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 6: Model Lesson #1: U1L2 - Representing Information

60 minutes

lesson exploration

Purpose

This is the first opportunity to expose participants to the curriculum and to the feel of a CS Principles classroom. This shows participants the teaching practices used in CS Principles lessons.

Objectives

  • Participants experience how CSP is "different" from other AP courses.
  • Participants experience the value of building a culture around problem solving and inclusion early in the course.
  • Participants experience an unplugged lesson.
  • Participants recognize that all students can and should learn CS.

Supplies & Prep

Room Setup

  • Normal breakout room set-up

Facilitator Supplies

Participant Materials

  • Journal

Agenda

Teach U1L2 - Representing Information (40 minutes)

Debrief (20 minutes)

Facilitation Guide

Teach U1L2 - Representing Information (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 U1L2 - Representing Information. Focus on building a culture around problem solving and inclusion during the lesson.

Try to integrate the following into your lesson:

  • Assign competence to participants by showing you value their ideas
  • Encourage and promote question asking in class - publicly call out when people ask a good question.
  • Give a variety of opportunities for participants to share out their strategies with the room
  • Do not use vocabulary participants do not know yet.

Debrief (20 minutes)

(1 minute) Debrief Logistics

Since this the first debrief, take a minute to introduce the “Debrief Logistics”

  • Hats come off
  • There are 3 parts to a debrief (reflection, teaching group shares, a discussion)

Facilitator note: Be very clear about how the “teacher” is reflecting on specific Choices, Advice, and Takeaways. It may help to be extra “animated” about handing the Choices, Advice, and Takeaways card to the “teacher” and have the “teacher” hold the card while sharing their response.

Debrief
Be Sure to Model Essential
Practices		 The teacher focuses on building a culture around problem solving and inclusion early in the course.
Lesson
Decisions
  • Assign competence to participants by showing you value their ideas
  • Encourage and promote question asking in class - publicly call out when people ask a good question
  • Participants share out their diverse and unique strategies with the room
  • Do not use vocabulary participants do not know yet.
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 that prior knowledge is not needed to engage with the material.
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt
  • As a learner, what prior skills did you need to engage in the material?
  • What prior knowledge did you need?
Discussion
Prompts
  • What prior skills and knowledge will your students have coming into this class?
  • How do you think they will respond to this lesson?
  • If students already know some CS, can this material still be engaging for them?

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

The conclusion we want participants to reach is that all students can learn computer science. It is ok to summarize this debrief by saying. “Code.org believes that all students should learn computer science, and to accomplish that goal, we create lessons where all students CAN learn computer science. Reducing the amount of prior skills and knowledge students need to engage in lessons supports our goal”