Day 1
01 Workshop Opener 02 Live Demo: Variables Explore 03 Live Demo: Variables Investigate 04 Wrap-Up

Virtual Module 1: Introduction to Unit 4 and EIPM

Module 1 corresponds to the first half part of the content covered in the in-person Academic Year Workshop 1.

Goals and Objectives for Module 1

The Goals and Objectives document for Module 1 can be found here. This document can be used to help you understand how our goals and objectives connect and build between sessions. This may also be a valuable resource to you as you consider any adjustments you decide to make to the agenda based on your local needs.

Finally, you will notice that Module 1 and 2 combined cover the same goals and objectives as those in the in-person Academic Year Workshop 1.

Printing Agendas

Go to https://curriculum.code.org/plcsp-21/m1/compiled/. When you get to that page, right click. From the menu that pops up, click print. From there you should be able to print or save it as a PDF.

For the high level agenda that is printable, go to:

Google Sheet View of High Level Agenda

What you need to know before starting your synchronous workshop

What is in the asynchronous work?

Note for the Producer

For this workshop, participants should bring their typical materials, including:

  • Their Curriculum Guide if they have a physical copy available
  • A journal or some place to write and something to write with

In addition to those materials, an activity in this workshop requires some additional materials including:

  • ~4 snack or sandwich-sized plastic baggies (alternative: envelopes)
  • Two different-colored stickies (alternative: scraps of paper)
  • Whiteboard marker (alternative: permanent marker)
  • A light-colored background such as a white piece of paper or light-colored folder

Finally, prior to the workshop, decide with your facilitators how you plan to handle the "live demo" sessions. You will want to know how facilitators plan to break up groups during the first live demo and how they will communicate with you when they are done with the live demo.

Prior to your synchronous workshop with participants, participants should have engaged in a set of asynchronous work for Module 1 that included:

  • Reading Unit overviews of Units 3 and 4.
  • Reviewing the final project for Unit 3.
  • Watching videos about EIPM.
  • Reflecting on their understanding of EIPM in the Group Reflection slides located in the Module 1 Slides.

How does the asynchronous work connect to the synchronous workshop?

Participants who complete the asynchronous work will have:

  • The needed context for the two Live Demos in the synchronous workshop for Module 1.
  • A high-level understanding of EIPM before seeing the lessons demoed in your synchronous workshop.
  • Submitted questions in the slides prior to the synchronous workshop.

What do I need to do prior to the workshop?

  1. Read the group reflections and questions submitted during the asynchronous work for Module 1. It is important to note that in the Workshop Opener of the synchronous workshop, there is a spot for you as the facilitator to address questions that were submitted in the shared slides for Module 1.
  2. Make a copy of the Module 1 Slides and add the relevant content on slides with a stop sign on them. This indicates that you need to update the content on the slides.
  3. Meet with your co-facilitator and producer to discuss the agenda and reflect on prior feedback on the Workshop Dashboard.

Agenda Walkthrough Resources

Over the course of Modules 1 and 2 you will be developing a narrative around both content and equity as participants reflect on the role they play as the teacher in both of these areas. In order to develop this narrative for your cohort, we have pulled out the essential content and equity threads in this module. This information can also be used to help you make informed decisions when modifying workshop activities to adjust to the needs of your cohort.

Below are a set of resources to help you get a sense of the flow of the workshop and key things to prepare for.

  • Goals and Objectives
    This resource provides a high-level overview of the goals for the day and where we meet those goals in individual sessions.

  • Equity Content Overview
    This resource calls out places in the agenda where facilitators lead discussions and activities that are tied to our equity objectives.

  • Essential Content
    This resource points to which lessons are referenced in different points of the workshop.

Day 1
01 Workshop Opener 02 Live Demo: Variables Explore 03 Live Demo: Variables Investigate 04 Wrap-Up

Session 1: Workshop Opener

15 minutes

discussion-based

Purpose

This session brings participants together to kick off the workshop and reflect on how things are going in the classroom.

