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 40: TLO 6: U3L2 Plotting Shapes

65 minutes

lesson exploration

Purpose

Essential Practice: Discussion is an opportunity to hear multiple voices and bring different perspectives and experiences into the conversation

Potential Teaching Group Decisions:

  • Make an effort to bring multiple voices into class discussions
  • Use the Think-Pair-Share strategy to facilitate discussion

Debrief Topic: Discussion

Objectives

  • Participants brainstorm ways to lead an inclusive class discussion
  • Participants understand how to use the grid in Game 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)

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

(2 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

(2 minutes) Previously On

  • Show Unit calendar to highlight where we are in the unit.
  • Go over the lesson that was skipped
    • U3L1: Programming for Entertainment
      • Students explore how Computer Science in general, and programming specifically, plays a role in either a specific form of entertainment or as a vehicle for self expression.

(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:

  • Reason about locations on the Game Lab coordinate grid
  • Communicate how to draw an image in Game Lab, accounting for shape position, color, and order

Lesson Overview

Students explore the challenges of communicating how to draw with shapes and use a tool that introduces how this problem is approached in Game Lab. The warm up activity quickly demonstrates the challenges of communicating position without some shared reference point. In the main activity students explore a Game Lab tool that allows students to interactively place shapes on Game Lab's 400 by 400 grid. They then take turns instructing a partner how to draw a hidden image using this tool, accounting for many challenges students will encounter when programming in Game Lab. Students optionally create their own image to communicate before a debrief discussion.

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 clearly communicate how to draw something on a screen?

Debrief (20 minutes)

Suggested Debrief Plan
Be Sure to Model Essential
Practices		 Discussion is an opportunity to hear multiple voices and bring different perspectives and experiences into the conversation
Potential Teaching Group Decisions
  • Make an effort to bring multiple voices into class discussions
  • Use the Think-Pair-Share strategy to facilitate discussion
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Discussion
Goal Brainstorm ways to lead and equitable class discussion
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 As a learner, when do you feel comfortable sharing your ideas and perspectives with the group?
Teaching group returns and shares "Choices, Advice, and Takeaways"
Discussion
Prompts
  • What strategies have either experienced or used to bring multiple voices, perspectives, and experiences into class discussions?
  • How might a student’s identity markers impact their willingness to participate in class discussions?
  • What is your role as the teacher in engaging all students in group discussion and sense making?

Discussion Goal: This is intended to be an opportunity for group sharing. There is no right or wrong answer here. When possible, attempt to connect this conversation to the conversation about identity and unconscious bias form the previous session. Making choices that support inclusion while leading a class discussion is a concrete example of a way a teacher might take responsibility for supporting inclusion in their classroom.

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.