Session 4: Model Lesson - Variables Explore - U4L1

60 minutes

lesson exploration

Purpose

Since every programming unit in the curriculum follows the EIPM model, it is important that participants understand the unique role each lesson type plays in building student understanding of the content. This Model Lesson is intended to teach participants the content in the lesson (variables) but also understand the pedagogy used in Explore lessons.

Objectives

Participants understand how the structure of Explore lessons support student understanding of concepts and vocabulary.
Participants understand the role shared mental models play in the classroom.
Participants can identify biases they may possess about CS education

Supplies & Prep

Room Setup

None

Facilitator Supplies

CSP Slides - Workshop 1 - 21-22 - Slides
Baggies
Post-it notes
Dry-erase markers
Journals

Teacher Materials

Materials per table:

3 baggies per pair of participants
Post-it notes
Dry-erase markers
Journals

Agenda

Previously on... (5 minutes)

Model Lesson and Reflection (55 minutes)

Facilitation Guide

Previously on... (5 minutes)

💷 (4 mins) Previously On…

This is the first lesson in Unit 4 and follows Unit 3. After Unit 3, students will know how to use some of the basic User Interface commands and Design Mode in AppLab. They will learned:

Commands from the UI controls including: event handlers, hide/show elements, playing/stopping sound, setting text/images.
console.log, randomNumber, and strings in programs
How to use Design Mode to design a UI that includes buttons, text, and images
Comments in programs
The debugging process and pair programming

Most schools are 7 weeks into the school year at this point.

💷 (1 min) Roles reminder

Before you start the model lesson, it may be helpful for your co-facilitator to set the scene by encouraging participants to act as true learners. One prompt that may help get participants in the right role is, “Think of a student from your class this year or a previous year who you want to embody during this model lesson. It shouldn’t be your most difficult student, but it shouldn’t be your overachieving student either - it might be someone who is lacking confidence or feels like computer science might not be for them. Consider channeling them (without taking identity markers that aren’t your own) and how they might engage in this lesson as you act as a learner.”

Model Lesson and Reflection (55 minutes)

The Model Lesson should take 40 minutes, leaving 15 minutes for the reflection.

Refer to the Essential Practices and Lesson Decisions described below when planning this model lesson.

Debrief
Be Sure to Model	Essential Practices	Teacher encourages the use of manipulatives to build a shared mental model of variables and introduce/reinforce vocabulary.
Be Sure to Model	Lesson Decisions	Teacher models using the manipulatives early on in the lesson and moves toward students using the manipulatives as the lesson progresses. Teacher encourages learners to demonstrate their understanding with the manipulatives throughout the lesson even if the learner says they “already get it”. Teacher introduces vocabulary gradually with lots of repetition. They actively model using the new terms in interactions with the class and in interactions with individual learners. Teacher connects the vocabulary with the shared mental model.
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction	Topic	Lesson/Unit Structure
Debrief Direction	Goal	Participants understand how Explore Lessons build a shared mental model of a programming concept for students and introduces vocabulary.
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions	Reflection Prompt	💷 As a learner, what prior skills or knowledge did you need to engage in the lesson? As a learner, what skills or knowledge did you gain or practice during this lesson?
Debrief Suggestions	Discussion Prompts	💷Discussion Prompt 1: This activity helps create a shared mental model for students of what a variable is using manipulatives. As a teacher, how is having a “shared mental model” helpful in a classroom? How does this impact your instruction or classroom for students 💷Discussion Prompt 2: As a teacher, what biases have you previously or presently encountered in yourself about who belongs in CS Principles? What impact might removing the Explore and Investigate lessons from the EIPM sequence have on students without prior coding experience? Which students would benefit from only completing Practice and Make lessons? Note: The goal of this discussion prompt is to help participants realize the effect that the EIPM sequence has on building a solid foundation for those students without prior coding experience, as well as its ability to level the playing field for the entire classroom.c You can also prompt teachers to consider the effect the EIPM sequence has on student inclusion by asking questions like: How does creating a shared mental model among all students lead to inclusion? How might you use this shared mental model to scaffold student support in Practice and Make lessons? *FACILITATOR NOTE:* As you discuss this prompt, look for places to draw out the decisions for this lesson, listed above.