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 3: Model Lesson #1: U1L3 - Circle/Square Patterns

51 minutes

lesson exploration

Purpose

This lesson is chosen so that early on in the workshop participants see manipulatives as a valuable experience for students. We want participants to “buy-in” to the benefits of manipulatives as a way to make content approachable.

Objectives

  • Participants see that using manipulatives makes content and tasks more approachable for students.
  • Participants experience an intentional approach to introducing vocabulary after building a common experience for learners to connect vocabulary to.
  • Participants see how the lessons build on one another.

Supplies & Prep

Room Setup:

  • Full Cohort
  • Table Groups (3-4)

Facilitator Supplies:

Participant Materials:

Agenda

Intro & Previously, On (11 minutes)

Teach U1L3 - Circle Square Patterns (25 minutes)

Debrief (15 minutes)

Facilitation Guide

Intro & Previously, On (11 minutes)

Facilitator Tip

Duplicate the 2 Activity Slides for the number of groups needed in your workshop.

(2 minutes) Activity Setup

Make sure participants have access to slides as the activity is completed on the slides. In the traditional classroom, students would use the Activity Guide and the paper manipulatives.

(2 minutes) Introduction to the Unit

Remarks

Unit 1 contains 14 lessons and is about digital representation. In this unit, students learn how computers represent information and the problems that representing information digitally presents both technically and ethically. We start the year with this unit because very few students have any prior knowledge about how information is represented digitally, so every student is starting with a similar amount of background knowledge. Before we start our first TLO, we are going to look at the first lesson in the unit.

Facilitator Tip

Reinforcing these roles frequently is important. Here are other ways you can help people stay in role:

  • Physically “mime” the act of putting on hats. When you say, “I am going to put on my ‘observer hat’“, pretend to put on that hat.
  • Let participants know that if they slip out from their roles that you might remind them with a cue to put their “learner hat” back on. This can be done with a non-verbal cue such as miming putting on a hat and making eye contact with the person slipping from their role.
  • While TLOs are not intended to be an exercise in classroom management, it might be helpful to have participants think of a specific student from their classroom and take on that student’s characteristics as a learner. This shouldn’t be their most troublesome student, but perhaps a student who seemed to slide under the radar or “blend in” with the class.
  • In general, be on high alert during the first day of people slipping from roles and gently remind them that they will have time to “think like a teacher” during the debrief. If they have a “teacher thought” during a lesson, suggest they write it down on a post-it note and either put it on the question parking lot or raise that thought/idea during the debrief.

(5 minutes) Previously, On

Looking at Unit 1, Lesson 1 - Welcome to CSP

  • Description: Students get set-up with the technology, take a pre-course survey, brainstorm topics that they know a lot about, and then suggest ways technological innovations that could improve or help solve a problem that they might know a lot about.

  • Learning Goals:

    • Students will be able to communicate with classmates about computing innovations in their lives.
    • Students will be able to describe positive and negative effects of computing innovations.

  • Key beats of the lesson:

    • Warm-up:
      • Students are welcomed to the course
      • Students take pre-course survey
      • Teacher leads a brainstorming activity for topics students know a lot about
    • Activity:
      • Teacher leads brainstorming activity about how technology innovations may impact the topics students generated earlier
      • Students make rapid prototype for innovations
      • Students do a gallery walk to see other innovations
    • Wrap-up:
      • Students watch a video called “Computer Science is Changing Everything”

Looking at Unit 1, Lesson 2 - Representing Information

  • Description: In Lesson 2 students create devices for sending information to a partner. Each group then uses its device to send an answer to a question.

  • Learning Goals:

    • Explain how the same piece of information can be represented in a variety of different ways
    • Use a device to represent different pieces of information
    • Use patterns to represent information

  • Key beats of the lesson:

    • Warm-up:
      • Students consider their own definition of information
    • Activity:
      • Students use props to create a physical device and method for communicating information
      • Students understand how the transformation changes as the device and information become more complex
    • Wrap-up:
      • Students reflect on the challenges

With that we are going to do the third lesson in Unit 1. This will be the third day of class for most students.

(2 minute) Model Lesson Roles

Explain everyone’s roles during the model lesson:

  • One facilitator will act as the teacher. They will not drop character. They will act like they are teaching this to a class of students.
  • All of you (the teachers) will act as learners in the lesson. You can also jot down your thoughts and we will have time to discuss it after the lesson.

