Session 42: TLO 7: U3L3 Drawing in Game Lab
65 minutes
lesson exploration | role play
Purpose
Essential Practice: Teachers formatively assess student understanding throughout the lesson
Potential Teaching Group Decisions:
- Teachers use the videos as check in points for students using the discussion questions provided in the teacher notes as sensemaking opportunities.
- Teachers us the assessment opportunities from the lesson plan to influence the probing questions asked while circulating through the room to check for understanding
- Teachers ask students to explain how they think they should score on the mini rubrics in the assessment level
- Teachers use a wrap up to assess understanding within the room
Debrief Topic: Formative Assessment
Objectives
- Participants have reflected on ways to use formative assessment throughout the lesson to gauge the level of understanding within the room
- Participants are comfortable with the basics of game lab
- Participants have experimented with the grid in Game Lab
Supplies & Prep
Room Setup:
- Full Cohort
- Table Groups (3-4)
Facilitator Supplies and Prep:
Teacher Materials:
- Computer
- Journal
- CS Discoveries 2021 - Activity Packet
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.
(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 Objectives
Students will be able to:
- Use a coordinate system to place elements on the screen.
- Sequence code correctly to overlay shapes.
Lesson Overview
Students are introduced to Game Lab, the programming environment for this unit, and begin to use it to position shapes on the screen. They learn the basics of sequencing and debugging, as well as a few simple commands. At the end of the lesson, students will be able to program images like the ones they made with the drawing tool in the previous lesson.
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 communicate to a computer how to draw shapes on the screen?
Debrief (20 minutes)
Suggested Debrief Plan | ||
---|---|---|
Be Sure to Model | Essential Practices |
Teachers formatively assess student understanding throughout the lesson |
Potential Teaching Group Decisions |
|
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If the essential practices, listed above, are present in the lesson we recommend the following for your debrief: | ||
Debrief Direction | Topic | Formative Assessment |
Goal | Use formative assessment throughout the lesson to gauge the level of understanding within the room | |
To reach this goal, consider using the following reflection and discussion prompts: | ||
Debrief Suggestions | Reflection Prompt |
As the learner, what feedback did you receive indicating to you whether or not you were on the right track? How did this feedback impact your learning? |
Teaching group returns and shares "Choices, Advice, and Takeaways" | ||
Discussion Prompts |
Discussion Goal: Assessment should be ongoing and can take many forms. Formative assessment should be tied to the lesson objectives. The assessment opportunities in the lesson plan offer a guide to specific points of the lesson to pay attention to when assessing student understanding. 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. |