Day 1

01 Workshop Opener 02 Previously, on Unit 3 03 Break 04 Model Lesson U3L7 05 Reflection 06 Debugging 07 Lunch 08 Curriculum Investigation 09 Assessment 10 Break 11 Conclusions and Connections 12 Scenarios 13 Wrap Up 14 Debrief

CS Discoveries 2021-22 In-Person Workshop 1

Agenda Walkthrough Resources

In place of the agenda walkthough video, we now have a series of resources designed to help facilitators familiarize themselves with the workshop agenda.

Workshop Goals and Objectives
The document outlines the overall goals and outcomes for Workshop 1 along with where in the workshop these goals and outcomes are addressed. We recommend you reviewing this document before reading the agenda.
Opportunities for Equity
This resource calls out opportunities for a facilitator to create an equitable workshop environment and ways for teachers to create an equitable classroom environment in a programming unit. We recommend reviewing this resource after reviewing the agenda for workshop 1.
Essential Content
It is important for facilitators to be familiar with all content in Unit 3 before facilitating workshop 1. This resource identifies specific lessons of focus within workshop 1. We recommend reading this resource after reading the full agenda. This resource is especially recommended for new facilitators or facilitators that are new to CS.

Printing Agendas

Go to https://curriculum.code.org/plcsd-21/q1/compiled. When you get to that page right click. From the menu that pops up click print. From there you should be able to print or save it as a PDF.

For the high level agenda(like one on the right) that is printable and editable go to:

Google Sheet View of High Level Agenda

Recommended Workshop Timing:

Covering content that is scheduled for weeks 10 - 16 (Unit 3) of the year. Workshop should be 5 - 8 weeks into the school year. Err on the earlier side.

Goals

Time to share/discuss highlights and concerns from your classroom
Time to discuss region specific concerns or interests
Prepare to teach upcoming lessons. Try activities and discuss each type of lessons teachers will see in unit 3.
Reflect on classroom practices and continue to grow and transform teaching practice
Build the community of teachers
Discuss how you have been addressing assessment in your classroom and look at future assessments to plan for ways to assess student learning in the future.
Reflect on the student needs that come up in your classroom, how you have had to adapt to those needs, and what needs you are still in need of more ways to support.

Prepping for Sessions

Review Past Workshop(s)

Review how things went during your Previous Workshop

Review your feedback from teachers in the Workshop Dashboard to see what needs you can address and how you can continue to improve you local workshops
Talk about feedback for each other in how you can better prepare for the workshop together, how you run certain sessions, and other ways you can grow as individuals and a team
Make a plan together for actions you are going to take during this workshop to improve

Supplies

Provided By Regional Partner	Teachers Should Bring
Room set up for table groups of 4-5 teachers Room with reliable wifi Power Strips Projector Speaker System 24 Pens 2 Easel Pads 10 Large 3x4 Post-it Notes 16 Medium 3x3 Post-it Notes 12 Small 1x2 Post-it Notes 8 sets 8-pack Markers Blue Painter's Tape Scissors	Printed Curriculum Guide Journal Computers

Connect with your regional partner

Prior to the workshop find time to meet in person or virtually with both facilitators and the regional partner to discuss:

Subject	Conversation Points
Supplies	Go through the list of necessary supplies together Make a plan for when different supplies will be set up/provided
Online Workshop Dashboard	Look at the registration. Are teachers signed up? What do you need to do to make sure all the teachers are registered? Make sure facilitators are added on the workshop so you will be able to take attendance
Venue	Discuss the set up of the space What does the room look like? What does the table set up look like? Will the space have a projector? Do we need to bring certain type of hook ups? Will the space have a sound system? If not how do you plan to play videos during the week? Is the other course workshop co-located? How do we get into the building? Are there any directions about parking or locating the space?
Workshop Timeframe	What time are we scheduled to start with teachers? What time are we scheduled to end with teacher? What time can we come in to prep in the morning? What time can we stay to debrief till in the afternoon?
Food	What food will be provided for participants during the workshop? What time will food be set up? Is there a separate room for lunch?
Agenda	Is there any local material to cover during this workshop? How long do you anticipate it taking to cover the material (Check that the time suggested fits within the amount of Local Flex Time for this workshop)?
Staff	Will someone from your organization be on site for the day of the workshop? If yes, who is the staff member and how should we contact them if needed? If no, who should we contact in case something comes up during the workshop that we need your organizations support with?

Review Materials

On your own review the following materials so you are familiar with the details of each.

Facilitator Materials	Teacher Materials
Detailed Agenda (You are doing this now!) Facilitator Handbook - 2021 CSD - Workshop 1 - Template 21-22 - Slides	CS Discoveries Curriculum Guide 2021

Make a plan

You should go through every session to make a plan for how you and your co-facilitator will support each other in running the session.

Use the Session Planning Template to guide your planning.

Don't forget to check the pre-survey results to determine what lessons to focus on during the TTL progression. The survey gets sent out to teachers automatically 10 days before the workshop. You can view the results on the Workshop Dashboard.

Create Materials For Region

A copy of the CSD - Workshop 1 - Template 21-22 - Slides for the workshop, that you have updated according to your needs.
Set up a section for your workshop participants to join (if everyone is already in one together from summer then you are all set!):
1. Create a new section using the email login type
2. Make sure it is assigned to CS Discoveries for 2021 - 22
3. Assign the course to Unit 3
4. Enable Pair Programming for that section
5. Enable Lesson Extras for that section

First Morning Of Workshop

Room Setup

Using the supplies provided by regional partner set up the room. In the agenda we will call this the "Normal Breakout Room Set Up".

Tech
- Reliable guest wifi - check this as early as possible
- Projector (separate table for projector)
- Speaker System
8 Teacher Tables (for 32 teachers) with:
- 4 chairs at each table
- Table angled toward projector screen
- Surge protectors in middle of each table
- 4-5 post-it note pads of different sizes
- 3-4 Pens
Facilitator Table:
- Located in the back of the room
- 2-3 chairs at table (need chairs for lead facilitators and apprentices)

Create Posters

Posters up for people to add post-its to as they come in
- Question Parking Lot - For people to put up questions they have.
- “Where are we now” - On a piece of chart paper or on the board create a histogram for teachers to add where they are in the curriculum. Remind teachers to take out their Curriculum Guides as a guide to unit progressions.

Concerns?

If you need to raise concerns before or during the workshop about issues that require immediate attention (internet, health issues, etc.) you should contact your regional partner.

