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 29: TLO 3: U2L9 Using Images

65 minutes

lesson exploration

Purpose

Essential Practice: Students use pair programming, switching driver and navigator roles at regular intervals

Potential Teaching Group Decisions:

  • Students switch driver and navigator roles at three to five minute intervals
  • Teacher makes an intentional choice regarding whether students will complete the assessment level in pairs or individually. (There is not a single right choice here, but the teaching group should be prepared to explain the reasoning behind their choice.)

Debrief Topic: Pair Programming

Objectives

  • Participants reflect on when to use pair programming to enhance student collaboration
  • Participants know how to add an image to a web page in Web Lab

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)

Facilitator Tip

If possible, have the teacher group set up during the break to allow more time for the previously on.

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

(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
    • U2L7: Mini-Project: Your Personal Style
      • Students use what they learned in previous lessons to create their own styled web page on a topic of their choice
      • This project is open ended and can be expanded or condensed based on the pacing and scheduling needs of your school schedule
    • U2L8: Intellectual Property
      • The class explore the purpose and role of copyright for both creators and users
      • Students engage in an activity exploring the various Creative Commons licences

(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

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:

  • Follow copyright law, accurately attributing others when using their work.
  • Add an image to a webpage

Lesson Overview

Students start the class by considering the ethical implications of using images on their websites, specifically in terms of intellectual property. They then learn how to add images to their web pages using the tag and how to cite the image sources appropriately.

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 we add images on our website, while making sure we respect everyone’s rights?

Debrief (20 minutes)

Suggested Debrief Plan
Be Sure to Model Essential
Practices		 Students use pair programming switching driver and navigator roles at regular intervals
Potential Teaching Group Decisions
  • Students switch driver and navigator roles at three to five minute intervals
  • Teacher makes an intentional choice regarding whether students will complete the assessment level in pairs or individually (There is not a single right choice here, but the teaching group should be prepared to explain the reasoning behind their choice.)
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Pair programming
Goal Reflect on when to use pair programming to enhance student collaboration
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 Describe your experience with pair programming. What did you like about pair programming? What were the challenges?
Teaching group returns and shares "Choices, Advice, and Takeaways"
Discussion
Prompts
  • When might you choose to use pair programming with your students? Why?
  • When might you choose to not use pair programming with your students? Why?
  • Will you have your students complete the assessment level using pair programming? Why or why not?
  • How can we set up pair programming to ensure that it promotes inclusion?

Discussion Goal: Choosing when to use pair programming and when to have students program individually is a choice teachers will need to make. There is no right or wrong answer here, but it is important for teachers to think this through before they begin teaching the course because the routines and expectations they start at the beginning of the year will be an important part of establishing the classroom culture.

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.