Day 1
01 Workshop Opener 02 Committing to Equity 03 Stretch 04 Parameters & Return Make & Inclusion 05 Stretch 06 Unit 7 Conclusions and Connections 07 Wrap Up

Virtual Module 5: Wrapping Up Unit 7 & Inclusive Classrooms

Module 5 corresponds to part of the content covered in the in-person Academic Year Workshop 3.

Goals and Objectives for Module 5

The Goals and Objectives Document for Module 5 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 5 and 6 combined cover the same goals and objectives as those in the in-person Academic Year Workshop 3.

Printing Agendas

Go to https://curriculum.code.org/plcsp-21/m5/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 a journal or some place to write and something to write with. Participants will not need any other special materials for this workshop.

Finally, you should check with your facilitators if they have any special grouping requests for participants during portions of this workshop.

Prior to your synchronous workshop with participants, participants should have engaged in a set of asynchronous work for Module 5 that included:

How does the asynchronous work connect to the synchronous workshop?

The asynchronous work for Module 5 sets up the work participants will be doing in the synchronous workshop by helping participants understand the big picture of Unit 7 and also understand the concepts of parameters and return. In particular, participants will need to understand parameters and return in Module 6 where they will look at the Create PT requirements which include parameters and return.

In Module 5, participants who complete the asynchronous work will:

  • Be prepared to analyze and engage in U7L4 - Parameters and Return Make.
  • Have already begun to reflect on the definition of an "inclusive classroom" and be ready to apply this definition to their own classrooms.

What do I need to do prior to the workshop?

  1. Read the group reflections and questions submitted during the asynchronous work for Module 5. There is a slide included in the deck where you should add some quotes from your cohort's reflection.
  2. Go through the Virtual Module 5 - CSP 21 - 22 - 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. Download and read the "Guide to Inclusive Computer Science Education". Participants will have access to this as part of their asynchronous work and we will be building on this during the synchronous workshop. Reading this will help you anticipate participant questions and responses.
  4. Meet with your co-facilitator and producer to discuss the agenda and reflect on prior feedback.

Agenda Walkthrough Resources

Over the course of Modules 5 and 6 you will be developing participants' understanding of more advanced programming topics that are needed for the Create Performance Task as well as diving deeper into the Create Performance Task itself. These modules are much more focused on CS content as we ramp-up to discussing the Create Performance Task. Throughout Module 5, you are planting seeds for participants to later apply in Module 6 on the Create Performance Task.

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 Committing to Equity 03 Stretch 04 Parameters & Return Make & Inclusion 05 Stretch 06 Unit 7 Conclusions and Connections 07 Wrap Up

Session 1: Workshop Opener

10 minutes

discussion-based

Purpose

Bring 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.

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 were your hobbies when you were in high school? 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 them to take attendance
  • Ensure that they have the slide deck open for the workshop

(1 minute) Attendance

Have everyone complete the attendance for the day on the Workshop Dashboard - Tool 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 7.

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 Summer Workshop.

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

Connect to Asynchronous Work (7 minutes)

(2 minutes) 💷 Asynchronous Work Reminder

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

  • Reading the Unit 7 overview
  • Understanding the Explore and Practice lessons and content on Parameters and Return from Unit 7.
  • Reflecting on the definition of an “inclusive classroom”.

We will be building on this idea of an inclusive classroom throughout this workshop.

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

(4 minutes) 💷 Reconnect

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.

Remarks

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

  • What evidence do you have that your classroom is inclusive?
  • What is one area of building an inclusive classroom that you think could be improved in your CS Principles Classroom?

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”

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

(1 minute) Wrap Up

Remarks

We will be continuing to talk about making our classrooms inclusive during today’s workshop.