Objectives

  • Participants can clear up misconceptions or questions from asynchronous work.
  • Participants build community through discussions about their own local contexts.
  • Participants can describe how their identity, experiences, and beliefs shape how they see their role as a CS teacher

Supplies & Prep

Workshop Modality:

  • Whole group
  • Breakout rooms

Facilitator Supplies:

Teacher Materials:

  • Check that teachers have materials for later sessions including: about 4 baggies, 2 different colored sticky notes, a whiteboard marker, a pen, and white paper

Agenda

Workshop Opening Logistics (3 minutes)

Connect to Asynchronous Work (12 minutes)

Teaching Guide

Workshop Opening Logistics (3 minutes)

Facilitator Tip

The 💷 symbol indicates that a slide is included in the slide deck to cover the content in that section. This is to help you know where you are in the agenda to some extent. It is important to note that the slides do not include all of the text from the agenda. Often we ask you as a facilitator to use the slides to support your presentations, but at times you should provide more context than what is on the slide. You can find that context in this agenda.

(0 min) As Participants Enter the Room

💷 As participants join the call, warmly welcome them to the workshop. It is recommended that you have some sort of get-to-know you discussion starter that can trigger some conversation for you to fill the time as people join. The one in the slide deck is currently: What is one of your favorite comfort foods that you enjoy? You may decide to change this if something else feels top of mind.

During this time you can also take care of some logistics such as:

  • Encourage participants to take attendance
  • Ensure that participants have the slide deck open for the workshop
  • Making sure everyone has the materials needed for the live demo available, including:
    • ~4 ziploc baggies (alternative: envelopes or cups)
    • Two different colored stickies (alternative: scraps of paper)
    • Whiteboard marker (alternative: permanent marker)
    • Pens
    • White (or light solid color) background (white paper or folder)

(1 min) Attendance

Have everyone complete the attendance for the day on the online workshop dashboard found in your workshop.

Follow the instructions found in your Facilitator Handbook - 2021 to take attendance for your workshop.

(1 minute) Agenda Overview

💷 Walk through the agenda of the day. Participants should be aware that they will be gaining more experience with Unit 4 and introducing some pedagogical tools for teaching students to program.

Facilitator Tip

More information about these norms can be found in our Professional Learning K-12 Norms One-Pager. This document isn’t necessary to distribute to participants, but can help to provide context for you as you review group norms.

(1 min) Norms

💷 Remind the group of the K-12 Professional Learning norms that were established during the Summer Workshop.

  • Be present.
  • Make space and take space.
  • Seek to understand.
  • Take risks.
  • Expect and accept non-closure.

Connect to Asynchronous Work (12 minutes)

(3 minutes) Asynchronous Work Reminder

💷 Remind participants of the work they did in the asynchronous work in this module. This included:

  • Reading the Unit 3 and Unit 4 overviews and answering some questions about the material.
  • Reviewing the EIPM one-pager and videos
  • Optionally, looking at the virtual guidance provided by Code.org

Facilitator Tip

For the “Re-connect” section, you might want to take this time to instead address questions that were raised in the asynchronous work or common themes you saw that participants were concerned about. Encourage participants to answer one anothers’ questions and facilitate a discussion amongst participants rather than providing your own answer to questions and concerns.

For example, you might say “Many participants wrote that they were concerned about how they would handle students who finished the Make tasks early. What ideas do you all have for this situation?” The goal of the reconnect time is to allow participants to connect to one another and to raise questions participants might have about the curriculum or implementation. If those questions arise in the asynchronous work, here is a great place to address them. If those questions don’t arise, feel free to use the questions in this agenda instead.

(9 mins) Re-connect in Breakout Rooms

Producer support: Prepare to put participants in groups of 2 in breakout rooms for 5 minutes.

💷 Remind participants of the equity framework, and that the work is ongoing throughout the year to bring access, diversity, and inclusion to their classrooms and schools. Share that during Modules 1 and 2, they will be asked to reflect and update their conceptualization of their identity to continue Understanding Self.

Remarks

In a minute, you will be put into pairs to talk about your experiences. You will have 5 minutes in these groups before coming back to share out. In these groups, you will discuss:

  • 💷 How has your understanding of yourself as a CS teacher evolved now that school has started?
  • If you had a time machine, what advice would you like to give to yourself right before school started?

