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 5: Model Lesson - Lists Investigate - U5L2

55 minutes

lesson exploration

Purpose

This lesson was chosen as a Model Lesson because it helps participants build their understanding of both the content (lists) and of the Investigate lesson type. The main takeaway participants should have is that the Investigate lesson is an opportunity to recognize the skills, assets, and competence that students bring to the classroom.

Objectives

  • Participants understand the role that academic status plays in the classroom.
  • Participants have tools and language that recognize student competence during the learning process in the classroom.
  • Participants have strategies to influence a student’s academic status in the classroom.
  • Participants understand how lists are used in computer programs.

Supplies & Prep

Room Setup:

  • None

Facilitator Supplies:

Participant Materials:

  • Computer
  • Journals

Agenda

Model Lesson (55 minutes)

Facilitation Guide

Model Lesson (55 minutes)

Facilitator Tip

Here are some examples of what recognizing the abilities, skills, and competence of students throughout the lesson sounds like:

  • When reading the code, Alexis suggested to their partner that they add a watcher to see how the variable was changing. That helped them and their partner see under the hood a bit more. Alexis, what did you learn when you added the watcher?
  • Sarah asked her partner a great question when they were working together about if line 13 was really needed in the code. Sarah was really looking to streamline the code and understand it deeply. What did you two land on for line 13, is it needed?

(40 minutes) Model Lesson

Use the lesson plan for U5L2 - Lists Investigate to deliver the lesson.

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

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







(15 minutes) Reflection

Debrief
Be Sure to Model Essential
Practices		 The teacher recognizes the abilities, skills, and competence of students throughout the lesson to promote a sense of inclusion.
Lesson
Decisions
  • The teacher actively monitors the class during group work time and notes intellectual contributions of individual learners in the class that are specific to the task at hand.
  • The teacher uses the learner's names to recognize their contributions.
  • The teacher publicly names the abilities, skills, and behaviors that they seek to recognize. These intellectual skills and abilities might include “soft skills” such as asking good clarifying questions or making connections to prior mental models or code. These skills could also be more content-specific such as recognizing when a specific debugging strategy might be helpful.
If the essential practices, listed above, are present in the lesson we recommend the following for your debrief:
Debrief Direction Topic Equity and Belonging
Goal Participants understand the role the teacher plays in building a classroom culture of belonging and contributing to an individual’s feelings of bringing value to a CS classroom.
To reach this goal, consider using the following reflection and discussion prompts:
Debrief Suggestions 💷 Reflection
Prompt		 As we reflect we are going to consider the role status plays in the classroom. For this, we are going to separate socio-economic status from academic status. We will focus on academic status, which is the perception of a student’s academic readiness.
  • As a learner, what caused your perceptions of your academic readiness to rise or fall during the lesson?
💷 Discussion
Prompts
  • In your classroom, whose ideas are heard the most? Who stays silent? How does getting their ideas heard impact your students’ academic status and sense of inclusion in the classroom?
  • As a teacher, how can you influence a student's academic status and sense of inclusion in the classroom?
  • As a teacher, how can you impact whose ideas get heard?

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