Day 1

Session 1: Workshop Opener

50 minutes

discussion-based | speed dating

Purpose

Bring participants together to kick off the workshop and reflect on how things are going in the classroom. This is a place to check in on specific lesson that people have already taught, as well as pacing and teaching practices that were recommended or discussed in the previous workshop.

It is common to surface concerns during this session that can be revisited and addressed throughout the workshop.

Objectives

Teachers have communicated where they currently are in the curriculum. This information should hopefully match the information you received in the pre-workshop survey results.
Teachers are aware of the theme for the day
Misconceptions and existing questions have been asked and answered
Teachers are thinking about how things are going and what they want to work on/get help with

Supplies & Prep

Room Setup (using the supplies provided by regional partner):

Posters up for people to add post-its to as they come in
- Where are we now?
- Question Parking Lot
Posters ready for Warm up and Check In:
- Role of the Teacher
- Things we know...
Four posters for 4 Corners:
- Hot Topic
- Local Impact
- Looking Forward
- In the Classroom

Facilitator Supplies:

Your local copy of the CSD - Workshop 1 - Template 21-22 - Slides
Facilitator Handbook - 2021
Poster Paper (Regional Partner Provides)
Markers (Regional Partner Provides)
Workshop Dashboard Workshop Dashboard

Teacher Materials:

CS Discoveries Curriculum Guide 2021
Journal (Should bring with them.)
Post-its (Regional Partner Provides)

Agenda

Workshop Opening Logistics (10 minutes)

Warm Up and Check In (40 minutes)

Teaching Guide

Workshop Opening Logistics (10 minutes)

Poster Prep

Posters as participants come join:

Where are we now - On a piece of chart paper or on the board create a histogram for teachers to add where they are in the curriculum. Reminder teachers to take out their Curriculum Guide as a guide to unit progressions.
Question Parking Lot - For people to put up questions they have.

Posters ready for Warm up and Check In:

Role of the Teacher - On a piece of chart paper, create a poster that has the words “Role of the Teacher” written in large letters.
Things we know... - On a piece of chart paper, create a poster that has the words “Things we know...” written in large letters.

Four posters for 4 Corners each with one of the following titles: “Hot Topic”, “Local Impact”, “Looking Forward”, and “In the Classroom”

“Hot Topic” - topic of facilitator’s choice
“Local Impact” - topic of facilitator’s choice
“Looking Forward” - What are participants looking forward to in this workshop?
“In the Classroom” - topic of facilitator’s choice. Most common topics include assessments, facilitating discovery without telling students the “right” answer”, learning material along with your students, inclusion, etc.

Note: Facilitators choose the titles and topics for “Hot Topic”, “Local Impact”, and “In the Classroom”

Facilitator Tip

Ways to Prepare for Session:

Reflect on teacher needs at the last workshop — what were the most common concerns? How can you check in on those concerns here?
Making a plan with your co-facilitator for how you plan to divide up roles during the session

As Teachers Walk In

Have a slide up at the front of the room to direct teachers to:

Add post-its to "Where are we now" poster
Kick off the Question Parking Lot chart by having participants add in anything they need to talk about when they walk in the room

(2 minutes) Attendance

Have everyone complete the attendance for the day

On the online workshop dashboard find your workshop
Follow the instructions found on your facilitator landing page to start the workshop.

(3 minutes) Introductions

Introduce yourselves to the room so they know who you are. Teachers enjoy knowing facilitators background so make sure to share some key details of who you are. Also take a few minutes to let the participants introduce themselves. (It has been a long time since the summer, and you might have some new participants.)

(5 minutes) Norms

Teaching Tip

You can find Code.org’s context for these norms in our one-pager. We don’t recommend you read the full document to participants but rather pull out the key messages you want to have heard in the workshop.

Review the norms that were introduced during the summer workshop:

Be present.
Make space and take space.
Seek to understand.
Take risks.
Expect and accept non-closure.

Warm Up and Check In (40 minutes)

(2 minutes) Theme Introduction

Facilitator Tip

As lead learner, the role of the teacher shifts from being the source of knowledge to being the leader in seeking knowledge. It is important for the facilitator to model this teaching and learning strategy throughout the workshop. Opportunities for modeling this strategy will be called out in the teaching tips throughout the agenda. As you move through the agenda, remember the goal is for participants to be able to continue learning on their own after they leave the workshop. Helping a participant work through the process of finding a resource to reference is more valuable than directly explaining a concept.

Create a poster with the words “Role of the Teacher” in large letters. You will draw attention to this poster now, but you will not add anything at this point. The group will add to this poster throughout the day.

Remarks

Our learning today will be focused around an overarching theme: The Role of the Teacher. As you might have already experienced this year, the role of the teacher changes frequently in a CS classroom. Throughout the day we are going to identify the various roles of the teacher in a CS classroom and pair them with teaching strategies that you can use in your own classrooms.

One role of the teacher that we discussed together in the summer workshop is the role of the teacher as lead learner. As lead learner, the teacher’s role in the classroom is to model and encourage good learning strategies. A part of this is helping students find, develop, and use resources to support their learning. As we move through the day we are going to add to this poster to create a resource that we will all be able to use as a reference as we plan for the roles we will play in our own classrooms. During our time together today, keep this theme in mind as you reflect on the role of the teacher in various aspects of Unit 3. After each activity, we will add these ideas to our poster.

Facilitator Tip

Consider creating and displaying a poster with the definition of inclusion so participants can continue to practice using this shared language.

Inclusion - creating learning environments as well as using curricula and resources that are accessible,welcoming, and reflective of all students’ identities, backgrounds, differences, and perspectives.

We will also continue to consider how we as teachers can promote an inclusive classroom culture.

(3 minutes) Personal Reflection

Facilitator Tip

The goal of this reflection is to jog memories and think concretely about the lessons they’ve done so far and what’s coming soon.

Facilitators select one or two questions from the list below to have participants reflect on the following questions on their own to be ready to share with others in the 4 Corners Warm Up. They don't need to answer every question but use these questions to jog their memory.

What has gone well so far this year?
How have your students responded to the lessons you’ve already taught?
What have you done to promote a culture of inclusion in your classroom?
What adaptations have you made for your student needs?
Were there any concepts or activities in Units 1 or 2 that were challenging for you or for your students?
What concerns or issues do you have about the topics that are coming up soon?
What questions do you have/what do you want to talk about?

Facilitator Tip

“Hot Topic” - topic of facilitator’s choice
“Local Impact” - topic of facilitator’s choice
“Looking Forward” - What are participants looking forward to in this workshop?
“In the Classroom” - topic of facilitator’s choice. Most common topics include assessments, facilitating discovery without telling students the “right” answer”, learning material along with your students, etc.

