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

Virtual Module 3: Unit 5 & Lists Investigate Model Lesson

Module 3 corresponds to part of the content covered in the in-person Academic Year Workshop 2.

Goals and Objectives for Module 3

The Goals and Objectives document for Module 3 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 Modules 3 and 4 combined cover the same goals and objectives as those in the in-person Academic Year Workshop #2.

Printing Agendas

Go to https://curriculum.code.org/plcsp-21/m3/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

To prepare for this workshop as the producer, please do the following:

  • Set a very short “pull-back” timer of 15 seconds for your breakout rooms. There are several short breakout rooms in this agenda so having a short timer to pull people back will keep the timing accurate.
  • Discuss the Model Lesson with your facilitators. They will decide when and how they will put participants in breakout rooms during that session. There is no guidance in the agenda for breakout rooms during that session.

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 materials are needed for this workshop.

Prior to your synchronous workshop with participants, participants should have engaged in a set of asynchronous work for Module 3 that included:

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

How does the asynchronous work connect to the synchronous workshop?

Participants who complete the asynchronous work will have:

  • An understanding of how the content of Unit 4 connects to Unit 5.
  • Experience with the mental model of a list developed in U5L1 - Lists Explore. This will be helpful as they engage in the Model Lesson in the synchronous workshop for this module.
  • Brainstormed intellectual skills and abilities students bring to your Computer Science classrooms. This connects to the workshop opener and the model lesson where we talk about recognizing students' academic status in the classroom.

What do I need to do prior to the workshop?

  1. Read the group reflections and questions submitted during the asynchronous work for Module 3.
  2. Go through the Module 3 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.
  4. Determine how you will run the Model Lesson.
  5. Communicate your plans for the Model Lesson to your producer so they know when and how to put participants into breakout rooms during that session.

Agenda Walkthrough Resources

Over the course of Modules 3 and 4 you will be developing participants understanding of more advanced programming topics that are needed for the Create Performance Task. Through both of these modules we also talk about how we support students in developing their own self-concept as a computer science student and in taking on challenges in CS Principles.

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 Previously, On CSP... 03 Stretch 04 Model Lesson - Lists Investigate - U5L2 05 Stretch 06 Reflection 07 Wrap Up

Session 1: Workshop Opener

10 minutes

discussion-based

Purpose

The purpose of this session is to bring participants together to kick off the workshop and reflect on how things are going in the classroom. It is common to surface concerns during this session that can be revisited and addressed throughout the workshop.

Objectives

  • Participants can correct their own misconceptions and existing questions have been asked and answered.
  • Participants can reflect on the dynamic in their classroom.
  • Participants can evaluate their pacing at this point in the year and have ideas for how to get back on track if they’ve fallen behind

Supplies & Prep

Workshop Modality:

  • Whole group
  • Breakout rooms

Facilitator Supplies:

Participant Materials:

  • None

Agenda

Workshop Opening Logistics (3 minutes)

Connect to asynchronous work (7 minutes)

Teaching Guide

Workshop Opening Logistics (3 minutes)

(0 minutes) As Participants Join the Call

💷 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 thing you do to practice “self care” as a teacher? 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

(1 minute) Attendance

💷Have everyone complete the attendance for the day on the Workshop Dashboard - Tool 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 workshop. Participants should be aware that they will be gaining more experience with Unit 5.

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 groups norms.

(1 minute) Review Norms

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

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

Connect to asynchronous work (7 minutes)

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.

(5 minutes) Reconnect

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

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 are things going in your classroom now? How have students’ perceptions of computer science changed since you started the year?
  • In your asynchronous work you talked about a student who could use an academic status boost. Tell your partner about this student and how this student is “smart” in your class.

Remind participants about what “smart” means in the asynchronous work. Specifically, in the asynchronous work we broadened the definition of “smart” to include doing things that advance an individual's own learning and the learning of individuals around them. See the asynchronous work for more information about broadening what it means to be “smart” in computer science.

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

(2 minutes) 💷 Share Out

Use this time to answer questions raised in the asynchronous work or to allow 1-2 people to describe what they talked about with a partner.

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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 2: Previously, On CSP...

5 minutes

facilitator presentation

Purpose

This session gives all participants context for the Model Lesson that follows this session.

Objectives

  • Participants have experience with the Mental Model developed in U5L1 for a List.

Supplies & Prep

Workshop Modality:

  • Whole group

Facilitator Supplies:

Teacher Materials:

  • None

Agenda

Previously, On CSP... (5 minutes)

Teaching Guide

Previously, On CSP... (5 minutes)

(1 minute) Review of Asynchronous Work

💷 In the asynchronous work you looked at the Unit Overviews to Units 4 and 5. So you know at this point students are familiar with the EIPM structure and have learned how to use variables, conditionals, and functions from Unit 4. You also looked at the mental model introduced in U5L1.

