Day 1
01 Workshop Opener 02 Intro to Unit 4 03 Break 04 ML - U4L1 05 ML - U4L2 06 Lunch 07 Lesson Exploration - U4L3 08 Lesson Exploration - U4L4 09 Break 10 EIPM and The Big Picture 11 Collaborative Work 12 Wrap-Up

Session 2: Introduction to Unit 4 and EIPM Pedagogy

15 minutes

facilitator presentation

Purpose

Unit 4 is the first unit where participants are being introduced to the EIPM pedagogy. It is important to note that we are spending the whole day developing a better understanding of EIPM in context of Unit 4. In future workshops, we will frequently cover two units at a time because there will be no new Code.org-specific pedagogy introduced.

Objectives

  • Participants explain the high-level story of Unit 4.
  • Participants have reviewed the EIPM content from the Curriculum Guide and can explain the differences between the different types of lessons at a high level.

Supplies & Prep

Room Setup

  • None

Facilitator Supplies

Teacher Materials

Agenda

EIPM Basics ( 9 minutes)

Introduction to Unit 4 (5 minutes)

Context for Model Lesson (1 minute)

Facilitation Guide

EIPM Basics ( 9 minutes)

💷 (4 mins) Context

  • In Unit 3, students learn the basics of event driven programming, user interfaces, pair programming and how to develop a debugging mindset. Unit 4 is the start of introducing more robust programming tools. Unit 4 is also when we start to use a new pedagogical tool EIPM.

💷 (5 mins) What is EIPM?

Use the combination of the slide here and the document to talk through these key points.

  • EIPM is a structured approach to teaching programming in Code.org's CSP Curriculum. It's designed to meet the needs of diverse learners, encourage collaboration, support independent creation, and clarify the role of the teacher throughout the learning process. Each letter represents a different type of lesson (E - Explore, I - Investigate, P - Practice, M - Make) which are taught in sequence for each major programming construct.

  • Go over each lesson type in a bit more detail using the EIPM: A Short Introduction document

    • Explore lessons
      • The goal is that students begin to develop a shared mental model and understand the main ideas of the new concept.
      • Students explore the new concept through a teacher-led hands-on group activity, typically with manipulatives.

    • Investigate Lessons
      • The goal is that students become comfortable reading and modifying programs that use the new concept.
      • Students investigate two or three sample programs that use the new concept. During this lesson, students are reading and making sense of working code and having frequent teacher-led discussions about what students are seeing on the screen.
    • Practice Lessons
      • The goal of this lesson is for students to gain confidence in writing and debugging programs that use the new concept.
      • Students practice using the new concept through a scaffolded series of programming activities. The teacher supports by helping students develop debugging skills and helping them think through their tasks.

    • Make Lessons
      • The goal of this lesson is for students to have more independence when deciding when and how to use the new concept in the context of a larger project.
      • Students make a target app for which they are given the screen elements but little to no starter code. The teacher provides targeted individual or whole class support to help students understand the task

    • There are multiple EIPM sequences per Unit. Each lesson is still only 45 minutes.
    • The role of the teacher and student shift throughout the sequence.
    • Overall, the goal of EIPM is to give both teachers and students structure in teaching and learning programming in a way that is aligned to the same “feel” of learning and teaching experienced in earlier units.

Introduction to Unit 4 (5 minutes)

💷 (5 mins) How this works in Unit 4

Use the slides to guide your presentation:

  • Unit 4 has 3 different EIPM sequences.
  • The unit ends with a programming project where students make their own “decider apps”
  • Pedagogy and philosophy in this unit:
    • EIPM - already discussed
    • Scaffolding Towards Independent Projects: A major goal of this course is to empower students to design and build projects independently but this will take time.

Context for Model Lesson (1 minute)

Remarks

We think the best way to get a feel for this is to experience it! So after the break we will be doing two model lessons today - one on the “Explore” lesson type and the other on the “Investigate” lesson type. So, for the following activity, you will need your “learner” hats.

You will be acting as a “Learner in the classroom” for the Model Lesson. We will have time to debrief the lesson as a “Teacher in the classroom” after it is taught.