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 21: TLO #2: U1L9 - Lossless Compression

60 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 the role they play in managing student behavior and actions when using widgets to teach content.

Supplies & Prep

Room Setup:

  • Normal Breakout Room Set Up

Facilitator Supplies:

Participant Materials:

  • Writing utensil
  • Journal
  • Computers

Agenda

Intro and Lesson (41 minutes)

Debrief (19 minutes)

Facilitation Guide

Intro and Lesson (41 minutes)

Before starting the session, have the teaching group get set-up during lunch.

(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, they can 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. 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 practices” and “Teaching group decisions” identified in the debrief below.

Debrief (19 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 to help keep track of the conversation.

Suggested Debrief Plan
To Watch for During the Lesson Essential
Practices		 Learners, with guidance from the teacher, are highly engaged while using the tool.
Potential Teaching Group Decisions
  • The teacher will introduce the tool by letting learners explore the tool first and then talk about how it works.
  • Teachers encourage learners to try multiple texts and multiple strategies.
  • Teachers encourage learners to compare strategies and results with one another throughout the lesson.
  • The teaching group leads a conversation at the end of the lesson that synthesizes the learning that took place.
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Using widgets
Goal Teachers understand the role they play in managing student behavior and actions when using widgets to teach content.
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 As a learner, which of your behaviors or actions helped you be successful with this tool and content?
Discussion
Prompts		 After the teaching group has shared out their Choices, Advice and Takeaways, engage in a “Stoplight” debrief: Create giant posters that say “Green light”, “Yellow light”, and “Red light” on the top. The goal is to have no more than about 5 people at a poster, so this might mean that you need to make two sets of posters depending on the size of your group.

(5 minutes) Have participants form into groups of about 5 and head to a poster with their group. They should see new faces at their posters. Then reveal the following prompts. Give participants about 3 minutes to generate as many ideas as possible on their poster.

  • Green light: On this poster, list what behaviors, actions, and activities we as teachers want to encourage in students during this lesson.
  • Yellow light: On this poster, list warning signs we as teachers may see in our students that show they might be off-track.
  • Red light: On this poster, list what behaviors and actions your students might demonstrate during this lesson that we as teachers want to stop because they are not conducive to the learning content or environment.

(3 minutes) Then, rotate on the stoplights, and respond via post-it notes or writing on the posters.

  • What strategies do you have for supporting the green behaviors?
  • What strategies do we have for redirecting yellow behaviors?
  • What strategies do we have for preventing red behaviors?

(6 mins) Have each group share out 1-2 behaviors on their poster and how they decided to respond to it.

(1 minute) Summarize the discussion and reinforce the idea that teachers play an active role in lessons, even more so when tools are involved. Anticipating these behaviors and how teachers react can help teachers manage students in the classroom.

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