Session 3: Model Plugged Lesson
30 minutes
lesson exploration | lesson role play
Purpose
Teachers experience a plugged model lesson.
Objectives
- have seen the connection between plugged and unplugged lessons
- have experienced a simple plugged lesson
- have seen a bridging activity
- have had space to start thinking about how activities like this could work with students.
- have had their first thinking prompt about equity
Supplies & Prep
Room Setup:
- In pairs for pair programming
Facilitator Supplies:
- CS Fundamentals Intro Workshop - Slides Template
- CS Fundamentals Intro Workshop - Notes Template
- Plugged Model Lesson Breakdowns:
- Plugged: D.2 - Introduction to online puzzles
- Plugged: B.7 - Programming in Maze
Teacher Materials:
- Computers
Agenda
Picking a Lesson (Before Sessions)
Set Context (5 minutes)
Plugged Model Lesson (20 minutes)
Reflect (5 minutes)
Facilitation Guide
Picking a Lesson (Before Sessions)
(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 |
Set Context (5 minutes)
Presenting Information
(5 minutes) Set Context
- Where is this lesson? (which course, age)
- Overview of the unplugged to plugged progression
- how it works in general
- Ideas are introduced using approachable and highly interactive unplugged lessons. Concepts are further explore through online puzzles
- how it works in this specific case (we’re going to see a bridging activity, etc)
- how it works in general
- Remember, this is another model lesson. I’m going to slip into “teacher mode” and i ask that you take on the role of learner. This means you’re trying to frame your questions and thoughts through the lens of the learner (rather than a teacher).
Plugged Model Lesson (20 minutes)
Presenting Information | facilitating discussion | Actively Observing
(20 minutes) Running Lesson
- Do the bridging activity
- Get everyone on the computer and working on the puzzles
- Don't forget
- Try 3/Try 3/Me
- Pair programming
Reflect (5 minutes)
Actively Observing
Teaching Tip
NOTE: during reflection, take opportunities to call out times when you were the lead learner
(5 minutes) Reflect
Prompt:
- What would you need to do to make a lesson like this one work for the students in your own classroom or context?
- What role can you play as the teacher during plugged lessons like this to make sure that all of your students are able to engage in the activity, regardless of background or prior knowledge?