Workshop Opening Logistics (5 minutes)

(0 minutes) 💷 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 minutes) Attendance

Have everyone complete the attendance for the day on the Workshop Dashboard - Tool found in your workshop.

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

(2 minutes) 💷 Review the Agenda

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 of 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.

(1 minute) 💷 Review 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 (15 minutes)

(2 minutes) 💷 Personal Reflection

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

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

• What is going well in your classroom? What are you struggling with?
• Who are some students who have surprised you in class? What skills and abilities do they bring to the classroom and to their work?
• What are your strategies for supporting students who have missed classes?

(6 minutes) 💷 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 networking means getting up and talking to a few different people about your thoughts on a topic. We recommend doing three rounds of two minutes each, where participants check in with someone new for each round.

(7 minutes) 💷 Table Share Out

Head back to tables and share your concerns and what you learned from others.

As 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 (10 minutes)

(10 minutes) 💷 Share Out

Open the floor to the whole group for questions that could not be resolved at the tables. The goal is to pull out widely-held questions and to check in with groups on the following:

• What is going well in your classroom? What are you struggling with?
• Who are some students who have surprised you in class? What skills and abilities do they bring to the classroom and to their work?
• What are your strategies for supporting students who have missed classes?

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

Thinking About Goals and Gaps (10 minutes)

(2 minutes) Set Context

💷 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 AYW #2, they will be understanding context more deeply to effect change in there own classrooms.

💷 Review definitions of access, diversity and inclusion from the Microsoft Guide to inclusive computer science education.

(6 minutes) 💷 Pair - Share

Prompts:

• What perceptions do students in your building have about your CSP class? What perceptions do you want them to have?
• What prevents some students, specifically the students you’ve identified, from taking the class?

(2 minutes) Share your responses with a partner.

(4 minutes) Whole group share out

💷 Use the slides to describe the current reality of representation in CS.

Gathering Data (20 minutes)

(8 minutes) Defining the Gap

💷 Think-Pair-Share

(2 minutes) Prompt: Thinking about your school and classroom, who is represented in the school, but is not represented in your class right now?

(2 minutes) Share your responses with a partner.

(4 minutes) Whole group share out.

(12 minutes) Gathering Data

💷 Quantitative data means the quantity (numbers) of something and might guide the type of school data you collect such as:

• Attendance
• School Demographics
• CS course enrollment
• Assessment scores

💷 Qualitative data provides a description of something that may be observed, but not measured and might guide the type of classroom data you collect such as:

• Learner profiles to get to know students and how they think they learn best
• Home/Family life to get to know students outside of your classroom
• Student self-assessment/reflection to get know what contributes or detracts from your students’ learning

💷 Think-Pair-Share

(4 minutes) Prompts:

• What types of quantitative data would you like to see to better understand equity in CS at your school? How might you collect it?
• What types of qualitative data would you like to see to better understand equity in CS at your school? How might you collect it?

(2 minutes) Share your responses with a partner.

(4 minutes) Whole group share out. Capture strategies for collecting student qualitative and quantitative data on a poster.

Make Your Recruitment Plan (15 minutes)

(5 minutes) 💷 The Concern-Influence-Control Model

(4 minutes) 💷 Write-Share

(2 minutes) In your journal, take notes on which of the barriers you identified earlier this session that you do have control or influence over. Think about which types of quantitative or qualitative data would be useful to understand and remove these barriers.

(2 minutes) Share at your tables.

(10 minutes) Develop the Plan

Have participants divide a sheet of paper into 6 sections for their 30-60-90 day plan and what they can control and influence over that time.

(5 minutes) 💷 Write.

(2 minutes) 💷 Share and improve your plan with a partner.

(2 minutes) 💷 Whole group share-out. Ask for 2-3 ideas that people are excited to do in their schools. Encourage participants to reach out to one another during the break to continue to talk about this if interested.

Previously, On CSP... (19 minutes)

(2 minutes) Understanding Unit 4

💷 After Unit 4, students will know how to use variables, conditionals, and functions. They will know:

• How to use the watcher area of the screen to help them debug.
• How to use AND, OR, and NOT logical operators.
• How to avoid using local variables at this point. (U4L10 - Levels 6 and 7)

(17 minutes) Understanding U5L1 - Lists Explore

Slides	Speaker Notes
	Say: Learning about lists builds on what students know about variables. We’ve already learned that variables can help us store one piece of information. But what if we have lots of information?
	Say: This lesson represents lists as a gallon baggie full of small baggies.
	Diagram of a list. Say: Your list is made up of elements. Each element has its own index. Indexes are just numbers that count up from zero. The length of the list is how many elements it contains. This list has 3 elements and indexes from 0 to 2.
	Say: Notice that all the bags can folded up and be placed inside the big variable baggie. Sometimes we want to think about the whole list, sometimes we want to think about individual elements.
	How the code works Say: We create a list with this command. It creates a new list and assigns it to a variable. The square brackets indicate we’re making a list. Each value is separated by commas.
	Accessing elements in a list. Say: If we want to access the values in our list we use the square brackets next to the name of our list.
	Say: We can use list accesses inside of expressions, just like variables. Click for animation Say: This first expression evaluates to 23 because myNumbers[1] contains 20.
	Say: We can assign the index of a list just like a variable. Click for animation Say: This code will assign a new value at index 2 of the list.
	Say: The removeItem command will remove an item from a list. The item at the index given is removed, items to the right are shifted over, and the last index is removed.
	Say: The appendITem command will add an item to a list. A new index is added to the end of the list and the new item is place in it.
	Say: The insertItem command will add an item to the middle of a list. The item is placed in the index given. Then every item is moved over one space to make room. A new index is aded to the end of the list to make room. Do This: Have students discuss what the list will show after this command.