If you are interested in licensing Code.org materials for commercial purposes, contact us.
Day 1
01 Workshop Opener 02 Committing to Equity 03 Stretch 04 Parameters & Return Make & Inclusion 05 Stretch 06 Unit 7 Conclusions and Connections 07 Wrap Up

Session 2: Committing to Equitable Teaching Practices

25 minutes

discussion-based

Objectives

  • Participants can describe the commitment they will pursue in support of equity in CS, and the strategies they will use to support that commitment.
  • Participants can define the support they will need to pursue that commitment.
  • Participants can identify the measurement(s) they will use to track progress toward the commitment

Supplies & Prep

Workshop Modality:

  • Whole group

Facilitator Supplies:

Participant Materials:

  • Journal
  • Pen/pencil

Agenda

Identifying Our Values (9 minutes)

Making a Commitment (15 minutes)

Wrap Up (1 minute)

Teaching Guide

Identifying Our Values (9 minutes)

Facilitator Tip

The slides for this session include an overview of the equity work done so far this year. If you’ve adapted any of the context, you may need to update the slide to reflect what your group actually did.

(3 minutes) 💷 Set Context

Remarks

So far this year, we’ve worked to evolve our understanding of equity as it relates to CS education. To get to this point, we’ve done a lot of work with identity, context, responsibility, and barriers and opportunities.

Since this is our second-to-last Academic Year Workshop together, we’re going to make a commitment to equity in our own classrooms that we can revisit during our last workshop as a community. Making a commitment isn’t the last step of the equity cycle, it’s just one of the steps that will help sustain your work in CS.


💷 Display PL Equity Framework with “Making a Commitment” highlighted. Note all of the steps that have led to participants engaging thoughtfully with the process, and that the work is ongoing this year and future years.

Facilitator Tip

These values are separate from Code.org’s Professional Learning or Curriculum values - these are the values that guide our own thoughts and actions.

Remarks

We’ll be making sure our commitments are anchored in our values to make each one personal. Each of our values have been informed by our own lived experiences. We may have a strong sense of injustice after having been treated unfairly for one of our visible identity markers our whole life. Or perhaps you grew up in a community with inaccessible spaces, and now you’re interested in making your classroom accessible to students of all abilities. Whether or not we realize it, we bring these identities and experiences with us into the classroom.


Facilitator Tip

When preparing a personal example, it may be useful to use a concrete experience or scenario to anchor the personal value.

For example, “When I was first starting out with teaching, I had an administrator who led the best professional development sessions, and it all came down to making us feel heard and included in discussions. Now, when I facilitate, I try as much as possible to call on a variety of people so that everyone knows that their voice is important.”

Facilitator shares an example of a personal value that is important to their teaching or facilitation practice and how it manifests.

(6 minutes) Identifying Our Values

Remarks

In order to make a commitment to equity later on in this session, let’s take a moment to clarify our personal values, specifically as they relate to equitable education.


💷 Introduce the personal values activity:

  • Choose three personal values from the list on the next slide (or perhaps values that aren’t on the list!) that most resonate with you and the equitable teaching practices you’re growing as a CS educator.
  • From those three values, choose the most important one to you. Create a web with a central bubble to hold the value. Around the central bubble, create bubbles branching out.
  • Within each outside bubble, jot down a word or phrase that would be evidence of this value in your classroom.
    • 💷 For example, if you chose gender inclusivity, you might draw a connected bubble that says, “Hang posters with people of all genders represented” or “Challenge stereotypes of what is a “masculine” or “feminine” App
    • Lab project in conversations with students to encourage them to pursue their interests”

(5 minutes) 💷 Independent Work Time

Participants create their own web in their journals. This time can be used independently or in small breakout rooms to help generate ideas.

Making a Commitment (15 minutes)

(3 minutes) Introduce the Task

Remarks

Now that we’ve clarified our own personal values, we can use this as the foundation for creating a commitment to equity that we’re genuinely animated to pursue. This commitment may change and evolve over time as you grow as a CS educator.

Facilitator Tip

This activity has been adapted from University of Houston’s Center for Diversity and Inclusion “This is My House” activity.


