Mental Models Across Units (35 minutes)

💷 A signature feature of EIPM is that classes build a shared mental model of programming concepts throughout the year through these Explore lessons. Some of these mental models build over time. It is helpful to understand how the mental models connect throughout the programming units.

Note: in this graphic in the slides, it shows connection with variables and conditionals Explore lessons (both use post-its and baggies), but the functions lesson does not use those tools to demonstrate how functions work.

(25 mins) Your Task

💷 Do this: Visit each of the selected Explore lessons from Units 4. Review the lesson plan and slides to get an understanding of how the lesson runs.

• U4L5 - Conditionals Explore
• U4L9 - Functions Explore/Investigate

Answer the following questions with a partner:

• How is the mental model for the concept being created? For example, in the variables explore, we use post it notes to represent values and baggies to represent storing those values in “named” containers which are the “Variables” in program code.
• How are these mental models connected to one another?
• How are these mental models different?

Note: With ~5 minutes to go, remind groups about the questions and redirect them to talk about them as a table if they haven’t already.

(7 mins) Group Discussion

💷 Prompts:

• What connections did you see between the Mental Models?
• How can Mental Models be a tool students use beyond just the Explore lessons?

(3 mins) Key Points

💷 Use the slides to guide your voice-over:

• Mental models can build over time. In fact, baggies make a re-appearance in the Unit 5 Explore tasks too.
• Memorable experiences are one way we build CS understanding with equity in mind. Just like we introduced students to computer science with “Cups and String” at the start of the year, we want to give students memorable experiences in programming units. One way we do this is through using Mental Models that provide all students, regardless of prior programming experience, a solid foundation in a concept..
• Having a shared mental model means you have a tool in your teaching toolbox. After every student has a shared mental model they can talk to one another with this in mind. When working with students, you can reference the mental model to help clear up misconceptions.

💷 Testimonial from pilot teacher:

“I was not really fond of the bags and sticky notes so I was happy when it was over. It seemed elementary to me. Imagine my surprise when I overheard students talking and explaining how things work using the bags. I ran over when they were discussing it and asked them for permission to videotape their discussion. It just happens to be all girls at the table. It was remarkable to hear them explaining the concept and helping each other. I am looking forward to using the bags and stickies now that I know it works :)”

Moving to Independent Creation (5 minutes)

(3 mins) Gradual Release

Use slides to direct your discussion of how independent creation builds in the course. The key takeaways are below:

• 💷 EIPM slowly gives students more control. Each EIPM sequence is designed to slowly transfer more “control” over to students. This ends with the Make task where students are creating an App with only UI elements (or maybe a little starter code). They start by reading code in the Investigate, debugging and writing small parts of code in the Practice, to putting together whole programs in the Make.
• Building skills and tools in each unit. The Makes include more skills over time - students will practice variables in future makes thus providing them more opportunities to use skills they acquire.
• Each programming unit ends with a more open ended project that spans multiple days.

(2 mins) Looking at the Unit 4 Project

• 💷 Show the Unit 4 project
• 💷 This overall structure is intended to prepare students to do the “ultimate Independent Creation” in the Create task which is Unit 8.