If you have questions that you’d like answered during this time, feel free to add it to our question parking lot slide. We will do a short share-out after we get back to be prepared to share common themes from your discussion also.

Facilitator Tip

As participants are in pairs, watch the question parking lot for questions that have short answers. Feel free to put brief answers directly in the document during this time. Additionally, there might be questions from the question parking lot that you want to use to structure your share out.

Producer support: Put participants in groups of 2 in breakout rooms for 5 minutes.

(3 mins) Share out

When participants return, ask participants to share any themes or concerns they want to bring to the larger group here. If you run short on time, encourage participants to share their questions in the question parking lot.

If you are interested in licensing Code.org materials for commercial purposes, contact us.
Day 1
01 Workshop Opener 02 Live Demo: Variables Explore 03 Live Demo: Variables Investigate 04 Wrap-Up

Session 2: Live Demo: U4L1 - Variables Explore

35 minutes

lesson exploration

Purpose

Since every programming unit in the curriculum follows the EIPM model, it is important that participants understand the unique role each lesson type plays in building student understanding of the content. This live demo is intended to teach participants the content in the lesson (variables) but also understand the pedagogy used in Explore lessons.

Objectives

  • Participants understand how the structure of Explore lessons support student understanding of concepts and vocabulary.
  • Participants understand the role shared mental models play in the classroom.

Supplies & Prep

Workshop Modality:

  • Whole group
  • Breakout rooms

Facilitator Supplies:

Teacher Materials:

  • ~4 ziploc baggies
  • Two different colored stickies (alternative: scraps of paper)
  • Whiteboard marker (alternative: permanent marker)
  • Pens
  • White background (white paper or folder)

Agenda

Context and Live Demo (22 minutes)

Discussion (13 minutes)

Teaching Guide

Context and Live Demo (22 minutes)

Facilitator Tip

We skim over the context here to save time and also since participants should have a solid understanding of the context if they did the asynchronous work. These comments help remind participants of the asynchronous work and also provide a brief context for those who did not participate in that work.

(1 min) 💷 Context

Provide brief context for this lesson.

Remarks

  • In your asynchronous work you read a high level overview of Units 3 and 4. Next we are going to do a “live demo” of U4L1 which is the first lesson in Unit 4. You will not see the lesson in full, but rather will engage in portions of the lesson.
  • The asynchronous work you completed before this workshop provided you with context for this lesson, but at a high level, prior to this lesson students learned how to use design mode and basic event handlers in Unit 3. Unit 4 is where they learn how to use more advanced programming concepts like variables, conditionals, and functions.
  • Unit 4 is also where we start using EIPM which you also read about in your asynchronous work. Our purpose behind this live demo is to help you understand the content in the lesson but also how Explore lessons support student understanding of the concept.

Facilitator Tip

Depending on your group size, you may want to keep the full group together during this time. It can be hard to monitor a large group for this session, so if your group is greater than 10 participants, we recommend breaking it up between you and your co-facilitator so each of you lead a smaller group in a breakout room.

Producer support: Prepare to divide the room into two equal-sized groups.

(1 min) 💷 Describe Roles

Remarks

  • During this exercise you will want to keep the perspective of the learner in mind, just like you keep learners in mind when you prepare for any lesson they teach. After the lesson, we will have an opportunity to talk about how you might implement this lesson in your classroom, but during the live demo, embrace the learner experience!
  • We are going to divide up into two different breakout rooms for this live-demo. This will allow us to better see what everyone is doing. Also, if you’re in a reasonably quiet space, consider taking yourself off mute so you can freely participate in the smaller group. We found it challenging to hold the manipulatives up and toggle between turning on and off the microphone.

Producer support:

  • Put participants in two different breakout rooms - each breakout room should have one facilitator in it.
  • This activity should take roughly 20 minutes. Wait for a message from both facilitators before bringing everyone back to the full group session.

    • Facilitator Tip

    Facilitators will need to to contact their producers after they are done with your live demo. Make sure you have a system to communicate this to them (either by using a text, Slack, or other messaging device to contact them).

    (20 mins) Run the Live Demo

    Remind participants again of some basics when you get to your breakout room:

    • If you are in a quiet spot, take yourself off mute.
    • This is not a model lesson, but we are going to be thinking about learners while doing this task.
    • You will only see part of this lesson, not the full thing.

