Transition to Asynchronous (10 minutes)

(4 minutes) Day 2 Focus Wrap-up

Prompt: Today we have focused on tools and instructional strategies in CS Discoveries. What is one instructional strategy or idea from another teacher that you would like to try in your classroom? How can you leverage this strategy to create a more inclusive experience for your students?

(1 minute) Think: Individual Reflection

(3 minutes) Share: Share and discuss with the whole group

(3 minutes) Give the Assignment

Use screen sharing to navigate to the following asynchronous activities:

• Tools and Instructional Strategies
• Understanding Context
• Module 2 Wrap Up

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

Also:

• Have participants submit things they learned in this module and things they want to know more about in Gots and Needs.
• Give a Parking Lot reminder. The Parking Lot is participants' way to submit questions to the facilitators without disrupting the flow of a session.

(2 minute) Office Hours

Explain that either you or your co-facilitator will be available via the video conferencing tool and the chat/messaging platform to answer questions and offer support. Encourage them to reach out through the mode that would be most effective in answering their specific question(s). Office hours will be 2-4pm and 6-8pm.

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.

(1 minute) Setting Up and Checking In

Explain that the remainder of the activities for the module are in the PLACE. 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 4 > Understanding Context

Asynchronous (55 minutes)

(20 minutes) Understanding Context

Overview

This session is designed for participants to begin to understand their context related to equity in CS education. Participants will use data to explore who has access to CS both nationally and within their home state. They will then discuss systemic barriers that limit access, diversity, and inclusion in CS education.

Do This

State Data

• Review the state data around student access.
• 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 Prompt: Who has access to CS in your state? How does this compare with what you know about access to CS in your school?

National Data

• Read the Landscape of K-12 CS Education in the US document.
• Select one statistic that stands out to you
• 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 Prompt: Which statistic stands out to you, and why does it stand out to you?

(30 Minutes) Tools and Instructional Strategies

Overview

In this session you will explore the use and pedagogy of these tools and instructional strategies:

• Pair programming - tool and pedagogy
• Debugging - Web Lab tools and pedagogy
• Choice Levels - User interface and pedagogy
• Mini Projects - overview of purpose

Do This

Paired Programming

1. Watch the Paired Programming (1:42) video.
2. Read Page 32 in the Curriculum Guide.
3. Reflect on the following Prompt: What potential benefits do you see with this strategy? What potential challenges do you see? How will you deal with these challenges? How might these benefits and challenges impact inclusion?

Debugging

1. Watch the Debugging (2:09) video.
2. Read Page 35 in the Curriculum Guide.
3. Reflect on the following Prompt: Debugging requires persistence. What can you do to help students develop persistence while debugging?

Level Choice

1. Watch the Choice Levels (1:36) video.
2. Explore a choice level.
3. Reflect on the following Prompt: How can you utilize choice levels to help differentiate for your students?

Mini Projects

1. Watch the Mini Projects (1:14) video.
2. Review the lesson plans for a mini-project including the rubrics.
3. Review the student-facing lesson for a mini-project including the activity guide.
4. Reflect on the following Prompt: What are the benefits to allowing students to choose their own topics for Mini-Projects? What are the drawbacks?

(5 minutes) Module 2 Wrap Up

Overview

In order to maximize your experience in the professional learning program, it is important that you provide timely, ongoing feedback.

Do This

• Complete the Gots and Needs request as described by your facilitator(s). The facilitator(s) will respond to them throughout the workshop.
• Complete the Code.org survey.