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 43: Module 4 Session 2

50 minutes

asynchronous

Purpose

In this session, participants are given time to share ideas and learn about opportunities for differentiation within the CS Discoveries curriculum. The goal of the session is for participants to commit to one thing they will do in their classrooms to meet the unique learning needs of their students.

Objectives

  • Participants share differentiation strategies and ideas
  • Participants commit to trying one strategy for differentiation with their students

Supplies & Prep

Room Setup:

  • Individual

Facilitator Supplies and Prep:

Teacher Materials:

Agenda

Transition to Asynchronous (10 minutes)

Asynchronous (40 minutes)

Facilitation Guide

Transition to Asynchronous (10 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.

(5 minutes) Give the Assignment

Use screensharing to navigate to the following asynchronous activities:

  • Differentiation

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.

(5 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 4 > Session 2 > Differentiation.

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 either check in with participants’ breakout sessions or check discussion forums.

Asynchronous (40 minutes)

(10 minutes) Who are our students?

Overview

Throughout the week we have been reflecting on how our identities impact how we interact with our students and how our students interact with us. Just as our students come to us with unique identities, they also come to us with unique learning needs. In this session, we are going to explore some of the ways the CS Discoveries curriculum can support differentiation to meet the needs of your students.

Do This

  • Think about the students you have had in your classroom. If you are a first year teacher, think about students that you have been in classes with.
  • In your journal, write a short description of three different students. When does each student excel? When does each student struggle? What is unique and special about this student? What is important for us to know about this student?

(15 minutes) Differentiation

Overview

Creating an equitable classroom is not a passive process. We all know that the students in our rooms come to us with many different learning needs. Differentiating our instruction to meet the unique learning needs of the students in our classroom is challenging but is a crucial component to creating an equitable classroom environment.

Do This

  1. Read pages 59-60 in the Curriculum Guide: "The guide to differentiation."
  2. Consider the discussion prompt below and add your reflections to the discussion forum. We encourage you to add to the discussion by also replying to other participant posts when appropriate.

Discussion Prompt: How will you identify and meet the needs of all the different types of students who enter your classroom? Be specific in discussing actions and steps you would take throughout the year.

(15 minutes) Code.org Forum Tour

Overview

The Code.org Professional Learning Community at forum.code.org is a place for teachers who are implementing Code Studio curriculum to share best practices, questions, thoughts, ideas, and inspiration. Get comfortable using the Code.org Professional Learning Community forum as a primary way you’ll stay in touch with other CS Discoveries teachers, find ideas and resources for lessons, and get support from the Code.org staff. Please review the community guidelines. (Note: From your My Dashboard in Code Studio, you can get to the forum by clicking on the panel for Teacher Community.)

Do This

  • Watch the CSD Forum Tour (6:48) video to see a Code.org teacher forum walkthrough.
  • Read through Code.org’s Community page.