(10 minutes) Four Corners Warm Up

Facilitator creates four posters, each with one of the following titles: “Hot Topic”, “Local Impact”, “Looking Forward”, and “In the Classroom”. Place posters in “corners” of the room.

Facilitator Tip

If the majority of participants choose a single poster to discuss, then break up participants into groups of no more than four, have them modify the poster title, and proceed with the Warm Up.

Participants choose a “corner” to go to based on the poster title they want to discuss. Participants discuss the poster title and write down key challenges or ideas on the poster. If participants have another issue they want to discuss, they may form a fifth group in the center of the four “corners” (center of the room).

Goal: This is an opportunity to identify pressing challenges or ideas participants may want to discuss early on in the workshop, which would otherwise hinder their engagement.

Activity Overview for Participants:

Remarks

We are going to do a 4 Corners Warm Up in which you will choose a poster to walk over to engage in a small group discussion and write key ideas for others to read. Let me describe what each poster discussion is about in order to help you choose. If after hearing the descriptions, you feel there’s another topic you would rather discuss, please form a fifth group in the center of the room (show participants where they should go).

The facilitator provides participants with a brief description (developed by the facilitators) for each poster to guide the discussions:

“Hot Topic” (topic may be broad at the national level or specific to your region/city)
“Local Impact” (topic may be specific at a district or school level)
“Looking Forward” Guiding Question: What are participants looking forward to in this workshop?
“In the Classroom” (topic may be about assessments, facilitating discovery without telling students the “right” answer”, learning material along with your students, inclusion, etc.)

(10 minutes) Gallery Walk

Participants walk to each “corner”, read key challenges or ideas, write a solution or suggestion on a post-it note, and place the post-it on the poster.

Goal: This is an opportunity for participants to help others in the room problem solve and for facilitators to identify what may need to be addressed later in the day or added to the question parking lot.

(10 minutes) Group Discussion

Participants go back to their seats. The goal here is to pull out widely-held concerns and questions, as well as check in with participants on the following:

What student needs have you encountered and what strategies have you found that help meet those needs?
What’s happening with your students who are new to CS? Are they disengaging? What can we do to address that?

Facilitator Tip

As lead learner, the role of the teacher is to activate prior knowledge and help students articulate their learning.

(5 minutes) Activate Prior Knowledge

Facilitator creates a poster with the words “Things we know...” in large letters.

(2 minutes) Independent Journaling Prompt: Think back to the summer workshop and experiences you have had teaching this course. What CS concepts have you learned so far?
(3 minutes) Group Share Out: Facilitator adds concepts to the “Things we know…” poster during the share out. Leaving this session, display this poster in the room. Participants can reference this resource throughout the day.

Remarks

Now that we have reflected on where we have been, it is time to continue building. As we continue to build, remember to use the “Things we know…” poster as a reference resource.

Day 1

Session 2: Previously, on Unit 3

15 Minutes

facilitator presentation

Purpose

This session is designed to highlight concepts from Unit 3 that will be necessary to engage in the remainder of the day. The session begins with a quick reminder of the concepts introduced in the summer workshop followed by an introduction to the concept of variables. This overview is necessary to ensure participants are ready to engage in the upcoming model lesson.

Objectives

Review concepts from Unit 3 in preparation for the model lesson
Participants understand what variables are and how they are used in Game Lab
Participants understand how to use the randomNumber() block in Game Lab

Supplies & Prep

Room Setup (using the supplies provided by regional partner):

Participants seated in pods

Facilitator Supplies:

Your local copy of CSD - Workshop 1 - Template 21-22 - Slides

Teacher Materials:

CS Discoveries Curriculum Guide 2021

Agenda

Review of Unit 3 Concepts from Summer Workshop (3 minutes)

Introduction to Variables (10 minutes)

Set Up for Model Lesson (2 minutes)

Teaching Guide

Review of Unit 3 Concepts from Summer Workshop (3 minutes)

Show the Unit 3 timeline and highlight the lessons that were covered in the summer workshop
Remind teachers of the content in the lessons they have explored so far
- Lesson 2: Students are introduced to the grid in an unplugged lesson. They practice placing shapes on a 400 by 400 grid.
- Lesson 3: Students continue to explore the concept of using grids to place shapes as they transition into Game Lab for the first time. They are also introduced to sequencing.
- Lesson 4: This lesson extends the drawing skills to include width and height and introduces the concept of random number generation. The class learns to draw with versions of ellipse() and rect() that include width and height parameters, and use the background() block to fill the screen with color.

Introduction to Variables (10 minutes)

Facilitator Tip

Show the video from U3L5 Level 2 in Code Studio. (The title in the slide deck is a link to Code Studio.) This will allow you to easily transition to the variable example that you will demo.

(5 minutes) Variables Video

Show the variables video.

(4 minutes) Variables Practice

The group completes Lesson 5 Level 3 together in Code Studio. The facilitator should point out that a variable holds information and can be accessed using a label. Numbers, text, and colors can all go into variables, as well as more complicated data structures that students will see later in the course.

Facilitator Tip

This overview can be a lot of information for a new-to-CS teacher. Let participants know that they will have time after lunch to explore the curriculum.They can return to this lesson and complete the full bubble progression. (This lesson is not specifically called out in the curriculum investigation, but participants can make the choice to return to it if they want to.) Additionally, there will be an opportunity to explore an unplugged lesson involving variables if they would like to explore the concept further. Also show participants that can always refer to the Help & Tips tab within Code Studio if they are unsure of a concept.

Allow participants to explore Lesson 5 Level 4. Remind participants to utilize both the resources in the “Help and Tips” tab and the drop down tips when they need additional help. Wrap up by highlighting the following variable naming rules:

Labels can’t have spaces
Labels can’t start with numbers
Capitalization and spelling must be exactly the same

(1 minute) Random Numbers

Use slides to introduce the randomNumber() block. This block returns a random number in the closed range from min to max. Variables can be assigned a random number.

Set Up for Model Lesson (2 minutes)

(1 minute) Set the Scene

Remarks

When we return from break we will be engaging in a Model Lesson. This is a role play activity. I (or my co-facilitator) will be acting as the teacher and you all will be acting as learners.

After we are done with this Model Lesson we are going to have a conversation about some of the pedagogy in the model lesson with a focus on the role of the teacher.

(1 minute) Pre-Break Reminders

There is a 10 minute break between this and the next session. Remind teachers how long they have for a break before they head out.

