Workshop Opening Logistics (5 minutes)

(0 mins) As participants enter the room

💷 As participants enter the room, remind them to:

• Take out their Curriculum Guide as a guide to unit progressions
• Add post-its to the following posters:
  • “Where are we now?”: On a piece of chart paper or on the board, create a histogram for participants to add where they are in the curriculum.
  • Question Parking Lot: For people to write and post questions they have.

(2 mins) Attendance

Have everyone complete the attendance for the day on the online workshop dashboard found in your workshop.

Follow the instructions found in your Facilitator Handbook to take attendance for your workshop.

(1 min) Agenda Overview

💷 Describe what will happen during this session - participants should know that they will have time to talk about how the year is going more generally (classroom management, how students are responding, etc).

Walk through the agenda and plan for the day. Participants should be aware that they will be gaining more experience with Unit 4 and introducing some pedagogical tools for teaching students to program.

(2 mins) 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.

Reconnect (20 minutes)

(3 mins) Equity Framework Review

Goal: Refresh your participants’ memories, and encourage them to think concretely about the lessons they’ve done so far and what’s coming soon.

💷 Remind participants of the equity cycle, and that the work is ongoing throughout the year to bring access, diversity, and inclusion to their classrooms and schools. Share that during AYW1, they will be asking to reflect on and update their conceptualization of their identity to continue Understanding Self.

💷 On your own, reflect on the following and be ready to share with someone else:

• How would you describe your classroom culture at the moment? What do you like? What do you want to change?
  • How would you describe your role in cultivating your classroom culture?
  • Which parts of your identity are most relevant when interacting with your students in your CS classroom?

(10 mins) Speed Networking

💷 Have participants “speed network” their responses to the three prompts above. They should be looking for advice, ideas, questions, or issues.

Note: Speed dating means getting up and talking to someone new about your thoughts. We recommend doing 3 rounds of 3 minutes each, where participants check in with someone new for each round.

(7 mins) Table share out

💷 Have teachers head back to their tables and share out their questions to the following prompts:

• What did you hear as you shared out during speed networking?
• What themes were reoccurring?

After tables have a chance to catch up and share, facilitators should circle the room to predict what questions will likely be raised in the share out next. Facilitators should also listen for larger themes that they want to pull out in the share out if no participants raise topics.

Share Out (15 minutes)

Facilitators open the floor to the whole group for questions, concerns, or celebrations. The goal is to pull out widely-held questions and to check in with groups on the following:

• 💷 How would you describe your classroom culture at the moment? What do you like? What do you want to change?
  • How would you describe your role in cultivating your classroom culture?
  • Which parts of your identity are most relevant when interacting with your students in your CS classroom?

Note: These prompts should match what was in the reflection and speed networking. If you changed them due to different implementation styles, change the prompts here as well.*

If this session starts to run long, suggest that the remaining questions go on post-it notes to the question parking lot.

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.

  • Hand out the EIPM: A Short Introduction document or have participants open it on their computers
  • Give 3 minutes for participants to locate and skim the document.

💷 (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)

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.

Previously on... (2 minutes)

💷 (1 min) Previously on…

💷 (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.

Documenting Questions and Transition (2 minutes)

Pause one minute for writing

Get to know the Variables Practice Lesson (20 minutes)

💷 Set the scene for participants by reviewing the description for Practice lessons found on the “EIPM: A short introduction” document and share the goals for this session.

Exploration Goals:

• To gain practice reading a lesson plan, matching with slides, and understanding Code Studio resources within one lesson. Teachers will need to know how to do this when having students engage in lesson planning and as they are preparing to do the model lessons themselves.
• To see how the role of the teacher and the student in a Practice lesson changes as compared to prior lessons.
• To see how student understanding of content builds throughout an EIPM sequence. Students are not done learning after E-I-P-or-M - teachers should not try to master the content at the “Investigate” lesson, this is just a stepping stone toward mastery.

💷 The Task - Do this:

• Read the lesson plan.
• Match the lesson plan with the slides.
• Do the activities in Code Studio
  • Note: You will not finish going through the whole activity, but you should have a good “feel” for how a Practice lesson is different than the Explore or Investigate lessons you just saw.

Thinking prompts:

• How do you see this lesson connecting to the experiences students had in the Explore and Investigate lessons?
• How does it build on those experiences?

Discussion (7 minutes)

💷 Think - Pair - Share (1 min - 1 min - 2 mins)

• What are the responsibilities of the teacher during different points in this lesson?
• What are the responsibilities of the students during different points in this lesson?

💷 Whole Group Discussion (3 mins)

• How are these responsibilities different from the Explore and Investigate lesson?
• How are they the same?

Wrap-up (1 minute)

💷 Refer back to the EIPM: Short Introduction document. The goal of Practice lessons is for students to gain confidence in writing and debugging programs that use the new concept. We should not expect students to have mastered the content at this point.

Get to know the Variables Make Lesson (2 minutes)

(1 min) Set the Scene

💷 Set the scene for participants by reviewing the description for Make lessons found on the “EIPM: A Short Introduction” document and share the goals for this session.

