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 14: Module 1 Session 2

75 minutes

lesson planning session | asynchronous

Purpose

In this session, participants will create a plan for how to teach their lesson during a 40 minute TLO session. This plan should consider contingency plans if the lesson goes faster than expected, and consideration for how the teaching group will use formative assessment throughout the lesson to know that "learners" are making the needed progress toward the learning goals.

Objectives

  • Participants have developed a run-of-show and tech plan for their lesson.
  • Participants have developed contingency plans for short extensions or questions for deeper thinking if their lesson goes more quickly than anticipated.
  • Participants have a plan for formative assessment during the lesson.
  • Participants make sure everyone in the teaching group has a role.

Supplies & Prep

Room Setup:

  • Individual
  • Table Groups (3-4)

Facilitator Supplies:

Participant Materials:

Agenda

Transition to Asynchronous (10 minutes)

Prepare the lesson (65 minutes)

Facilitation Guide

Transition to Asynchronous (10 minutes)

(3 minutes) Review our accomplishments

Today we:

  • Got to know one another
  • Learned about the structure of the Professional Learning program
  • Learned about the information inside the Course and Exam Description
  • Engaged in two different lessons from the curriculum as a learner
  • Dug into the curriculum resources for the lesson you will teach.
  • Discussed a bit about “Understanding self” and “Understanding Context” as it related to computer science education. Tomorrow we will focus more on “Understanding responsibility”

Remarks

You have 60 minutes today to create a detailed agenda for teaching your lesson. In this agenda, you should consider how you will formatively assess at different points in the lesson and brainstorm plans for your teaching group to effectively manage the lesson if it ends up running shorter or longer than planned.

Facilitator Tip

During the asynchronous session, you will likely want to initially keep the web conference open so participants can work together and get help and also offer a later office hours for participants who want to work together later. You should be supporting participants and creating breakout rooms as necessary.

Producer Tip

During the asynchronous break, make certain to assign host privileges to the facilitator or producer who will be online. This is necessary to create breakout rooms for groups wishing to work together.

(5 minutes) Review the Outline of TLO process

Using the slide review:

  • When they will teach their lesson during the week
  • Your group will have 40 minutes to deliver the lesson
    • Note: each lesson is written for a 45 minute block of time. We expect with adult learners, the lesson should fit within 40 minutes.
  • After the lesson, “learners” start a reflection while the teaching group finalizes their Choices, Advice, and Take-aways to share with the room when directed to by the facilitator. The teaching group then joins the whole group for the debrief.
  • Remind participants of resources:
    • Lesson Tips (Activity Packet Pages 15- 19)
    • The slides linked in the curriculum
  • Remind participants of goals:
    • Try a new teaching practice
    • Take intentional actions to build an inclusive classroom culture
    • Everyone needs to have an equal role in the teaching of the lesson. Be aware that sometimes the most engaging lessons might not have much for teachers to do besides actively engage learners in the lesson and formatively assess through listening to peer interactions. That is okay!
  • The rest of the time is dedicated to preparing the lesson - use steps 2-5 in the Activity Guide Packet to help you do this.

Facilitator Tip

Be sure to re-share the PLACE URL where participants will find the asynchronous activities in multiple places and ways, so they do not have to spend time digging for it.

(2 minutes) Give the Assignment

Remarks

In a moment, we are going to release you for asynchronous work. During this time, you will work with your group to design a 40 minute TLO lesson. As you plan, you should be filling in steps 2,3, and 4 on pages 21-24 of the Activity Packet.

You should also consider what directions you would like to give the producer for your lesson. For instance, decide when you will need breakout rooms, for how long you will need them for, and how many people you will place in them.

We are about to put you in breakout rooms to either plan, or discuss when this evening you will meet to plan. We (the facilitators) will stay on to assist you for the next two hours. We will also be on later tonight from 6-8 to help.

If your group chooses to meet at a different time, make sure that you discuss what platform you will use, and exchange contact information so that you can meet. We cannot leave this call open for you to go use breakout rooms while we are not here.

Turn on your camera and give a thumb's up so we know everyone is on board and knows what they are doing. Once all thumbs are up, we will put you in breakout rooms to plan with your groups. If you need assistance, just reach out by calling for help.

When you are done or if you decide to work together later, you can simply leave the call.

Prepare the lesson (65 minutes)

Facilitator Tip

NOTE: You and your co-facilitator should both be very active during this entire session. Successful “Lesson Planning Sessions” will make smoother sailing for the 8 hours spent in TLO. Things you both should do during this session:

  • Watch out for conflicts between participants in a teaching group
  • Ask participants to walk you through their plan in detail (ex. “How does the lesson start? Who will be doing that? What will learners be doing during that time? When is the first time you formatively assess? What information are you trying to glean at that point?” etc.)
  • Watch for groups who want to “go rogue” and do their own lesson instead of what is in the lesson plan. To intervene, it can be helpful to remind them
    • A) It is their responsibility to show participants what is in the lesson
    • B) They will be able to share their choices, advice, and takeaways at the end of the lesson.

(60 minutes) Lesson Planning

Overview

In this activity, you will work in your lesson groups to design a 40 minute TLO lesson.

Do This

  1. Teachers should work in their lesson groups to design a 40 minute TLO lesson. As they plan they should be filling in Step 2,3,4, and 5 on pages 20 - 24 of their Activity Packet.
  2. Fill out your Producer Needs Form.

(5 minutes) Module 1 Wrap-Up

Overview

In order to maximize your experience in the professional learning program, it is important that you provide timely, ongoing feedback.

Do This

  • Complete the Gots and Needs request as described by your facilitator(s). The facilitator(s) will respond to them throughout the workshop.
  • Complete the Code.org survey.