previous model lesson and leads into a discussion around assessment in CSD. By the end of this session, participants should know how to locate and use both teacher-facing and student-facing resources. There is also time for participants to reflect on the role of assessment in their own classroom, followed by a tour of assessment tools and resources.

Objectives

  • Participants have located the resources available to them to support student learning in their classrooms.
  • Participants have reflected on the role assessment plays in their classroom.
  • Participants are able to locate and use applicable assessment tools and resources.

Supplies & Prep

Room Setup:

  • Table Groups (pairs) for part of the activity
  • Individual for the second half of the activity

Facilitator Supplies and Prep:

  • This session may require office hours

Teacher Materials:

Agenda

Transition to Asynchronous (10 minutes)

Asynchronous (60 minutes)

Facilitation Guide

Transition to Asynchronous (10 minutes)

Facilitator Tip

Screen share the PLACE here. You should move away from the slide deck while assigning work.

Facilitator Tip

Be sure to re-share the PLACE URL where participants will find the asynchronous activities in multiple places and ways, so they do not have to spend time digging for it.

(5 minutes) Give the Assignment

Use screensharing to navigate to the following asynchronous activities:

  • Resources
  • Assessments

Narrate as you navigate to make it clear how you got there and what is expected of participants in each activity.

Facilitator Tip

It is important that you know your virtual meeting software here. Decide ahead of time how your breakout sessions will work, and how your teachers will contact you for help.

Facilitator Tip

Consider having some way for you to reach teachers if they don’t make it back after the asynchronous session.

(5 minutes) Setting Up and Checking In

  • Remind participants that asynchronous activities involve working through tasks independently but are still timed.
  • Direct participants to have the PLACE version open and navigate to Module 2 > Session 2 > Resources.

Remarks

Once you’re there, turn on your camera and give a thumb’s up so we know everyone is on board and knows what they are doing.

Once all thumbs are up, we will leave the video conferencing tool on but turn off the camera and mute the microphone. We are still available for questions and support.

Facilitator Tip

During this asynchronous session, support participants in these ways:

  • Make sure to monitor participants’ asynchronous work.
  • You can either check in with participants’ breakout sessions or check discussion forums.
  • Pull notable ideas out of discussion forums for the Session 3 debrief.

You and your co-facilitator will work together to divide up the office hour time. While you are on, you should be supporting participants and checking for asynchronous work participation and completion. Look for groups that need assistance with any of the work. If you feel comfortable, you can randomly jump into different groups just to check on participants. However, this may be difficult as teachers may not all be working at the same times.

While your co-facilitator is on, you should get lunch and take care of any other responsibilities. Your mental health is important as well, so use this time to step away from the computer.

Asynchronous (60 minutes)

(30 minutes) Resources

Overview

One of Code.org’s code curriculum values is “Curriculum as a Service.” It’s for this reason that Code.org offers extensive resources for teachers and highly detailed lesson plans.

Do This

  1. Work with a partner to navigate to Code Studio.
  2. Select a lesson and explore both the teacher-facing and student-facing resources. Move to a new lesson in a new unit to explore the available resources.
  3. Consider the discussion prompt below and add your reflection to the discussion forum. We encourage you to add to the discussion by also replying to other participant posts when appropriate.

Discussion Prompt: How the resources will support your lesson preparation?

(30 minutes) Assessments

Overview

Frequent assessment and feedback are critical to ensuring that students are actively involved in their own learning and that teachers have evidence that their class is making progress. We have incorporated opportunities for both formal and informal evaluation throughout the CS Discoveries curriculum to support you in measuring student growth and informing the pace of your instruction. However, since schools have diverse grading systems, it is up to you to decide how to use the assessment resources for grading purposes.

Do This

  • Watch the Assessments in Computer Science Discoveries (2:52) video.
  • Review pages 42-43 in your Curriculum Guide to understand what assessments Code.org offers.
  • Consider the discussion prompts below and add your reflection to the discussion forum. We encourage you to add to the discussion by also replying to other participant posts when appropriate.

Discussion Prompts: What is the purpose of assessment? How does it look in your classroom?