Remarks

During this session, you will be strictly using your Learner hat. We recognize that as teachers, it can be tough to “take off” our “teacher hat,” and we promise when the lesson is done there will be time to think and talk about the implications of this lesson on teaching practice, but spending some time with a “learner stance” can give you the freedom to engage with the content and build some learner empathy along the way.

Teach U1L3 - Circle Square Patterns (25 minutes)

Teaching Tip

Reinforcing the roles frequently is important.

Facilitator Instructions

Facilitator Tip

If your participants are planning on implementing this lesson in a socially-distanced or virtual setting, review Lesson Modifications document for how to adjust.

Teach U1L3 - Circle Square Patterns. Focus on encouraging the use of manipulatives in the lesson to support sense making and collaboration in the classroom.

While teaching the lesson attempt to incorporate the following “teacher moves”:

  • Teacher asks learners to demonstrate their thoughts with the manipulatives
  • Teacher encourages learners to focus on the “rules” for moving from one pattern of shapes to the next (rather than just the overall number of patterns)
  • Teacher reinforces collaborative behaviors in class by publicly acknowledging specific behaviors conducive to collaboration (asking clarifying questions, asking probing questions, building on the ideas of others, etc.)
  • DO NOT encourage a “math approach” to the lesson. If the learners take a math approach to the task, that is fine, but we don’t want to emphasize or call attention to this. Focus on the “rules” students use to move between the patterns instead.

Warm Up (2 minutes)

Remarks

For two minutes, independently brainstorm all of the ways you can represent 7. You can write your ideas down on a scrap piece of paper.

Activity (17 minutes)

(2 minutes) Introduction

Remarks

We ended yesterday’s class deciding that one of the best ways to use our devices was to limit them to two options.

Today let's say: option 1 is circles and option 2 is squares. We want to figure out how we can use these shapes to communicate lots of different pieces of information.

(3 minutes) Challenge 1 Instructions

Remarks

With a partner, you are going to work out how many different pieces of information (made up of circles and squares) you can represent with three place values. For example: circle-circle-circle and circle-square-circle can represent two different pieces of information. Try to write rules for your patterns.

You are going to show me your work by displaying the patterns on a slide. The slide has circles and squares that you will arrange to make all of the possible three place values. In a moment you will be assigned a Breakout Room. Your Breakout Room number is your Group number. Please put your names on your slide and show your work.

Teaching Tip

As you scan the progress of the activities in the slide deck, look for teachers using patterns. You may notice that some are applying prior knowledge, while others are simply creating unique patterns.

(8 minutes) Challenges 1 & 2

Participants work on Three Place Values in Breakout Rooms. Check progress by looking at the slide deck. Visit breakout rooms as needed.

(4 minutes) Share Out Challenge 2 Rules

Facilitator Instructions: Re-group as a full cohort.

Remarks

Were you successful in finding all 8 patterns? Can I get a volunteer to share their rules for creating patterns?

Teaching Tip

We are skipping Challenge 3 for times sake, so you might want to role play: “With today’s assembly, we won’t get to the third Challenge today, but we will take a look at it tomorrow.”

Wrap Up (6 minutes)

Remarks

How is counting in this circle and square system similar to how we count in our regular lives? How is it different?

Debrief (15 minutes)

Debrief
Be Sure to Model Essential
Practices		 Teacher encourages the use of manipulatives in the lesson to support sense making and collaboration in the classroom.
Lesson
Decisions
  • Teacher asks learners to demonstrate their thoughts with the manipulatives.
  • Teacher encourages learners to focus on the “rules” for moving from one pattern of shapes to the next (rather than just the overall number of patterns).
  • Teacher reinforces collaborative behaviors in class by publicly acknowledging specific behaviors conducive to collaboration (asking clarifying questions, asking probing questions, building on the ideas of others, etc.)
  • Teacher cut the four place value portion of the activity for the sake of time.
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Classroom culture
Goal Teachers understand how lesson structure (with collaboration and manipulatives) help build a classroom culture where students feel challenged and successful.
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt
  • As a learner, when did you feel challenged?
  • As a learner, when did you feel successful?
Discussion
Prompts
  • As a teacher, what role can collaboration play in helping your students feel both challenged and successful in this lesson?
  • As a teacher, what do students need from you to be both challenged and successful in this lesson?
  • Facilitator note: In this discussion bring out the role manipulatives play in students being challenged and successful. Some students might have an idea for how to solve it, but when it comes to representing their ideas verbally, it can be tough. Manipulatives encourage communication in a more visual and physical way for students.

FACILITATOR NOTE:
As you discuss this prompt, look for places to draw out the decisions for this lesson, listed above.