Day 1
01 Welcome 02 Intro to CSP 03 Break 04 Course & Exam 05 Previously on... 06 Model Lesson #1: U1L2 07 Lunch 08 Model Lesson #2: U1L3 09 Break 10 Binary Number Systems 11 Plugged and Unplugged Lessons 12 Understanding the Lesson 13 Wrap-up
Day 2
14 The Teacher's Role 15 Role in Assessment 16 Break 17 Implementation Plan 18 TLO #1: U1L7 19 Previously on... 20 Lunch 21 TLO #2: U1L9 22 Break 23 TLO #3: U1L10 24 Unit 1 - Connections 25 Assessment 26 Wrap Up
Day 3
27 Ourselves & Our Position 28 Break 29 Previously, On… Unit 2 30 TLO #4: U2L2 31 TLO #5: U2L3 32 Lunch 33 Addressing Unconscious Bias 34 Break 35 TLO #6: U2L4 36 Unit 2 Connections 37 Identity and Bias 38 Wrap-up
Day 4
39 Recruiting & Retaining Students 40 Break 41 Previously, On...Unit 3 42 TLO #7: U3L2 43 Previously, on… U3L3 - 4 44 Lunch 45 TLO #8: U3L6 46 Break 47 Previously on… U3L7 48 Model Lesson #3: U3L8 49 Unit 3 Connections 50 Belonging and Differentiation 51 Wrap Up
Day 5
52 Mapping Equity 53 Values and Assessment 54 Break 55 Assessment Approach 56 Code.org Platform 57 Lunch 58 AP Scavenger Hunt 59 Planning Your Year 60 Closing Ceremonies

Session 18: TLO #1: U1L7 - Black and White Images

65 minutes

lesson exploration

Purpose

TLOs are intended to help participants experience part of the curriculum as a learner and also practice teaching lessons from the curriculum. We use the debrief to discuss important aspects of teaching CS Principles in classrooms.

Objectives

  • Participants understand how to use widgets in the classroom to support understanding of computer science content

Supplies & Prep

Room Setup:

  • Normal Breakout Room Set Up

Facilitator Supplies:

Participant Materials:

Agenda

Facilitation Guide

Intro and Lesson (45 minutes)

(3 minutes) Teaching Group Set Up

Teaching group sets up whatever they need for the lesson. If they can do this during break it will mean more debrief time.

(2 minutes) Previously On

Using the slides, fill in the gap of the lessons or activities they would have seen between the last lesson and this one. (Slides in Deck)

  • Participants will have already been introduced to the binary number system as a way to represent numbers.
  • In the curriculum, students will also get additional experience with the binary number system through talking about overflow and, in a separate lesson, they will use binary numbers to represent a text-based message.

(1 minute) Reinforce Roles

Remind participants of what it means to be a learner or a teacher. Have them put their hats on before handing it over to the teaching group.

Facilitator Tip

If your participants are planning on implementing this lesson in a socially-distanced or virtual setting, have them access the Lesson Modifications document to review how to adjust.

(40 minutes) Lesson

Be attentive to what is happening during the lesson as you select your debrief goals, reflection prompts, and discussion prompts. During the lesson, it is recommended that you communicate with your co-facilitator to share what you are seeing in the lesson and develop a shared understanding of the goal of the debrief for the lesson. You can communicate through Slack or through passing notes to one another. You are looking for the teaching group to demonstrate the “Essential practice” and “Teaching group decisions” identified in the debrief below.

Debrief (20 minutes)

Debrief process reminder:

  • (~5 minutes) Start with projecting the reflection question(s) on the board or writing it on chart paper. Have the participants who acted as learners reflect on the reflection prompt(s) individually and then share their thoughts with a partner.
    • While the room is reflecting and sharing with a partner, have the teaching group discuss and be prepared to share their “Choices, Advice, and Takeaways”.
  • When the teaching group is ready, have them share their Choices, Advice, and Takeaways with the room to start the debrief.
  • After they have shared, applaud the teaching group and lead the group discussion using the discussion prompts. Once again, post discussion prompts on a slide or chart paper to help keep track of the conversation.

Suggested Debrief Plan
To Watch for During the Lesson Essential
Practices		 Learners spend much of the time in the tool and use the tool to engage in the CS content.
Potential Teaching Group Decisions
  • Teachers connect the vocabulary to the learner’s experiences in the widget.
  • Teachers allow learners to pick their own image in Challenge 4 and play around with sampling.
  • Teachers are signaling to learners when they should be working on different challenges.
  • Teachers are asking probing questions while students are working.
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Discovery based instruction - Tools and widgets
Goal Teachers understand how to use widgets in the classroom to support understanding of computer science content.
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 The learning objectives for this lesson were:

  • Students will be able to explain how bits can be used to represent the individual pixels of a black and white image.
  • Students will be able to explain how sampling is used to create a digital form of an analog image

As a learner, during which of the following challenges did each of the learning objectives “click” for you?

  • Challenge A: Sampling on a large grid
  • Challenge B: Sampling on the smaller grid
  • Challenge C: Creating a logo using sampling
Discussion
Prompts
  • As a teacher, what benefits do you see in using widgets in the classroom?
  • What role does the widget itself play in supporting discovery in the classroom?
  • What role can you as the teacher have in supporting discovery in a widget-based lesson like this one?
  • How did the lesson and widget support discovery or understanding of these learning objectives?

FACILITATOR NOTE:
As you discuss this prompt, look for places to draw out the decisions for this lesson, listed above.