Day 1
01 Workshop Opener 02 Context for Unit 10 03 Unit 10 Project Run Through 04 Wrap Up

Virtual Module 7: Units 9 and 10

Module 7 corresponds to part of the content covered in the in-person Academic Year Workshop #4.

Goals and Objectives for Module 7

The Goals and Objectives Document for Module 7 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 7 and 8 combined cover the same goals and objectives as those in the in-person Academic Year Workshop #4.

Printing Agendas

Go to https://curriculum.code.org/plcsp-21/m7/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

Also, for part of this workshop, participants will be doing a role-playing simulation. There is space in the slides to assign roles to participants. It is recommended that you assign roles during the Workshop Opener session but you should communicate with your facilitators to determine if they have any specific requests for assigning roles or if they are planning on modifying the role-playing simulation for this workshop.

Prior to your synchronous workshop with participants, participants should have engaged in a set of asynchronous work for Module 7 that included:

  • Learning about the big picture context for lessons in Unit 9.
  • Using the Google Trends and Data Visualizer in Code Studio as they are used in Unit 9.
  • Exploring the end of unit project for Unit 9.

How does the asynchronous work connect to the synchronous workshop?

While the asynchronous work is focused on Unit 9 and the synchronous workshop is focused on Unit 10, you can connect the two portions of this module in the following ways:

  • The Workshop Opener session has a question which asks participants to think about how their students’ experiences may influence how they interact with data. For some, this will spark ideas about students’ previous experiences in math or science classes. However, this could go a step further such as students experiences with data not matching their anecdotal experiences in their communities.
  • It may be helpful to point out where in the role-playing simulations students will be building on their skills from Unit 9. In the simulation, participants will need to know how the innovation uses, collects, stores, and processes data. This concept is introduced throughout the year, but certainly builds off of the thinking students are doing in Unit 9.

What do I need to do prior to the workshop?

  1. Read the group reflections and questions submitted during the asynchronous work for Module 7. There is a slide included in the deck where you should add some quotes from your cohort's reflection.
  2. Go through the 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. Review the components of the Unit 10 Simulation. See the section about "content" below for more information about Unit 10.
  4. Meet with your co-facilitator and producer to discuss the agenda and reflect on prior feedback.

Agenda Walkthrough Resources

Module 7 is focused on the content in Units 9 and 10. Participants will be learning about the tools and structure of Unit 9 in the asynchronous work for this module. Together, you will be participating in a run through of the Unit 10 simulation.

  • 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.

  • Essential Content
    This resource points to which lessons are referenced in different points of the workshop.

  • Equity Content: While there are no activities directly related to the Equity Framework in Module 7 work, there are opportunities to create an equitable workshop:

    • Decision maker mindset: Unit 10 provides an opportunity to empower students to see themselves as stakeholders when it comes to technology. Recognizing a diversity of perspectives is important for students to see why their voice is needed to contribute to decisions that involve technology.
    • Running a simulation: Unit 10 also is a unique unit for some teachers as it centers around a role-playing simulation. Some teachers may have less experience facilitating learning through such a simulation. For example, teachers who come from a math teaching background probably have not led a similar type of unit in their math classes. This also provides an opportunity to allow participants with more experience in teaching or learning through simulations to share tips and tricks with other participants to make this simulation engaging and successful in their classroom.
Day 1
01 Workshop Opener 02 Context for Unit 10 03 Unit 10 Project Run Through 04 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.

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:

  • Virtual Module 7 - CSP 21-22 - Slides
  • Slide setup:
    • Add quotes from asynchronous work to the slides.
    • Look at asynchronous work and pull out common misconceptions or questions you saw surfaced in the shared group reflections

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: W_hen you were a child, what did you want to be when you grew up?_ 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
  • Ensuring 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 10 for most of the workshop. However, before we talk about Unit 10, we want to wrap-up Unit 9.

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 (12 minutes)

(3 minutes) Asynchronous Work Reminder

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

  • Reviewing the Unit 9 - Data landing page.
  • Using the Data Visualization tool to create histograms and cross tab charts.
  • Reviewing how students would use the Data Analysis Process in the Unit 9 project.

Facilitator to add: Pull out 1 or 2 quotes from the shared group reflections to summarize what participants heard. The question participants were asked to answer in the asynchronous work was: “Who we are and our experiences with the world can shape how we interpret data. How do your experiences influence how you will approach teaching this unit?”

Pulling direct quotes from the asynchronous work is intended to:

  • Reassure participants who did the asynchronous work that the asynchronous work is important to their own learning and the learning of the community.
  • Support participants who did not do the asynchronous work by giving them insight to where the rest of the group is.

Thank participants for sharing all of their reflections and then connect this to the next portion of the session which is thinking about how students’ experiences will influence their work in Unit 9.

Producer support: Prepare to put participants in groups of two in breakout rooms for five minutes.

(9 minutes) 💷 Reconnect

Remarks

💷 (6 minutes) 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 will your students’ experiences influence how they might tell data stories in Unit 9 - Data?

