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 55: Module 4 Session 4

55 minutes

asynchronous

Purpose

This transition prepares participants for a set of asynchronous activities, providing them with information about the assignment, their role, and the support available to them.

Objectives

  • Participants are prepared to complete asynchronous activities on their own.

Supplies & Prep

Room Setup:

  • Individual

Facilitator Supplies:

This session may require office hours

Participant Materials:

  • Computer

Agenda

Transition to Asynchronous (10 minutes)

Connections to prior and future units (45 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.

Facilitator Tip

If you are collecting information for Module 5's breakout rooms, you need to provide poll instructions.

(5 minutes) Give the Assignment

Use screensharing to navigate to the following asynchronous activities:

  • Recruiting And Retaining Students Gallery Walk
  • Belonging and Differentiation
  • Unit 3 Connections And Conclusions
  • Breakout Groups Poll
  • Module 4 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 3 > Session 4 > Recruiting And Retaining Students Gallery Walk.

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.

Connections to prior and future units (45 minutes)

Overview

This session is an opportunity for you to take part in a “gallery walk” to review the work of their fellow teachers from the Recruiting and Retaining Students synchronous session.

Do This

  1. Review the slides your fellow participants made in the Recruiting and Retaining Students synchronous session.
  2. While viewing, highlight barriers you may be able to influence, and leave a comment (either in the Notes section or using the Comment feature) identifying actions you might take as a teacher for CS Principles to influence, reduce, or eliminate this barrier.
  3. Consider the reflection prompt below and make notes in your journal to remind yourself of your goals.

Reflection Prompt: Write down one barrier to access or inclusion you see yourself as able to influence or control and what steps or actions you can take to address that barrier.

(10 minutes) Belonging and Differentiation

Overview

In diverse classrooms, the topic of differentiation is important. While differentiation can support and/or challenge students, it can also alienate students who feel “targeted” by differentiation or feel like differentiation is sending a message that they do not belong in the classroom. This session is intended to help you consider this dilemma. Many of the strategies you use for differentiation in other subjects might be used in CS Principles as well. As you think about differentiating for computer science, consider what you have seen so far in Unit 3.

Do This

  • Consider the discussion prompts below and add your reflection to the discussion forum. We encourage you to add to the discussion by also replying to other participant posts when appropriate.

Discusion Prompts:

  • What differentiation strategies do you think would be helpful in this unit?
  • What does differentiation that is inclusive look like in this unit?
  • What does differentiation that is exclusionary look like in this unit?

(15 minutes) Unit 3 Connections And Conclusions

Overview

While you have seen much of this unit through TLOs and Previously, On… sessions, 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 where we are going.

Do This

(5 minutes) Breakout Groups Poll

Overview

During Module 5, you will work in breakout groups organized by how you plan to teach CS Principles—as an AP or non-AP course—and whether you will teach it as a full-year course or in a non-standard way.

Do This

  • In preparation for the next module, it will be useful to know how you will be teaching CS Principles this year. Complete the survey request as described by your facilitator(s) to provide this information.

(5 minutes) Module 4 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.