Day 1
01 Workshop Opener 02 Recruiting Students 03 Stretch 04 Unit 5 Conclusions and Connections 05 Unit 6 Overview 06 Wrap Up

Virtual Module 4: Recruiting Students and Wrapping Up Units 5 & 6

Module 4 corresponds to part of the content covered in the in-person Academic Year Workshop 2 that was not covered in Module 3.

Goals and Objectives for Module 4

The Goals and Objectives Document for Module 4 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/m4/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.

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

  • 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 4 that included:

  • Learning more about the Lists EIPM progression in Unit 5 by engaging in the same programming tasks students will engage in.
  • Experiencing the loops and traversals mental models introduced in Explore lessons from Unit 5.
  • Using the datasets feature in App Lab.
  • Reflecting on ways to provide students feedback prior to a summative assessment.

How does the asynchronous work connect to the synchronous workshop?

Much of the asynchronous work for Module 4 extends the learning from the synchronous workshop in Module 3 so participants better understand lists. Participants who complete the asynchronous work will:

  • Be primed to talk about the role of feedback in the classroom during the synchronous workshop.
  • Be able to understand the example student work from the Hackathon Task in the "Unit 5 Conclusions and Connections" session.

What do I need to do prior to the workshop?

  1. Read the group reflections and questions submitted during the asynchronous work for Module 4.
  2. Go through the Module 4 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.

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 Recruiting Students 03 Stretch 04 Unit 5 Conclusions and Connections 05 Unit 6 Overview 06 Wrap Up

Session 1: Workshop Opener

15 minutes

discussion-based

Purpose

Bring participants together to kick off the workshop and reflect on how things are going in the classroom. This is a place to check in on specific lessons that people have already taught, as well as pacing and teaching practices that were recommended or discussed in the previous workshop.

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 have strategies for giving and using feedback in their classrooms.

Supplies & Prep

Workshop Modality:

  • Whole group
  • Breakout rooms

Facilitator Supplies:

Participant Materials:

  • None

Agenda

Workshop Opening Logistics (3 minutes)

Connect to Asynchronous Work (12 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: In your opinion, is technology making the world a better or worse place? 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 Units 5 and 6.

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 (12 minutes)

Discussion Goal

One of the key impressions you want participants to leave with during this time is that it is important for students to be able to act on the feedback teachers provide, for example by being specific and concrete. This ensures continuous learning.

(5 minutes) Reconnect

Producer support: Prepare to put participants in groups of 2 in breakout rooms for 4 minutes.

Remarks

💷 In your asynchronous work, you:

  • Looked at lessons from Unit 5 that went deeper into lists.
  • Looked at the Explore lessons for loops and traversals.
  • Saw datasets in App Lab.
  • Reflected on ways you give and use feedback in your CS Principles class.

💷 Let’s brainstorm some other ways you give and use feedback in your classrooms. You will have four minutes in these groups before coming back to share out. In these groups, you will discuss:

  • What are your main avenues of feedback in your classroom?
  • How do you know students use that feedback to improve their understanding of the content?

Producer support: Put participants in groups of 2 in breakout rooms for 4 minutess.

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.

(7 minutes) 💷 Share Out

Use this time to share out in the larger group. At the end of the share out participants should have strategies for giving and using feedback in their classrooms.

If you are interested in licensing Code.org materials for commercial purposes, contact us.
Day 1
01 Workshop Opener 02 Recruiting Students 03 Stretch 04 Unit 5 Conclusions and Connections 05 Unit 6 Overview 06 Wrap Up

Session 2: Recruiting Students to Your CS Principles Classroom

30 minutes

discussion-based

Purpose

We want teachers to know that there are concrete things they can do now to influence who takes their class next year. Teachers are key stakeholders in addressing the equity gap in CS; this session is designed to help teachers see themselves as playing a role in the recruitment process.

