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 48: TLO #8: U3L6 - Intro to Programming

60 minutes

lesson exploration

Purpose

This session shows participants how the role of the teacher is similar and different in programming lessons to other lesson types.

Objectives

  • Participants learn how event handlers work.
  • Participants see how to navigate students working on computers and holding classroom discussions back and forth in programming units.

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 use and modify a series of simple apps to get familiar with a small set of programming commands. They observe the way the code runs by slowing down the code and compare programs that run all at once to those that respond to user actions like buttons clicks. At the end of the lesson students discuss what they observed and are introduced to some key vocabulary for describing the running of programs.

Debrief (19 minutes)

Debrief process reminder:

  • (~5 minutes) Start with projecting the reflection question(s) on the board or writing it on chart paper. Have the participants who acted as learners reflect on the reflection prompt(s) individually and then share their thoughts with a partner.
  • While the room is reflecting and sharing with a partner, have the teaching group 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 to help keep track of the conversation.
Suggested Debrief Plan
To Watch for During the Lesson Essential
Practices		 The teacher follows the structure of the lesson so that learners work together in small groups to sense-make. After time to sense-make the teacher utilizes a full class discussion to share out what the class as a whole has learned as well as formatively assess what was learned during the small group time. This process is repeated in small chunks to ensure all students are learning the content in incremental steps.
Potential Teaching Group Decisions
  • Teacher is engaging with learners during work time. Either by actively listening to conversations or asking probing questions.
  • Teacher uses observations to help inform their discussions with the class. (Ex: “I heard Mel ask their partner about changing colors, who else saw that in AppLab?”)
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Curriculum structure
Goal Teachers understand the benefits of structuring a programming lesson with a combination of partner and whole-class discussions to support learning and to manage students in App Lab. (Secret intro to “Investigate” lesson type)
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 This lesson has a repeated structure within it: Learners see a new app. They are given a task. They do the task. The class discusses the task. The class moves on to the next task and the previous steps are repeated.

  • As a learner, how did this structure meet your needs?
  • What needs were not met through this structure?
Discussion
Prompts		 This structure is used in part to give both teachers and students some predictability within the lesson.
  • As a teacher, how does this structure support formative assessment?
  • As a teacher, how does this structure remove barriers for students?
  • Which of your students would struggle with this structure and why?

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