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 8: Model Lesson 2 - U1L7: Storage

65 minutes

lesson exploration | role play

Purpose

Essential Practice: The teacher uses journaling for individual reflection and sensemaking along with discussion for group reflection and sensemaking.

Lesson Decisions:

  • Have participants respond to prompts using a journal
  • Have participants add key vocabulary to their journal
  • Have participants add the key steps to of the IOSP sequence to their journal
  • Facilitate discussion providing time for individual reflection before group sharing - the Think-Pair-Share strategy does not always need to include all three steps but at a minimum it should include some individual think time

Debrief Topic: Journaling and Discussion

Objectives

  • Participants have reflected on the role of journaling and discussion as a metacognitive opportunity for students to make connections between the activities they are doing and the new knowledge and skills they are gaining
  • Participants understand the role of the IOSP in the CS Discoveries curriculum
  • Participants are able to describe how their identity, experiences, and beliefs shape how they see their role as a CS teacher

Supplies & Prep

Room Setup:

  • Full Cohort
  • Table Groups (3-4)

Facilitator Supplies and Prep:

Teacher Materials:

Agenda

Kick Off (5 minutes)

Lesson (35 minutes)

Debrief (15 minutes)

Identity Reflection (10 minutes)

Facilitation Guide

Kick Off (5 minutes)

Facilitator Tip

It is probably best to navigate with participants to the lesson prior to starting just to save time. Remember that teachers will take an extra long time being it’s their first day and most will have to switch between meeting software and web browser.

Facilitator Tip

Remind teachers that, as students, they will need to raise their hands just like a normal class. This can be done on camera or through the video conferencing software.

(4 minute) Previously, On...

Remarks

Just as tv shows provide recaps with highlights of previous events, we will give a 'Previously, On CS Discoveries' to highlight some of the lessons we are skipping over to reach the lessons we will look at this week. This will help us to fill in some of the learning gaps.

Using the slides, go over the lessons in Unit 1 they will have skipped to get here.

  • Lesson 4 - What is a Computer?:
    • The class brainstorms possible definitions of a computer and works in groups to sort pictures into “computer” and “not computer” categories
    • Key vocabulary is introduced and students are given an opportunity to revise their sorting
    • Computer - a machine that works with information
  • Lesson 5 - Input and Output:
    • The class considers how computers get and give information to the user through inputs and outputs
    • Students explore a series of apps and determine the inputs and outputs for each app
    • Input - the information computers get from users, devices, or other computers
    • Output - The information given to users, devices, or other computers
  • Lesson 6 - Processing:
    • Through experimenting with a series of apps, the class explores how processing is used to turn input into output
    • Processing - the thinking work computers do to turn input into output

Finally, prepare students for the lesson by showing them the Code.org video What Do Computers Do?, which introduces the IOSP model.

(1 minute) Role Reminders

Remarks

We will once again engage in a role play activity where you will play the role of the learner. During the last model lesson, you were asked to engage in the lesson through the lens of you as a middle or early high school student. As we continue to think about how our identity markers influence who we are as CS teachers, and by extension, how we engage with our students, you are challenged to once again take on the persona of you as a middle or early high school student.

Put your hats on and let's get ready to go!

Lesson (35 minutes)

Warm Up (5 min)

Analyzing an App (Outfit Picker)

Journal Prompt: Go on Code Studio to look at the outfit picker app. What is one input, one output, and one kind of processing it might use? Let’s say you used this app every day. What information would you want this app to remember?

Content Corner

Students may identify the weather, favorite color, or season as the input, and the pictures of outfits as the output. Although the exact processing of the app may not be clear, students may point out that there are several likely if/then scenarios ("If the weather is rainy, then include an umbrella.") or matching between the user's input and features of the outfits.

Circulate: The first part of this reflection serves as a review of input, output, and processing. As students reflect on the prompt, check their answers to ensure that they understand how input, output, and processing are used in the app.

Discussion Goal

While it's not important that students agree on the answers, this discussion introduces them to the idea of storing information for later and prompts them to think about what information should and should not be stored in an app.

Ask participants to share out what information they thought should be stored and why.

Facilitator Tip

In the latest version of the curriculum, some vocabulary is introduced during the warm up. The intention is that students use the terms throughout the lesson. This is a shift from the ABC CBV model that has been used in previous versions of the course.

Producer Tip

Assign participants in table groups of 2 or 3 for the Activity.

This is a great opportunity to model how students will be expected to access Code Studio during a lesson.

Remarks

This example app asks for some information that won't change very often, such as your favorite color. Instead of being required to enter this data every time, it would be helpful if the app could remember our answers by storing it. All computers can save information for later and read saved information through storage.

Key Vocabulary: Storage - saving information to use in the future

Question of the Day: Why is storage an important part of the computing process?

Activity (15 min)

Apps with Storage

Remarks

We're going to look at a few apps that use a few kinds of information. We want to identify which information could be stored so that we don't have to enter it every time.

Facilitator Instructions:

  • Link all participants to the activity guide. Verify they have it.
  • As a whole group, complete the first section of the activity guide for the Outfit Picker app, which you used in the warm up.
  • Send participants to Code Studio to see the sample apps.
  • Have participants complete the activity in breakout groups of 2-3.

Assessment Opportunity

There is some flexibility about what should and shouldn't be stored, since that is a choice that the app designer could make. The most important part is their explanation. They should be reasoning about whether that information will change frequently.