Objectives

  • Participants can identify systemic barriers that limit access, diversity, and inclusion in CS education.
  • Participants will list strategies to gather data (quantitative and qualitative) about access, diversity, and inclusion in CS courses locally.
  • Participants will analyze access, diversity, and inclusion data from school and classroom to create a recruitment plan.

Supplies & Prep

Workshop Modality:

  • Whole group
  • Breakout rooms

Facilitator Supplies:

  • Virtual Module 4 - CSP 21 - 22 - Slides - Slides
  • Slide setup:
    • If you are working with a regional group of teachers (ex. from a specific state), consider adding state-specific slides to the statistics section of this session.
    • In this session, each participant gets their own slide to work with. We put twenty slides in the presentation, but if your group is larger than twenty, you may need to add more slides.

Participant Materials:

  • Journals

Agenda

Thinking About Goals and Gaps (7 minutes)

Gathering Data (10 minutes)

Make Your Recruitment Plan (13 minutes)

Teaching Guide

Thinking About Goals and Gaps (7 minutes)

Facilitator Tip

Some participants may be in a context where they do not need to recruit because every student takes their course. If this is the case, consider having them shift to thinking about retention in their school’s CS program overall, such as enrolling in a future CS course. These participants can also participate in this activity through the lens of, “What can I do to remove barriers that limit access to CS classes in my school?”

(2 minutes) Set Context

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

💷 Remind participants of the equity cycle, and that the work is ongoing throughout the year to bring access, diversity, and inclusion to their classrooms and schools. Share that during AYW 2, they will be understanding context more deeply to effect change.

Remarks

In this session, we’ll be talking about the barriers that limit access, diversity and inclusion in CS education, both broadly and within your classrooms. In order to understand the context, we’ll be brainstorming how we can gather and analyze data to create a recruitment plan for your classroom next year. It might seem far away right now, but we know registration happens soon!

Before we get started, let’s talk about how we define access, diversity, and inclusion so that we have a common language to talk about recruiting.

💷 Review definitions of access, diversity and inclusion from the Microsoft Guide to inclusive computer science education.

Diagram showing access, diversity, and inclusion as three components top equitable participation in computing education

(3 minutes) 💷 Think-Pair-Share

  • Thinking about your school and classroom, who is represented in the school, but is not represented in your class right now?
  • What barriers do students face in terms of taking CSP?

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

Facilitator Tip

You can personalize the statistics slides for your region by visiting https://code.org/promote/ to access statistics from your state. This includes information such as how many computer science graduates in your state identify as female and the break down of AP CS test takers by ethnicity in your state. This might help drive home the difference teachers can make in their local context by changing these numbers to represent the state population overall. You can click on your state on the map and then click the button that says "View state fact-sheet" to access this information.

💷 Use the slides to describe the current reality of representation in CS.

Remarks

💷 You can see we have some gaps when it comes to representation in Computer Science. That’s why, when you signed up for this workshop, we asked you to support the recruitment and enrollment of a diverse group of students that represent your school district’s population - you are a crucial piece in the grassroots movement addressing these gaps.

We want to help you develop plans to reach that goal of recruiting students that match your district’s population from an intersectional perspective - meaning we are bearing in mind students’ multiple identities as they relate to your CS classroom. Just as we’ve thought about our own identities before, your students’ identities might include race, socio-economic status, (dis)ability, gender, etc. With this goal in mind, let’s think about the current reality in your building.

Gathering Data (10 minutes)

(10 minutes) Gathering Data

Remarks

To better understand the barriers to access, diversity, and inclusion within your own classroom contexts, let’s narrow in on the types of quantitative and qualitative data that might be useful for you to develop and execute on a recruitment plan.

