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 35: TLO #6: U2L4 - Routers and Redundancy

65 minutes

lesson exploration

Purpose

Participants see another layer of the internet.

Objectives

  • Participants understand the ways the purpose of and strategies for formative assessment may change throughout a lesson.

Supplies & Prep

Room Setup:

  • Normal breakout room set-up

Facilitator Supplies:

Participant Materials:

  • Writing utensil
  • Journal
  • Computers

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 follows the previous lesson you saw.
  • At this point in the Unit, students have seen two different “problems” the designers of the internet encountered and have developed their own solutions to those problems.

(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 practices” 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		 The teacher is always formatively assessing to know what learners are understanding and determining the best course of action to work towards understanding the lesson objectives by the end of the lesson.
Potential Teaching Group Decisions
  • Formative assessment is used to move learners closer to the goal.
  • Learners create their own solutions that are unique and effective over the course of the lesson.
  • Teachers ask probing questions to help learners understand the content and make connections.
  • Teachers use the class-wide discussions to synthesize learning.
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Assessment
Goal Teachers understand the purpose of and strategies for formative assessment may change throughout a lesson.
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 data is routed through the Internet
  • Students will be able to describe how the redundant nature of networks can lead to dynamic, fault tolerant routes

As a learner, how did interactions with your peers and interactions with the teacher support your learning of these objectives in this lesson?
Discussion
Prompts		 FACILITATOR NOTE:
If needed, this can be made into a more active debrief by dividing the room into three groups to make posters about formatively assessing at the 1) Beginning, 2) Middle, 3) End of a lesson. They can share out their posters to the whole room to close the debrief.

  • As a teacher, when and how will you know if students know the relevant content at different points in this lesson?
  • As a teacher, how does formative assessment look different in the beginning, middle, or end of this lesson?
  • What are you assessing for at those points?
  • How do you gather that information differently at those points?

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