Day 1

Session 3: Break

10 minutes

break

Agenda

Teaching Guide

Day 1

Session 4: Model Lesson Unit 3 Lesson 7

40 minutes

Purpose

This model lesson is intended to model pedagogy. The facilitator will model best practices within a model lesson while demonstrating the collaborative classroom culture CS Discoveries is trying to create.

Objectives

Identify when and how to implement various teaching strategies
Develop empathy for the student experience in a new programming lesson
Create a sprite in Game LAB

Supplies & Prep

Room Setup:

Participants are seated in pairs for pair programming
“Sprites…” Poster - On a piece of chart paper, create a poster that has the word “Sprites” written in large letters.

Facilitator Supplies:

Local copy of CSD - Workshop 1 - Template 21-22 - Slides
Chart Paper
Markers

Teacher Materials:

Laptops
Journals
Pens

Agenda

Warm Up (10 minutes)

Activity (30 minutes)

Wrap Up (5 minutes)

Teaching Guide

Warm Up (10 minutes)

(10 minutes) Warm Up

Remarks

“Put your hats on and Let’s get ready to go!”

How Much Information?

Review: So far we've only written programs that put simple shapes on the screen. List all of the different pieces of information that you have used to control How these shapes are drawn.

Prompt: If you wanted to create programs with more detailed images, maybe even characters that you could interact with, what other pieces of information might you need in your code?

Discussion Goal

The goal here is to get learners thinking about all of the different values that go into drawing a single shape on the screen, and how many more values they may need to control a more detailed character in a program. If learners are struggling to come up with ideas, you might use some of the following prompts: How do you tell a shape where to go on the screen? How do you tell a shape what size it needs to be? How do you tell a shape what color it should be? What about its outline? What if you wanted to change any of those values during your program, or control other things like rotation?

Share: Allow learners to share out their lists.

Remarks

Today we'll learn how to create characters in our animations called sprites. These sprites will help us keep track of all the information that we need in our programs.

Question of the Day: How can we use sprites to help us keep track of lots of information in our programs?

Activity (30 minutes)

(2 minutes) Exploration

Teaching Tip

Make sure to model the role of the teacher within this plugged lesson:

Ongoing formative assessment
Direct students to reference resources
Gather and share class feedback
Guide students through the debugging process
- Celebrate bugs!
- Don’t debug for the learner
Time keeper for pair programming

Give learners the opportunity to explore in Level 1.

(5 minutes) Video and Discussion

Video: Watch the video introducing sprites as a whole group. (2:37)

Discussion Goal

Sprites are a very complex concept, and students may have difficulty understanding exactly what they are. The most important aspect for students to understand is that sprites allow them to organize a lot of information about something that they want to draw to the screen.

Discussion:

Create a poster with “Sprite” written in large letters
Ask the group, “What do we know about sprites so far?”

Teaching Tip

This exercise serves as a quick formative assessment. The teacher is able to get a quick pulse on the general understanding within the room and clarify misconceptions in real time. (Role of the Teacher: ongoing assessment of student understanding)

Add to the poster as learners share out

(5 minutes) Levels 3 - 5

Transition: Move learners onto the level progression using pair programming starting with Level 3. Allow time for learners to work through the bubbles independently, stopping when they get to Level 5.

Remind learners that they should use the Help & Tips tab as a reference if they run into difficulty.

Five minutes is budgeted for learners to work through Levels 3 - 5. However, you should transition to the video as soon as learners begin reaching Level 6. Learners can return to bubbles they have not yet completed after the video is shown to the whole group.

(5 minutes) Video and Discussion

Video: Watch the video introducing the animation tab as a whole group. (3:07)

Discussion Goal

Make sure learners understand that they will need to both create the image (or animation) in the Animation Tab and then add the animation to the sprite using the setAnimation block. Learnbers may be confused by the use of the word "animation" for single images, but in Game Lab, still images are considered "animations" with only one frame.

Discussion:

Ask the group, “What new things have we learned about sprites that we should add to our poster?”
Add to the poster as learners share out

(13 minutes) Continue the Level Progression

Transition: Allow learners to continue within the level progression. It is likely that learners will not finish the level progression within the time allotted. At a minimum, all learners should complete Level 7.

During the activity, the facilitator should keep time and remind the learners to switch pair programming roles.

Teaching Tip

Don’t forget to celebrate bugs! (Role of the Teacher: create a culture of debugging)

While learners are working through the level progression, facilitators should be circulating the room to check for understanding and gather class trends for misconceptions, strengths, or areas of improvement (focus on what students are doing well). Ask learners to talk through their code with you. Check to ensure that learners know why they sequenced their code the way they did.

Wrap Up (5 minutes)

Key Vocabulary:

Sprite - A character on the screen with properties that describe its location, movement, and look.
Property - A label for a characteristic of a sprite, such as its location and appearance.
Dot Notation - the way that sprites' properties are used in Game Lab, by connecting the sprite and property with a dot.

Journal

Question of the Day: How can we use sprites to help us keep track of lots of information in our programs?

Prompt: So far we've been able to change a sprite's location and image. What else might you want to change about your sprites?

Discussion Goal

This discussion prompts students to think about the different properties that a sprite might have, and prepares them for the next lesson, which explicitly covers sprite properties.

Share: Allow learners to share out their ideas.

Day 1

Session 5: Model Lesson Reflection

20 minutes

discussion-based

Purpose

This session is designed to highlight choices and teaching strategies used in the model lesson. The goal is for participants to reflect on how they might implement similar strategies and techniques in their own classrooms and practice.

Objectives

Understand how to make appropriate choices when delivering a lesson
Identify ways to incorporate formative assessment, referencing resources, and class feedback into a lesson
Understand how the role of the teacher changes throughout a programming lesson

Supplies & Prep

Room Setup:

Participants are seated in pairs

Facilitator Supplies:

Your local copy of the CSD - Workshop 1 - Template 21-22 - Slides
"Role of the Teacher" Poster
Markers

Teacher Materials:

Journals
Pens

Agenda

Model Lesson Goals (7 minutes)

Highlight and Discuss Choices (6 minutes)

Role of the Teacher

Teaching Guide

Model Lesson Goals (7 minutes)

Remarks

Our goal in this model lesson was to demonstrate key pedagogical choices made in a lesson that help incorporate formative assessment, referencing resources, and providing classroom feedback.

Prompt: What are examples of times in the model lesson when you noticed the teacher:

Formatively assess student understanding
Further develop the practice of referencing resources
Provide class feedback?

