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 41: TLO #6: U2L4 - Routers and Redundancy

60 minutes

lesson exploration

Purpose

Participants see another layer of the internet.

Objectives

  • Participants understand the ways the purpose of and strategies for formative assessment may change throughout a lesson.

Supplies & Prep

Room Setup:

  • Full Cohort
  • Table Groups (3-4)

Facilitator Supplies and Prep:

Teacher Materials:

Agenda

Intro and Lesson (41 minutes)

Debrief (19 minutes)

Facilitation Guide

Intro and Lesson (41 minutes)

Producer Tip

You should have information from the teaching group on how they would like to handle breakout rooms. Verify that the information is correct during the break prior to the session

(0 minutes) Teaching Group Set Up

Teaching group sets up during break.

Producer: Temporarily give the teaching group Co-Host privileges so that they can move in between breakout rooms.

Producer: If using breakout rooms, set up the participant rooms, a “Teacher” room, and a “Facilitator” room

(1 minute) Reinforce Roles

Remind participants of what it means to be a learner or a teacher. Have them put their hats on before handing it over to the teaching group.

Facilitator Tip

To make teachers feel more comfortable, it may be a good idea to turn off your camera throughout the lesson and/or change your name to “Facilitator - Ignore Me”. This can be helpful while moving through breakout rooms so “students” do not look to you for answers.

Facilitator Tip

If breakout rooms are used, it is important to get a sense of what is happening in them. As you move through the rooms, make sure that you are not providing input. If you are asked for it, remind teachers using chat that you are not a teacher right now and they can use the call for help button if needed.

Producer Tip

Just as with facilitators in breakout rooms, you may need to act as a “messenger” for the teachers. If a group presses the “call for help” button, you will need to find the teachers and inform them that a group is asking for help.

(40 minutes) Lesson

Facilitator Instructions

Be attentive to what is happening during the lesson as you select your debrief goals, reflection prompts, and discussion prompts. During the lesson, it is recommended that you communicate with your co-facilitator to share what you are seeing in the lesson and develop a shared understanding of the goal of the debrief for the lesson. You can communicate through Slack or through passing notes to one another. You are looking for the teaching group to demonstrate the “Essential practice” and “Teaching group decisions” identified in the debrief below.

Lesson Plan Link

Lesson Slides Link

Lesson Overview

Students spend most of today’s lesson in an updated Internet Simulator that lets students send messages with a dedicated To and From IP Address. Students start by connecting to a dedicated router and sending messages only to each other. They look at the router logs to find other students on different routers, then send messages to those students. They look at the router logs again to notice that messages are being passed between routers in order to reach their destination. Students continue to send messages and view the logs one last time to notice that the messages are also taking different paths to reach the same destination. The lesson wraps-up by introducing new vocabulary and using these words to summarize today’s activity.

Debrief (19 minutes)

Producer Tip

You will need a breakout room for the teaching group to debrief while the main group does their reflections.

Debrief process reminder:

  • (~5 minutes) Start with displaying the reflection prompt slide. Have the participants who acted as learners reflect on the reflection prompt(s) individually.
    • While the room is reflecting, have the teaching group in a breakout room and discuss and be prepared to share their “Choices, Advice, and Takeaways”.
  • When the teaching group is ready, have them share their Choices, Advice, and Takeaways with the room to start the debrief.
  • After they have shared, applaud the teaching group and lead the group discussion using the discussion prompts. Once again, post discussion prompts on a slide to help keep track of the conversation.

Suggested Debrief Plan
To Watch for During the Lesson Essential
Practices		 The teacher is always formatively assessing to know what learners are understanding and determining the best course of action to work towards understanding the lesson objectives by the end of the lesson.
Potential Teaching Group Decisions
  • Formative assessment is used to move learners closer to the goal.
  • Learners create their own solutions that are unique and effective over the course of the lesson.
  • Teachers ask probing questions to help learners understand the content and make connections.
  • Teachers use the class-wide discussions to synthesize learning.
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Assessment
Goal Teachers understand the purpose of and strategies for formative assessment may change throughout a lesson.
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 The learning objectives for this lesson were:

  • Students will be able to explain how data is routed through the Internet
  • Students will be able to describe how the redundant nature of networks can lead to dynamic, fault tolerant routes

As a learner, how did interactions with your peers and interactions with the teacher support your learning of these objectives in this lesson?
Discussion
Prompts		 FACILITATOR NOTE:
If needed, this can be made into a more active debrief by dividing the room into three groups to make posters about formatively assessing at the 1) Beginning, 2) Middle, 3) End of a lesson. They can share out their posters to the whole room to close the debrief.

  • As a teacher, when and how will you know if students know the relevant content at different points in this lesson?
  • As a teacher, how does formative assessment look different in the beginning, middle, or end of this lesson?
  • What are you assessing for at those points?
  • How do you gather that information differently at those points?

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

FACILITATOR NOTE: During your debrief, avoid the topic of teaching in the virtual world unless you know the majority of teachers will be virtual next year. Many teachers will be in person, and conversations about choices made for the virtual setting will not be helpful as teachers return to the classroom.