💷 Introduce the house metaphor for making a commitment to equity:

  • The foundation of the house is the value that you’d like to base your commitment on.
  • The roof is the commitment that you’ll make. This is a statement that is actionable and can be evaluated using quantitative or qualitative data.
  • The walls are:
    • The support that you’ll need - either resources or other people - to work toward your commitment and
    • The measurements to track progress so that you can be accountable to your commitment

Remarks

When we talk about measurements, we’re not explicitly talking about test scores. That’s just one aspect of the long laundry list of qualitative and quantitative data that can help you track your progress. Tying these measurements back to the value you’ve identified can help you move away from traditional ideas of “measurements”.

(8 minutes) 💷 Make a Commitment

Give participants 8 minutes to make their own commitment by choosing a slide from the slide deck and filling it out. These commitments will be revisited during AYW #4, so make sure to save the link to the slide deck for future reference.

Remind participants that the commitment should be rooted in access, diversity, and inclusion in CS, as well as measurable by qualitative or quantitative data.

Allow participants to check out other’s commitments to equitable CS education whole group. Use this time to celebrate participants’ growth in and commitment to equity by adding emojis or comments to the participants’ slides.

Wrap Up (1 minute)

Remarks

Thank you for taking the time to re-engage with the equity framework! When we root our commitments in our own personal values as they relate to CS education, we’ll be more likely to be inspired to achieve them.

We will be checking in during the next Academic Year Workshop to see how we’ve grown toward our commitment.

If you are interested in licensing Code.org materials for commercial purposes, contact us.
Day 1
01 Workshop Opener 02 Committing to Equity 03 Stretch 04 Parameters & Return Make & Inclusion 05 Stretch 06 Unit 7 Conclusions and Connections 07 Wrap Up

Session 3: Stretch Break

2 minutes

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 Committing to Equity 03 Stretch 04 Parameters & Return Make & Inclusion 05 Stretch 06 Unit 7 Conclusions and Connections 07 Wrap Up

Session 4: Parameters and Return Make and Inclusion

20 minutes

lesson exploration

Purpose

This session allows participants the chance to deepen their understanding of parameters and return, or, if they are already familiar with the concept, better understand what students will see in this unit.

Finally, after the previous session, participants have started to consider and hear other ideas about creating an inclusive classroom. This session allows participants to build upon that thinking.

Objectives

  • Participants understand how to make choices when implementing lessons that support equity within the classroom.

Supplies & Prep

Workshop Modality:

  • Whole group
  • Breakout rooms

Facilitator Supplies:

Participant Materials:

  • None

Agenda

Looking at the Make Task (13 minutes)

Discussion (7 minutes)

Teaching Guide

Looking at the Make Task (13 minutes)

Remarks

We are going to apply our definition of an “inclusive classroom” to a specific lesson plan. In this session you will have time to look at a lesson plan, activity guide, and Code Studio activities. We will then talk about what steps you can take during this lesson to create an inclusive classroom.

💷 Using the Context slide, provide participants with a brief context for the upcoming lesson.

Give participants about 13 minutes to do the task. After 13 minutes, ask participants to focus on the reflection questions and add their thoughts in their journals.

💷 Do This:

  • Open the lesson plan for U7L4. Skim the lesson plan, paying attention to the teaching tip.
  • Open the Activity Guide linked in the lesson plan. Skim the activity guide.
  • Open up the lesson on Code Studio and start doing Levels 1 and 2.
    • Note: It is not expected that you finish level 3, but instead you should be able to start the level and understand what challenges students might encounter when starting the level themselves.

💷 Reflection Questions:

  • What is your plan to intentionally create an inclusive classroom environment during this lesson?
  • Which students are you hoping to target with these plans?

Discussion (7 minutes)

(6 minutes) 💷 Breakout Room Share Out

Producer support: Prepare to put participants in groups of 3 in breakout rooms for 5 minutes.

