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 23: TLO #3: U1L10 - Lossy Compression

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 productive classroom discussions support students in being informed decision makers.

Supplies & Prep

Room Setup:

  • Normal Breakout Room Set Up

Facilitator Supplies:

Participant Materials:

Agenda

Intro and Lesson (45 minutes)

Debrief (20 minutes)

Facilitation Guide

Intro and Lesson (45 minutes)

(2 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

This lesson comes after the previous lesson. At this point, students know the basics of how images and colors are represented on the computer.

(1 minute) Reinforce Roles

Remind people 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 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 to help keep track of the conversation.

Suggested Debrief Plan
To Watch for During the Lesson Essential
Practices		 There is a robust discussion about the pros and cons of using compression in each of the images at the end of the lesson.
Potential Teaching Group Decisions
  • The teacher may play devil’s advocate to spark discussion if there appears to be premature widespread consensus.
  • The teacher draws out similarities and differences between learners’ comments and reasoning.
  • Teachers may build connections back to students’ real lives (security cameras in schools, etc).
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Classroom discussions
Goal Teachers understand how productive classroom discussions support students in being informed decision makers.
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt
  • As a learner, what experiences from the first half of this lesson informed your decisions about the “best compression” for the images at the end of the lesson?
  • As a learner, what experiences from your real life informed your decisions about the “best compression” for the images at the end of the lesson?
Discussion
Prompts		 One of our goals in this curriculum is for students to be informed decision makers when it comes to the impact of technology. Thinking about your students, what experiences will they pull from to inform their decisions about compression?
  • Which experiences will be from the classroom?
  • Which experiences will be from real life?

What “teaching tricks” will you use in your classroom to structure discussions so that students build their “informed decision making” skills through discussions (ex. Using sentence frames that emphasize reasoning, using think-pair-share to allow students to develop ideas before defending them, etc)?

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