Session 2: Model Unplugged Lesson
40 minutes
lesson exploration | lesson role play
Purpose
Teachers experience their first unplugged lesson.
Objectives
- have experienced an unplugged lesson introducing key CS concepts
- have had space to start thinking about how activities like this could work with students.
Supplies & Prep
Room Setup:
- None
Facilitator Supplies:
- CS Fundamentals Intro Workshop - Slides Template
- CS Fundamentals Intro Workshop - Notes Template
- Unplugged Model Lesson Breakdowns:
- Unplugged: D.1 - Graph paper programming
- Unplugged: B.6 - My Robotic Friends
Teacher Materials:
- Curriculum guide
Agenda
Picking a Lesson (Before Session)
Introduce Model Lessons (5 minutes)
Run Model Lesson (30 minutes)
Reflection (5 minutes)
Facilitation Guide
Picking a Lesson (Before Session)
(Before Sessions) Picking a Lesson
The guide for running the model lessons are linked in the table below. Click the link to the google document which gives the detailed breakdown of each model lesson option.
| Option 1: low setup (for facilitator) |
Option 2: more setup (for facilitator) |
|
|---|---|---|
| Model Lesson | Unplugged: D.1 - Graph paper programming (lesson plan - facilitation notes) Plugged: D.2 - Introduction to online puzzles (lesson plan - facilitation notes) |
Unplugged: B.6 - My Robotic Friends (lesson plan - facilitation notes) Plugged: B.7 - Programming in Maze (lesson plan - facilitation notes) |
| Considerations and tradeoffs | - This lesson is currently only in Course D - It does not require much setup |
- This lesson is currently found in 3 of the 6 CSF courses, so it is applicable to teachers from many grades - Requires set up (need cups or cut out trapezoids for every participant) |
| Materials | D.1 - Paper, pencils/pens, resource docs from lesson | B.6 - Paper, pencils/pens, (cups/paper trapezoids), resource docs from lesson |
Introduce Model Lessons (5 minutes)
Presenting Information
Teaching Tip
This overview is intended to frame all lesson exploration activities for the day. This includes both sessions where facilitators are running lessons and sessions where teachers are planning and testing lessons.
(5 minutes) Introduce Model Lessons
(2 minutes) Overview
Provide a brief overview of lesson exploration activities that will happen throughout the day
What:
- Setting up model lessons
Remarks
I am going to model two lessons for you -- one unplugged and one plugged. During these model lessons, there will be some role playing. I will go into “teacher mode” and treat the lessons as though we were in the classroom. I’ll be working to model the teaching practices and approach to teaching these lessons, while giving you an opportunity to experience the lesson activities first hand. As much as possible, I ask that you try to put yourself in the role of ‘learner’. I know it’s hard to cast off your ‘teacher hat’ and to approach activities as just a learner, but i encourage you to try! If you have a teacher question during the model lesson, I encourage you to either reframe the question to be something a student might ask or write it down on a post it to come back to at the end of the lesson. These activities are more engaging, and you’ll get a better sense of how they can work in your classroom if you have space to actually experience them as learners.
Why:
Remarks
We want to show you what the lessons are and how to use them. We want to give you space to practice using the materials so you’re prepared to go back to your students and start teaching lessons!
(3 minutes) Group norming for lessons
Given what you know about lesson exploration, are there any additional norms that you would like to add into this session?
Run Model Lesson (30 minutes)
Presenting Information | Actively Observing | facilitating discussion
(30 minute) Run Model Lesson
Look at the links in the table above to find the guide for running your unplugged model lesson.
Reflection (5 minutes)
Actively Observing
Teaching Tip
During the think-pair-share reflection, you should be:
- Actively observing (Physically positioning yourself so you can listen to conversations
- Collecting information to inform later activities (discussions, sense making wrap ups, etc)
- Where necessary, facilitating table discussions by asking leading questions to help participants advance their conversation of the prompts
(5 minutes) Reflection
Prompt: What would you would need to do to make a lesson like this one work for the students in your own classroom or context?