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 22: TLO 1: U2L5 - Digital Footprint

65 minutes

lesson exploration | role play

Purpose

Essential Practice: Learners make connections between the learning objectives and classroom activities.

Lesson Decisions:

  • Teachers start with a warm up activity and introduces the question of the day
  • Teacher refers back to lesson objectives and the question of the day while circling the room throughout the activity in order to build understanding towards the lesson goals.
  • Teacher uses guiding questions related to the lesson objectives and question of the day to guide students in building understanding of the lesson objectives.
  • Teachers end the lesson with a warp up activity to highlight key learning from the lesson referring back to the question of the day

Debrief Topic: Lesson Goals and Outcomes

Objectives

  • Participants understand how to connect learning objectives to learning experiences to ensure students walk away with key understandings

Supplies & Prep

Room Setup:

  • Full Cohort
  • Table Groups (3-4)

Facilitator Supplies and Prep:

Teacher Materials:

Agenda

Kick Off (5 minutes)

Lesson (40 minutes)

Debrief (20 minutes)

Facilitation Guide

Kick Off (5 minutes)

Producer Tip

You should have information from the teaching group on how they would like to handle breakout rooms. Verify that the information is correct during the break prior to the session

Facilitator Tip

This is the first teaching group that will be presenting to the group. Acknowledging the courage it takes to be the first group and having the group show support is a great way to build up a supportive learning community.

(0 minutes) Teaching Group Set Up

Teaching group sets up whatever they need for the lesson. If they can do this during break it will mean more debrief time.

Producer: Temporarily give the teaching group Co-Host privileges so that they can move in between breakout rooms.

Producer: If using breakout rooms, set up the participant rooms, a “Teacher” room, and a “Facilitator” room

(4 minutes) Previously On

  • Show Unit calendar to highlight where we are in the unit.
  • Go over the lesson that was skipped
    • U2L4: Mini-Project: HTML Webpage
    • This project allows students more time to practice the content that they have already learned. It is intentionally open ended and flexible to allow classes to spend one or several days, depending on the pacing needs of the students or the school calendar.

(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 Tip

Facilitator Tip: To make teachers feel more comfortable, it may be a good idea to turn off your camera throughout the lesson and/or change your name to “Facilitator - Ignore Me”. This can be helpful while moving through breakout rooms so “students” do not look to you for answers.

Facilitator Tip

If breakout rooms are used, it is important to get a sense of what is happening in them. As you move through the rooms, make sure that you are not providing input. If you are asked for it, remind teachers using chat that you are not a teacher right now and they can use the call for help button if needed.

Producer Tip

Just as with facilitators in breakout rooms, you may need to act as a “messenger” for the teachers. If a group presses the “call for help” button, you will need to find the teachers and inform them that a group is asking for help.

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:

  • Understand and explain reasons that it is difficult to control who sees information published online.
  • Understand and justify guidelines for safely publishing information online.

Lesson Overview

This lesson takes a step back from developing web pages to help students articulate what personal information they choose to share digitally and with whom. It also reinforces the notion that much of the information that they choose to share digitally falls largely out of their control the moment it is released.

Students look at several social media pages to determine what sorts of information people are sharing about themselves or one another. Last, students reflect on what guidelines they think are appropriate for posting information online. The ultimate point of this lesson is not to scare students, but rather to experientially bring students to realizing precisely what level of control they don’t have in releasing information into the web.

Producer Tip

You will need a breakout room for the teaching group to debrief while the main group does their reflections.

Question of the Day:

How can you make sure that your private information stays private?

Debrief (20 minutes)

Suggested Debrief Plan
Be Sure to Model Essential
Practices		 Learners make connections between the learning objectives and classroom activities.
Potential Teaching Group Decisions
  • Teachers start with a warm up activity and introduces the question of the day.
  • Teacher refers back to lesson objectives and the question of the day while circling the room throughout the activity in order to build understanding towards the lesson goals.
  • Teacher uses guiding questions related to the lesson objectives and question of the day to guide students in building understanding of the lesson objectives.
  • Teachers end the lesson with a warp up activity to highlight key learning from the lesson referring back to the question of the day.
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Lesson Goals and Outcomes
Goal Connect learning objectives to learning experiences to ensure participants walk away with key understanding.
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 As the learner, what did you perceive to be the major takeaway of this lesson? What were you intended to learn? How did you know this is what you were intended to learn?
Teaching group returns and shares "Choices, Advice, and Takeaways"
Discussion
Prompts		 The learning objectives for this lesson were:
  • Understand and explain reasons that it is difficult to control who sees information published online.
  • Understand and justify guidelines for safely publishing information online.
Prompts:
  • How can these lesson objectives be used to make decisions about when to move on and when to do more practice during a lesson?
  • How might these decisions impact a student’s feeling of inclusion in your CS class?

Discussion Goal: Timing can often be a challenge in the classroom. There will likely be times when a teacher will need to make choices about adding or removing content from a lesson. The goal is to use the lesson objectives as a guide for making these choices. If the class has demonstrated mastery of the lesson objectives without completing all of the activities within the lesson, it is appropriate to move on. On the flip side, if a lesson is running over the allotted time but students still need more practice, a teacher might choose to extend the lesson into the next class period. In this case, the lesson should still have a warm up and a wrap up. The wrap up on the first day might be a check in on the lesson objectives that have already been covered or maybe a return to the question of the day to determine what needs to be investigated next class in order to answer the question. The Warm Up the next day might be a review from the previous class period.

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

FACILITATOR NOTE: During your debrief, avoid the topic of teaching in the virtual world unless you know the majority of teachers will be virtual next year. Many teachers will be in person, and conversations about choices made for the virtual setting will not be helpful as teachers return to the classroom.