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 47: Previously on… U3L7 - Debugging

25 minutes

lesson exploration | role play

Purpose

Participants learn about the debugging process and how debugging is introduced in Lesson 7. Participants learn about tools within App Lab to support debugging.

Objectives

  • Participants will be able to describe the debugging process.
  • Participants will be able to use the debugging tools built into App Lab.
  • Participants will be able to describe how the curriculum can address a pairing of content and skill in your classroom.
  • Participants will see how that same pairing of content and skill aligns to the AP assessment.

Supplies & Prep

Room Setup:

  • Normal Breakout Room Set Up

Facilitator Supplies:

Participant Materials:

  • Computers

Agenda

Overview of U3L7 (7 minutes)

You Try! (18 minutes)

Facilitation Guide

Overview of U3L7 (7 minutes)

U3L7 - Debugging - Objectives and Beats

Remarks

We have fully aligned our curriculum to College Board Curriculum Framework. It is important to note that the learning goals are written with the Framework in mind. For example, our first learning goal ties directly to the learning objective described here.

Use the slides to guide your high-level overview of the lesson:

  • Description: In this lesson, students practice using the different programming concepts that they were introduced to in the last lesson. To begin, however, they are introduced to the concept of debugging and are encouraged to use and reflect on this practice throughout the lesson.

  • Learning Goals:

    • Students will be able to debug simple sequential and event-driven programs
      • Ties to LO CRD-2.I: For errors in an algorithm or program: a. Identify the error. b. Correct the error. 
    • Students will be able to use the debugging process and Identify specific best practices for debugging programs
    • Students will be able to use the speed slider, break points, and documentation as part of the debugging process

  • Key beats of the lesson:

    • (2 minutes) Students watch a debugging video to introduce the debugging mindset.
      • Show the video to participants
    • Students work in pairs to debug 8 different programs in Code Studio
      • Along the way they learn about tools that help them debug
      • The role of the teacher is to reinforce the debugging mindset
    • To end the class, students share what they learned from debugging and the teacher shares additional debugging “best practices”
    • Students add vocabulary to their notebooks: documentation and comment

  • Where this is going:

    • This reinforces ideas from the previous lessons and helps build a classroom culture and mindset around debugging.
    • This lesson supports Computational Thinking Practice 4 Code Analysis - Identify and correct errors in algorithms and programs, including error discovery through testing.
    • Students need to be able to read and identify errors code in future lessons as well as on the AP test in the Multiple Choice Section. This lesson helps build that skill.

You Try! (18 minutes)

Facilitator Tip

It is not important for participants to get through all levels in this time. They should just see the tools and strategies used to debug generally. While you are going around the room, remind participants about the role of building the “debugging mindset’ and that we should expect bugs any time we run code for the first time.

Remarks

(16 minutes) Again, the best way to learn how this lesson works is to do it yourself! We will not have on our “hats” during this time, but you are going to look at the levels in Code Studio. You have the next 10 minutes to work on levels 1 - 7 either alone or with your partner. Navigate to U3L7 Level 1 in Code Studio to get started.

As you are working, consider:

  • What debugging strategies or App Lab tools are most useful to you?
  • How will you help students debug without actually DOING the debugging for them?
  • What are some ways you can reinforce the “debugging mindset” in class?

Discussion prompt:

  • How is working with a partner when debugging a different experience than working alone when debugging?
    • Consider: Developing a debugging mindset, normalizing debugging, being persistent, etc

Faciliator Tip

For the last model lesson, remind participants about “hats”. They can tend to come off, even at the end of the workshop.

(2 minutes) Wrap-up

As a reminder, in this lesson we want to normalize having bugs in code. Now that we have a feel for what debugging tools exist we can better hunt for those bugs and learn from those experiences. Next, we are going to move to our last Model Lesson which will be the last time we put on our “learner” hats this week.