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 29: Module 2 Session 4

65 minutes

asynchronous

Purpose

Participants begin to think about themselves and their position as a CS teacher. They look at lessons from Unit 1 that we did not cover, and they are introduced to Unit 2.

Objectives

  • Participants begin to think about themselves and their position as a CS teacher
  • Participants get an overview of what they didn’t cover in Unit 1
  • Participants are introduced to Unit 2.

Supplies & Prep

Room Setup:

  • Individual

Facilitator Supplies:

This session may require office hours

Participant Materials:

  • Computer

Agenda

Transition to Asynchronous (10 minutes)

Asynchronous (55 minutes)

Facilitation Guide

Transition to Asynchronous (10 minutes)

Facilitator Tip

Screen share the PLACE here. You should move away from the slide deck while assigning work.

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.

(5 minutes) Give the Assignment

Use screensharing to navigate to the following asynchronous activities:

  • Unit 1 Connections and Conclusions
  • Previously, On...Unit 2
  • Understanding Self: Identity Map
  • Module 2 Wrap-Up

Narrate as you navigate to make it clear how you got there and what is expected of participants in each activity.

Facilitator Tip

Consider having some way for you to reach teachers if they don’t make it back after the asynchronous session.

(5 minutes) Setting Up and Checking In

  • Remind participants that asynchronous activities involve working through tasks independently but are still timed.
  • Direct participants to have the PLACE version open and navigate to Module 2 > Session 4 > Unit 1 Connections and Conclusions.

Remarks

Once you’re there, 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 leave the video conferencing tool on but turn off the camera and mute the microphone. We are still available for questions and support.

Facilitator Tip

During this asynchronous session, support participants in these ways:

  • Make sure to monitor participants’ asynchronous work.
  • You can either check in with participants’ breakout sessions or check discussion forums.
  • Pull notable ideas out of discussion forums for the Session 3 debrief.

Asynchronous (55 minutes)

(20 minutes) Unit 1 Connections and Conclusions

Overview

While you have seen much of this unit through Model Lessons and TLOs, we want to wrap-up the unit by showing you the lessons you did not see. We also want to make the “story” of this unit clear and describe how it relates to other units in the curriculum.

Do This

(10 minutes) Previously, On...Unit 2

Overview

The content from Unit 1: Digital Information connects to the content of Unit 2: The Internet. While in Unit 1, students learn how to represent information digitally. In Unit 2, they focus on communicating that information over the internet. Additionally, the thinking, communication, and collaboration skills students develop in Unit 1 will be continued in Unit 2 and for the rest of the year.

Do This

(20 minutes) Understanding Self - Create an Identity Map

Overview

On Day 1, participants introduced themselves to the group and while doing that they shared part of their identity. During this activity, they will make an “identity map”. This activity was inspired by the "Circles of Identity" protocol from the School Reform Initiative. You can find the full protocol here.

Do This

  • Using the protocol linked above, create an Identity Map for yourself:
    • Create a web that takes up the majority of your journal.
    • Within this web, write your name in the center circle. In each additional circle write a word or phrase that captures some element of your identity — those terms or descriptors that have most helped shape who you are and how you interact in the world. You may add as many circles as you like.

(5 minutes) Module 2 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.