Day 1
01 Workshop Opener 02 Previously, On CSP... 03 Stretch 04 Model Lesson - Lists Investigate - U5L2 05 Stretch 06 Reflection 07 Wrap Up

Session 6: Model Lesson Reflection

20 minutes

discussion-based

Purpose

This is an opportunity for participants to apply the asynchronous work to their experiences in the model lesson. The main takeaway participants should have is that the Investigate lesson is an opportunity to recognize the skills, assets, and competence that students bring to the classroom.

Objectives

  • Participants have strategies to influence a student’s academic status in the classroom.
  • Participants have tools and language that recognize student competence during the learning process in the classroom.
  • Participants understand the role that academic status plays in the classroom.

Supplies & Prep

Workshop Modality:

  • Whole group
  • Breakout rooms

Facilitator Supplies:

Teacher Materials:

  • Journals

Agenda

Reflection (20 minutes)

Facilitation Guide

Reflection (20 minutes)

(20 minutes) Reflection

Debrief
Be Sure to Model Essential
Practices		 The teacher recognizes the abilities, skills, and competence of students throughout the lesson to promote a sense of inclusion.
Lesson
Decisions
  • The teacher actively monitors the class during group work time and notes intellectual contributions of individual learners in the class that are specific to the task at hand.
  • The teacher uses the learner's names to recognize their contributions.
  • The teacher publicly names the abilities, skills, and behaviors that they seek to recognize. These intellectual skills and abilities might include “soft skills” such as asking good clarifying questions or making connections to prior mental models or code. These skills could also be more content-specific such as recognizing when a specific debugging strategy might be helpful.
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Equity and Belonging
Goal Participants understand the role the teacher plays in building a classroom culture of belonging and contributing to an individual’s feelings of bringing value to a CS classroom.
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 As we reflect we are going to consider the role status plays in the classroom. For this, we are going to separate socio-economic status from academic status. We will focus on academic status, which is the perception of a student’s academic readiness.
  • As a learner, what caused your perceptions of your academic readiness to rise or fall during the lesson?
Discussion
Prompts
  • In your classroom, whose ideas are heard the most? Who stays silent? How does getting their ideas heard impact your students’ academic status and sense of inclusion in the classroom?
  • As a teacher, how can you influence a student's academic status and sense of inclusion in the classroom?
  • As a teacher, how can you impact whose ideas get heard?

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

(5 minutes) 💷 Think-Pair

Producer support: Prepare to put participants in groups of 2 in breakout rooms for 3 minutes.

(2 minutes) Think: Allow participants to have independent think time for the “Reflection Prompt”:

  • As a learner, what caused your perceptions of your academic capability to rise or fall during the Lists Investigate Lesson?

(3 minutes) Pair: Put participants into breakout rooms of 2-3 participants to share their reflections.

Producer support: Put participants in groups of 2 in breakout rooms for 3 minutes.

(9 minutes) Group Discussion

Producer support: Prepare breakout rooms with 3-4 participants in each room for 8 minutes.

Remarks

Our goal in this model lesson was to understand the role the teacher plays in building a classroom culture of belonging and contributing to an individual’s feelings of bringing value to a CS classroom. In a few moments you will go to a breakout room to discuss the lesson with a small group.

💷 Prompts:

  • In your classroom, whose ideas are heard the most? Who stays silent? How does getting their ideas heard impact your students’ academic status in the classroom?
  • As a teacher, how can you influence a student's academic status and sense of inclusion in the classroom?
  • As a teacher, how can you impact whose ideas get heard?

Send participants to breakout rooms of three to four participants to discuss the prompts. Groups should add notes to the shared slide deck. Facilitators should visit breakout rooms and monitor the slide deck.

Producer support: Send participants to breakout rooms of 3-4 participants for 5 minutes. Give a one minute warning before bringing the group back together.

(5 minutes) Share Out

💷 The facilitator selects a share out method of choice. When selecting, think about your timing. If you are running behind, select a quick share out method. If you have extra time, select an option that might take more time but lead to more fruitful conversation.

Share Out Examples:

  • Virtual gallery walk
  • Each group shares a key takeaway
  • Facilitator pulls out key ideas to share with the group from the slide deck or from visiting breakout rooms

(1 minute) Wrap Up

Remarks

💷 Amplifying contributions of individual students is one way you can help students recognize their own Computer Science skills and abilities. As you read and wrote about in your asynchronous work, there are many ways students can be “smart” in computer science. When you are able to label ways that students are “smart” in your computer science class you can influence their academic status in the classroom. Between now and next time, try using your academic-status-boosting stills with the student you identified earlier today.