    Start Live Demo

    Turn off screen share.

    Check for materials

    Remarks

    Let’s start! Can everyone hold up their materials to the camera?

    Show me your:

    • Baggies (Pause)
    • Dark marker / whiteboard marker (Pause)
    • Stickies or scraps of paper (Pause)
    • What you will be using as a background - a light sheet of paper will do (Pause)

    Introduce Values

    Remarks

    • On each sticky we are going to have a value. For me, I am going to take my yellow sticky and I am going to write my favorite number on that sticky.
      • Do this and hold it up on the screen.

    • Take a yellow sticky, or any other color if you don’t have yellow, and write your favorite number on it. When you are done, hold it up to the screen.
      • Pause, call out people who you see “I see Franklin’s favorite number is 44, I see Jess’s favorite number is 11” etc.

    • We can also have text stored in a value. This text is called a “string” in programming. I am going to take a different-colored sticky and write my favorite sounding word on the sticky. When we write a string in programming we use quotes. So I wrote the word “justice” on a blue sticky.
      • Do this and hold it up on the screen.

    • Take a different colored sticky and write your favorite word to say. Then hold that value up to the screen.
      • Pause, call out people who you see with words on their stickies.

    Introduce Variables

    Remarks

    • We're going to call the plastic baggies on your table "variables". Variables can hold at most one value, or sticky note. They have names that use no quotes, include no spaces, and must start with a letter.

    • I am going to make a variable called “boo” by writing “boo” on a baggie. I am going to use a white background so you can see what this looks like.
      • Do this and hold it up on the screen.

    • Then I am going to put my value that I wrote down on my yellow sticky in the “boo” variable. So now, my variable “boo” holds the value X (whatever you wrote down on the sticky).
      • Do this and hold it up on the screen.

    • Create your own variable by taking a baggie and giving the baggie a name. This can be any name, it just has to start with a letter, have no spaces and you will not use quotes for this variable name.
      • Pause.
      • Ask people to describe what they are showing you. Rephrase what they say using words like “variable” and “value” (ex. “I have a baggie with the number 8” you can say “You have a variable called fun with the value 8 in it.”)

    • Variables can only hold one value at a time.

    • Let’s make a new variable to store our string in. Create a new variable - you can name it whatever you like. Store the value of your string in the baggie. Hold it up to the screen when done.
      • Pause.
      • Ask people to describe what they are showing you.

    Introduce Program Code

    Remarks

    Let’s look at what this looks like in program code.

    💷 Begin sharing your slides.

    Slides                     Speaker Notes
    Say: Here's what a program looks like. The var command tells the computer to create a variable. The variable’s name is pow. So this line of code would have us get a baggie and write pow on the outside. Nothing is inside the baggie yet.
    Say: The left arrow is called the "assignment operator". That's just a fancy word for "put this value in the baggy". If we wanted to read line 01 we would say "pow gets 3". We know that variables can only hold one sticky note or value. So if we try to assign a variable that already has a value in it, we just throw the old one away.

    Click for animation: Click through to run the program.

    Say: In a computer you don't actually put the old number in a trash can, it's totally deleted! The numbers are stored as electrical charges somewhere in your computer's memory. When you assign a new number to a variable it actually erases the old number, and stores the new number in its place.
    Say I am going to share another set of code. Act it out with your stickies.

    Note: Pause for participants to work. When done, have them hold up their pizza variable. Check that it is accurate. Then check the tacos variable. No baggies should have more than one sticky note in them. Clarify misconceptions.

    Click for animation: Click through to see the answers.
    Say: Now let's combine what we've learned. You can use assignment with expressions. In order for this to work you need to evaluate first, then assign. This makes sense because we know we can only put one sticky note in the variable baggy.
    Do This: Run through this program together as a class.

    Note: Reinforce: Evaluate, then assign

    As shown on line 04, there's no special "connection" made between variables. All we're doing is moving information around.

    Variables only hold one value, the old one is "thrown away" (again, what's happening is that assignment replaces the electric charges somewhere inside the computer so the old value is actually "erased" or "deleted")

    Click for animation: Click through to run the program.

