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 21: Welcome to the Course and Exam Description

5 minutes

facilitator presentation

Purpose

During this activity, participants are introduced to the Course and Exam Description from the College Board. During the asynchronous Session 2, participants will further explore the CED.

Objectives

  • Participants can explain how the curriculum unit structure lends itself to the AP requirements.
  • Participants know how to navigate the CED binder and access it online.
  • Participants can explain how the curriculum framework is organized (i.e., big ideas, enduring understandings, learning objectives, essential knowledge, practices / skills)
  • Participants can describe the “big ideas” of the course (as provided by the College Board) and the Computational Thinking Practices and Skills of the course.
  • Participants have engaged in an activity to explore the exam section of the CED, and how students will be assessed on both content and skills.

Supplies & Prep

Room Setup:

  • Full Cohort

Facilitator Supplies:

Participant Materials:

Agenda

Introducing the CED (5 minutes)

Facilitation Guide

Introducing the CED (5 minutes)

(5 minutes) Overview of the Course & Exam Description (CED)

Facilitator Tip

Participants may want to follow along during your overview. You can invite participants to follow along or observe - which ever they prefer.

Ask participants to take out their CED

Use the slide deck to give participants a tour of the CED at a high level. They will dig deeper into the document themselves later but we want to give them an orientation to what they will see. There will be 6 tabs. Include information about each tab in your overview, including:

The Course Framework

  • Go over a high level description of these items:
    • Show the Computational Thinking Practices and corresponding skills
    • Show the “big ideas” from the framework and how they are broken down into, topics, Enduring understandings (EUs), Learning Objectives (LOs), and Essential Knowledge (EKs)
    • Show how the skills are represented in the LOs

Instructional Approaches

  • Includes descriptions of different strategies you can use in your classroom to help students. problem solve and collaborate.

Curriculum Alignment

  • Includes an organizer for teachers who are creating their own curriculum.

Exam Information

  • Point out the overview of the exam, including:
    • Types of questions on the multiple choice exam (on page 163)
    • Directions for teachers about what role they play during the performance task portion of the assessment (on page 169)
    • Example questions from the multiple choice exam

Student Handouts

  • Includes directions for the Create PT along with the prompts students will need to answer.

Appendix

  • Includes:
    • The reference sheet for the language used on the multiple choice exam. Students will get a copy of this document to use on the exam.
    • A copy of the conceptual framework.