Day 1
01 Welcome 02 Break 03 Model Lesson #1: U1L3 04 Break 05 Intro to CSP 06 Lesson Process 07 Transition to Asynchronous 08 Lunch 09 Binary Number Systems 10 Plugged and Unplugged 11 Break 12 The Teacher's Role 13 Intro to PLACE 14 Transition to Asynchronous
Day 2
15 Intro 16 TLO #1: U1L7 17 Break 18 Previously on... 19 TLO #2: U1L9 20 Break 21 CED 22 Transition to Asynchronous 23 Lunch 24 Asynchronous Debrief 25 Break 26 TLO #3: U1L10 27 Break 28 Role in Assessment 29 Transition to Asynchronous
Day 3
30 Intro 31 Ourselves & Our Position 32 Break 33 TLO #4: U2L2 34 Break 35 TLO #5: U2L3 36 Transition to Asynchronous 37 Lunch 38 Asynchronous Debrief 39 Addressing Unconscious Bias 40 Break 41 TLO #6: U2L4 42 Transition to Asynchronous
Day 4
43 Intro 44 TLO #7: U3L2 45 Break 46 Previously, on… U3L3 - 4 47 Break 48 TLO #8: U3L6 49 Transition to Asynchronous 50 Lunch 51 Async Debrief 52 Recruiting & Retaining Students 53 Break 54 Lesson Exploration: U3L8 55 Transition to Asynchronous
Day 5
56 Intro 57 Recruiting Students Recap 58 Mapping Equity 59 Break 60 Values and Assessment 61 Break 62 Assessment Approach 63 Transition to Asynchronous 64 Lunch 65 Async Debrief 66 Planning Your Year 67 Closing Ceremonies

Session 12: The Teacher’s Role in the Classroom

28 minutes

discussion-based

Purpose

We are using this session to kick off the day and proactively discuss the role of the teacher, even in lessons that focus on discovery. We want new to CS teachers to feel comfortable with their role in the room as “lead learner” but also as one who creates classroom experiences for students while building their own CS knowledge.

Objectives

  • Participants can describe teaching and learning strategies used in the curriculum.
  • Participants can describe the influence they have over culture and student success in a CS classroom.

Supplies & Prep

Room Setup:

  • Full Cohort
  • Table Groups (3-4)

Facilitator Supplies:

Participant Materials:

Agenda

Lead Learner and Teaching and Learning Strategies (28 minutes)

Facilitation Guide

Lead Learner and Teaching and Learning Strategies (28 minutes)

Facilitator Tip

Take into consideration your group as a whole. Consider using a different strategy here if members have poor internet connection and/or the back and forth of whole group/ breakout rooms is too much. For instance, Think/waterfall or journalling.

(6 minutes) Teacher as Lead Learner

Remarks

Teachers play a lot of different roles in the classroom from social worker to conflict mediator. Let’s take a look at how Code.org’s curriculum envisions the teacher’s role in the classroom.

Show the slide with the “Role of the teacher” description on it.

Remarks

We design curriculum with the idea that the instructor will act as the lead learner. As the lead learner, the role of the teacher shifts from being the source of knowledge to being a leader in seeking knowledge. The lead learner’s mantra is: “I may not know the answer, but I know that together we can figure it out.” A very practical residue of this is that we never ask a teacher to lecture or offer the first explanation of a CS concept. We want the class activity to do the work of exposing the concept to students allowing the teacher to shape meaning from what they have experienced. We also expect teachers to act as the curator of materials. Finally, we include an abundance of materials and teaching strategies - too many to use at once - with the expectation that teachers have the professional expertise to determine how to best conduct an engaging and relevant class for their own students.

How did you see this “role of the teacher” manifest itself in the earlier Lessons?

  • (2 minutes) Think: Individually consider your answer silently or in a journal.
  • (2 minutes) Share: Share out answers in the full group. Use the chat feature or come off mute.

Remarks

In addition to this philosophy, we have incorporated specific teaching and learning strategies throughout the curriculum to support you in your role as a teacher. We are going to look at these next in your Curriculum Guide. As you review these strategies, consider where you saw these teaching and learning strategies in the Model Lessons you have seen so far.

(11 minutes) Teaching and Learning Strategies

(5 minutes) Read

Remarks

To help teachers embrace this role in the classroom, we have documented some teaching and learning strategies we rely on throughout the course on pages 6-12 of the Curriculum Guide. Take about 5 minutes to skim those strategies.

(6 minutes) Think-Share

Prompt: Which of those strategies have you seen so far in our Lessons?

  • (2 minute) Think: Individually consider your answer silently or in a journal.
  • (4 minutes) Share: Share your thinking with the full group. Use the chat feature or come off mute.

(11 minutes) Creating an Inclusive Classroom

Remarks

These teaching and learning strategies are some of the “nuts and bolts” of teaching that we use for our CS Principles curriculum. But we know the role of the teacher extends past implementing these strategies.

Yesterday we looked at inequities in computer science education. As a teacher, your actions can help address some of these inequities, especially when it comes to student success and inclusion.

Define inclusion: creating learning environments as well as using curricula and resources that are accessible, welcoming, and reflective of all students’ identities, backgrounds, differences, and perspectives.

Producer Tip

Prepare for breakout rooms of 3-4

(3 minutes) Think-Share

Prompt: Let’s start thinking about inclusion by reflecting on our own experiences.

  • Think about a time where you felt out of place or felt like an outsider. What feelings did you have?
  • Think of a specific time you felt included or felt like you belonged somewhere. What feelings did you have?
  • (1 minute) Think: Individually consider your answer silently or in a journal.
  • (2 minute) Share: Have participants waterfall feelings in the chat. Answers should be one word. “Nervous”, “Comfortable”, etc.
    • Facilitator: Record these on the slides.

Remarks

Our goal is to build a classroom culture where students feel all of those feelings you described for when you felt like you belonged or felt truly included.

(8 minutes) Create a slide with actions

Prompt

  • What are actions you can take in your classroom to support an inclusive classroom culture?

  • How will you know if those actions are successful in creating an inclusive classroom culture?

  • (1 minute) Think: Individually consider your answer silently or in a journal.

  • (5 minutes) Small groups: Share your thoughts with your group and together make a slide that focuses on one of those actions you can take. Consider:
    • What is the action?
    • What is the goal of the action? Are there specific groups of students you are hoping to target with that action?
    • What evidence will you have to tell you if that action is successful?
  • (2 minutes) Share: When you are done with your slide, review other’s slides.
    • Add questions or ideas in the “Speaker notes” at the bottom of the slides you review.

Remarks

In the next asynchronous session, we are going to be spending more time planning your lesson. As you plan your lesson, consider how you might use both the Teaching and Learning strategies we discussed and also the actions you listed here to build an inclusive CS classroom during your lesson.