Introduce Model Lessons (2 minutes)

(2 minutes) Overview of Model Lessons

Facilitator Note: Facilitators and participants engage with model lessons through role playing. The purpose of role playing during the model lesson is:

• For facilitators to model teaching practices and strategies that support learning and teaching CS Fundamentals courses in inclusive ways.
• To provide teachers with an experience of how learners might engage with the curriculum and course materials.
• To introduce CS content and lesson types to teachers in support of planning, implementing, and teaching the curriculum and course materials.

Model Lesson Role Play (38 minutes)

(3 minutes) Model Lessons Context

• The model lesson is part of Course C, designed for students in second grade.
• For the purposes of our workshop today, we’ve modified and shortened the lesson by 20 minutes to focus on the main activity.
• Type of lesson modeled - Mini-Project lesson where students apply what they have learned by creating a more extensive program step-by-step.

(10 minutes) Warm Up

(2 minutes) Introduce the Lesson

Say: During the last lesson we used loops and today we will continue to use loops. We will create digital stickers by having loops repeat. Let’s review our vocabulary:

• A loop is the action of doing something over and over again.
• To repeat is to do something again.

Say: Before you each go to the lesson online, let’s talk about some of the features in the lesson we can use.

Show participants Course C, Lesson 10, Level 1.

(8 minutes) Partner Talk

(2 minutes) Say: Turn to a partner and talk about what a hint is and where in the lesson you can find hints.

After one minute, invite a pair to share their response to what a hint is and where in the lesson a hint is found.

• Sample response:
  • Hover over the hints to show participants where they can find hints in the lesson.

(2 minutes) Say: Turn to a partner and talk about how we write code. After one minute, invite a pair to share their response to what a hint is and where in the lesson a hint is found.

• Sample response:
  • Hover over the blocks to show participants to drag the blocks into the workspace.

(2 minutes) Say: Let’s look at the “Speed Slider”.

• Hover over the “Speed Slider” and describe it to participants.

Say: Turn to a partner and talk about what you think the “Speed Slider” does.

• Sample response: The speed slider makes code run slow or fast.
  • Hover over the “Speed Slider” to show participants how they can adjust it during the lesson.

(2 minutes)

Say: Remember we are practicing our “Asking Questions” routine throughout the lesson.

• Try it out!
• Tell someone what you did.
• Ask questions.

(18 minutes) Main Activity

Participants work through Lesson 10: Levels 1 - 9 and engage in a mini-project creating digital stickers.

Say:Today’s lesson is a time to get creative and there is no one single right digital sticker.

(7 minutes) Wrap Up

Participants respond to the journal prompts, then share their responses with a partner.

• (3 minutes) Journal Prompts:
  • What was today’s lesson about?
  • How did you feel during today’s lesson?
  • What was the coolest shape or figure you programmed today? Draw it out!

(4 minutes) Share out

• Share what you wrote or drew in your journal with someone else in the class.

Model Lesson Reflection (20 minutes)

(3 minutes) Whole Group Share out

Participants share responses to the prompts with the whole group.

Prompts:

• How do mini-project lessons compare with context-setting and skill-building lessons?
• What parts of the lesson, if any, would students find challenging?

(11 minutes) Rounds of Partner Talk

Share with participants this version of “Partner Talk” will have them respond to four different prompts, each time sharing their response with a different partner.

• Consider having participants start this activity standing rather than sitting at their tables.

Participants share their response to each prompt with a different partner during each round of “Partner Talk.”

(2 minutes) Round #1: Role of the Teacher

• What was the role of the teacher during the model lesson?
  • Example response: the role of the teacher was to engage students in active learning with active teaching.
• Participants find a new partner for round 2.

(2 minutes) Round #2: Discovery and Inquiry

• When were there opportunities for students to make their own sense of the content during the lesson?

  • Example response: Students encouraged to follow the “Asking Questions” routine to support them in first making sense of the content on their own, then talking about the content and asking questions.

• Participants find a new partner for round 3.

(3 minutes) Round #3: The Classroom Community

• When were there opportunities for active learning (communicating or creating with other students) during the lesson?
  • Examples response: All students are encouraged to communicate with each other by engaging in the “Ask Questions” routine.

• When were there opportunities to create an inclusive classroom in which all students feel they can share and listen to ideas?

  • Example responses: All students are encouraged to share their ideas with other students during the wrap up.

• Participants find a new partner for round 4.

(4 minutes) Round #4: Debugging and Student Practices

• What features in the lesson support debugging?
  • Example response: The “Speed Slider” is a tool that supports debugging as it slows down each step for students.
• What student practices does the lesson support and how?
  • Example response: The lesson supports the student practice of creativity by engaging students to create their own digital sticker.
• What student practices does the role of the teacher support and how?
  • Example response: The role of the teacher supports the student practice of communication by encouraging students to talk about their work, in addition to asking questions.

(6 minutes) Whole Group Share Out

Participants go back to their tables. Invite participants to share key takeaways about each round of the “Partner Talk”.

• Role of Teacher
• Discovery and Inquiry
• The Classroom Community
• Debugging and Student Practices