Circulate: At this point, both facilitators will circulate through groups. Allow participants to complete the rest of the Activity Guide in their groups. As they fill out the charts, ask them to elaborate on why they thought each input should be stored or not.

Outfit Picker

The first app asks users to input their favorite color, the current season, and the weather, then outputs a picture of an outfit based on the user input.

Friend Finder

The first app asks users to input which friends should be on their friends list, then outputs a map that displays the locations of the friends on the list.

Choose a Kid's Movie

The third app asks users to input several preferences around movies, then outputs a movie recommendation based on the user's preferences.

Assessment Opportunity

Student answers may vary, but in general, they should realize that whether information should or should not be stored relates to how frequently it changes, at all.

Guidelines

As groups move on to the final activity, you may need to briefly explain what a guideline is and what the question is asking for. Make sure that all groups have time to come up with guidelines, even if they have to skip parts of the earlier chart.

Circulate: If groups get stuck writing their guidelines, ask them about which inputs they said should be stored in the other apps. Ask them to see if they can find any similarities between which inputs were stored and were not stored. Remind them that they can also write guidelines about which inputs were not stored. Once most of the groups are done writing their guidelines, bring the class back together and ask if any group would like to share one of their guidelines.

Producer Tip

There will be a quick whole group session to give the teachers the Wrap up prompt, then right back to the groups from earlier in the lesson.

Teaching Tip

If you run out of time while participants are in groups, simply call the groups back and let them know you will give them 5 minutes at the start of class tomorrow to finish up (Roleplaying a teacher).

Introducing the IOSP Model (15 min)

Remarks

We previously watched a video on Input, Output, Storage and Processing. After today, you should have an understanding of all four.

Prompt for discussion with two discussion questions.

  1. Think of something you do on the computer. What sort of input, output, storage, and processing are happening?
  2. What kinds of input, output, storage, and processing are used in a modern smartphone?

I'm going to break you back into groups where you will work on a group slide to answer these two questions. Be prepared to present!

Debrief (15 minutes)

Suggested Debrief Plan
Be Sure to Model Essential
Practices		 The teacher uses journaling for individual reflection and sensemaking along with discussion for group reflection and sensemaking
Lesson Decisions
  • Video conferencing Decisions
    • We watched the video in the kickoff before the lesson, but I would always watch the video at the end of class, because some students might not have internet to access the video at home.
  • Only if Journaling
    • Have participants respond to prompts using a journal.
    • Have participants add key vocabulary to their journal
    • Have participants add the key steps to of the IOSP sequence to their journal
  • Alternate
    • Participants are put into groups to complete Activity Guides.
    • Participants work in groups to create a slide where they respond to prompts.
    • Normally, I would have students respond to prompts and copy down key vocab in a journal, but for the sake of time we skipped the copying down portion.
  • Facilitate discussion providing time for individual reflection before group sharing - the Think-Pair-Share strategy does not always need to include all three steps but at a minimum it should include some individual think time
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Journaling and Discussion
Goal Teachers have reflected on the role of journaling and discussion as a metacognitive opportunity for students to make connections between the activities they are doing and the new knowledge and skills they are gaining.
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 What impact did journaling and discussion have on your learning in this lesson?
Shares “Choices, Advice, and Takeaways”
Discussion
Prompts
  • What do you think students should include in their journals?
  • What ideas do you have for implementing journaling in your classroom?
  • What ideas do you have for facilitating group discussions in your classroom?

Discussion Goal: Journaling and discussion should be purposeful. This is a metacognitive opportunity for students to make connections between the activities they are doing and the new knowledge and skills they are gaining. Journaling might mean different things to different people. In this context, journaling is intended to be a place for students to document their learning. This is more than simply note taking. Journaling in this context should involve some level of reflection. Some teachers might already have strategies and ideas for how to implement journaling and discussion into a lesson. This is a great opportunity to share those ideas with the group.


Facilitator Note:
THIS DISCUSSION CAN BEEN SHORTENED BECAUSE PARTICIPANTS WILL HAVE THE OPPORTUNITY TO CONTINUE DISCUSSING THESE STRATEGIES IN THE FOLLOWING SESSION.

Identity Reflection (10 minutes)

(2 minutes) Context Setting

Remarks

Now let’s come back to our conversation about identity. Our identities impact how we see and experience the world. Our students also have identity markers that impact how they experience and engage in our classrooms and with our teaching styles.

The facilitator shares a personal example of how an identity marker impacted their engagement with students to set the stage for the following reflection.

(8 minutes) Reflection

Facilitator Tip

Prompt participants to articulate one or two concrete examples of an identity marker connected to a student impact. (New teachers might reflect on a time when they were impacted as a student by an identity marker of a former teacher.)

Prompt: What identity markers do you have that might impact how you see and engage with students in your CS classes?

  • (1 minute) Think: individual reflection

  • (3 minutes) Share: share and discuss with the whole group

Discussion Goal

The goal of this share out is for participants to hear a few examples of concrete examples where an identity marker may have an impact on a student. This conversation is intended to set the stage for discussing bias. Sometimes experiences resulting from our identities can lead to biases. This connection will be made later in the workshop.

Discussion Goal

This prompt is another opportunity for participants to connect back to the model lesson debrief as they continue to reflect on how their identity markers and experiences influence the choices they make in their classrooms.

Prompt: How might your identity markers coupled with your experiences as a student impact your expectations for how students engage in both journaling and classroom discussions?

  • (2 minutes) Think: individual reflection
  • (2 minutes) Share: share and discuss with whole group