    End of the live demo. Once you have gotten to this point, message your producer letting them know you are done.

    💷 Note: If you finish before your co-facilitator, talk about what they didn’t see and what the key takeaways are from this lesson - shown in the slides. You can also give them time to process what they saw, but they will get time to talk after everyone gets back to the big room. Once both groups are done, the producer will bring you back to the big room.

    Discussion (13 minutes)

    (6 mins) 💷 Small Group Discussion

    Producer support: Prepare to put participants in groups of 4 for 5 minutes with a 2 minute warning.

    Introduce task

    Remarks

    Welcome back! You did not see the full lesson, but we wanted you to get a feel for what this looks like in practice. We are going to go into smaller groups to process what we just saw.

    💷 Small Group Discussion Task

    • Set a note taker and share out person roles
    • Talk with your group about the discussion questions:
      • This activity helps create a shared mental model for students of what a variable is.
        • As a teacher, how is having a “shared” mental model helpful in a classroom?
        • How can you use a shared mental model to build an inclusive classroom culture?

    Remarks

    We will meet back here in five minutes at XX:XX. Remember to take notes in the designated slide for your group.

    Producer support: Place participants in groups of 4 for 5 minutes with a 2 minute warning

    (6 mins) 💷 Full Group Share Out

    • Turn off screen sharing so that everyone can see everyone’s faces during the discussion.
    • Have each person assigned to have the “share out” role share for the group.
    • Connect questions from the question parking lot whenever possible.

    Facilitator Tip

    There is no built-in time for a break during this synchronous workshop, but you may find that a short break might be needed here. Consider adding a 1 minute stretch before moving to the next section and reducing the time answering questions in the Q&A synchronously during the wrap-up and instead type out answers to those questions instead.

    (1 minute) Closure

    Remarks

    The goal here was for you to get the “feel” of developing a shared mental model with learners during an Explore lesson. Next we are going to look at the Investigate lesson that follows this Explore lesson to see how the two are connected.

    If you are interested in licensing Code.org materials for commercial purposes, contact us.
    Day 1
    01 Workshop Opener 02 Live Demo: Variables Explore 03 Live Demo: Variables Investigate 04 Wrap-Up

    Session 3: Live Demo: U4L2 - Variables Investigate

    30 minutes

    lesson exploration

    Purpose

    In our quest to understand EIPM, the second lesson in Unit 4 helps participants build their understanding of both the content (variables) and of the Investigate lesson type. The main takeaway participants should have is that the Investigate lesson type requires the teacher to guide the discussion actively. Learners should not be doing this independently. The learning is most powerful when done in a community where the teacher can also formatively assess constantly as students are discussing the code between partners and in the whole group.

    Objectives

    • Participants understand the role of the teacher is essential to continuing the collaborative classroom feel in Investigate lessons.
    • Participants understand how shared mental models can be used as a teaching tool in subsequent lessons.

    Supplies & Prep

    Workshop Modality:

    • Whole group
    • Breakout rooms

    Facilitator Supplies:

    Teacher Materials:

    • None

    Agenda

    Context and Live Demo (18 minutes)

    Discussion (12 minutes)

    Teaching Guide

    Context and Live Demo (18 minutes)

    💷 (1 minute) Context

    Remind participants that this is the next lesson in the EIPM lesson progression on variables in Unit 4.

    Facilitator Tip

    For this live demo we will be keeping participants in one group with one facilitator leading. This will allow participants to go to breakout rooms to work for part of this time.

    Once again, participants will be taking the perspective of a learner during the lesson. They will not see the full lesson, but will get a good idea for the “feel” of the lesson from the learner perspective.

    💷 (17 minutes) Run the Live Demo

    Explain that in the previous lesson, participants explored storing information like a computer. Computers store each piece of information in a variable. In Javascript, we name or declare a variable with the keyword var. Participants are going to look at a new app that stores information in variables.

    Direct Participants to U4L2 - Level 1

    Slides                     Speaker Notes
    Get participants to U4L2 and get predictions (3 minutes)

    Level 1: Thermostat App v.1: This level introduces a new app for students to investigate. It represents a Thermostat App where the temperature can be changed up and down.