If you have questions that you’d like answered during this time, feel free to add it to our question parking lot slide. We will do a short share-out after we get back so be prepared to also share common themes from your discussion.”

Producer support: Put participants in groups of two in breakout rooms for five 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.

(3 minutes) When participants return, ask participants to share any themes or concerns they want to bring to the larger group here. If you run short on time, encourage participants to share their questions in the question parking lot.

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Day 1
01 Workshop Opener 02 Context for Unit 10 03 Unit 10 Project Run Through 04 Wrap Up

Session 2: Context for Unit 10

5 minutes

facilitator presentation

Purpose

While most of our time today is spent talking about the simulation, it is important for participants to see that there are intermediate lessons between simulation lessons. This time is designated for some of that conversation.

Objectives

  • Participants understand the context for the Unit 10 project.

Supplies & Prep

Workshop Modality:

  • Whole group

Facilitator Supplies:

Participant Materials:

  • None

Agenda

Context (5 minutes)

Teaching Guide

Context (5 minutes)

Producer support:

  • During this time, fill out the slide titled “Roles for the simulation” with your participants’ names next to the character names already listed.
  • Remove any character names you do not use.

💷 Show the big picture of the unit.

  • Students learn through a full-class simulation which helps contextualize what students are learning by moving from abstract ideas of privacy or security to concrete potential innovations.
  • Between simulation lessons, students learn more information that informs their decisions in the simulations.

💷 Model using the encryption tools.

  • Demonstrate the Caesar Cipher Widget (linked in the slides). If you have time, you can choose to also show the Random Substitution Cipher Widget (also linked in the slides). The goal is to give participants an idea of the tools in the unit and how they are connected to CS.
  • In the case of the Caesar Cipher, you can see that the encrypted text is hard to understand, but using the tool, it is very easy to break. In CS, we are always looking to make sure our encryption tools are difficult to break.

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Day 1
01 Workshop Opener 02 Context for Unit 10 03 Unit 10 Project Run Through 04 Wrap Up

Session 3: Unit 10 Project Run Through

60 minutes

lesson exploration

Purpose

Similar to Unit 3, Unit 10 has a long project that runs through the course of the unit. For teachers who plan only one lesson at a time, this project can be difficult to understand since it is not intended to take one class period. Also, Unit 10 includes important themes and skills that we want students to know to be an informed citizen in the digital world. At times, teachers find these units as “less essential” because they are not directly building students’ programming skills, but in reality, it is these units that we see as building essential and enduring skills regardless of what passions students decide to pursue next.

Objectives

  • Participants understand the structure and content of the Unit 10 project.
  • Participants have a plan for how they will get “buy in” from students during the Unit 10 project.

Supplies & Prep

Workshop Modality:

  • Whole group
  • Breakout rooms

Facilitator Supplies:

  • Virtual Module 7 - CSP 21 - 22 - Slides
  • Slide set-up: Fill out the names of the characters each person will play.
    • Note: We have 16 spots in the chart, but you can duplicate the slide if needed to add more participants. It is OK for two people to have the same role, just put them in different groups when directed to in the agenda.

Participant Materials:

Agenda

Warp-Speeed Overview (43 minutes)

Reflection (17 minutes)

Teaching Guide

Warp-Speeed Overview (43 minutes)

(5 minutes) Introduce the Task

💷 Review the Unit 10 task:

  • There is a convention coming up to determine the direction for “Future School”.
  • Each student will be given a role to play for a stakeholder in the Future School (parent, teacher, student, etc.).
  • They will research innovations their stakeholder might want to have at this Future School and with their group, they will develop a theme or vision for their presentation at the convention.
  • This takes place over multiple lessons. Students stay “in character” for each lesson in the simulation.

Facilitator Tip

Really sell this as a simulation. Address participants by their new name, encourage them to describe their role, and be creative thinkers about what their character would want to introduce.

Remarks

As we mentioned, most of this unit is an extended simulation. In the slides, you will see a banner showing you and students that we are in simulation mode. We are going to engage with this project at a “sprinter’s pace” to get a feel for what students will be doing. We expect students will be doing much more research at each of these steps, but here we are going to focus more on the steps of the project rather than the CS content. You have all been assigned a role in this simulation. You are now this new character and you are planning on proposing a new concept for the “Future School”. Before we start,

  • 💷 We have assigned you a new role! On the “Roles for the simulation slide” find your name and your character’s name. Read a bit about your new character on your Character Bio sheet we linked on the slide.
  • Make a copy of the Project Guide linked in the slides.

Pause for ~2-3 minutes. Consider having participants give you some sort of sign that they are done with the two tasks listed above.

Remarks

We are now going to start the simulation!

Producer support: Prepare to put participants in groups of 4 into breakout rooms for 15 minutes. You will want 4 people with different roles for the simulation in each room.

