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 24: CED Scavenger Hunt Debrief

15 minutes

discussion-based

Purpose

In this activity, a facilitator goes over the "answers" to the scavenger hunt and connects the “Big Ideas” and “Computational Thinking Skills” from the CED to the Unit 1-10 plan of the curriculum.

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 and Prep:

Teacher Materials:

Agenda

Scavenger Hunt Takeaways (15 minutes)

Facilitation Guide

Scavenger Hunt Takeaways (15 minutes)

Facilitator Tip

In each section, review main takeaways from the CED Scavenger Hunt.

Facilitator Tip

The framework consists of big ideas, which are foundational concepts. The big ideas are further broken down into teachable segments around topics. The computational thinking practices spiral throughout the course. This style of framework will be new to most teachers. Emphasize that this is just the start of exploring the framework and AP resources.

(2 minutes) The Conceptual Framework

Facilitator Instructions:

Using the participants responses from the asynchronous questions, craft two slides:

  • Which Big Idea did you choose? (Consider making a graph with the data)
  • What is one thing that surprised you? What is one concern you have?

If participants show signs of being overwhelmed, remind them that many of their questions will be addressed as the week progresses

(6 minutes) Instructional Approaches, Exam Information, and Student Handouts

Instructional Approaches

  • Note: These are some instructional approaches you will see during this workshop as we do lessons from the Code.org curriculum.

Exam Information

Remarks

As you were looking through this section, what surprised you about the AP CSP Assessment(s)?

Review main points:

  • There are two different sections to the assessment:
    • A multiple choice exam which has 3 different types of questions on them
      • Single select
      • Single select with reading passage
      • Multi select
    • There is a Performance Task, which contains a programming task along with a video and written responses.
  • Not all big ideas nor practices are given equal weight on the exam.
  • Using the examples in the CED, explain how students will be assessed on both content and skills on the AP test.

Student Handouts

  • We will be spending more time looking more in depth at the student handouts and the exam information in later workshops. At this point, you only need to know that they are there.

(6 minutes) How we used this Conceptual Framework in Our Curriculum

Show an overview of the 10 Units and what “Big Ideas” they cover.

  • In this workshop we are going to look at Units 1-3 in depth.
  • In the Academic Year Workshops we will look at the remaining units.

Show an overview of how the 10 Units align to the Computational Thinking Practices.

Producer Tip

Teaching group sets up whatever they need for the lesson over the break

(1 minute) Wrap Up

Remarks

We know this can be a lot to take in, but that is why we have this time together and 4 more workshops planned for the school year! After this, we are going to look at a lesson from the curriculum so you can experience the instructional approaches we used in the curriculum. If you have questions you want to address now about the CED or anything so far, write them in the Question Parking Lot slide. We will be addressing questions from the Question Parking Lot throughout the workshop.