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01 Workshop Opener 02 Independent and Collaborative Work in Unit 4 03 Zooming Out: EIPM and the Big Picture 04 Wrap-Up

Virtual Module 2: Wrap Up Unit 4 and Collaboration in CSP

Module 2 covers the remaining content covered in Academic Year Workshop 1 not covered in the Virtual Module 1.

Goals and Objectives for Module 2

The Goals and Objectives document for Module 2 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/m2/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

No other additional materials are necessary.

Prior to your synchronous workshop with participants, participants should have engaged in a set of asynchronous work for Module 2 that included:

  • Completing levels from the Variables Practice lesson in Unit 4, Lesson 3.
  • Reviewing the resources and student task from the Variables Make lesson in Unit 4, Lesson 4.
  • Reflecting on the role of collaboration and independent work in programming lessons.

How does the asynchronous work connect to the synchronous workshop?

Participants who complete the asynchronous work will have:

  • Seen a full EIPM sequence involving variables.
  • Started to develop a framework for considering when, where, and how you want to encourage collaboration in your classroom during programming lessons.
  • Submitted questions in the Module 2 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 2. It is important to note that in the Workshop Opener of the synchronous workshop, there is a spot for to address questions that were submitted in the shared slides for Module 2.
  2. Make a copy of the Module 2 Slides and add the 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 Independent and Collaborative Work in Unit 4 03 Zooming Out: EIPM and the Big Picture 04 Wrap-Up

Session 1: Workshop Opener

20 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 synchronous work.
  • Participants build community through discussions about their own local contexts.

Supplies & Prep

Workshop Modality:

  • Whole group
  • Breakout rooms

Facilitator Supplies:

Teacher Materials:

  • None

Agenda

Workshop Opening Logistics (3 minutes)

Connect to Asynchronous Work (17 minutes)

Teaching Guide

Workshop Opening Logistics (3 minutes)

(0 min) As participants enter the room

💷 As participants join the call, warmly welcome them to the call. It is recommended that you have some sort of get-to-know you discussion starter that can trigger some discussion for you to fill the time as people join. The one in the slide deck is currently, What invention do you think will be popular in 20 years? 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
  • Ensuring that participants have the slide deck open for the workshop

(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 to take attendance for your workshop.

(1 min) Agenda Overview

💷 Walk through the agenda of the day. Participants should be aware that they will be learning more about how skills and knowledge from EIPM sequences connect to one another and will be discussing the role of collaboration in programming units.

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 previously.

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

Connect to Asynchronous Work (17 minutes)

Facilitator Tip

For the “reconnect” 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. If there aren’t common questions from the asynchronous work, feel free to use the questions in this agenda instead.

(6 mins) 💷 Reconnect in Breakout Rooms

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

Remarks

💷 In a breakout room, 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 are you progressing with the pacing that you planned for during the summer workshop?
  • How would you describe your classroom culture at the moment? What do you like? What do you want to change?

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, so please be prepared to share common themes from your discussion.

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 for 5 minutes.

💷 (11 minutes) 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.

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Day 1
01 Workshop Opener 02 Independent and Collaborative Work in Unit 4 03 Zooming Out: EIPM and the Big Picture 04 Wrap-Up

Session 2: Independent and Collaborative Work in Unit 4

15 minutes

discussion-based

Purpose

In previous asynchronous work we asked participants to reflect on their thinking about independent and collaborative work; this session is intended for participants to hear ideas from other people and then develop their own philosophy after hearing other perspectives.

Objectives

  • Participants have developed a philosophy around when, how and why they will encourage collaborative vs independent work in class.
  • Participants can identify biases they may possess about CS education.

Supplies & Prep

Workshop Modality:

  • Whole group
  • Breakout rooms

Facilitator Supplies:

Teacher Materials:

  • None

Agenda

Asynchronous Work Connection (2 minutes)

Discussion (13 minutes)

Teaching Guide

Asynchronous Work Connection (2 minutes)

(2 mins) Asynchronous Work Reminder

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

  • Looking over the Variables Practice and Make Lessons
  • Thinking about the pros and cons of encouraging independent and collaborative work in classrooms.

