Day 1
01 Workshop Opener 02 Recruiting Students 03 Break 04 Previously On 05 Model Lesson: U5L2 06 Lesson Exploration - U5L3 07 Lunch 08 Lesson Exploration - U5L4 09 Lesson Exploration - U5L10 10 Conclusions and Connections 11 Break 12 Unit 6 Overview 13 Wrap Up

Session 10: Unit 5 Conclusions and Connections

45 minutes

discussion-based

Purpose

The purpose of this session is to look at the big picture of Unit 5. To do this, participants look at the end-of-unit project which shows participants what students should know and be able to do by the end of Unit 5.

This is also a good opportunity to reconnect on assessments with your cohort. This session emphasizes the role of feedback in a unit and during the final project and encourages participants to consider when, why, and how they provide feedback to students.

Objectives

  • Participants understand that Code.org approaches assessment as an opportunity for feedback intended to promote continuous growth.
  • Participants have plans for providing students with feedback for the final project in Unit 5.
  • Participants understand how the final project in Unit 5 connects with student learning in the unit.

Supplies & Prep

Room Setup:

  • Have poster paper hung up and ready for poster making.
  • Prepare to assign tables a group number from 1 through 3. These numbers can be repeated.

Facilitator Supplies:

Participant Materials:

  • Computers
  • Journals
  • Poster paper
  • Post-it notes
  • Markers

Agenda

Provide Context (5 minutes)

Explore the Hackathon Project (20 minutes)

Posters and Gallery Walk (20 minutes)

Facilitation Guide

Provide Context (5 minutes)

Use your slides to guide your review of Unit 5.

(3 minutes) 💷 During Unit 5

  • This is the second programming unit that uses EIPM that students will experience.
  • There are 3 EIPM sequences in Unit 5: one on Lists, one on Loops, and one on Traversals.
  • At the end of the unit, students engage in a “Hackathon project”

(2 minutes) 💷 After Unit 5

After Unit 5, we take a short break from programming with Unit 6 on algorithms. This is an unplugged unit. While students can find programming both creative and challenging, the process can get repetitive. Unit 6 allows for students to think and collaborate in different ways before returning to the final programming unit.

Explore the Hackathon Project (20 minutes)

(5 minutes) Describe the Hackathon at a High Level

Remarks

To understand what students will be learning throughout this unit, let’s look at the project based assessment for this unit.

💷 Use the slides to guide your overview. Key points include:

  • The Hackathon project should fall at the end of your semester
  • It is broken into 5 different days
  • This is written as a partner project where one person is the designer and the other person is the programmer.
  • The project involves planning and creating an app as well as writing responses to some strategic prompts.

(15 minutes) Introduce and Complete the Task

💷 Do this:

  • Open and read the Project Planning Guide for the Hackathon Project
  • Review one of the example apps and written responses found in the teachers links section of Lesson 17, Level 1.
    • Test out the app and read the corresponding response
    • Identify where and how these apps meet the requirements for the project as described in the planning guide.
  • Reflect. Consider what you have seen today that will prepare students to be successful in this task. How do you see the skills and knowledge from prior lessons reflected in this task?

Posters and Gallery Walk (20 minutes)

Remarks

💷 The Hackathon project is intended to be used in tandem with the multiple choice assessment at the end of the unit as a summative assessment for students. Throughout the unit, there are opportunities for formative assessment and for students to receive feedback. At Code.org, we see all assessment as opportunity for feedback and as a way to promote continuous growth. Let’s take a step back and think about the role of feedback and assessment before and during the project.

As a reminder, you have seen portions of Lessons 1, 2, 5, 9, and 10. You have also looked at the project from Lessons 13-17. Based on what you have seen in this unit, you are going to make a poster that describes the role feedback can play.

Facilitator Tip

If poster paper isn’t available, consider having participants make slides instead. The benefit of using posters is to energize the group and encourage movement, but if that is not an option, consider adding a different brain break in here also.

(10 minutes) Complete the Task

💷 Assign each table a number between 1 and 3. Each table will be assigned a timeframe to consider the role of feedback. The three different time frames are:

  1. Before the project starts (while students are learning in the previous lessons)
  2. During the project
  3. After submitting the project

Each table should discuss and document your thinking on the following four questions on your poster's four quadrants:

  • Why should students get feedback during this time?
  • What feedback is important and actionable during this time?
  • How will students get feedback and from who/what?
  • What opportunities will students have for addressing or responding to that feedback?

Note: it is possible (and even likely) that participants might have different answers to these questions. That is fine. This is time to get thinking out on paper!

Remarks

As you look around at other posters, add post-it notes to the posters with questions that these posters generate for you. Review the questions that other people left for you.

Discussion Goal

The purpose here is for teachers to understand the need to “close” the feedback loop. Feedback is a form of summative assessment, but if students don’t understand the feedback or have an opportunity to act on it, we haven’t really provided an opportunity for continuous growth.

(5 minutes) Full Group Discussion

💷 Prompts:

  • What ideas for providing feedback did this spark for you?
  • How will you know if students have understood your feedback?