Reflect and Discuss

(1 minute) Think: individual reflection
(2 minutes) Pair: discuss with a partner

Discussion Goal

There are three goals of this discussion:

Participants recognize that formative assessment should be incorporated into lessons, even when students are primarily working on computers
Participants are able to identify opportunities for formative assessment within a lesson
Participants recognize how to gather and share classroom feedback

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

Highlight and Discuss Choices (6 minutes)

Facilitator Note: After the group share out, highlight specific choices made during the model lesson and stress that these were not prescribed by the lesson plan, and are the sort of choice that a teacher can make for any lesson.

(2 minutes) Whole Class Video

The teacher utilized the discussion prompts in Code Studio to ensure students grasped core concepts before moving on in the bubble progression

(2 minutes) Pair Programming

Pair programming was used to enhance student collaboration.

(2 minutes) Create a Shared Reference Resource

Creating a shared reference resource served two purposes:

Formative assessment - as learners suggested items to add to the poster, the teacher was able to listen for evidence of understanding and hints of misconceptions
Referencing Resources - the “Sprite” poster will now serve as a resource that students can reference both during this lesson and later in the unit when they are working on their end of chapter project

Remarks

Gathering and sharing classroom feedback creates a learning community which does not single out an individual student. Rather the teacher provides positive feedback about class progress. Class feedback is an opportunity to focus on what students can do and use a think-aloud strategy to address misconceptions, strengths, and areas for improvement.

Role of the Teacher

(1 minute) Journal

Prompt: What was the role(s) of the teacher in the model lesson? How did the role(s) of the teacher change throughout the lesson?

Discussion Goal

As the day progresses, the conversation around this topic should mature. At this point, if participants are answering with surface level responses, try to encourage deeper conversation. (Can you tell me a little more about that? Can someone expand on that idea? Are we starting to see any themes?)

As participants share out with the whole group, add to the “Role of the Teacher” poster from the opening session.

Day 1

Session 6: Problem Solving and Debugging

45 minutes

discussion-based

Purpose

This session is intended to build on the conversation about debugging that began over the summer. In the summer workshop, participants were introduced to the debugging process and support resources. They also practiced debugging in Web Lab. This session is an opportunity to check in on how debugging is going, share ideas, and practice debugging in Game Lab.

Objectives

Locate and utilize the Guide to Debugging as a resource
Practice the debugging process in Game Lab
Identify strategies to use to support students in the debugging process

Supplies & Prep

Room Setup:

Participants are in groups of two (same groups as the previous session)

Note: For socially distanced workshops, have participants join a virtual call with their partner so they can screen share and work together during the debugging activity.

Facilitator Supplies:

Your local copy of CSD - Workshop 1 - Template 21-22 - Slides

Teacher Materials:

Agenda

Opening Activity (15 minutes)

Practice Debugging (16 minutes)

Reflection (12 minutes)

Transition (2 minutes)

Teaching Guide

Opening Activity (15 minutes)

(1 minute) Opening Remarks

Remarks

As you likely noticed in the model lesson, as we begin adding more complexity to our programs in Game Lab, more opportunities for bugs arise. One common barrier to supporting students during a programming unit is knowing how to support them effectively when they encounter bugs while programming. After lunch we will transition more fully to looking at the curriculum, but first we dig deeper into the process of debugging in order to equip ourselves to effectively support students during the debugging process. We will also explore the role of the teacher in guiding students through the debugging process.

(1 minute) Journal

Prompt: How is debugging going so far? What routines have you put in place to help your students when they encounter bugs?

As participants share out add notes to the shared slide deck.

(6 minutes) Reflect and Discuss

Remind participants about the resources available to them to support students in the debugging process.

Direct participants to the debugging resources in Appendix C of the CS Discoveries Curriculum Guide 2021

In the model lesson we just completed, which of the steps from this guide did you find yourself taking when you encountered issues or bugs?

(2 minutes) share with your partner
(2 minutes) whole group share out

(1 minute) Transitional Remarks

Remarks

Facilitator Tip

When learners complete the bug report in their journals, they are creating a resource that will be able to reference later if they encounter a similar bug. (Role of the Teacher: Help students organize their new knowledge in a way that can be accessed as a resource later)

You will now have the opportunity to practice debugging with a partner. One partner will be the driver and one partner will be the navigator. The navigator should use the debugging guide as a resource to guide the debugging process. The driver will take direction from the navigator in making modifications to the Game Lab code. I will keep time and let you know when it is time to switch roles. For each bug, you will complete a bug report in your journal. Both the driver and the navigator should complete the bug report in his or her individual journal.

Practice Debugging (16 minutes)

Facilitator Tip

Circulate the room and support participants as needed (be careful not to fix the bug for them, instead help them work through the process of debugging)

Keep time (roles should change halfway through the activity)
Keep Moving (It is important for the participants to see that the teacher plays an active role during a programming unit.)
Challenge participants that move through the activity to think through how they might create a culture of debugging in their classroom. It is important that every participant is successful at debugging at least one of the examples before you move on to the reflection. Support participants as needed.

Participants work in pairs to complete the bug examples. One partner will be the driver and one partner will be the navigator. The navigator should use the debugging guide as a resource to guide the debugging process. The driver will take direction from the navigator in making modifications to the Game Lab code. Participants will switch roles every 4 minutes. (The last round will only be two minutes).
Participants should complete a bug report for at least one example bug. This should be done in their journal. Each participant should write a bug report in their individual journals.

Facilitator Note The bug report worksheet is linked on the second page of the "Guide to Debugging." Have participants navigate to this document from the link within the guide to ensure participants know where this resource is located for future use.

Reflection (12 minutes)

(4 minutes) Pair Programming and Debugging

(1 minute) Journal: How does pair programming support the process of debugging?
(3 minutes) Table Talk: Discuss the journal prompt as a table. The facilitator should circulate and listen in. If large scale clarification is needed, the facilitator can bring the group together to discuss.

(4 minutes) Debugging Resources

(1 minute) Journal: If a student has gone through the entire debugging process and still has not been successful in finding and fixing a bug, what additional resources and supports can you use to guide your student?

Discussion Goal

It is important that participants leave this session feeling confident in their ability to guide students through the debugging process even if they are new to CS. This prompt is an opportunity to remind participants that they are a part of a larger CS community with extensive knowledge and resources.

(3 minutes) Whole Group Share Out: During this time, the facilitator should add notes to the shared slide deck.

(4 minutes) Role of the Teacher

(1 minutes) Journal: What is the role(s) of the teacher in the debugging process?
(3 minutes) Whole Group Share Out: As participants share out with the whole group, the facilitators adds to the “Role of the Teacher” poster from the opening session.