Discussion (13 minutes)

(6 minutes) Introduce task

Producer support: Prepare to put participants in breakout rooms in groups of 4 for 5 minutes.

Show the equity framework and highlight Understanding Self.

Remarks

Today we are going to spend a bit of time building on the work we did over the summer to understand ourselves. Now we are going to consider when you are going to encourage collaborative and independent work in your classroom and how you can support that work as a teacher.

💷An important step for creating an inclusive classroom where students can work collaboratively and independently is examining our role in creating it. We bring our beliefs, experiences, and even biases with us when building a classroom culture. Even the best-intentioned teachers make assumptions about students and their readiness.

Facilitator Tip

This portion of the agenda requires you to generate a personal example in advance about when an assumption you made about a student was challenged. This is a great place to model vulnerability and engagement with the “Understanding Self” portion of the Professional Learning Equity Framework.

Facilitator shares a personal example of a time when their original assumption about a student’s readiness was challenged, and they changed how they viewed that student.

💷 Task:

  • In your group decide on who will be the note taker and share-out person.
  • Discuss and take notes on in your designated slide:
    • Based on what you saw in Unit 4, when would you encourage collaborative or independent work during the Unit? Consider the different lesson types and the different times of the year and how that might impact your decisions.
    • How can we check our implicit biases about students’ ability to work independently or collaboratively as we release responsibility to them in an EIPM sequence?
      • Given your role and power as the teacher, what responsibility do you have to ensure that all students feel like they can succeed in your classroom?

Producer support: Put participants in groups of 4 in breakout rooms for 5 minutes.

As participants add to the slides, identify one idea or topic on each slide that you want to emphasize in the share out. You are looking for insights on the slide that address the equity dilemmas that may develop in either independent or collaborative work along with common themes that resonate across slides.

💷 (7 minutes) Share Out

Lead a share-out on each slide. Ask each group a specific question about what they wrote about their slide.

Helping to focus their summary around one question will allow you to “craft” a storyline that hits on the themes of when and how teachers will support students working in a variety of styles in their classrooms.

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Day 1
01 Workshop Opener 02 Independent and Collaborative Work in Unit 4 03 Zooming Out: EIPM and the Big Picture 04 Wrap-Up

Session 3: Zooming Out: EIPM and the Big Picture

45 minutes

discussion-based

Purpose

In the previous sessions, participants got to dive deep into one EIPM sequence. This session is intended to build and deepen that understanding by looking at the other two EIPM sequences in the unit. This rounds out our introduction to EIPM for participants.

Objectives

  • Participants can describe the role a “Mental Model” plays in the course.
  • Participants can describe how the Explore lessons build off one another in the first semester.
  • Participants can describe how Make tasks scaffolds independent creation so students can experience greater success on the Create PT.

Supplies & Prep

Workshop Modality:

  • Whole group
  • Breakout rooms
  • Individual

Facilitator Supplies:

Teacher Materials:

  • None

Agenda

Mental Models Across Units (35 minutes)

Moving to Independent Creation (10 minutes)

Teaching Guide

Mental Models Across Units (35 minutes)

Remarks

💷 So far, you have seen one Explore lesson on Variables. A signature feature of EIPM is that classes build a shared Mental Model of programming concepts throughout the year through these Explore lessons. Some of these Mental Models build over time. It is helpful to understand how the Mental Models connect throughout the programming units.

Note: In this graphic in the slides, it shows connection with variables and conditionals Explore lessons (both use post-its and baggies), but the functions lesson does not use those tools to demonstrate how functions work.

(25 mins) Your Task

💷 There will be 3 parts to this task:

  1. Independently, participants will have 15 minutes to review each of the selected “Explore” lessons from Units 4. Participants will review the lesson plan and slides to get an understanding of how the lesson runs.
  2. In triads, participants will discuss connections and differences between the different Mental Models they saw in the lesson plans. Participants will create a slide that demonstrates those differences and similarities.

  3. In a large group, participants will discuss and consider how they can use Mental Models beyond Explore lessons.

💷 (15 mins) Task #1

Visit each of the selected “Explore” lessons from Units 4. Review the lesson plan and slides to get an understanding of how the lesson runs.