💷 Review key takeaways from the slides.

💷 In summary, after this lesson,

• Students will know how to create a list.
• Students will know how to access items in a list using the index.
• Students will know how to remove, add, or insert an item to a list.

Having this knowledge, students will enter into the next investigate lesson for Lists. It is important to know that your students will be using a list in their Create Performance Tasks too.

In the context of Unit 5, this is the first lesson in the unit. Most schools are 10 weeks into the school year at this point.

Roles Reminder (1 minute)

(1 minute) 💷 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:

Model Lesson (55 minutes)

(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

Get to Know the Lists Practice Lesson (11 minutes)

(1 minute) 💷 Set the Scene

(10 minutes) Exploration Task

💷 Do this:

• Read the teaching tips in the U5L3 lesson plan.
• Review the slides for the lesson.
• Open Code Studio and complete levels 3 through 7.
• Consider:
  • What are the skills students might exhibit that are valuable to learning processes during this lesson?
  • What skills do you want to highlight?

Have participants complete the task for about 10 minutes.

Discussion (9 minutes)

(2 minutes) 💷 Journal

Prompts:

• What does “being smart” in a CS classroom look like, broadly speaking? What are the skills students may exhibit that show them “being smart” in CS?
• How can you see those skills being useful in this lesson?

(2 minutes) Table Share Out

Share your lists with people at the table. Add to your list.

(4 minutes) Think - Pair

💷 Prompts:

• Think about your students in your classroom. Who is a student who you would like to support in building their sense of academic capabilities in your classroom?
• What skills have you seen them exhibit in class in the past? How might you “catch them being smart”?

💷 Share with a partner:

• Tell your partner about this student. Why did you select them? What have you seen them do in the past that maybe went under-recognized?

Wrap Up

Introduce the Task (10 minutes)

(1 minute) Set the Scene

(9 minutes) Exploration Task

💷 Do this:

• Read the U5L4 lesson plan.
• Match the lesson plan with the slides.
• Look at the activity guide.
• Open Code Studio and use the app yourself in level 1 - you don’t need to try to create it at this point.

Discussion (10 minutes)

(9 minutes) Introduce the Task

💷 Now that you have seen the project, do this:

(4 minutes) Think of 3 extensions students might want to do:

• Pick one that feels very attainable. This could be something students could quickly add to their project if they had an extra 15 minutes in class.
• Pick one that feels like a stretch. This is for your student who maybe worked ahead and is “done”, but you still want them to learn more.
• Pick one that feels outrageous. This is something that an over-confident student might propose, but you know or imagine that it is too difficult for them to accomplish in the given time or with their current skills.

(2 minutes) Compare with your partner.

(3 minutes) Have 1 - 2 groups share out what they brainstormed.

(1 minute) Wrap Up

Lesson Context (15 minutes)

(15 minutes) Set the Scene

(5 minutes) 💷 Use the slides to show how a for loop works.

(10 minutes) 💷 Use the slides to give a lesson overview of the Explore lesson.

Introduce the Task (22 minutes)

(20 minutes) 💷 Do this:

• Read the U5L10 lesson plan.
• Open Code Studio do levels 1 - 3, if you finish early, feel free to work ahead to get a feel for the rest of the levels.

Dicussion (8 minutes)

(6 minutes) Think-Pair-Share

💷 Prompts:

• What skills might students bring to the classroom that helps them integrate this prior knowledge with these new tools and concepts?
• Which skills are different from the ones we have talked about earlier today?

Think: 2 minutes
Pair: 2 minutes
Share: 4 minutes

(2 minutes) Wrap Up

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

💷 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)

(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!

(5 minutes) 💷 Gallery Walk

(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?

Introduction to Unit 6 & Jigsaw Activity (28 minutes)

(2 minutes) Introduce Unit 6

💷 Unit 6

• Unit 6 should be your first unit in the second semester.
• It contains only five lessons and one day for assessment. There is no project for this unit.
• This is an unplugged unit that allows students a break from programming and opportunities to use a different set of creative problem solving skills.
• You will notice that this unit involves some mathematical reasoning. It is not important that students deeply understand the math content, but can describe how math influences algorithmic choices.

(1 minute) Introduce the Task

Give each table one lesson from Lessons 2-5 in the unit. You will cover Lesson 1 separately later.

(15 minutes) Lesson Review

💷 Do this:

• Open the lesson plans and slides.
• Read the lesson plan and match with the corresponding slides.
• Pay special attention to the learning objectives for the lesson and where those objectives are met in the lesson.
• With any remaining time, start to do the unplugged activity in the lesson plan.

The facilitator should let participants know when it is time to move on.

(10 minutes) Discussion

💷 Discuss with your table:

• How much math do students need to understand to be able to meet the learning objectives in this lesson?
• In each of these lessons, math plays a role. Students with strong math backgrounds will likely participate differently than students who do not have strong math backgrounds.
  • What are some ways students without strong math backgrounds can contribute intellectually to this lesson?

Share Out (15 minutes)

💷 The facilitator will lead a 1 minute description of each lesson as described in the slides.

After each slide, allow each group to share out summaries of their discussion on the role of math and other skills students may use in the lesson.

Note: It is important to note that U6L1 (which participants will not do as part of their jigsaw above) does not have a large math component. This is intentional as it starts all students on a level playing field to start the Unit. Math is always used “just enough” to understand the lesson - it should not be the focus of the lesson. If teachers tend to focus on the math too much, be sure to note how much math is required to meet the objectives.

Wrap Up (2 minutes)

Parking Lot & Reminders (5 minutes)

(3 minutes) 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 minutes) Reminders

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

Survey (10 minutes)

(10 minutes) 💷 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.