    In a full group have participants run the app for a few minutes to get a feel for how it works.

    Predict: Ask learners to predict the information that is being stored in variables and share those predictions out loud with the group.
    Level 3: Thermostat App v.1 Code (7 minutes)

    Producer support: Prepare to put participants in groups of 2 for 4 minutes with a 1 minute warning.

    Explain that the next section we are going to do in pairs. If participants are in an odd numbered breakout room, they will do the first section of code (lines 1-12). The even numbered rooms investigate the second half on lines 14-21.

    Read Code: Groups should carefully read the code for their section making sure they understand how it works. Give them 3 minutes to do so.

    Explain Your Section: Have partners make a group with members of the other section and carefully explain how their section works line by line.

    Producer support: Put participants in groups of 2 for 4 minutes in groups with a 1 minute warning.

    Class Discussion: Ask a few members of each section to quickly share out how their section works. Display the code at the front so you can talk through it together.
    Display the slide showing students how to add a watcher in the debugging panel to track the value a variable stores.
    While in the full group, ask for a volunteer to describe how you would modify the app to change the degrees by two when the up and down arrows are clicked. Share your screen as a participant shares their idea and you enact their strategy.
    Thermostat App v.2 - Level 3 (7 minutes)

    Producer support: Prepare to put participants in the same groups as last time for 4 minutes with a 1 minute warning.

    This program is an updated version of the Thermostat app. Put learners in the same pairs they were in before. They should follow the directions on the screen for level 3. We will discuss it as a class in 4 minutes. They will need to follow the "Do this" directions on the level and slide.

    Producer support: Put participants in the same groups as last time for 4 minutes with a 1 minute warning.

    Class discussion:
    • Ask a few students to explain what's happening on line 3 with Math.round.
    • Ask participants to describe how they modified the code so that no space displays between the temperature and the unit description ("F" or "C"). Model this on the screen by sharing your screen.

    This is the end of the live demo and participants will now be asked to thinking about the lesson from a teacher perspective instead of learner perspective. Make a clear pivot to talking about this lesson in the context of teachers and their classrooms.

    Discussion (12 minutes)

    (5 mins) 💷 Small Group Discussion

    Producer support: Prepare to put participants in groups of 4 for 5 minutes with a 1 minute warning.

    Welcome everyone back. Remind participants that they only saw part of the Investigate lesson and describe the process of the small group discussion.

    💷 Task:

    • In your group, find the slide that corresponds with your breakout room number.
    • Create a Venn diagram with your table in the slides. Think about the classroom “feel” learners experienced in Units 1 and 2.
      • As a learner, how is the classroom “feel” you experienced in this lesson similar or different from the feel in Units 1 and 2?
    • We will meet back here in 5 minutes at XX:XX

    Producer support: Put participants in groups of 4 for 5 minutes with a 1 minute warning

    (6 minutes) 💷 Full Group Discussion

    Facilitator to turn off screen sharing so that everyone can see everyone’s faces during the discussion.

    Acknowledge that there are differences in “classroom feel” when we get to programming lessons, but we still want to maintain a collaborative and supportive learning space in programming. Have participants share out other similarities they noticed.

    Discussion Goal

    Make sure to pull out the main ideas behind the investigate lesson type as described in the EIPM one-pager and corresponding videos. Specifically:

    • The teacher is an active participant in this lesson type.
    • The teacher uses the shared mental model to reinforce ideas and correct misconceptions.
    • The teacher also structures conversations throughout the lesson to bring the group together.

    Discussion Questions

    • As a teacher, what happened in the class that helped produce that “feel” in this lesson? What did the teacher do? What did the students do?
    • What do you believe is your role as the teacher in building collaboration among students?

    (1 minute) Closure

    Remarks

    By getting students to frequently talk to one another and by checking in with the class multiple times throughout the lesson, you are able to create a classroom culture where community and collaboration is valued.

    If you are interested in licensing Code.org materials for commercial purposes, contact us.
    Day 1
    01 Workshop Opener 02 Live Demo: Variables Explore 03 Live Demo: Variables Investigate 04 Wrap-Up

    Session 4: Wrap-Up

    10 minutes

    facilitator-presentation

    Purpose

    Create space to respond to outstanding questions, wrap up the day, and allow for survey completion time.