(3 minutes) Step 1 - Reflect

Remarks

💷 We are so excited to have all of you participate in the “Future School Convention”! You each have a lot to bring to the conversation! To start, look at Step 1 of your Activity Guide and write a bit about what you (in your character) would want in a Future School.

(7 minutes) Step 2 - Research

Remarks

💷 We know you have a lot of ideas for Future School. Now is the time to get them out on the table! Research two different innovations that YOU (in your character) are interested in proposing the Future School adapt. Due to the accelerated pace here, we are going to ask you to answer all these questions the best you can - no citing of sources needed due to the warp-speed we are moving at!

(15 minutes) Step 3: Share Out & Formulate a Vision

Remarks

💷 You are shortly going to join a breakout room with your groupmates! Together, you are going to propose a vision or theme for Future School, one that connects all your innovations. For example, you might suggest that Future School be focused on international relations, or local agriculture, or maybe something else entirely. In your groups:

  • Share what innovations you are thinking of for the school
  • Give feedback on the innovations
  • And develop a theme/vision for your school that connects all those innovations.

Producer support:

  • Put participants in groups of four in breakout rooms for 15 minutes.

  • Participants will come back briefly to get next directions after 15 minutes and then head back to their breakout rooms for an additional 7 minutes.

(8 minutes) Preparing Your Group Presentation

Remarks

💷 In your group develop a 2-minute pitch for your big theme. This pitch should be:

  • Coherent: Explains the theme that ties your different innovations together
  • Compelling: Highlight the benefits of your vision and get the audience excited
  • Creative: Choose the format that will best communicate your vision
  • Clear: Make it clear specifically what you’re proposing
  • Collaborative: Every group member has a role, and every innovation is briefly explained
  • Concise: You’ll only have a couple minutes

Producer support: Put participants in the same groups of four in breakout rooms for seven minutes.

(5 minutes) Share Out

Remarks

💷 Welcome to the Future School Convention! Let’s have one or two groups share their hard work in developing a vision for the Future School!

Have 1-2 groups share their pitch. Cheer each group that presents and thank them for their contributions to the Future School Convention!

Reflection (17 minutes)

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

(3 minutes) Context

Remarks

💷 You can see we really rushed this project. In the classroom many things would be different:

  • Students would actually do research on their innovations.
  • Students would create a one-pager on ONE of their innovations.
  • Groups would get feedback on their ideas.
  • All groups would share out and vote on best innovation and best vision/theme at the “convention”.
  • You can learn more about how the simulation is connected through this Unit 10 Big Picture Document (also found in the lesson plans).

💷 Also, periodically, students will pause the simulation for lessons that will help inform their decisions in the simulation. For example, they will learn about security and privacy in technology in two separate lessons that are not part of the simulation, before addressing the security concerns of their own innovations they are proposing.

Facilitator tip

If teachers “sell” the simulation to students, it will be more fun for everyone involved. Encourage teachers to go over the top with emphasizing roles and purpose in the “convention”.

(14 minutes) Think-Pair-Share Discussion

💷 Have participants Think-Pair-Share for 2, 5, and 5 minutes respectively on the following prompts:

  • What can you do to get students to “buy in” to the extended simulation?
  • What do YOU want students to get out of the project? What would success look like for your class?
  • What critical thinking skills are students building during this project that will be helpful regardless of what careers or interests students pursue after taking CSP?

Producer support: Put participants in groups of three into breakout rooms for five minutes when directed to by the facilitator.

Summarize any points from the discussion that you want to reiterate. Otherwise, wrap-up this section with a summary of where we have been. This is the last unit that introduces new content to students and is intended to really end on a collaborative and creative note.

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Day 1
01 Workshop Opener 02 Context for Unit 10 03 Unit 10 Project Run Through 04 Wrap Up

Session 4: Wrap Up

10 minutes

facilitator presentation

Purpose

Create space to respond to outstanding questions, wrap up the day, and allow for survey completion time.

Objectives

  • Remaining parking lot or needs questions have been addressed.
  • Participants know what to expect for the next set of asynchronous work.
  • Participants have taken the survey.

Supplies & Prep

Workshop Modality:

  • Whole group

Facilitator Supplies:

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:

  • Review different CS communities that they may benefit from joining.
  • Learn about the content and structure of the AP Multiple Choice Exam and make a plan for supporting students in preparing for that exam.
  • Create a slide in our shared slide deck describing how you plan to use provided resources to support students in preparing for the AP exam.
    • Note: it might be wise for you to show the specific slides in the Virtual Module 8 - CSP 21 - 22 - Slides they will be creating so they will be more familiar with the expectations during the asynchronous work.

In our next call we are going to review each other's plans for preparing students for the AP Exam, define goals for building an inclusive classroom in the future, and make plans for maintaining and building our CS community. By engaging in the asynchronous work, participants will be more ready to make, share, and refine their plans with the community in the next call.

Remind participants of the best way to get support during the asynchronous work if needed. This might be by contacting the regional partner, the facilitator, or reaching out in a digital community space you use like a Facebook group or Slack.

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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