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 5: Previously on… Unit 1 Lesson 1

10 minutes

lesson exploration | role play

Purpose

This session helps participants be prepared for the model lesson by going over previous content and roles before starting the lesson.

Objectives

  • Participants are reminded of TLO roles.
  • Participants learn the context for the first model lesson.

Supplies & Prep

Room Setup:

  • Normal Breakout Room Set Up

Facilitator Supplies:

Participant Materials:

  • Journal

Agenda

Preparing for our first Model Lesson (4 minutes)

Previously, On CSP… (6 minutes)

Facilitation Guide

Preparing for our first Model Lesson (4 minutes)

(4 minutes) Welcome to our first role play activity!

Explain for participants what TLO is about.

Remarks

  • Each TLO will start with a “Previously, On…” segment where we re-cap anything that happened in previous lessons. The goal here is to ensure that you, as a participant, have an idea of the “story” that is being told throughout the unit and fill in any background knowledge needed for this lesson.
  • A facilitator will always lead the “Previously, On…” session.
  • After the “Previously, On…” segment, we will put on our “Teacher, Learner, or Observer” hats.
    • As a reminder, during this week, you will be strictly using your Teacher and Learner hats. We recognize that as teachers, it can be tough to “take off” our “teacher hat,” and we promise when the lesson is done there will be time to think and talk about the implications of this lesson on teaching practice, but spending some time with a “learner stance” can give you the freedom to engage with the content and build some learner empathy along the way.

Previously, On CSP… (6 minutes)

(2 minutes) Introduction to the Unit

Remarks

Unit 1 contains 14 lessons and is about digital representation. In this unit, students learn how computers represent information and the problems that representing information digitally presents both technically and ethically. We start the year with this unit because very few students have any prior knowledge about how information is represented digitally, so every student is starting with a similar amount of background knowledge. Before we start our first TLO, we are going to look at the first lesson in the unit.

Facilitator Tip

Reinforcing these roles frequently is important. Here are other ways you can help people stay in role:

  • Physically “mime” the act of putting on hats. When you say, “I am going to put on my ‘observer hat’“, pretend to put on that hat.
  • Let participants know that if they slip out from their roles that you might remind them with a cue to put their “learner hat” back on. This can be done with a non-verbal cue such as miming putting on a hat and making eye contact with the person slipping from their role.
  • While TLOs are not intended to be an exercise in classroom management, it might be helpful to have participants think of a specific student from their classroom and take on that student’s characteristics as a learner. This shouldn’t be their most troublesome student, but perhaps a student who seemed to slide under the radar or “blend in” with the class.
  • In general, be on high alert during the first day of people slipping from roles and gently remind them that they will have time to “think like a teacher” during the debrief. If they have a “teacher thought” during a lesson, suggest they write it down on a post-it note and either put it on the question parking lot or raise that thought/idea during the debrief.

(4 minutes) Looking at Unit 1, Lesson 1 - Welcome to CSP

  • Description: Students get set-up with the technology, take a pre-course survey, brainstorm topics that they know a lot about, and then suggest ways technological innovations that could improve or help solve a problem that they might know a lot about.

  • Learning Goals:

    • Students will be able to communicate with classmates about computing innovations in their lives.
    • Students will be able to describe positive and negative effects of computing innovations.

  • Key beats of the lesson:

    • Warm-up:
      • Students are welcomed to the course
      • Students take pre-course survey
      • Teacher leads a brainstorming activity for topics students know a lot about
    • Activity:
      • Teacher leads brainstorming activity about how technology innovations may impact the topics students generated earlier
      • Students make rapid prototype for innovations
      • Students do a gallery walk to see other innovations
    • Wrap-up:
      • Students watch a video called “Computer Science is Changing Everything”

With that we are going to do the second lesson in Unit 1. This will be the second day of class for most students.

Facilitator Tip

Some facilitators create a poster of the different roles to help provide a visual for participants through out the workshop. You can use this as a tool and point to the different “hats” that participants are wearing throughout the TLOs and Model Lessons.

As a reminder, my co-facilitator will be putting on his/her “teacher hat”, I will have on my “observer hat”, and you all will have on your “learner hats”.