Put participants in breakout rooms and have participants take notes in their designated slides using the following prompts:

  • What opportunities and challenges did you see to creating an inclusive classroom in this lesson?
  • Which students are you thinking of when you’re making decisions about how to implement lessons in your classroom?

As participants are writing in the slides, look for common themes or important ideas you want to discuss in the full group share-out. Specifically, look for:

  • Teachers who are planning on using the tools in the curriculum (such as the activity guide in the make lesson or debugging strategies in the practice lesson).
  • Teachers who have considered how students with specific identities may engage with the lesson/tasks more easily than others.
  • Teachers who have plans for supporting having high expectations of all students.
  • Teachers who have concrete plans for building relationships between students in class and between the teacher and student in class.

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

(1 minute) 💷 Wrap Up

Thank you for taking the time to look both at the content of the lesson and how to bring inclusion to your CS teaching practice. Both are integral parts to building your CS community.

If you are interested in licensing Code.org materials for commercial purposes, contact us.
Day 1
01 Workshop Opener 02 Committing to Equity 03 Stretch 04 Parameters & Return Make & Inclusion 05 Stretch 06 Unit 7 Conclusions and Connections 07 Wrap Up

Session 5: Stretch Break

3 minutes

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 Committing to Equity 03 Stretch 04 Parameters & Return Make & Inclusion 05 Stretch 06 Unit 7 Conclusions and Connections 07 Wrap Up

Session 6: Unit 7 Conclusions and Connections

20 minutes

discussion-based

Purpose

This session covers the content not covered in the synchronous or asynchronous work about Unit 7. This also sets-up our discussion about the Create PT in Module 6.

Objectives

  • Participants understand how the content in Unit 7 is tied to the Create PT.
  • Participants understand how the content in Unit 7 builds on itself throughout the course of the unit.

Supplies & Prep

Workshop Modality:

  • Whole group

Facilitator Supplies:

Participant Materials:

  • None

Agenda

Overview of Unit 7 (2 minutes)

Introduction to Libraries (8 minutes)

Reviewing the Unit 7 Project (10 minutes)

Teaching Guide

Overview of Unit 7 (2 minutes)

(2 minutes) Remind Participants of Context

💷 Use the slides to provide the context, including:

  • This is the last unit where students learn new programming concepts.
  • We will have a high-level look at the “Libraries” EIPM sequence next.
  • Creating and sharing a library with other students. The requirements of this project mirrors the requirements of the AP Create Performance Task

Introduction to Libraries (8 minutes)

Facilitator tip

There are no designated spots for questions during this entire session. That being said, we recommend that you pause as needed to gather questions from the group or ask participants to put questions in the Question Parking Lot at the end of this session.

Also, asking questions throughout this session to check for understanding (even small questions such as, "Can you give me a thumbs up when you're on the right site?") can make this feel more interactive to participants.

💷 Use the slides to introduce the concept of the library. You may want to use physical manipulatives here instead of the slides to describe what libraries are. This physical demonstration can help teachers imagine what it will look like in their own in-person classrooms.







Slides                     Speaker Notes
Click for animation: Click until the library definition appears on the screen.

Say: These envelopes represent functions.

The envelopes have been grouped together in a folder. This represents a library. A library is a collection of functions that can be used in many different programs.

Let’s look inside.
Say: Let's take a look at what's inside the library. If we open up the folder, we see the functions and some documentation. A library should have documentation for each of the included functions. The documentation should include:
  • how each function works
  • a complete list of the parameters
  • what (if anything) will be returned


This detailed type of documentation is also known as Application Program Interface(API). APIs are specifications for how the functions in a library behave and can be used.
Say: Libraries allow code to be easily used and shared. Imagine if I were a cake shop owner. I might have a website for customers that would use some of this code. I might also have cash registers at my store that use this code. Or maybe I have automated the cake making process and the machines that make the cakes could use this code. Having one library that contains all of this code means that I can easily use this same code in a variety of different apps. I could even share this code with a different branch of my cake making business.
Say: You've seen libraries in action before. The Math library is built into App Lab. Notice the name of the library first, then after a dot, the name of the function and finally the parameters. This is the same formatting you will use to call functions in libraries: Library name, followed by function name, and finally the parameter(s)
Do This: Have participants navigate to U7L6 - Level 2.

