Day 1
01 Opener 02 Barriers & Challenges 03 Break 04 Model Lesson 05 Lunch 06 Async Prep 07 Teaching Practices 08 Focus on Equity 09 Break 10 Lesson Planning 11 Wrap Up

Session 10: Lesson Planning

60 minutes

lesson exploration

Purpose

The purpose of this session is for participants to discuss types of learners in support of planning inclusive CS Fundamentals lessons they will teach in their classrooms after the workshop.

Objectives

  • Participants will identify challenges in preparing to teach CS Fundamentals and strategies to address these challenges.
  • Participants will be able to revise their lesson throughout the session.

Supplies & Prep

Facilitator Supplies:

Teacher Materials:

Agenda

Lesson Planning Process (4 minutes)

Learner Profile: Part II (6 minutes)

Lesson Planning Activities (50 minutes)

Facilitation Guide

Lesson Planning Process (4 minutes)

Remarks

During this session, we have time to proactively prepare to teach inclusive CS Fundamentals lessons . First we will choose a type of lesson for collaboration and to plan for. Then we will engage in a Think Aloud of how we would implement and teach the lessons in our classrooms, keeping learner profiles in mind. The Think Aloud is an opportunity to share how we envision teaching the planned lessons to our students, get feedback from another group, revise the lessons if necessary, and ultimately determine what will work best for our students and classrooms.

We will be using handouts in Appendix B of the Curriculum Guide Appendix during this session.

(2 minutes) Review Lesson Implementation Guide

The Lesson Implementation Guide includes the following areas to focus on and questions to guide and inform the lesson planning process:

  • CS concepts and skills
    • What CS concept does the lesson introduce to students and how?
    • What skill does the lesson help students practice and how?
  • Logistics
    • What classroom routine/procedure is needed for the lesson?
  • CS teaching strategies
    • When will any of the following CS teaching practices be used during the lesson?
      • Lead Learner (Role of the Teacher)
      • Discovery and Inquiry
      • Classroom Community
      • Debugging
      • Pair Programming
  • Assessment
    • How will students demonstrate their learning?
  • Equity and Inclusion
    • How will the lesson be inclusive and equitable for students?

(2 minutes) Review Lesson Planning Activities

Share with participants they will engage in the following activities. Invite participants to ask any clarifying questions as you share the lesson planning activities overview.

  • Learner Profiles: Reminder to keep learner profiles in mind during lesson planning.

  • Lesson Planning: Collaborating with a partner(s) who teaches the same grade or within the same grade band.

    • Pairs use the Lesson Implementation Process in Appendix B in the Curriculum Guide to choose the type of lesson they plan to implement and teach with their students.
      • If the lesson calls for additional materials, participants should make a note to ensure that material is available and ready before teaching the lesson.
    • Pairs use the Lesson Implementation Guide in Appendix B in the Curriculum Guide to plan for the chosen lesson.

Note: Currently Course D does not have mini-projects. However, Lesson D.7 is similar to a mini-project and is recommended here.

If participants are familiar with the types of lessons listed in the table above, they should consider planning for a Project found at the end of each course.

  • Lesson Think Aloud: After planning time, participants engage in a Think Aloud talking through how they envision implementing and teaching their lessons with another pair (preferably within the same grade or grade band). During this time, participants also engage in giving and receiving peer feedback in order to support revising their lessons.

  • Reflection: Identify any challenges to lesson planning with a focus on equity.

Learner Profile: Part II (6 minutes)

Remarks

Let’s review these five learner profiles to help us continue thinking about the learners we will be planning lessons for.

(1 minute) Review Learner Profiles

  • Learner L: early engagement, but loses interest once the concepts get more challenging
  • Learner M: enjoys collaborating and working with others to problem solve
  • Learner N: highly engaged during context-setting lessons, unsure about how to make connections between context-setting lessons off the computer and skill-building lesson on the computer
  • Learner O: coding is a hobby and is very familiar with CS concepts
  • Learner P: always looks at hints before trying lessons on the computer

(5 minutes) Whole Group Share Out

Facilitator Tip

Be aware of participant bias that may surface as participants describe their students. Encourage participants to describe their students in the same style the learner profiles were presented.

Invite participants to share responses to the prompts.

  • Prompts:
    • What needs do these learner profiles reflect?
    • Do any of these learner profiles represent the learners in your classroom?
    • What students and learning needs come to your mind that are not reflected in the learning profiles that you will need to plan for?

Lesson Planning Activities (50 minutes)

(20 minutes) Breakout Rooms: Collaboration

Facilitator Tip

Support teachers in managing their planning time by providing intermittent time checks. Also,circulate between pairs answering any questions and helping navigate online lesson plans and resources.

Participants collaborate and plan lessons with another participant who teaches within the same grade band.

  • Participants use the Lesson Implementation Process and Guide in Appendix B of the Curriculum Guide.
  • Participants make a list of three students to keep in mind as they lesson plan.
  • Participants use the lesson plans posted online.

Transition: Remind participants the designated slides include prompts for the breakout room discussion.

Producers: Send groups of 2 participants to breakout rooms for twenty minutes.

Circulate: Circulate the breakout rooms and provide support as needed.

(25 minutes) Breakout Rooms: Lesson Think Aloud

Participants return to the main room. Share with participants they will go into breakout rooms engage in a “Lesson Think Aloud.”

Lesson Think Aloud: Participants talk through their responses to the Lesson Planning Guide questions and how they envision implementing and teaching their lessons with another pair. During this time, participants give and receive peer feedback in support of revising their lessons.

Transition: Remind participants the designated slides include prompts for the breakout room discussion.

Producers: Send groups of 3-4 participants to breakout rooms for twenty-five minutes.

  • Combine two pairs from the Lesson Planning Collaboration activity into a small group for a total of four people.
  • After twelve minutes, broadcast a message reminding participants to switch.
  • Bring participants back to the main room.

Circulate: Circulate the breakout rooms and provide support as needed.

Participants engage in a Think Aloud for their lessons with another pair.

  • (12 minutes) First Think Aloud
    • (10 minutes) One pair of participants go through a Think Aloud of their lesson.
    • (2 minutes) Opportunity for partners to ask clarifying questions and provide feedback, choosing to use the following sentence starters.
      • I like…
      • I wish…
      • I wonder...

(1 minute) Transition to Second Think Aloud

  • (12 minutes) Second Think Aloud
    • (10 minutes) The other pair of participants go through a Think Aloud of their lesson.
    • (2 minutes) Opportunity for partners to ask clarifying questions and provide feedback, choosing to use the following sentence starters.
      • I like…
      • I wish…
      • I wonder...

(5 minutes) Reflection

Participants return to the main room. Invite a few participants to briefly share responses to the prompts:

Prompts:

  • What, if anything, was challenging in planning a CS Fundamentals lesson with a focus on equity for the learner profiles in your classroom?
    • How did you move past the challenge?