Transition (2 minutes)

(2 minutes) Lunch Time Announcements

Day 1

Session 7: Lunch

60 min

break

Agenda

Lunch

Teaching Guide

Lunch

Teaching Tip

LOCAL FLEX TIME: If you need to add local flex time in this workshop, you can reduce lunch from 60 minutes to 45 minutes.

Day 1

Session 8: Curriculum Investigation

lesson exploration

Purpose

The purpose of this session is for participants to investigate Unit 3 and reflect on how they will implement the lessons with their students. Although it is not possible to cover all unit content within the time allotted, core concepts are highlighted within this investigation. The overall goal of this session is for participants to reflect on the role of the teacher in a programming unit with a specific focus on how that role changes and stays the same throughout various lessons.

Objectives

Participants are exposed to core CS concepts within Unit 3 (variables, draw loops, booleans and user input)
Participants investigate a variety of lesson types and Game Lab features
Participants identify strategies they will use to implement selected lessons in their classrooms

Supplies & Prep

Room Setup:

Participants are sitting in pods

Facilitator Supplies:

Local copy of CSD - Workshop 1 - Template 21-22 - Slides

Teacher Materials:

Laptops

Agenda

Dig into Unit 3 (55 minutes)

Reflection / Share Out (10 minutes)

Teaching Guide

Dig into Unit 3 (55 minutes)

(15 minutes) Investigation Part 1

Facilitator Tip

While the groups are working through their unit exploration, facilitators should circulate the room. While circulating:

Listen in on group conversations.
Ask probing questions to help participants land on the intended outcomes of the session.
Check for understanding of core CS concepts (animations, variables, draw loops, booleans, and user input). This can be done by either directly asking participants to explain a concept or by listening in on conversations within the group.

If participants are having difficulty understanding the content of a lesson, direct them to the Help & Tips section in Code Studio to find the appropriate resources. Make sure to call out the videos within this tab. Try to avoid directly explaining a concept until after the participant has accessed the reference resources.

Unit 3 Lesson 11 - The Draw Loop

INVESTIGATION GOAL
- Use a draw loop to add movement to sprites in Game Lab
INVESTIGATION TASK
- Read the full lesson plan for lesson 11
- Complete Levels 1 - 6 in Code Studio

(5 minutes) Discussion

Distance Learning Modification

For any of the reflection prompts you can follow up with a distance learning question such as “What might this look like in the context of distance learning?”. To make space for this, reduce the number of reflection questions you are asking after each investigation.

After fifteen minutes, the facilitator brings the group’s attention to the reflection questions. Participants are instructed to discuss the prompts with a partner. After the five minute discussion, participants are encouraged to explore a new lesson.

Prompts:

Assessing student learning in the lesson: How will you assess if students have learned what they need to learn in the lesson?
Referencing Resources: How will you help students develop the skill of referencing resources in this lesson?

(15 minutes) Investigation Part 2

Unit 3 Lesson 12 - Sprite Movement

INVESTIGATION GOAL
- Use a counter pattern to animate sprites in Game Lab
INVESTIGATION TASK
- Read the full lesson plan for Lesson 12
- Complete Levels 1 - 6 in Code Studio

(5 minutes) Discussion

Prompts:

Debugging: Where do you think students might engage in debugging or problem solving during this lesson (think about specific levels or activities)? How can you support them with that work?
Acting as a lead learner: Identify spots in the lesson where you might be tempted to tell students what to do but can instead respond as a learner.

(15 minutes) Investigation Part 3

Unit 3 Lesson 14 - Conditionals

INVESTIGATION GOALS
- Use conditionals to react to changes in variables and sprite properties
INVESTIGATION TASK
- Complete bubbles 1 - 7 in Code Studio

Reflection / Share Out (10 minutes)

(5 minutes) Unit Reflection

Remarks

At this point, we have participated in four lessons from Unit 3 together (3 in the summer workshop + 1 model today) and you have investigated some lessons on your own. Now, let’s shift to think about the unit as a whole. Discuss the following prompts with a partner keeping in mind the unit as a whole and not individual lessons.

Prompts:

In what ways can you leverage your role as the teacher to promote inclusion while teaching Unit 3?

Discussion Goal

Answers will vary here, but the goal is for teachers to recognize that programming can be intimidating for some students which could lead to students not feeling like they belong in CS. The goal of this discussion is to draw out things that teachers might do to make all students feel included and avoid privileging prior knowledge. Examples include:

Incorporating multiple opportunities to check for understanding throughout each lesson
Looking for ways to highlight achievements of students who sometimes struggle
Being intentional about how to pair students for pair programing and other group activities

The facilitator asks one person from each table to share one reflection with the larger group.

Key points or themes are added to the shared slide deck.
The facilitator ends the activity by asking if anything should be added to the role of the teacher poster.

Day 1

Session 9: Assessment

30 minutes

discussion-based

Purpose

The goal of this time is for participants to familiarize themselves with the Unit 3 Chapter 1 project expectations while gaining confidence in providing feedback to students using the provided rubric.

Objectives

Participants become familiar with the resources available to support assessment of a summative project
Participants gain comfort in applying the project rubric to assess student work

Supplies & Prep

Room Setup:

Participants will work in pairs with a partner that shares a similar grading method (ABC, standards based, mastery, non-graded, etc.)

Facilitator Supplies:

Local copy of CSD - Workshop 1 - Template 21-22 - Slides
Chart Paper
Markers

Teacher Materials:

Computer

Agenda

Warm Up (10 minutes)

Rubric Practice (15 minutes)

Reflection (5 minutes)

Teaching Guide

Warm Up (10 minutes)

(3 minutes) Introduction

Remarks

Up to this point, we have explored many of the main programming concepts within Unit 3 Chapter 1. Along the way, we have talked about how to integrate formative assessment in a variety of ways. Now we are going to shift to focus on summative assessment. Chapter 1 concludes with a cumulative project. In this session, our goal is to understand how to assess this end of chapter project using the provided rubric.

Participants navigate to U3L17 lesson plan in Code Studio
Point out the project resources in the “For Teachers” section of the lesson plan.

(8 minutes) Read and Discuss

Participantts read the Lesson 17 project guide exemplar (3 minutes)
Discuss in table groups: What content and skills are being assessed through this project? (4 minutes)
Rapid Share Out: quick popcorn share of a few skills that come to mind for participants. (1 minute)

Rubric Practice (15 minutes)

Facilitator Note: This activity will likely look different for teachers who have different levels of comfort with CS content. Use the activity modifications as needed.

