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 48: Model Lesson #3: U3L8 - Designing an App (Part 3)

60 minutes

lesson exploration

Purpose

This session shows participants what active teaching looks like when teaching programming.

Objectives

  • Participants have seen what it looks like to teach with pair programming and the debugging process in mind.
  • Participants are excited about what they can create in App Lab.

Supplies & Prep

Room Setup:

  • Normal Breakout Room Set Up

Facilitator Supplies:

Participant Materials:

  • Writing utensil
  • Journal
  • Computers

Agenda

Teach U3L8 - Designing an App - Part 3 (40 minutes)

Debrief (20 minutes)

Facilitation Guide

Teach U3L8 - Designing an App - Part 3 (40 minutes)

Facilitator Tip

If your participants are planning on implementing this lesson in a socially-distanced or virtual setting, review Lesson Modifications document for how to adjust this lesson.

Teach U3L8. Focus on:

  • Modeling the debugging mindset while supporting students in creating their own app.
  • Using pair programming during the lesson.

Try to integrate the following into your lesson:

  • Referring specifically to the debugging process when helping learners.
  • Publicly acknowledging when participants document their bugs.
  • Publicly acknowledging good “navigator” behaviors.

Debrief (20 minutes)

Suggested Debrief Plan
Be Sure to Model Essential
Practices
  • The teacher models debugging mindset while supporting students in creating their own app.
  • The teacher uses pair programming during the lesson.
Lesson Decisions
  • The teacher refers specifically to the debugging process when helping learners.
  • The teacher publicly acknowledges when participants document their bugs.
  • The teacher publicly acknowledges good “navigator” behaviors.
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Equity
Goal Teachers understand strategies that support students’ feeling of “belonging” in the classroom. Examples include:
  • Creativity as a tool to support student belonging.
  • Pair programming as a tool to support student beloging.
  • Debugging mindset as a tool to support student belonging: debugging is normal.
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 In this lesson, we asked you to collaborate with another person but also to be creative. As a learner, how did collaboration support your creativity?
Discussion
Prompts		 In this lesson and throughout the curriculum, we want students to feel like they belong in the classroom.
  • Thinking about this lesson, how can debugging, pair programming, and creating something that is personal to people support students’ sense of belonging?
  • What other strategies will you use in your classroom to support student belonging specifically during programming lessons or units?

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