Asynchronous Work (45 minutes)

Part 1: Learner Profiles Part I Overview

Estimated Time: 15 minutes

This section of the asynchronous work is preparation for the first part of the synchronous session: CS Teaching Practices. The goal is to identify how the curriculum supports the learner profiles with learning CS Fundamentals.

Task A: Become familiar with the following learner profiles.

• Learner A: enjoys getting information through visuals such as graphics with meaningful symbols such as arrows.
  • Note: May not always respond to pictures or videos to get information.
• Learner B: attentively listens when getting information and enjoys discussing ideas with others.
• Learner C: enjoys reading and writing to both get and share information.
• Learner D: enjoys actively getting information, using all of their senses.

Task B: Follow the steps to identify how the curriculum supports the learner profiles.

1. Choose from one of the four learner profiles.
2. Choose a course to navigate to and identify examples within the lessons that support your chosen learner profile. If you teach multiple grades, choose Course C.
   • Course A - kindergarten
   • Course B - first grade
   • Course C - second grade
   • Course D - third grade
   • Course E - fourth grade
   • Course F - fifth grade
3. Make notes of the examples you find in the curriculum that support your chosen learner profile and have them with you during the session: CS Teaching Practices.

Part 2: Student Practices Overview

Estimated Time: 5 minutes

This section of the asynchronous work is preparation for the second part of the synchronous session: CS Teaching Practices. The goal is to identify how lessons support students in developing student practices.

Task A: Become familiar with the following student practices. A full description of the student practices is found on page 27 of the Curriculum Guide.

• Problem Solving
  • Breaking down larger problems into smaller components
• Persistence
  • Value and expect mistakes
• Creativity
  • Students’ interests and ideas are incorporated into their work
• Collaboration
  • Actively contribute to lessons and projects
• Communication
  • Provide and give feedback

Task B: Refer to the examples you identified during the Learner Profile Part I section and respond to the following journal prompt.

• Prompt: How do lessons support students in developing student practices?

Part 3: CS Teaching Practices Overview

Estimated Time: 10 minutes

This section of the asynchronous work is preparation for both synchronous sessions: CS Teaching Practices. The goal is to identify how the CS teaching practices support students in developing student practices.

Task A: Become familiar with the following CS Teaching Practices. The CS teaching practices are rooted in the Pedagogical Approach to Our Values found on page 4 of the Curriculum Guide.

We will focus on the following CS teaching practices:

• Role of the Teacher
• Discovery and Inquiry
• The Classroom Community

The Role of the Teacher means CS teaching practices in which:

• Teachers support all students in first engaging with concepts through lesson activities rather than first providing explanations or lectures.

  • For example, the teacher might say, “I may not know the answer, but I know that together we can find out.”

• Teachers engage in active teaching.

  • For example, by engaging all students and supporting the pacing of the curriculum.

Discovery and Inquiry means CS teaching practices in which:

• Teachers support all students in exploring concepts and building their own understanding of concepts.

• Teachers support all students with building and strengthening their debugging skills individually.

The Classroom Community means CS teaching practices in which:

• Teachers support all students in engaging in active learning.

  • For example, by providing opportunities for students to communicate or create with other students.

• Teachers support all students in engaging with pair programming.

• Teachers use classroom data when making decisions about how to pair students.

• Teachers support all students in building and strengthening their understanding of debugging as a process.

• Teachers and all students engage in an inclusive CS learning environment.

Task B: Respond to the following journal prompt.

• Prompt: How do the CS teaching practices support students in developing student practices?

Part 4: Learner Profiles Part II Overview

Estimated Time: 5 minutes

This section of the asynchronous work is preparation for the synchronous session: Lesson Planning. The goal is to identify how lesson planning supports the following Learner Profiles in learning CS.

Task A: Become familiar with the following 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

Task B: Respond to the following journal 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 is not reflected in the learning profiles that you will need to plan for?

Part 5: Lesson Planning Process Overview

Estimated Time: 10 minutes

Task A: Read through the following Lesson Planning Process overview

During the lesson planning session, you will plan a specific type of lesson to bring back to your classroom after the workshop.

• First you will collaborate with others on planning for a specific type of lesson.
• Then you will engage in a Think Aloud of how you would implement and teach the lessons in your classrooms.

Lesson Implementation Guide

During the session: Lesson Planning you will use the Lesson Implementation Guide which includes the following questions.

• These questions are meant to highlight key factors to consider, as well as keeping in mind CS teaching practices when planning CS Fundamentals lessons.
  • What CS concept does the lesson introduce to students and how?
  • What skill does the lesson help students practice and how?
  • What classroom routine/procedure is needed for the lesson?
  • When will any of the following CS teaching practices be used during the lesson?
    • Lead Learner
    • Discovery and Inquiry
    • Debugging
    • Pair Programming
    • Classroom Community (active learning, communication)
  • How will students share their thinking and demonstrate what they learned?
  • How will the lesson be inclusive for students?

Optional Task: Preview the Lesson Implementation Guide found in Appendix B of the Curriculum Guide.

Lesson Planning Activities

During the session: Lesson Planning expect to engage as follows:

• Lesson Planning Collaboration: You will collaborate with a partner(s) who teaches the same grade or within the same grade band and use the Lesson Implementation Guide in the Curriculum Guide Appendix to plan for a specific type of lesson.

  • If the lesson calls for additional materials, make a note to ensure that material is available and ready before teaching the lesson.

• Lesson Think Aloud: After planning time, you will engage in a Think Aloud to talk through you and your collaboration partner’s responses to the Lesson Planning Guide questions and how you and your partner envision implementing and teaching the lessons. During this time, you also engage in giving and receiving peer feedback to support you in revising your lessons to better meet the needs of your students.

Task B: Read the table below and consider which type of lesson you want to collaborate and plan for during the session: Lesson Planning.

Types of Lessons

• Note: Currently Course D does not have mini-projects. However, Lesson D.7 is similar to a mini-project and is recommended here.
• If you are familiar with the types of lessons listed in the table below, consider planning for a Project found at the end of each course.
• If you teach multiple grades, consider planning for Course C.