Facilitator Tip

As you circulate, listen for participants that focus their attention on students losing points on the rubric. Although some teachers might naturally go to a space where a rubric is a way to assign points, try to refocus them on finding evidence to support a certain level of achievement. This simple shift in language helps teachers to feel more comfortable in their ability to give appropriate feedback to students. It is easier for a teacher to say there is not enough evidence to support a higher level of achievement than it is for a teacher to justify why a student “lost” points. This also refocuses the conversation around a growth mindset. (Role of the Teacher: Provide students with fair and accurate feedback on creative work in order to promote continuous growth)

Participant Instructions:

Open the Sample Marked Rubrics document
Begin with sample one. Click on the link to view the sample project. Work with a partner to find evidence to justify why the project was scored the way it was scored on the sample rubric.
Continue this process with the remaining project samples

Activity Modifications:

When participants feel comfortable with the rubric, they can then try to assess sample projects using a blank rubric. They can then compare their assessment with the sample and discuss discrepancies with a partner.
Some participants might recognize a content area that they need to further explore before being able to apply a section of the rubric. Encourage them to use available reference resources to gain a better understanding of that content before returning to the rubric scoring exercise.
If participants move through this activity very quickly, ask probing questions about how they will incorporate project assessments into their classroom to prompt table discussions.

Reflection (5 minutes)

(2 minutes) Journal

Prompt: What role does the teacher play in summative assessment? How is this role different from formative assessment? How is this role the same as formative assessment?

Journal: Create a Venn Diagram in your journal to brainstorm your thoughts.

Discussion Goal

The goal is for participants to recognize that formative and summative assessment both serve the same purpose of providing students feedback on their learning in order to help them grow in their understanding of new content and development of new skills. They happen at different times in different ways, but the goal is the same. The goal is not the grade. The goal is growth.

The facilitator creates a Venn diagram on chart paper and adds ideas from the group share out. The facilitators ends by asking if there is anything from this share out that should be added to the “Role of the Teacher” poster.

Day 1

Session 10: Break

10 min

break

Agenda

Teaching Guide

Day 1

Session 11: Unit 3 Conclusions and Connections

10 minutes

facilitator presentation

Purpose

The session is intended to provide a high level overview of course material not covered in PD. Participants will be introduced to key concepts from Chapter 2 of Unit 3 with a focus on concepts that build on content from previous units.

Objectives

Participants gain exposure to additional concepts in Unit 3

Supplies & Prep

Room Setup:

Participants are seated in pods

Facilitator Supplies:

Local copy of CSD - Workshop 1 - Template 21-22 - Slides

Teacher Materials:

CS Discoveries Curriculum Guide 2021

Agenda

Concepts that Build (10 minutes)

Teaching Guide

Concepts that Build (10 minutes)

Remarks

We have now explored lessons from chapter 1 of unit 3. Now we are going to take a quick look at how the concepts in chapter 2 build on the concepts from chapter 1.

Facilitator Tip

This is a high level overview of material not covered in the workshop. It is not expected that teachers will walk away with a full understanding of these concepts. The goal is for teachers to know what is coming and feel confident that they have the skills necessary to teach Unit 3.

Facilitator Notes:

Display the Unit 3 calendar to highlight the lessons that have been covered so far.
It might be helpful to have participants use their curriculum guide as a resource for this session.
Briefly describes the new concepts that will be introduced in Chapter 2 using the slide deck.

(4 minutes) Velocity and Abstraction

The facilitator introduces the concept of abstraction
- Abstraction - a simplified representation of something more complex. Abstractions allow you to hide details to help you manage complexity, focus on relevant concepts, and reason about problems at a higher level.
Show the velocity video.
Whole Group Discussion: Discuss the abstraction example from the video (counter pattern is now under the hood of the velocity block)

(1 minute) Collision Detection

Game Lab uses the method isTouching to check whether one sprite is touching another sprite (the target). isTouching returns a Boolean, so it can be used inside a conditional to cause something to happen only when two sprites touch.

(1 minute) Functions

A function is a group of commands (blocks) that you give a name so you can use it over and over again.

(4 minutes) End of Unit Project

Give an overview of the project goals and expectations
- The class plans and builds original games using the project guide from the previous lessons. Working individually or in pairs, the class plans, develops, and gives feedback on the games. After incorporating the peer feedback, the class shares out the completed games.
Show a sample project [Link]

Day 1

Session 12: Inclusion Scenarios

30 minutes

discussion-based

Purpose

The purpose of this session is for participants to continue conversations that were started in the 5-day summer workshop around identity and inclusion. Participants will focus on how the role of the teacher impacts creating a culture of inclusion for students in CS.

Objectives

Participants use a shared definition of inclusion and identity.
Participants are able to describe how their identity, experiences, and beliefs shape how they see their role as a CS teacher.
Participants are able to describe the influence they have over culture and success in a CS classroom.

Supplies & Prep

Room Setup:

Participants are seated in pods

Facilitator Supplies:

Your local copy of the CSD - Workshop 1 - Template 21-22 - Slides
Facilitator Handbook - 2021

Teacher Materials:

Agenda

Scenario 1 (11 minutes)

Scenario 2 (10 minutes)

Reflection (9 minutes)

Teaching Guide

Scenario 1 (11 minutes)

(2 minutes) Context Setting

Remarks

As we all know, there is a lot more to teaching than delivering content to students. As teachers, we are constantly faced with choices that have the potential to impact a student’s sense of inclusion in our class and their beliefs around their ability to succeed in CS.

In this session, we will spend some time thinking about and discussing common situations that come up when teaching and how we might leverage our role as the teacher to build a culture of inclusion and success in our CS classrooms. We will start by reading a scenario together. You will have some time to reflect individually on how you might respond in the situation before discussing with a partner.

(1 minute) Setup

You are teaching CS Discoveries.
You are halfway through Chapter One of Unit 3: Interactive Animations and Games.
Student A and Student B have been working together using the pair programming strategy.
Student A is often absent from school. Recently, Student A has been missing class any time CS is the first class period of the school day.

(2 minutes) Reflect and Write

Prompt:

What would you do as the teacher in this situation? Would you intervene? If so, how? If not, why?

Participants share their responses with a partner and discuss the following prompts. Prompts:

How might your identity and beliefs about who belongs in CS influence the choices you make in this situation?
What impact might your choices have on Student A?
What impact might your choices have on Student B?

Scenario 2 (10 minutes)

(2 minutes) Setup

You are teaching CS Discoveries.
At the end of the week, you will be beginning the Chapter One project of Unit 3: Interactive Animations and Games.
Student A is an active member of the after school coding club and robotics. Student A typically finishes all of the classwork including all of the choice levels before the end of the class period.
Student A enjoys helping other students in the class, but you have noticed that Student A tends to complete the work for other students instead of helping them solve problems on their own.
Student B is typically the last student in the class to finish. Student B rarely reaches the challenge levels and often becomes frustrated while working on skill building levels.

