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 5: Model Lesson - Variables Investigate - U4L2

55 minutes

lesson exploration

Purpose

In our quest to understand EIPM, the second lesson in Unit 4 helps participants build their understanding of both the content (variables) and of the Investigate lesson type. The main takeaway participants should have is that the Investigate lesson type requires the teacher to guide the discussion actively. Learners should not be doing this independently. The learning is most powerful when done in a community where the teacher can also formatively assess constantly as students are discussing the code between partners and in the whole group.

Objectives

  • Participants understand the role of the teacher is essential to continuing the collaborative classroom feel in Investigate lessons.
  • Participants understand how shared mental models can be used as a teaching tool in subsequent lessons.

Supplies & Prep

Room Setup

  • None

Facilitator Supplies

Teacher Materials

  • Laptops
  • Journals

Agenda

Facilitation Guide

Previously on... (2 minutes)

💷 (1 min) Previously on…

Remarks

This lesson follows the lesson you just saw.

💷 (1 min) Roles reminder

  • Remind participants of roles. Also feel free to redirect participants here. If you noticed any slipping of roles, call out this behavior in the roles reminder and recommend alternatives (ex “I heard some people talking about facilitating the lesson during the previous Model Lesson. Try to keep those learner hats on. If you have a “teacher thought” during the model lesson, please write it down so we can come back to it during the debrief”)

Model Lesson and Reflection (53 minutes)

The Model Lesson should take 40 minutes, leaving 13 minutes for the reflection.

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

Debrief
Be Sure to Model Essential
Practices		 The teacher creates and reinforces a collaborative culture in the classroom by facilitating frequent whole-class discussions and encouraging partner conversations.

The teacher connects the mental model from the previous lesson to the Investigate lesson.
Lesson
Decisions
  • The teacher uses the mental model when helping learners make sense of the code individually or as a whole class.
  • The teacher communicates how far students should go before waiting for the class discussion.
  • The teacher is actively moving around the room while students are doing the investigation to gauge when they are ready for the discussion.
  • The teacher actively acknowledges contributions of individuals who exemplify a collaborative approach to the investigations.
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Lesson/Unit Structure
Goal Participants understand the role teachers play in Investigate Lessons to continue the classroom culture built on collaboration and problem solving from earlier units.
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions Reflection
Prompt		 💷 Make a Venn diagram. Think about the classroom “feel” learners experienced in Units 1 and 2. As a learner, how is the classroom “feel” you experienced in this lesson similar or different from the feel in Units 1 and 2?

Note: For the “Share” portion of this debrief, consider having participants walk around and share their Venn diagram with other people in a “speed dating” format.
Discussion
Prompts
  • 💷 As a teacher, what happened in the class that helped produce that “feel” in this lesson? What did the teacher do? What did the students do?
  • What do you believe is the teacher’s role in building collaboration among students?
  • As a teacher, how do you think your students would respond to this type of lesson?


Note: If needed, elaborate on what “feel” means. How did you feel as a learner? What was happening? What did it sound like / look like? What are you doing? Participants are comparing the “feel” of the programming units to the “feel” of the non programming units.

FACILITATOR NOTE:
As you discuss this prompt, look for places to draw out the decisions for this lesson, listed above.