Facilitator Tip

These five minutes can be used as participants need. You might want to suggest that people who want a refresher on Unit 5, Lesson 1, use this time to look at the slides and lesson plan quickly before we start the model lesson.

(4 minutes) U5L1 - Lists Explore Overview

Remarks

💷 The lesson you are about to see is the second lesson in Unit 5. This means that learners just saw U5L1 - Variables Explore prior to this lesson. When you read that lesson you saw small baggies connected together to form a list. You also learned that each of these items in a list have an index and we start indexing at 0.

You also learned how to access items in a list and how the removeItem, appendItem, and insertItem commands work. As a reminder, you can always read the documentation for these commands in CodeStudio if you need a refresher on how they work.

💷 Having this knowledge, students will enter into the next investigate lesson for Lists. It is important to know that your students will be using a list in their Create PTs too.

In the context of Unit 5, this is the first lesson in the unit. Most schools are 10 weeks into the school year at this point.

Before we go into this model lesson, let's all stand up and take a 2 minute stretch break.

Lead the stretches - remind participants that this is not intended to be a longer break, it is just a short one.

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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 3: Short Stretch Break

2 minutes

break

Agenda

Take this time for a short stretch break.

Teaching Guide

Take this time for a short stretch break.

Stand. Stretch out your wrists. Do a quick yoga pose... whatever you need to stretch out, do it now.

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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 4: Model Lesson - Lists Investigate - U5L2

40 minutes

lesson exploration

Purpose

This lesson was chosen as a Model Lesson because it helps participants build their understanding of both the content (lists) and of the Investigate lesson type. 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 understand the role that academic status plays in the classroom.
  • Participants have tools and language that recognize student competence during the learning process in the classroom.
  • Participants have strategies to influence a student’s academic status in the classroom.
  • Participants understand how lists are used in computer programs.

Supplies & Prep

Workshop Modality:

  • Whole group
  • Breakout rooms

Facilitator Supplies:

Participant Materials:

  • None

Agenda

Model Lesson (40 minutes)

Teaching Guide

Model Lesson (40 minutes)

Facilitator Tip

Here are some examples of what recognizing the abilities, skills, and competence of students throughout the lesson sounds like:

  • When reading the code, Alexis suggested to their partner that they add a watcher to see how the variable was changing. That helped them and their partner see under the hood a bit more. Alexis, what did you learn when you added the watcher?
  • Sarah asked her partner a great question when they were working together about if line 13 was really needed in the code. Sarah was really looking to streamline the code and understand it deeply. What did you two land on for line 13, is it needed?

In a virtual setting this might mean you need to stay in one of the breakout rooms a little longer to be able to find a way to recognize an intellectual contribution of an individual in the breakout room. This is okay. Every time you come back to the full group, you should be able to publicly acknowledge the contributions of at least one person that you saw in breakout rooms.

(40 minutes) Model Lesson

Remind participants of their roles

💷 Remind participants of their roles. The Model Lesson should take 40 minutes, leaving 20 minutes for the reflection.

Preparing for the Model Lesson

To prepare for the Model Lesson:

  • Use the lesson plan for U5L2 - Lists Investigate
  • Decide if you are going to use the activity guide. If not, how will you direct participants to record their answers? If so, how will you distribute the activity guide?
  • Read the Essential Practices and Lesson Decisions below and plan on incorporating them into your lesson.
  • Decide how and when you will use breakout rooms. Discuss these plans with your producer so they can be prepared to put participants in breakout rooms.

As you prepare, keep in mind the goal of the model lesson reflection will be in ensuring that 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. Making lesson decisions that will support this goal will lead to richer reflections.

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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 5: Short Stretch Break

2 minutes

break

Agenda

Take this time for a short stretch break.

Teaching Guide

Take this time for a short stretch break.

Take a short break. Suggestion: Give your eyes a break from the screen by looking 20 feet away from you for 20 seconds.

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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)

Teaching 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.

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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 7: 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:

  • Virtual Module 3 - CSP 21 - 22 - Slides
  • Slide setup:
    • Update the slides with information about the next call and how participants can get support during asynchronous work.
    • Modify the slides to only include the one accurate link for the survey.

Participant 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.

(3 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 materials from the subsequent Practice and Make lessons for lists.
  • Review the Explore lessons for the other two EIPM sequences in Unit 5 on Loops and traversals.
  • Use the datasets feature in App Lab.

Remarks

In our next call we are going to wrap-up Unit 5 by looking at the Hackathon project that students will engage in at the end of the unit. While looking at this project, we will also discuss how we can help students appropriately scope their projects. We will think of extensions we might recommend as well as ways we can help students think about smaller steps they can accomplish while working toward a more ambitious goal. We will also take a look at Unit 6 and discuss strategies for recruiting students to your CS class during our 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 the 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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