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 6: Lesson Planning: Understanding the Lesson

20 minutes

facilitator presentation

Purpose

This is the first opportunity to expose participants to the curriculum and to the feel of a CS Principles classroom. This shows participants the teaching practices used in CS Principles lessons.

Objectives

  • Participants experience how CSP is "different" from other AP courses.
  • Participants experience the value of building a culture around problem solving and inclusion early in the course.
  • Participants experience an unplugged lesson.
  • Participants recognize that all students can and should learn CS.

Supplies & Prep

Room Setup

  • Full Cohort
  • Table Groups (3-4)

Facilitator Supplies Before the workshop:

  • Both facilitators should be well-versed in all lessons. This includes:
    • Key things (either in terms of content or delivery) about each lesson that you think a teacher should pay attention to when planning.
    • Planning guiding questions to help participants think about those key things.
    • Understanding what should be modeled in the lesson based on the guidelines in the Activity Packet.
  • Build a check-in schedule that makes each facilitator responsible for checking in with the same 4 groups. It’s good to see the same people multiple times, which is easier if you’re splitting the room.
  • CSP Module 1 Slides

Participant Materials

  • Journal

Agenda

Lesson Planning (20 minutes)

Facilitation Guide

Lesson Planning (20 minutes)

Producer Tip

Place teachers in Breakout rooms either randomly or based on facilitator determined teaching groups

(2 minutes) Get into teaching groups

  • Randomly assign groups to teachers.
  • This can be done using the breakout rooms feature for teachers
  • NOTE: Some facilitators like to balance teaching groups so that no two teachers from the same district are together or to place new-to-CS teachers with other new-to-CS teachers so that they get a chance to plan themselves (vs having an experienced CS teacher take the lead).

Facilitator Tip

Navigating the website and resources can be tricky for some participants. Add in extra checks to ensure everyone is in the right spot. Having them check with their neighbor is helpful way to hold people accountable to getting to the right tabs and building in support for navigation that can come in the form of partner-support (rather than facilitator support)

(8 minutes) Resources and Process

Start by having teachers review the TLO overview in their Activity Packet (page 13).

Using slides remind them:

  • They have an hour during the first asynchronous sections and 50 minutes during the second to plan for teaching their lesson
  • Today they will be working on Step 1: Get Familiar with the Lesson
    • Spend today mostly focused on understanding the flow and contents of the lesson and all its resources - tomorrow they will focus on breaking down how to teach it with their group.
  • Review resources they can use in this process:
    • How to access the lesson plans, slides, and Code Studio materials online.
    • Point out the pages in the Curriculum Guide they can use to learn about the context of the unit (pages 13-22)
    • Remind participants of the Curriculum Guide resources that describe strategies for a successful plugged or unplugged lesson (in page 12)
    • Point out the Lesson Tips for each lesson in the Activity Packet (pages 15 - 19), which include:
      • What happens prior to their lesson for context of their lesson
      • Why we chose this lesson for TLO
      • Key features of the lesson
      • Tips for their specific lesson

Pause and re-group: Again, the goal here is to understand what is in your lesson. Before we let you all dig in, does anyone have any questions?

(10 minutes) Getting Started

At this point teachers should be set to start working. Although some may choose to take a break first and then work later, you will give them a few minutes here in breakout rooms to get started and devise a plan for the asynchronous session. Remind them that you will leave the call open during lunch and you will be here to assist.