(1 min) Introduce the Task

💷 Do this:

• Read the U4L4 lesson plan
• Match the lesson plan with the slides
• Review at the activity guide
• Open Code Studio and create the app yourself

Do the Task (20 minutes)

Do this:

• Read the U4L4 lesson plan
• Match the lesson plan with the slides
• Review at the activity guide
• Open Code Studio and create the app yourself

Discussion (10 minutes)

💷 Think - Pair - Share (1 min - 1 min - 2 mins)

• What are the responsibilities of the teacher during different points in this lesson?
• What are the responsibilities of the students during different points in this lesson?

💷 Whole Group Discussion (3 mins)

• How are the responsibilities in the Make lesson different from the Practice lesson?
• How are they the same?

Differentiation (10 minutes)

Pair-Share (1 min - 3 mins)

• Prompt: Some students are more ready to “take-on” this task than others. This provides an opportunity for differentiation. How can you use the activity guide as a tool for differentiation?

Whole Group Discussion (6 mins)

• Prompt: What are some other tools you may use to differentiate for this lesson?

Wrap-up (3 minutes)

Clarify the following points:

• 💷 Students still need teachers during the Make lessons. While teachers are doing less “in front of class instruction”, it is still really important for teachers to know how to make this project. Especially early on in the year, students will have questions and teachers need to anticipate those questions and how they will respond.
• Make lessons are one-day tasks - not multi-day events. Each Unit has an end-of-unit project that will allow for more creative and deeper problem solving, but if teachers spend many days on “Make” tasks, they will fall behind.
• Make lessons are not the last opportunity for students to learn the content. Students will use the content in this EIPM sequence in future lessons. So even if teachers feel like students need more time on the content, they should keep in mind that there will be more opportunities to practice the content later on.

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.

Unit 4 Conclusions and Connections (15 minutes)

Use your slides to guide your review of Unit 4. Now that we have looked at EIPM, we want to give participants a chance to look at the larger context.

• 💷 Before Unit 4 (1 min)

  • We have built a classroom culture of problem solving and collaboration throughout units 1 and 2.
  • In Unit 3, students learn how to design a User Interface and understand how basic event handlers work.
  • Students learn debugging stills and work towards developing a debugging mindset.
    
    

• 💷 During Unit 4 (12 mins)

  • There are 3 EIPM sequences in Unit 4. One on Variables, one on Conditionals, and one on functions.
  • At the end of the unit, students make a “decider app” as a final project for the unit. There is also a multiple choice test built into the unit.
    • In the project students work in pairs to create an app that helps a person make a decision. This app has specific requirements and includes a rubric.
    • (10 minutes) Spend some time allowing participants to look at:
      • The project guide for the the project, including the rubric
      • Exemplar projects in Code Studio
        
        

• 💷 After Unit 4 (2 mins)

  • Unit 5 is on Lists, Loops, and Traversals.
  • It uses the the same pedagogy of EIPM and the unit ends with another large “Hackathon” project
  • From a timing perspective, this should be the last unit of the semester.
  • We will cover this unit in our next workshop.

Independent vs. Collaborative Work (25 minutes)

(5 mins) Our Role in the Classroom

💷 Show the Equity Framework and highlight Understanding Self.

Facilitator shares a personal example of a time when their original assumption about a student’s readiness was challenged, and they changed how they viewed that student.

💷 Think-Share (3 mins)

• How can we check our implicit biases about students’ ability to work independently or collaboratively as we release responsibility to them in an EIPM sequence?
• Given your role and power as the teacher, what responsibility do you have to ensure that all students feel like they can succeed in your classroom?

(10 mins) "Why" Poster

💷 Introduce the task: In groups of 4, create a poster that looks at the pros and cons of working independently or collaboratively when programming. To do this, create a grid on your poster that looks like this:

You will have 8 minutes to work on this with your table.

💷 Have groups share out (4 mins) Have each group present to one other group. If there is an odd number of groups, consider having a group of 3 groups present to one another.

Have teachers return to tables.

(10 mins) Discussion

💷 Think-Pair-Share (1 min - 2 mins - 6 mins)

Prompts:

• Based on what you saw today in Unit 4, when would you encourage collaborative or independent work during the Unit?
• What support can you provide for collaborative or independent work?

Summarize the big ideas from the conversation and remind participants that we will continue to think about this in future units as well.

Parking Lot and Reminders (5 minutes)

(3 mins) 💷 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.

(2 mins) 💷 Reminders

Consider adding any helpful reminders for teachers such as when the next workshop is or other local computer science related events.

💷 AP CS Principles Reminder

Direct interested participants to the following links:

• Registering for the AP Exam (for students)
• Bringing AP CSP to your school (for teachers)

Survey (10 minutes)

(10 mins) 💷 Complete Survey

• Show the slide at the end of the deck that includes the appropriate link based on your in-person workshop model (in-person, 1-day OR in-person, 2-day).
• Make sure all the teachers in your workshop take the survey for the workshop before they leave.
• On the online workshop dashboard find your workshop and close the workshop during the closing of an in-person, 1-day OR during the final closing of an in-person, 2-day 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" via post-it notes. 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.