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 35: TLO 5: U2L16 Sources and Research

65 minutes

lesson exploration | role play

Purpose

Essential Practice: Teachers make intentional choices about how students are grouped for activities

Potential Teaching Group Decisions:

  • Consider the activities in this lesson and make an intentional choice about how you will group participants. The choice you make here is not as important as the reason behind the choice you make.

Debrief Topic: Grouping

Objectives

  • Participants recognize the impact of their grouping choices on the classroom culture

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
    • U2L12: Your Webpage - Prepare
      • In this lesson, students engage in the "prepare" stage of the problem solving process by deciding what elements and style their web pages will have.
    • U2L13: Project - Personal Web Page
      • In this end of chapter project, students create web pages that they have planned out in previous lessons using a project guide as a reference.
    • U2L14: Websites for a Purpose
      • In this lesson, students explore the different reasons people make websites.
      • Students investigate sample web sites that have been created to address a particular problem.
      • The class thinks of problems they might want to solve with their own websites.
    • U2L15: Team Problem Solving
      • The class watches the teamwork video and brainstorms team norms and expectations
      • Team brainstorm ways that they will work together while creating a website
      • Teams brainstorm ideas for their website project

(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:

  • Use basic web searching techniques to find relevant information online
  • Identify elements that contribute to a website's trustworthiness or untrustworthiness

Lesson Overview

This lesson encourages students to think more about how to find relevant and trustworthy information online. After viewing and discussing a video about how search engines work, students will search for information relevant to their site. They'll need to analyze the sites they find for credibility to decide which are appropriate to use on their own website.

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 do we find relevant and trustworthy information in the Internet?

Debrief (20 minutes)

Suggested Debrief Plan
Be Sure to Model Essential
Practices		 Teachers make intentional choices about how students are grouped for activities
Potential Teaching Group Decisions Consider the activities in this lesson and make an intentional choice about how you will group participants. The choice you make here is not as important as the reason behind the choice you make.
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Grouping
Goal Teachers recognize the impact of their grouping choices on the classroom culture.
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 When learning through group work, what makes you feel most comfortable? What makes you feel uncomfortable?
Teaching group returns and shares "Choices, Advice, and Takeaways"
Discussion
Prompts
  • Make a list of possible grouping methods. (Examples for facilitator: ability level, random, student selected, interest, etc.)
  • For each grouping method you listed, pair it with a type of activity that might work well with this type of grouping method.

Discussion Goal: The way students are grouped for activities is important. The grouping strategy that a teacher uses might vary based on the activity, class dynamics, teacher preference, etc. The goal here is not to provide teachers with specific guidelines for grouping, but rather to provide a space for teachers to share ideas with eachother and brainstorm ideas for how they might group students in their classroom. It is, however, important for teachers to recognize the impact of their grouping choices on 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.