Producer support: Prepare to put participants in groups of 3 in breakout rooms.

💷 (10 mins) Task #2

Discussion prompts:

  • How is the Mental Model for the concept being created? For example, in the Variables Explore lesson, we use post it notes to represent values and baggies to represent storing those values in “named” containers which are the “Variables” in program code.
  • How are these Mental Models connected to one another?
  • How are these Mental Models different?

Participants create a slide that describes how these Mental Models connect to one another. This slide can be as creative or literal as they like.

Producer support: Put participants in groups of 3 in breakout rooms for 5 minutes.

(7 mins) Group discussion

💷 Independent slide review. Allow participants to review each other's slides and ask questions in the chat. Use the questions in the chat to structure a conversation around connections between Mental Models in different lessons.

Group Discussion Use questions from the chat or utilize the following prompts. The goal of this discussion is to highlight the connections between the Mental Models and help participants consider ways they might use the Mental Models to help reinforce concepts or correct misconceptions in the subsequent Investigate, Practice, or Make lessons.

💷 Prompts:

  • What connections did you see between the Mental Models?
  • How can you as a teacher use Mental Models as a tool beyond just the Explore lessons?

Facilitator Tip

Only the bolded text is on the slide. It is expected you provide more context out loud as you review the slide.

(3 mins) Key Points

💷 Use the slides to guide your voice-over:

  • Mental Models can build over time. In fact, baggies make a re-appearance in the Unit 5 Explore tasks too.
  • Memorable experiences are one way we build CS understanding with equity in mind. Just like we introduced students to computer science with “Cups and String” at the start of the year, we want to give students memorable experiences in programming units. One way we do this is through using Mental Models.
  • Having a shared Mental Model means you have a tool in your teaching toolbox. After every student has a shared Mental Model they can talk to one another with this in mind. When working with students, you can reference the mental model to help clear up misconceptions.

Remarks

This can best be summarized by one of our pilot teachers who shared the following with us.

💷 Testimonial from pilot teacher:

“I was not really fond of the bags and sticky notes so I was happy when it was over. It seemed elementary to me. Imagine my surprise when I overheard students talking and explaining how things work using the bags. I ran over when they were discussing it and asked them for permission to videotape their discussion. It just happens to be all girls at the table. It was remarkable to hear them explaining the concept and helping each other. I am looking forward to using the bags and stickies now that I know it works :)”

Moving to Independent Creation (10 minutes)

Use slides to direct your voice-over of how independent creation builds in the course. The key takeaways are below:

  • 💷 EIPM slowly gives students more control. Each EIPM sequence is designed to slowly transfer more “control” over to students. This ends with the Make task where students are creating an App with only UI elements (or maybe a little starter code). They start by reading code in the Investigate, debugging and writing small parts of code in the Practice, to putting together whole programs in the Make.
  • Building skills and tools in each unit. The Makes include more skills over time - students will practice variables in future makes thus providing them more opportunities to use skills they acquire.
  • Each programming unit ends with a more open ended project that spans multiple days. Show the Unit 4 project as an example.

Looking at the Unit 4 Project

  • 💷 Show the Unit 4 project
  • 💷 This overall structure is intended to prepare students to do the “ultimate Independent Creation” in the Create task which is Unit 8.

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Day 1
01 Workshop Opener 02 Independent and Collaborative Work in Unit 4 03 Zooming Out: EIPM and the Big Picture 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 synchronous 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 mins) 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.

💷 (3 mins) 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:

  • Read the Unit 4 and 5 overviews
  • Review the lesson plan for U5L1 - Lists Explore.
  • Reflect on the intellectual skills and abilities students exhibit in the classroom.

Participants should know how to access the asynchronous work through the Digital Digest and the Module 3 slides. Model how they will access this asynchronous work during this time.

In Module 3, participants will engage in a "Model Lesson" with the Variables Investigate lesson. It is important that participants do the asynchronous work to be prepared to participate in the Model Lesson.

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 synchronous workshop is.

Survey (5 minutes)

💷 (5 mins) 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.

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