💷 Quantitative data means the quantity (numbers) of something and might guide the type of school data you collect such as:

  • Attendance
  • School Demographics
  • CS course enrollment
  • Assessment scores

Qualitative data provides a description of something that may be observed, but not measured and might guide the type of classroom data you collect such as:

  • Learner profiles to get to know students and how they think they learn best
  • Home/Family life to get to know students outside of your classroom
  • Student self-assessment/reflection to get know what contributes or detracts from your students’ learning

💷 Think-Share

(4 minutes) Prompts:

  • What types of quantitative data would you like to see to better understand equity in CS at your school? How might you collect it?
  • What types of qualitative data would you like to see to better understand equity in CS at your school? How might you collect it?

(4 minutes) Whole group share out. Capture strategies for collecting student qualitative and quantitative data on a slide.

Make Your Recruitment Plan (13 minutes)

Facilitator Tip

The image shows a visual for the Concern-Influence-Control model. In general, what we are concerned about is much larger than what we can influence and/or control. Likewise, what we can control is smaller than the things we can influence.

(2 minutes) The Concern-Influence-Control Model

Remarks

💷 When thinking about what actions you can take, it can be helpful to think about what your concerns are, what you influence, and what you control.

There might be a lot of things you are concerned about (“Students only have 5 hours in the day, they don’t have enough time in their schedule to take this class”) that you cannot really influence. But there are probably things you can influence (“Special Ed teachers won’t put students in an AP class because they are worried about the homework load”) that you cannot control. And there are things you can control (“My students don’t show their work to their friends outside this class at all”).

Diagram shows three concentric purple circles. In the outer circle is the word 'concern'; in the middle circle is the word 'influence'; in the innermost circle is the word 'control'

(10 minutes) 💷 Develop the Plan

Remarks

Let’s make our plan! Consider what you can control or influence to get students into your class who represent your building at large from a racial, gender, socio-economic, and dis/ability perspective. What are some things you can do in the next 30 days to reach this goal? What are some things you can do in the next 60 days? What are some things you can do in the next 90 days?

(5 minutes) 💷 Write

Have participants claim a slide as their own by putting their name at the top. Have participants use that slide to create their 30-60-90 day plan and what they can control and influence over that time.

(4 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
  • Ask for 1-2 volunteers to share a key takeaway
  • Facilitator pulls out key ideas to share with the group from the slide deck or from visiting breakout rooms

Remarks

Teachers have a lot to do everyday, and it can feel like there is no time to recruit students, but for us to be able to make progress on building an equitable CS program in our buildings, we need to influence and control what we can to make that a reality.

We will be following up on these plans in our next workshop.

If you are interested in licensing Code.org materials for commercial purposes, contact us.
Day 1
01 Workshop Opener 02 Recruiting Students 03 Stretch 04 Unit 5 Conclusions and Connections 05 Unit 6 Overview 06 Wrap Up

Session 3: Stretch break

5 mintues

break

Agenda

Encourage participants to move!

Teaching Guide

Encourage participants to move!

Feel free to lead a movement break, but keep it short. If you are running short on time, you may also shorten or eliminate this section.

If you are interested in licensing Code.org materials for commercial purposes, contact us.
Day 1
01 Workshop Opener 02 Recruiting Students 03 Stretch 04 Unit 5 Conclusions and Connections 05 Unit 6 Overview 06 Wrap Up

Session 4: Unit 5 Conclusions and Connections

20 minutes

lesson exploration

Purpose

The purpose of this session is to look at the big picture of Unit 5. To do this, participants look at the end of the unit project which shows participants what students should know and be able to do by the end of Unit 5. We also want to take this opportunity to start talking about scoping projects. Eventually, we want students to do this themselves, but teachers also need to have this skill to support students.

Objectives

  • Participants understand how Unit 5 connects to future units in the curriculum.
  • Participants have strategies for extending projects for students who are looking for an extra challenge.
  • Participants are able to identify potential trouble points in student project ideas (ex. projects that are too expansive) and support students in defining a minimal viable product.