    Objectives

    • Remaining parking lot or needs questions have been addressed
    • Participants know what to expect for the next set of asynchronous work
    • Participants have taken the survey

    Supplies & Prep

    Workshop Modality:

    • Whole group

    Facilitator Supplies:

    Teacher Materials:

    • None

    Agenda

    Parking Lot and Asynchronous Work (5 minutes)

    Survey (5 minutes)

    Teaching Guide

    Parking Lot and Asynchronous Work (5 minutes)

    💷 (2 minutes) Clear the Question Parking Lot

    Use this time to address outstanding question parking lot issues. Don't hesitate to give items from the parking lot back out to the group to answer.

    💷 (1 minute) AP CS Principles Reminder

    Remarks

    On a recent Code.org survey, 31% of CS Principles students reported not taking the AP test because they “didn’t know it was an option”, while an additional 28% reported they “didn’t think [they would] do well”. Additionally, half of Black students who start in Code.org CS Principles classrooms don’t take the exam.

    While we realize not everyone is offering this course as an AP, we'd like to encourage you to consider is it our mission to bring CS opportunities to every student. There are lots of resources for completing an AP Audit, as well as a resource for showing your students which universities and college accept AP CSP credit.

    Direct interested participants to the following links:

    💷 (2 minutes) Review Asynchronous work

    Use the slides to guide your overview of asynchronous work for the next module. This should include:

    • What participants will be asked to do
    • Why it will be helpful for their teaching practice
    • How we will build upon it in our next call

    In this case, participants will be asked to:

    • Look at the Practice and Make lessons that round out the Variables EIPM sequence.
    • Consider the pros and cons of encouraging collaboration and independent work in your classroom.
    • Reflect on your own experiences with independent and collaborative work as a learner.

    This will help teachers prepare for teaching Unit 4 as they will have a deeper understanding of the first full EIPM sequence. Once they have a feel for what one sequence looks like, they will be better able to plan for future EIPM sequences as well.

    Participants should know how to access the asynchronous work through the Digital Digest and the Module 2 slides. Model how they will access this work during this time.

    During Module 2, participants are going to look at EIPM across units and talk about when and how we encourage students to work collaboratively vs independently. By engaging in the asynchronous work, participants will be more ready to make, share, and refine their plans with the community in the next call.

    Remind participants how they can get support while working on the asynchronous work. This plan to support participants should be determined by you and your regional partner.

    Finally remind participants of when their next call is.

    Survey (5 minutes)

    💷 (5 minutes) Complete Survey

    • If you are facilitating one module today:

      • Show the slide at the end of the deck that includes the appropriate link based on your virtual workshop model. Make sure all the teachers in your workshop take the survey before they leave.
      • During the closing session of the even-numbered modules (M2, M4, M6, M8) CLOSE THE WORKSHOP. Follow the instructions found in the Facilitator Tools Guide. If you are only facilitating an odd-numbered module today (M1, M3, M5,or M7) DO NOT CLOSE THE WORKSHOP.


    • If you are facilitating two modules today:

      • During the closing session of the second module (M2, M4, M6, M8), show the slide at the end of the deck that includes the appropriate link based on your virtual workshop model. Make sure all the teachers in your workshop take the survey before they leave. On the workshop dashboard find your workshop and CLOSE THE WORKSHOP. Follow the instructions found in the Facilitator Tools Guide.

    Having trouble with the survey?

    If your participants get an error message when you share the survey link, please follow these steps:

    1. Don’t worry! This is likely an issue with how the workshop was scheduled in the dashboard.
    2. Ask your participants to take a few minutes to share their "gots and needs" in the chat. This will allow you to receive quick feedback to inform your post-workshop debrief.
    3. Let participants know the survey will be coming via email within a few days, and send participants "home" for the day.
    4. Contact your Regional Partner to let them know the survey link didn’t work, and ask the Regional Partner to follow-up with Code.org on the next business day.
    5. Code.org will work with Regional Partner to send the survey link to teachers.

    If you are interested in licensing Code.org materials for commercial purposes, contact us.