Have participants follow along on their computers as you demo:
  • The functions drawer to show which functions are there and the documentation included.
  • Getting to the libraries using the gear icon



Reminder: While students do not need to use a library in their Create Performance Task, the concept is still in the framework for AP CS Principles, so it may be tested on the AP exam. Going to this depth with libraries here also helps give students practice writing functions with parameters and return.

Reviewing the Unit 7 Project (10 minutes)

(1 minute) Introduce Project

Remarks

💷 The “Make” lesson for Libraries doubles as the end of unit project. This project asks students to make their own library which has the following:

  • Must contain two or more functions
  • At least one function which includes all of the following:
    • A loop
    • An if-statement
    • One or more parameters
    • Return

In addition to writing the code for a library, students submit written responses as well. This mirrors some of the requirements of the Create Performance Task.

(5 minutes) Review Project Guide

💷 Provide participants time to look at the project guide for this project.

Task:

  • Open the project guide.
  • Review the requirements and the different steps students will follow in the project guide.
  • Consider what you expect a student’s project to look like at the end of this project.

Goal: Understand the requirements and process of the project.

(3 minutes) Review Exemplar

💷 Give participants a tour of the exemplars included. Show participants:

  • How to open up the high-scoring exemplar found under “Links for the teachers” in lesson U7L10.
  • How the high-scoring exemplar app works.
  • Where they can find the written responses that accompany the app.

(1 minute) Wrap Up

Remarks

This project is one of the many ways we have been subtly preparing students for the Create Performance Task. In Module 8, we are going to be digging deeper into the Create Performance Task so you can fully understand the specifics of the task for the College Board. As you work in Module 8, consider what other skills or abilities students will need to be successful in the Create Performance Task.

If you are interested in licensing Code.org materials for commercial purposes, contact us.
Day 1
01 Workshop Opener 02 Committing to Equity 03 Stretch 04 Parameters & Return Make & Inclusion 05 Stretch 06 Unit 7 Conclusions and Connections 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:

Participant Materials:

  • None

Agenda

Parking Lot and Asynchronous Work (10 minutes)

Survey (5 minutes)

Teaching Guide

Parking Lot and Asynchronous Work (10 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

As a facilitator, take your time during this portion of the wrap-up to stress the importance of the asynchronous work. You may even want to pull up the asynchronous work to show participants what they will be engaging in during this time.

The focus of Module 6 will be on the Create Performance Task. Use the slides to review the basics of the Create Task.

Goal of the Create PT:

  • Create a program
  • Identify purpose, process, algorithm and abstraction

Process:

  • Students need 12 in class hours for the task
  • How it connects to the Exam
    • Is 30% of the final score
  • What to submit:
    • Video of running program
    • PDF of program code
    • Written Responses to prompts 3A-D

Facilitator Tip

While the core concept behind the Create Performance Task is simple (students create an app and write about it), the prompts and rubric for the task require students to include specific features in their code and more importantly write about those features in a particular way that meets the rubric requirement. In the next workshop, participants will be practicing grading Create Performance Tasks to get an understanding of what a submission will look like. To be prepared to engage in the grading, the asynchronous work will help participants understand the rubric better prior to the next synchronous call.

Use the slides to guide your overview of asynchronous work for the next module. In this case, participants will be asked to:

  • Look at the Create Performance Task Requirements.
  • Review the teacher’s role before and while students are working on the Create Performance Task.
  • Dive in to parts of the Create Performance Task that might be challenging for students.

Remind participants of how they can get support if they have questions about the asynchronous work.

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.

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