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 30: Module 3 Session 2

45 minutes

asynchronous

Purpose

This session is designed to create a space for participants to reflect on the culture they hope to create in their classrooms. There is time to describe a positive classroom culture and collaborate with other teachers to share strategies for creating that culture. This is also a time to tie together themes from the previous TLOs as participants think about how a positive classroom culture might support practices such as pair programming, debugging, and student collaboration. The session ends with a discussion about teamwork, which is a large component of Chapter 2 or Unit 2.

Objectives

  • Participants have reflected on and defined what a positive classroom culture looks like
  • Participants have collaborated with their peers about ways to create a positive classroom culture that supports practices such as debugging, pair programming, and peer collaboration
  • Teachers have shared strategies for supporting student teamwork

Supplies & Prep

Room Setup:

  • Individual

Facilitator Supplies and Prep:

Teacher Materials:

Agenda

Transition to Asynchronous (5 minutes)

Asynchronous (40 minutes)

Facilitation Guide

Transition to Asynchronous (5 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.

(3 minutes) Give the Assignment

Use screensharing to navigate to the following asynchronous activities:

  • Understanding Context
  • Classroom Culture
  • Teamwork

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

Facilitator Tip

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

(2 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 3 > Session 2 > Understanding Context.

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 check discussion forums.
  • Pull notable ideas out of discussion forums for the Session 3 debrief.

Asynchronous (40 minutes)

(15 minutes) Understanding Context

Overview

As you teach this course, it will be good to have an idea for how you will start to learn more about the your context through the lens of equity. Thus, you will want to consider the ways you might gather data to measure this context.

Do This

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: Throughout the school year, how might we gather data to better understand the realities of access, diversity, and inclusion in CS in our schools and classrooms?

(20 minutes) Classroom Culture

Overview

Reflect on and define what a positive classroom culture looks like.

Do This

  1. Listen to the Introduction to Classroom Culture (0:44) video.
  2. Using the slides shared with you in the previous session, put at least one idea on each slide that answers the question: What does a classroom with a positive culture look like?

Slides

  • What do you see?
  • What do you hear?
  • What are the students doing?
  • What is the teacher doing?

(5 minutes) Teamwork Video

Overview

Developing teamwork skills is essential in CSD. Chapter 2 of Unit 2 places a large emphasis on teamwork and concludes with students completing a group project. This is the first of many opportunities for students to practice and develop their teamwork skills in CSD.

Do This

  1. Watch the teamwork video (2:25)
  2. Consider the reflection prompt below and make some notes in your journal for future class planning.

Reflection Prompt: What strategies for supporting teamwork have you experienced or used that might be helpful in supporting students taking CS Discoveries?