Supplies & Prep

Workshop Modality:

  • Whole group
  • Breakout rooms

Facilitator Supplies:

Teacher Materials:

  • None

Agenda

Context of Unit 5 (3 minutes)

Explore the Hackathon Task (17 minutes)

Teaching Guide

Context of Unit 5 (3 minutes)

Use your slides to guide your review of Unit 5. Remind participants that they looked at much of Unit 5 in the asynchronous work and anticipated student responses to lessons. This is intended to remind them of what Unit 5 looks like at a high level.

(2 minutes) 💷 During Unit 5

Use the slides to guide your description of Unit 5, including the following information:

  • This is the second programming unit that uses EIPM that students will experience.
  • There are 3 EIPM sequences in Unit 5: one on Lists, one on Loops, and one on Traversals.
  • At the end of the unit, students engage in a “Hackathon project”

(1 minute) 💷 After Unit 5

After Unit 5, we take a short break from programming with Unit 6 on algorithms. This is an unplugged unit. While students can find programming both creative and challenging, the process can get repetitive. Unit 6 allows for students to think and collaborate in different ways before returning to the final programming unit.

Explore the Hackathon Task (17 minutes)

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

(2 minutes) Describe the Hackathon at a high level

Remarks

To understand what students will be learning throughout this unit, let’s look at the project-based assessment for this unit.

💷 Use the slide to guide your overview:

  • The Hackathon project should fall at the end of your semester.
  • It is broken into 5 different days.
  • This is written as a partner project where one person is the designer and the other person is the programmer.
  • The project involves planning and creating an app as well as writing responses to some strategic prompts.

(5 minutes) Introduce and Complete the Task

We recommend putting participants in groups of 3-4 in order allow them to talk though this task with people as needed.

💷 Do this:

  • Open and read the Project Planning Guide for the Hackathon Project.
  • Review one of the example apps and written responses found found in the teacher links sections of Lesson 17.
    • Test out the app and read the corresponding response
    • Identify where and how these apps meet the requirements for the project as described in the planning guide.
  • Imagine you have a group of students who created the example app you see here but still has extra time in class. What are 1-2 small ways you might suggest that they could incrementally build on this project?

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

(9 minutes) 💷 Share Out

Remarks

Some students will struggle with understanding the right scope of this project at hand. Specifically, some students will try to go way beyond the scope of the project. Sometimes, you might be ok with allowing students to try something that feels unattainable because it can still be a learning experience. To manage this situation, you can help students scope out their project in small, manageable steps.

💷 Have participants review the example in the slides about two students who are planning to make the following project for the Hackathon:

  1. Our project will generate a birthday fact sheet for a user. On an opening screen a user will enter their name and birthday, including a year.

  2. When they hit “Go” they will see a screen that shows them information about their birth year and date.

    • For the birth year, they will see: Who was president that year AND who won best actor or actress at the Oscars that year.
    • For their birth date they will see if any Nobel prize winners share their same birthdate. This will include the Nobel prize winner’s name, the category and year they won the award.

  3. From there, users can hit the “next” button. This will show a user a list of famous people who share their first name. This will include names of congressional members, supreme court justices, and Oscar winners. If no one shares the same name as the user, it will say “Maybe you will be the first person with the name {insert name here] to be in congress, the supreme court, or win an Oscar!” There will be a button to go back to the home screen.

Facilitator Tip

There are multiple “first step” options here. The purpose of this task is to help participants consider ways they can help students refine their projects. For example, one first step might be to have participants only enter a year and then get information about who was president that year. This would reduce the complexity of entering a birthday and name and also adding multiple lists. A second step might be to add a second piece of information to that “year” screen. Alternatively, students could have users enter a first name into the app and check for oscar winners who share their name. A second step might be to have the app also show why that individual won the oscar.

Remarks

This is likely to be a bit over-ambitious for the students. This doesn’t mean they need to come up with a new idea, it just means we need to help them scope or scale back their project. One way to do that is to help them imagine what the smaller steps look like to getting to the larger project.