(2 minutes) Reflect and Write

Prompt:

If this happened in your classroom, what would you do as the teacher? Would you intervene? If so, how? If not, why?

Facilitator Tip

A common strategy that teachers use in this situation is to have the early finisher help the late finishers complete their work. It is important for teachers to consider the potential impacts of this strategy. Consider using probing questions to help teachers think through the implications of this strategy. How might this strategy impact Student B’s self confidence and sense of belonging in CS? Is Student B getting the support they need? * Is Student A being challenged?

Participants share their responses with a partner and discuss the following prompts.

Prompts:

How might your identity and beliefs about who belongs in CS influence the choices you make in this situation?
What impact might your choices have on student A?
What impact might your choices have on Student B?

Reflection (9 minutes)

(5 minutes) Whole Group Discussion

Discussion Goal

Answers will vary, but teachers should recognize that their choices can potentially lead to threats to inclusion. For example, using the student helper approach for early finishers could be a threat to inclusion for students who need more time to finish. These may end up feeling like they won’t ever be able to reach the level of understanding that the student helper has. Additionally, if a student who is absent from class is expected to complete the work on their own time, this could be a threat to inclusion for students without access to computers or internet at home.

Prompt: What potential threats to inclusion can you identify in the scenarios we just discussed?

(2 minutes) Journal

Prompt:

Think of your current students. Can you identify a student that may be feeling, or at risk of feeling, excluded from your CS class? What can you as the teacher do to reduce or eliminate threats to inclusion for this student? Try to provide concrete examples.

The facilitator leads a quick popcorn style share out.

Day 1

Session 13: Wrap Up

35 minutes

discussion-based | unconference

Purpose

This session begins by wrapping up the “Role of the Teacher” theme for the day. There is also time for facilitators to address specific needs of the teachers in their regions.

In addition, there is time allocated in this session for teachers to complete the workshop survey prior to departing.

Objectives

Teachers share final thoughts and ideas around the “Role of the Teacher” theme
Teachers will be able to ask region-specific questions.
Teachers will provide feedback on the workshop by completing the workshop survey.

Supplies & Prep

Room Setup:

Participants are seated in pods

Facilitator Supplies:

CSD - Workshop 1 - Template 21-22 - Slides
Facilitator Tools Guide
"Role of the Teacher" poster
Markers

Teacher Materials:

CS Discoveries Curriculum Guide 2021
Computers

Agenda

Theme Wrap Up (10 minutes)

Clear Question Parking Lot (10 minutes)

Wrap Up (15 minutes)

Teaching Guide

Theme Wrap Up (10 minutes)

(3 minutes) Journaling

The group returns to the “Role of the Teacher” poster that has been created throughout the day. The facilitator highlights a few key themes that have come out through this activity (try to highlight themes related to assessment, debugging / problem solving, referencing resources).

Prompt: Today we have focused on the role of the teacher in a CS classroom. We have seen that the role of the teacher changes often. In your journal, write one or two concrete actions you will take to use your role as the teacher to support student learning and inclusion in Unit 3 and beyond.

Facilitator Tip

The “Role of the Teacher” poster is an example of a shared resource that can be referenced later. This is a strategy that teachers can use in their own classrooms. Take a picture of this resource and add it to the shared notes document.

Have participants share their ideas with the whole group.

Clear Question Parking Lot (10 minutes)

Clear Question Parking Lot

Go through the questions in the parking lot and make sure you provide closure by either responding, pointing to where the answer is, or letting them know another way to work on getting the answer.

Wrap Up (15 minutes)

(10 minutes) Survey

Show the slide at the end of the deck that includes the appropriate link based on your in-person workshop model (in-person, 1-day OR in-person, 2-day).
Make sure all the teachers in your workshop take the survey for the workshop before they leave.
On the online workshop dashboard find your workshop and close the workshop during the closing of an in-person, 1-day OR during the final closing of an in-person, 2-day workshop.
- Follow the instructions found in the Facilitator Tools Guide.

(5 minutes) Closing Thoughts

Wrap Up the Workshop

When will you see each other next?
What kind of reminders should people have leaving the day?

Having trouble with the survey?

If your participants get an error message when you share the survey link, please follow these steps:

Don’t worry! This is likely an issue with how the workshop was scheduled in the dashboard.
Ask your participants to take a few minutes to share their "gots and needs" in the chat. This will allow you to receive quick feedback to inform your post-workshop debrief.
Let participants know the survey will be coming via email within a few days, and send participants "home" for the day.
Contact your Regional Partner to let them know the survey link didn’t work, and ask the Regional Partner to follow-up with Code.org on the next business day.
Code.org will work with Regional Partner to send the survey link to teachers.

Day 1

Session 14: Debrief

40 minutes

facilitator debrief

Purpose

Facilitators should use this time time to discuss the day, both good and bad, and then process the workshop survey feedback. Please take advantage of this time to make a plan for future workshops using that feedback. We suggest including your Regional Partner in this portion of the debrief if possible.

Objectives

Reflect on the day
Make a plan of how to address needs of teachers at between now and the next workshop.

Supplies & Prep

Room Setup:

None

Facilitator Supplies:

Your local copy of the CSD - Workshop 1 - Template 21-22 - Slides
Your local copy of the CSD - Workshop 1 - Notes Template
Facilitator Handbook - 2021
Looking at workshop survey results: Workshop Dashboard - Tool
- Directions for finding survey results: Facilitator Handbook - 2021

Teacher Materials:

None

Agenda

Reflection (30 minutes)

Make a Plan (10 minutes)

Teaching Guide

Reflection (30 minutes)

(15 minutes) Reflection on the Day

Meet with your co-facilitator(s) to debrief the day’s events. Have your Regional Partner join if possible.

Use page 27 in your Facilitator Handbook as your guide to check in on the rapport of your participants.

(15 minutes) Review Survey Feedback

What are a few positive things that teachers pointed out on the survey?
Are there any key learning objectives that received low or concerning scores?
What do you need to do to help teachers understand these objectives?
Are there any concerns brought up on the survey?

Make a Plan (10 minutes)

(10 minutes) Make a Plan

Decide on a few key takeaways for the next workshop.

What new goals do you have for yourself?
What new goals do you have in working with your co-facilitator?
What do you need to address with teachers during the next workshop?
Any other notes for you and your co-facilitator?