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 45: TLO #8: U3L6 - Intro to Programming

60 minutes

lesson exploration

Purpose

This session shows participants how the role of the teacher is similar and different in programming lessons to other lesson types.

Objectives

  • Participants learn how event handlers work.
  • Participants see how to navigate students working on computers and holding classroom discussions back and forth in programming units.

Supplies & Prep

Room Setup:

  • Normal Breakout Room Set Up

Facilitator Supplies:

Participant Materials:

  • Writing utensil
  • Journal
  • Computers

Agenda

Lesson (40 minutes)

Debrief (20 minutes)

Facilitation Guide

Lesson (40 minutes)

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 follows the structure of the lesson so that learners work together in small groups to sense-make. After time to sense-make the teacher utilizes a full class discussion to share out what the class as a whole has learned as well as formatively assess what was learned during the small group time. This process is repeated in small chunks to ensure all students are learning the content in incremental steps.
Potential Teaching Group Decisions
  • Teacher is engaging with learners during work time. Either by actively listening to conversations or asking probing questions.
  • Teacher uses observations to help inform their discussions with the class. (Ex: “I heard Mel ask their partner about changing colors, who else saw that in AppLab?”)
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Curriculum structure
Goal Teachers understand the benefits of structuring a programming lesson with a combination of partner and whole-class discussions to support learning and to manage students in App Lab. (Secret intro to “Investigate” lesson type)
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 This lesson has a repeated structure within it: Learners see a new app. They are given a task. They do the task. The class discusses the task. The class moves on to the next task and the previous steps are repeated.

  • As a learner, how did this structure meet your needs?
  • What needs were not met through this structure?
Discussion
Prompts		 This structure is used in part to give both teachers and students some predictability within the lesson.
  • As a teacher, how does this structure support formative assessment?
  • As a teacher, how does this structure remove barriers for students?
  • Which of your students would struggle with this structure and why?

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