(5 minutes) 💷 Discussion prompt: What is a possible “first step” in the proposed project that is still attainable? What would a second step be? How could you scale this back?

(1 minute) Wrap Up

Remarks

💷 Supporting learning during a project requires you as the teacher to push students when they need to be pushed - such as helping them brainstorm extensions, but also helping students plan their projects in incremental phases so that they do not try to take on too large of a task. Helping students develop these skills now - the skill to be able to build up and scale back a project - will help them be successful in future projects such as the Create Performance Task.

If you are interested in licensing Code.org materials for commercial purposes, contact us.
Day 1
01 Workshop Opener 02 Recruiting Students 03 Stretch 04 Unit 5 Conclusions and Connections 05 Unit 6 Overview 06 Wrap Up

Session 5: Unit 6 Overview

10 minutes

facilitator presentation

Purpose

Unit 6 may surprise teachers since it is a dramatic shift away from the prior three units. The purpose of this session is to prepare participants for the shift and help them understand the scope of the unit.

Objectives

  • Participants will understand the overarching storyline from Unit 6.

Supplies & Prep

Workshop Modality:

  • Whole group

Facilitator Supplies:

Participant Materials:

  • None

Agenda

Introduction to Unit 6 (7 minutes)

Wrap-up (3 minutes)

Teaching Guide

Introduction to Unit 6 (7 minutes)

(2 minutes) 💷 Introduce Unit 6

Use the slides to introduce the unit. Key information to point out includes:

  • Unit 6 should be your first unit in the second semester.
  • It contains only five lessons and one day for assessment. There is no project for this unit.
  • This is an unplugged unit that allows students a break from programming and opportunities to use a different set of creative problem solving skills.
  • You will notice that this unit involves some mathematical reasoning. It is not important that students deeply understand the math content, but can describe how math influences algorithmic choices.
  • Math is always used “just enough” to understand the lesson - it should not be the focus of the lesson. If teachers tend to focus on the math too much, be sure to note how much math is required to meet the objectives.

(5 minutes) Lesson Overviews

💷 Give participants time to read the lesson overviews in the slides. Participants should look for similarities and differences in Unit 6 to previous units. They should document any similarities or differences in the designated slide. All participants will add to one slide to describe the similarities and differences. As a facilitator, you should monitor this slide and be prepared to pull out the big ideas in the wrap-up.

Wrap-up (3 minutes)

💷 Summarize the similarities and differences that participants described in the slides. If there is time, feel free to ask the group to elaborate on what they wrote in the slide. At the end of this time, you should have pulled out the following two big ideas:

  • Unit 6 is similar to previous units in that it features many unplugged activities. The activities are intended to help students get hands-on practice with content that can otherwise feel abstract.

    • Much like earlier units, it can be tempting to go deeper than necessary in this unit but the focus should be on the learning objectives.
    • The learning objectives are aligned to the AP framework so additional depth is not necessary.

  • One of the main differences from this unit to prior units is that this unit may privilege students with stronger math backgrounds. For that reason, it is important to recognize the multiple intelligences in your classroom by considering ahead of time how those intelligences will manifest themselves. By publicly acknowledging the multiple ways students contribute, you can support building an inclusive classroom environment.

If you are interested in licensing Code.org materials for commercial purposes, contact us.
Day 1
01 Workshop Opener 02 Recruiting Students 03 Stretch 04 Unit 5 Conclusions and Connections 05 Unit 6 Overview 06 Wrap Up

Session 6: 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 4 - CSP 21 - 22 - Slides - 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:

  • Read the Unit 7 overview.
  • Review the Explore and Practice lessons and content on Parameters and Return from Unit 7.
  • Reflect on the definition of an “inclusive classroom”.

In Module 5, participants will dive into a Make lesson for Parameters and Return. The asynchronous work will ensure that they have the content knowledge needed to engage with that task. It is important that participants do the asynchronous work to be prepared to participate in discussions about the Make task in the next workshop.

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.

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